KEERAN SCHOOL OF EDUCATION LESSON PLAN

Teacher: ID:
Preece, Theresa A.
School: Date of May 1, 2010
Observation:
Subject Social Studies, District:
area: Literature, Computer
Ages of 9-11 years Type of
students: classroom Traditional, integrated
Grade 5th # of IEP 0
level: # of 504 0
Total 18 # of GSSP 0
number
# of ELL 0
of
students:
Title of One Candle; A Look at the Holocaust WebQuest
Lesson
Plan:
Title of One Candle WebQuest (a week lesson)
Unit:

ACTIONS

Goals, Objectives, & Essential Questions

A. Broad Goal:
Students will learn, through the story One Candle and a WebQuest
interaction, about the history of the Holocaust.

B. Objectives:

1. Given the story One Candle, students will answer a few

questions in essay format regarding great-aunt Rose’s accounts
of living through the Holocaust in their journal and locate the
countries and continents involved with the Holocaust on maps
with 100% accuracy.

2. Given the web links to kid-friendly informative sites on the

Holocaust, students will be able to answer questions and write a
paragraph about the Holocaust as well as fill out a timeline in
 their own words, in their journal, with 100% accuracy by
completing the module successfully.

3. Given a link to a site on children and the Holocaust students will

be able to identify themselves with one child in particular, write
about that child and the Holocaust and complete a piece of art
work in memory of that child and other Holocaust victims in their
journal with 100% accuracy.

C. Essential Questions:
1. Where did the Holocaust occur?
2. Who was behind the Holocaust and when did it occur?
3. Who were victims of the Holocaust and what are some ways
they are remembered today?
Student Assessment:

Procedure Objective Type of Description Depth of Adaptations

Number Number Assessment of Knowledge and/or
Assessment Accommodations
4 1 Formative Journal recall 1 IEP- teacher
essay assistance,
questions extended time,
and fill in etc.
maps 504- Preferential
seating, larger
print, head
phones, etc.
GSSP- More
challenging
questions in the
journal.
4 2 Formative Journal 2 IEP- teacher
handout assistance,
assignment, extended time,
essay etc.
question, and 504- Preferential
fill in timeline seating, larger
print, head
phones, etc.
GSSP- More
challenging
questions in the
journal.
4 3 Formative Journal 3 IEP- teacher
reflective assistance,
essay and extended time,
creative art etc.
work with 504- Preferential
description seating, larger
print, head
phones, etc.
GSSP- More
challenging
questions in the
journal.
Connections

A. Primary Lesson Standards:

Kentucky Learner Goals & Academic Expectations:

AE 2.14
Students understand the democratic principles of justice,
equality, responsibility, and freedom and apply them to real-
life situations.

AE 2.20
Students understand, analyze, and interpret historical events,
conditions, trends, and issues to develop historical
perspective.

AE 2.19
Students recognize and understand the relationship between
people and geography and apply their knowledge in real-life
situations.

AE 5.3
Students organize information to develop or change their
understanding of a concept.

AE 6.2
Students use what they already know to acquire new
knowledge, develop new skills, or interpret new experiences.
Program of Studies:

2.14 Students understand the democratic principles of justice,

equality, responsibility, and freedom and apply them to real-
life situations.

2.19 Students recognize and understand the relationship

between people and geography and apply their knowledge in
real-life situations.

2.20 Students understand, analyze, and interpret historical

events, conditions, trends, and issues to develop historical
perspective.

Core Content for Assessment:

SS-05-2.3.2
Students will give examples of conflicts between individuals or
groups and describe appropriate conflict resolution strategies
(e.g., compromise, cooperation, communication).
DOK 2

SS-05-5.2.2

Students will explain reasons (e.g., freedoms, opportunities,

fleeing negative situations) immigrants came to America long
ago (Colonization and Settlement, Industrialization and
Immigration, Twentieth Century to Present) and compare with why
immigrants come to America today.

DOK 2

SS-05-4.1.2

Students will use geographic tools to locate and describe major

landforms, bodies of water,places and objects in the
[world] United States by their absolute location.

DOK 2
B. National Standards:

1. The causes and global consequences of World War II.

2. How post-World War II reconstruction occurred, new international
power relations took shape, and colonial empires broke up.
3. The search for community, stability, and peace in an
interdependent world.
4. Students use technology tools to enhance learning, increase
productivity, and promote creativity.
5. Students use technology to locate, evaluate, and collect
information from a variety of sources.
6. Students read a wide range of print and non-print texts to
build an understanding of texts, of themselves, and of the
cultures of the United States and the world; to acquire new
information; to respond to the needs and demands of
society and the workplace; and for personal fulfillment.
Among these texts are fiction and nonfiction, classic and
contemporary works.
7. Students use a variety of technological and information
resources (e.g., libraries, databases, computer
networks, video) to gather and synthesize information
and to create and communicate knowledge.
8. Students use spoken, written, and visual language to
accomplish their own purposes (e.g., for learning,
enjoyment, persuasion, and the exchange of
information).

9. Other Disciplinary Standards:

Kentucky Learner Goals & Academic Expectations:

AE 1.1
Students use reference tools such as dictionaries, almanacs,
encyclopedias, and computer reference programs and research
tools such as interviews and surveys to find the information they
need to meet specific demands, explore interests, or solve
specific problems.

