1. Teacher Candidate	Shawna Nowels	Date Taught	3/13/2017
2. Subject	History
3. Lesson Title/Focus	Night Unit Pre-reading Activity: Gallery Walk	5. Length of Lesson	20 minutes
4. Grade Level	9th

6. Academic & Content Standards (Common Core/National)	EARL 4.3.1 Analyzes and interprets historical materials from a variety of perspectives in world history (1450-present). CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
7. Learning Objective(s)	Learning Objective:  Given the gallery walk, students will critically analyze a single image from the gallery by answering questions from the hand-out through small group collaborative discussions to construct a caption for the image and share it with the whole class. Small group collaborative discussions will formatively assess CCSS.SL.9-10.1 by allowing students to be actively engaged participants in group discussions by sharing ideas, rationale and background knowledge and building on others’ ideas by listening to their partner’s ideas, rational and background knowledge about the image from the gallery walk. Writing a caption for an image from the Holocaust formatively assesses EARL 4.3.1 by allowing students the opportunity to analyze and interpret historical materials from a variety of perspectives in world history. DOK3
8. Academic Language demands (vocabulary, function, syntax, discourse)	Language Functions: critically analyze; actively engage in collaborative discussion; connect background knowledge; write captions for pictures; construct captions. Language Demand: To introduce the topic of the Holocaust and Elie Wiesel’s novel Night. Students will be asked to reflect on their prior knowledge and progress towards achieving the learning objectives, participate in discussion, construct words and phrases to describe pictures. Vocabulary: Holocaust Syntax: Students will use their background knowledge to analyze images, share their background knowledge during class small group collaborative discussion, and to construct words and phrases to describe the images. Discourse: Students will work collaboratively, discuss as a small group, and share their captions with the whole group.

9. Assessment

Formative:  Night Pre-reading Activity: Gallery Walk Hand-out Analyze images by answering questions from the hand-out through small group collaborative discussion.  Small group collaborative discussion will formatively assess CCSS.ELA-LITERACY.SL.9-10.1 by allowing students to be actively engaged participants in group discussions with diverse partners by sharing ideas, rationale and background knowledge and building on others’ ideas by listening to their partner’s ideas, rational and background knowledge about the image from the gallery walk. Students will be expected to be active and engaged participants in group discussions by sharing prior knowledge and listening to other group members share their prior knowledge about issues and topics related to the Holocaust.  Students will record their ideas and analysis on the hand-out. Formative:  Constructing words or phrases that describe images in the gallery walk. Constructing words and phrases to describe images formatively assesses EARL 4.3.1. by allowing students the opportunity to analyze and interpret historical materials from a variety of perspectives in world history.  Groups will share their constructed caption for an image with the whole class.

10. Lesson Connections

This lesson opens a unit on the novel Night by Elie Wiesel.  This lesson is a pre-reading activity that will require students to draw upon and share their prior knowledge of the Holocaust.  The activity enables students to begin building connections with their prior knowledge of the Holocaust to the text. In the next lesson, students continue pre-reading activities by learning about Elie Wiesel, the author of Night.  Students will be asked to make predictions about the novel’s tone, plot and themes based on the pre-reading activities. Research: ·         Wei-Fang and Chung-Pie’s (2011) research shows that collaboration helps students activate prior knowledge, which leads to increased reading comprehension. Both students and teachers see the benefits of using class wide discussion as a pre-reading activity. ·         Resnick & Nelson-Le Gall (1999) contend that collaboration strengthens student understanding and promotes social intelligence, which helps students solve problems through discussion, goal setting and questioning.

