- I can form and use active and passive voice to achieve particular effects. (L.8.1b, L.8.3a)
- I can track characters, plot, and emerging themes in Maus I. (RL.8.2)
- I can plan an effective literary (whole-book) summary of Maus I. (RL.8.1, RL.8.2)
Focus Standards: These are the standards the instruction addresses.
- RL.8.1, RL.8.2, L.8.1b, L.8.3a
Supporting Standards: These are the standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.
- RL.8.4, RL.8.10
Daily Learning Targets
Ongoing Assessment
- Opening A: Entrance Ticket (RL.8.2)
- Opening B: 5-Minute Mini Language Dive note-catcher (L.8.1b, L.8.3a)
- Work Time A: Gist on sticky notes
- Closing and Assessment A: Whole-Book Literary Summary Writing Plan graphic organizer (RL.8.1, RL.8.2)
Agenda
Agenda | Teaching Notes |
---|---|
1. Opening A. Engage the Learner - RL.8.2 (5 minutes) B. Mini Language Dive: Model Whole-Book Literary Summary - L.8.3a (5 minutes) 2. Work Time A. Read Maus I, Chapter 6 (15 minutes) B. Track Gist, Plot, Character, and Theme: Maus I, Chapter 6 - RL.8.2 (10 minutes) 3. Closing and Assessment A. Plan a Model Whole-Book Literary Summary - RL.8.2 (10 minutes) 4. Homework A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal. |
Alignment to Assessment Standards and Purpose of Lesson
Opportunities to Extend Learning
How It Builds on Previous Work
Support All Students
Assessment Guidance
Down the Road
|
In Advance
- Prepare Entrance Ticket: Unit 1, Lesson 9.
- Distribute Entrance Ticket: Unit 1, Lesson 9 on each student's desk. As they enter the classroom, invite them to complete their entrance ticket.
- Post the learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
- Continue to use the technology tools recommended throughout previous modules to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 8.I.C.11, 8.I.C.12, 8.II.A.1, and 8.II.A.2.
Important Points in the Lesson Itself
- To support ELLs, this lesson includes a Mini Language dive that focuses on a sentence written in active voice from the model summary students analyzed in Lesson 8. The lesson also includes time for students to discuss theme after completing their reading of Maus I and time to plan the summaries they will write in Lesson 10 during the End of Unit 1 Assessment.
- Students may find it difficult to select appropriate information about plot and theme in Maus I to include in their whole-text summaries. Encourage students to return to the gist notes and other annotations they have made throughout the text, and allow ample time for students to process and plan orally.
Vocabulary
- N/A
Materials from Previous Lessons
Teacher
Student
- Model Whole-Book Summary: Summer of the Mariposas (one for display; from Module 3, Unit 1, Lesson 8, Closing and Assessment A)
- Text Guide: Maus I (for teacher reference) (from Module 3, Unit 1, Lesson 2, Work Time C)
- Work to Become Ethical People anchor chart (one for display; from Module 1, Unit 1, Lesson 1, Work Time D)
- Gist, Plot, Character, and Emerging Theme anchor chart (example for teacher reference) (from Module 3, Unit 1, Lesson 4, Closing and Assessment A)
- Gist, Plot, Character, and Emerging Theme anchor chart (one for display; from Module 3, Unit 1, Lesson 4, Closing and Assessment A)
- Criteria for an Effective Whole-Book Literary Summary anchor chart (one for display; from Module 3, Unit 1, Lesson 8, Closing and Assessment A)
- Maus I (text; one per student; from Module 3, Unit 1, Lesson 2, Opening A)
- Holocaust Glossary (one per student, from Module 3, Unit 1, Lesson 3, Work Time A)
- Vocabulary logs (one per student; from Module 1, Unit 1, Lesson 2, Opening A)
- Summarize a Literary Text Rubric handout (one per student; from Module 1, Unit 2, Lesson 1, Work Time C)
- Independent reading journal (one per student; begun in Module 1, Unit 1, Lesson 6, Work Time B)
New Materials
Teacher
Student
- Entrance Ticket: Unit 1, Lesson 9 (answers for teacher reference)
- 5-Minute Mini Language Dive Guide (for teacher reference)
- Whole-Book Literary Summary Writing Plan graphic organizer (example for teacher reference)
- Entrance Ticket: Unit 1, Lesson 9 (one per student)
- 5-Minute Mini Language Dive note-catcher (one per student)
- Synopsis: Maus I, Chapter 6 (one per student)
- Sticky notes (one per student)
- Whole-Book Literary Summary Writing Plan graphic organizer (one per student)
Assessment
Each unit in the 6-8 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize students' understanding of what they accomplished through supported, standards-based writing.
Opening
Opening | Levels of Support |
---|---|
A. Engage the Learner - RL.8.2 (5 minutes)
|
|
B. Mini-Language Dive: Model Whole-Book Literary Summary - L.8.3a (5 minutes)
"I can form and use active and passive voice to achieve particular effects."
|
For Lighter Support
For Heavier Support
|
Work Time
Work Time | Levels of Support |
---|---|
A. Read Maus I, Chapter 6 (15 minutes)
"What sacrifices did Vladek and Anja make to stay alive through these oppressive conditions?" (They persevered through starvation, rats, the constant threat of death, and being found and taken to a concentration camp.) "What can we infer may happen in the next book?" (We know that, against all odds, both Anja and Vladek survive Auschwitz.) "Why do you think Vladek burns Anja's diaries? Why do you think Art calls him a murderer?" (Vladek cannot bear to remember Anja's experiences of the Holocaust, which eventually drove her to kill herself. But by destroying her journals, Art feels like Vladek has destroyed his mother's memories and thus killed some part of her that Art would like to have known.) "What additional examples of habits of character were evident in chapter 6 of Maus I?" (Students may mention many examples and answers will vary, but they may note how some people showed compassion as they risked their lives to help Jewish people survive during the Holocaust.) "What habits of character did you practice while reading and discussing chapter 6 of Maus I?" (Answers will vary, but may include that they practiced using compassion as they worried about the survival of Vladek, Anna, and other Jewish people as they were sent to Auschwitz and respect as they deepened their understanding of the inhumane experiences Jewish people endured during the Holocaust. |
For Lighter Support
For Heavier Support
|
B. Track Gist, Plot, Character, and Theme: Maus I, Chapter 6 - RL.8.2 (10 minutes)
"I can track characters, plot, and emerging themes in Maus I."
"What is the gist of Chapter 6?" "What are the key events that happened in the plot in Maus I, chapter 6?" "What have we learned about the development of characters in this chapter?"
|
|
Closing & Assessments
Closing | Levels of Support |
---|---|
A. Plan a Whole-Book Literary Summary - RL.8.2 (10 minutes)
"I can plan an effective literary (whole-book) summary of Maus I."
|
For Lighter Support
For Heavier Support
|
Homework
Homework |
---|
A. Independent Research Reading
|
Copyright © 2013-2024 by EL Education, New York, NY.