AE 1:2
Students make sense of the variety of materials they read.
 AE 1.10
Students organize information through development and use
of classification rules and systems.

AE 1.11
Students write using appropriate forms, conventions, and
styles to communicate ideas and information to different
audiences for different purposes.

AE 1.16
Students use computers and other kinds of technology to
collect, organize, and communicate information and ideas.

AE 2.22
Students create works of art and make presentations to
convey a point of view.

AE 6.1
Students connect knowledge and experiences from different
subject areas.

Program of Studies:

1.1 Students use reference tools such as dictionaries, almanacs,

encyclopedias, and computer reference programs and
research tools.

1.2 Students make sense of the variety of materials they read.

1.3 Students make sense of the various things they observe.

1.4 Students make sense of the various messages to which

they listen.

1.11 Students write using appropriate forms, conventions, and

styles to communicate ideas and information to different
audiences for different purposes.

4.5 Students demonstrate an understanding of, appreciation

for, and sensitivity to a multi-cultural and world view.
 5.1 Students use critical thinking skills such as analyzing,
prioritizing, categorizing, evaluating, and comparing to solve a
variety of problems in real-life situations.

6.1 Students connect knowledge and experiences from

different subject areas.

Core Content for Assessment:

WR-E-1.2.0
Idea Development/Support: Students will support main ideas
and deepen the audience’s understanding of purpose by
developing logical, justified and suitable explanations.
Providing relevant elaboration. Explaining related connections
or reflections. Applying idea development strategies appropriate
for the form.
DOK 4
AH-05-3.4.1
Students will describe or explain how art fulfills a variety of
purposes.
Purposes of art: (different roles of art)
DOK 2
Artistic expression - artwork to express or communicate
emotions, ideas, feelings (e.g., for self-expression, to decorate
or beautify objects).
Narrative - artworks that tell stories, describe and illustrate
experiences, or communicate ideas or information, art to
document important or historical events (e.g., Native American
totem poles, cave and wall paintings).
10. Statement Connecting the Standards to Your Objectives:

The above standards relate to my objectives because students will grasp

basic understanding of what the Holocaust was, and reflect on it while using
their computer skills, critical thinking, and writing skills, and building a
worldview and appreciation of other peoples.

Context

1. Unit
a. Lesson 1, broken down into a week’s worth of daily sections
b. This lesson is approximately 50 minutes long, but the entire webquest
will take a week to complete
2. Students
a. Students will have prior knowledge on how to use the web for a
webquest and how to complete a journal.
b. Students will be beginning on the same level, with the exception of any
student who is an advanced or gifted student.
Differentiation:

A. Accommodations:

Student Plan/Need Describe the type of plan for this student

Identifier and the specific needs that they need.
Accommodation Describe exactly how you are going to meet
the needs of this particular student.
N/A Plan/Need N/A

Accommodation N/A
N/A Plan/Need N/A
Accommodation N/A

B. Individual Learning Styles:

Variations for: Description of Variation

Visual Learners
Visual learners will learn best by reading through the
WebQuest, links, and book.
Auditory learners will learn best by listening to the story
Auditory being read aloud.
Learners
Kinesthetic learners will learn best through the interaction
Kinesthetic between themselves and the links they are guided to, as
Learners well as learn through the journal and art work they must
complete through each web link and procedure.

C. Multiple Learning Levels:

Procedure Step Bloom’s Taxonomy Depth of Knowledge

4 KO 1

4 CO 2

4 CO 3
Real-Life Connections:

1. Text-to-text: Students are able to apply what they read from One
Candle to written accounts of the Holocaust found through web links
on the WebQuest.

2. Text-to-world: Students are able to apply written accounts of the

Holocaust to the world through map search links on the WebQuest.

3. Text-to-self: Students read about and select one child that was
affected to the Holocaust and must reflect on how that child was a child
just like themselves.

Resources

1. Book One Candle by Eve Bunting, ISBN-13: 978-0-06-028115-1

2. http://questgarden.com/101/66/5/100419080602/index.htm
3. Journal packet for each student
4. Computer and mouse
5. Internet Access

Technology

1. Computers, and mouse; students will work on their WebQuest on

computers.
2. Internet Acess; in order for students to complete the WebQuest.

Procedures ( 50 minutes total)

1. (5 min.) At the conclusion of the proceeding lesson students will be

instructed on how to operate the WebQuest and be handed their journal

that they need to fill out along the way.

2. (1 min.) Students will get up and walk over to the computers and take a

seat.
 3. (1 min.) Students will log on and go to the site as instructed.

4. (35min.) Students will work on the WebQuest while teacher assists where

needed and observes the class participation. They will compete each

section of their journal by following the directions found on it, as they go

along the WebQuest.

5. (1 min.) Students will log off.

6. (5 min.) Students will put away their journals until completed. Upon

completion of the WebQuest, students will turn their journals in for grading

and evaluation.

7. (2 min.) Students will walk back to their seats and pull out their books for

the next subject.

IMPACT – Prepared after the lesson is taught.

Reflection/Analysis of Teaching and Learning

N/A

REFINEMENT - Prepared after the lesson is taught.

Lesson Extension/Follow-up

N/A