11. Instructional Strategies/Learning Tasks to Support Learning
Learning Tasks and Strategies Sequenced Instruction
Teacher’s Role                   Introduction (5 minutes):    ·         I will greet students and remind them they are 9th graders. ·         I will have students read the learning objective and re-state it. ·         I will introduce the Night Unit and ask the students if they are familiar with the text or author. ·         I will give students the instructions for participating in the gallery walk and ask if they have any questions. After answering questions, I will instruct students to line up for the gallery walk. Learning Activity (5 minutes): ·         Students will look at each image during the gallery walk and return to their seats ·         Students will write a few words to describe their impressions from the images in the gallery walk. ·           Small Group Activity/Discussion (10 minutes); ·         After students view the gallery, I will instruct them to return to their tables and work with their tablemates (4 students at each table.)  I will give each group copies of the photos and instruct them to create words or phrases to describe each photo and write the descriptions slips of papers that I will provide. I will model the activity by leading the class through the activity for one of the photos. ·         I will engage with each group to assess prior knowledge and progress in the activity and to ensure that students are engaged in the activity.  I will be available to answer questions. Whole Group Discussion (15 Minutes); ·         I will ask each group to share the descriptions they created for each of the pictures.  I will ask the group to compare the different descriptions and the ideas and perceptions behind their unique descriptions. Concluding Activity (10 minutes): ·         I will read excerpts from the preface of Night, as a brief introduction to the novel. ·         I will ask the students to make predictions about the story based on the day’s activities and the preface text from the novel on an exit slip. ·         I will instruct students to prepare themselves and the classroom for departure. ·         I will ask students to hand me their exit slips as they leave the classroom.	Students’ Role ·         Students will enter the classroom, take out their History notebooks and write responses to the guiding questions on the white board. ·         Students will listen to the directions and will ask for clarification if needed. ·         Students will get up and move around the room to view each photograph.  ·         When students have viewed each photograph, they will return to their seats. ·         Students will listen to instructions for participating in the small group activity/discussion.  The will ask questions for clarification.  ·         Students will work with the tablemates to discuss each photograph and construct a description or phrase for each one. ·         Students will be respectful to their classmates by allowing each member to speak. ·         Each group will share the descriptions they constructed for each photograph by placing them under each photograph on the wall. ·         Groups will explain the ideas behind each description. ·         Students will listen as the teacher introduces them to the novel Night, by listening to the teacher read excerpts from the preface. ·         Students will listen to the instructions for the exit slip. ·         Students will use a piece of paper to write two predictions about the story in Night. ·         Students will tidy their tables and surrounding area to prepare to exit the classroom. ·         Once students have been dismissed, they will hand their exit slip to the teacher as they leave the classroom.
Student Voice to Gather ·         Students will share prior knowledge of the Holocaust by writing responses to the guiding questions in the entry task in their History notebook.  History notebooks will be collected weekly by the teacher. ·         Students will share prior knowledge of the Holocaust by constructing words and phrases to describe the photographs in the picture walk activity.  ·         Students will share their prior knowledge of the Holocaust with their classmates in small group and whole group discussions. ·         Students will make predictions about the story in the novel Night on exit slips.

12. Differentiated Instruction

·         Students will have the opportunity to share their prior knowledge of the Holocaust. ·         Students with mobility issues will be given their own set of photographs to view at their table. ·         Students who do not thrive in large group activities will have an opportunity to have their voice heard by writing responses to guided questions and participating in smaller groups. ·         Students will use non-print text to make connections to their prior knowledge of the Holocaust. ·         This lesson utilizes small and whole group discussions which helps students build their knowledge of facts and comprehension of the Holocaust.

13. Resources and Materials

Resnick, L. & Nelson-LeGall, S. (1999). Socializing intelligence. In L. Smith, J Dockrell, & P.               Tomlinson (Eds), Piaget, Vygotsky, and Beyond. London:  Routledge. Wei-Fan, C., Chung-Pei, C. (2011). Effect of Varied Types of Collaborative Learning Strategies On              Young Children:  An Experimental Study. International Journal Of Instructional Media, 38(4),               351-358. Photographs from the website: http://www.history.com/topics/world-war-ii/the-holocaust/pictures/holocaust-concentration-camps/main-entrance-gate-at-auschwitz I will need to provide guiding questions, slips of papers for photograph descriptions, tape and photographs for picture walk. Students will need pen/pencil, History notebook, and slip of paper for exit slip.

14. Management and Safety Issues

I must cultivate a classroom atmosphere where students feels safe and supported to ensure participation in group activities and discussions.  During discussions, students should show respect for each participant.  Bullying and/or inappropriate remarks will not be tolerated. Students with mobility issues will be allowed to stay at their table or they will be provided with assistance.

15. Parent & Community Connections

Weekly learning objectives, assignments and due dates will be posted on the classroom website. Later in this unit  Mrs. X, a Holocaust survivor will come to the classroom to share her personal story and her experiences in the Holocaust.