Night TPA Lesson Plan

edTPA Lesson Plan #1 Course 493

1. Teacher Candidate	Dezarae West	Date Taught	11/20/17
Cooperating Teacher	Stephanie Yanuszeski	School/District	Westwood Middle School
2. Subject	ELA	Field Supervisor	Clive Gary
3. Lesson Title/Focus	Point of View	5. Length of Lesson	20 minutes
4. Grade Level	10th grade

6. Academic & Content Standards (GLEs/EARLs/Common Core)	CCSS.ELA-LITERACY.RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. CCSS.ELA.LITERACY.RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature for outside the United Stated, drawing on a wide reading of world literature.
7. Learning Objective(s)	Given Night by Elie Wiesel and I Survived the Holocaust Twin Experiments YouTube video, students will be able to analyze a particular point of view through various accounts of a subject by journaling from the point of view on forgiveness assigned by the teacher.
8. Academic Language	Vocabulary: Point of view, analyze, forgiveness Function: Students will analyze the different points of view. Syntax: Students will be analyzing a particular point of view and show their understanding by journaling from the point of view on forgiveness assigned by the teacher. Discourse: Students will participate in a whole class discussion with the teacher about point of view and forgiveness to collaborate an understanding.

9. Assessment

Informal Formative Assessment: Students will be journaling on an assigned point of view on forgiveness of the Holocaust. This will assess the students understanding of analyzing multiple points of view through different mediums.

10. Lesson Connections

Prior Knowledge: This lesson further enhances students’ understanding of point of view because it pulls upon students’ knowledge on point of view from reading To Kill a Mocking Bird. Students have just finished reading about the Holocaust in Night by Elie Wiesel and they will analyze his point of view to write about forgiveness. Future Lesson Connections: Students will continue their knowledge of analyzing points of view through reading a variety of novels and books.  To build upon the skills the students will also write a short essay about why a book was written from a specific point of view. Research: I am teaching this lesson because, “One of life’s biggest challenges is accepting that there are numerous interpretations and that there is rarely one right way to view the world. Literature can introduce characters who have learned to accept that different viewpoints exist, demonstrating how they persevere when faced with difficulties” (486-494). By analyzing point of view through different mediums, students will develop a better understanding of texts and the world around them. This understanding will lead to a deeper comprehension of points of view.

11. Instructional Strategies/Learning Tasks to Support Learning
Learning Tasks and Strategies Sequenced Instruction
Teacher’s Role 1.      Teacher will introduce the lesson step by step (1 minute) 2.      The teacher will read the learning objective. (1 minutes) 3.      Have a student voice why the learning goal is important (1 minute) 4.      Teacher will ask students what point of view and forgiveness are. (1 minutes) 5.      The teacher will introduce the video being shown. (1 minute) 6.      Teacher will play the video starting at 0:40-3:41, 8:20-9:41, 10:00-13:11, 13:34-14:25 (8 minutes) 7.      Teacher will tell the students the A and B points of view, then assign students their point of view (2 minutes) 8.      Teacher will ask the students to begin journaling on their points of view (5 minutes) 9.      Teacher will have the students continue their point of view journal in class the next day.	Students’ Role 1.      Students will actively listen to the explanation of the lesson. (1 minute) 2.      The students will actively listen to the teacher read the learning objective. The learning goal will function as a target by which the student’s learning should be reached by the end of the period. (1 minute) 3.      A student will voice why the learning goal is important. (1 minute) 4.      One or two students will answer what point of view and forgiveness are. (1 minute) 5.      Students will listen to the teacher’s introduction of the video. (1 minute) 6.      Students will watch the video thinking about point of view and forgiveness. (8 minutes) 7.      Students will call off if they are an A or B writer. (2 minutes) 8.      Students will begin journaling on their given point of view about forgiveness and the Holocaust. (5 minutes) 9.      Students will put their papers in their binder to work on in class the next day.
Student Voice to Gather (journal) Students will be journaling on the given point of view on why they could or could not forgive those who ran the concentration camps during the Holocaust.

12. Differentiated Instruction

Plan Student Interest: This lesson interests students because it has individual work. Students will also be able to connect their views on forgiveness to their journal entry on the given point of view. Students will get to watch a short video about forgiveness and the Holocaust, this will bring in the use of technology with an informational text. Learning Styles: This lesson appeals to kinesthetic learners because there is “hands-on” work. Visual learners will get to see a visual representation of forgiveness and point of view. Auditory learners will get to hear the point of view from a Holocaust survivor. This will help both my high and low students because I am showing a video of a Holocaust survivor and her point of view, I am reviewing what point of view is, students get to see examples of different points of view, and the assignment lays out what is required of students for their journal entry on point of view. Student Needs: Visually impaired student will be able to move closer to the board in order to see better.  My lower reading level students will have multiple opportunities to hear and see examples.  Students will be able to ask me clarification questions as needed.  Also, by having the different methods of learning, students will be able to access to a variety of resources during the class. Students A and B have 504’s and will have clear instructions and extended time when necessary. Students C and D will leave the room to work on the task with their Para.

13. Resources and Materials

Materials Student Materials: Writing utensils, paper, copy of Night Teacher Materials: dry erase marker, white board, white board eraser, copy of learning goals, computer, projector, video title or URL, copy of Night Resources B. (2017, September 15). I survived the holocaust twin experiments. Retrieved November 20, 2017, from https://www.youtube.com/watch?v=gdgPAetNY5U Giorgis, C., & Johnson, N.J. (2002). Multiple perspectives. The Reading Teacher, 55(5), 486-494. Wiesel, E. (2006). Night. Hill and Wang, NY.

14. Management and Safety Issues

Plan Management issues will come when students are watching the video. The students may start to lose focus halfway through the video. Students may also get off task when they are writing their journals. To keep students on task I will roam the room, observe, and occasionally participate in discussions of how students are doing to help keep students on task. Some students may also have family that were alive during WWII and/or be survivors of the Holocaust.  To help those students I will be open to allowing those students to change their point of view from A to B or B to A.  I also will mention that the topic being covered today only focuses on these two points of view but there are multiple points of view surrounding the Holocaust and forgiveness. The students will be allowed to go to the counselor if they feel they need to.

15. Parent & Community Connections

Plan Parents/Guardians: Students will be given a challenge to discuss the topic of point of view or the concept of forgiveness, with a prompt to take home, with their parent or guardian.  The parent or guardian will need to initial the prompt to show the student had this discussion with them. Community: Students will be challenged to find an event that has happened in their community that may have created tensions among different people and write about the points of views they find on that subject.