Lesson Plan Format

Name of Teacher Candidate: Chloe Odom Dates of Lessons: November 17- December 2, 2022
Grade Level: 6th Grade

Lesson Sequence Title: Yellow Star Unit

Curriculum Area(s) Addressed: ELA with added elements of Social Studies

Time Required: (number of days and minutes per day) Instructional Groupings: Indicate all groupings you will use during this sequence.
7 days total, 60 minutes per day (Describe what grouping strategies you will use. Ex. Whole group, small group, partners, quads, homogeneous,
heterogeneous, etc. How will you group the students, etc.

1. Partners – students will be partnered with their PALS partner (pairings based on
STAR Assessment/ lexile scores).
2. Partners - students will work with their shoulder partner (strategic seating)
3. Small Group – students will be grouped based on their Ticket Out the Door
assessment. 1 high, 1 low student. 2 middle students.
4. Small Group – Students will be grouped based on their selection for their project
(Lesson 5) - 5 total groups with 5 students per group
5. Whole Group - Students will work together to complete a “KWL” chart

Standards: List the GSE that are key to this lesson sequence. Include the number and the text of each of the GSE that is being addressed. If only a portion of a standard is addressed, include only the
part or parts that are relevant. Be sure to type out the words as well. Not just the standard indicator.

1. ELAGSE6RL2: Determine a theme of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal
opinions or judgments.
2. ELAGSE6RL5: Analyze how a particular stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
3. ELAGSE6RI4: Determine the meaning of words and phrases as they are used in a text, including figurative and technical meanings.

As a result of this lesson sequence students will know… and/or be able to do…
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the discipline. These represent the skills that will be assessed.)

1. Students will determine the meanings of words or phrases as they are used in the text, specifically figurative and technical meanings.
2. Students will analyze how a particular stanza fits into the overall structure of a text.
3. Students will determine how a particular stanza contributes to the development of the theme, setting, or plot.
4. Students will analyze lines of poetry to better understand how the lines develop the theme, plot, and setting of a poem.

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Support for Academic Language

Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the content area. These may be derived from the standards.)
Yellow Star Vocabulary:
ghetto infectious smuggler
torture solemn flee
underground filth liquidation
broth listless abruptly
survivors Hebrew Yiddish

Unit Terms to know:

figurative language (specifically simile, metaphor, hyperbole, onomatopoeia, and personification)
poetry elements (such as stanza, verse, free verse)
theme
setting
plot
symbolism

Assessment (Each learning objective must be assessed. How will students demonstrate the targeted skill and/or understanding of the lesson’s objectives? How will you provide feedback for the
students? What type of assessment will be used? What evidence will be collected to demonstrate students’ understanding/mastery of the lesson’s objective? What constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above. Each learning objective should be assessed. DO NOT restate the
learning objective. Identify formative and summative strategies. Then tell how you will provide feedback to your students.)

1. Ticket Out the Door – this is a formative assessment I will use to gauge student understanding after being presented with new content. This will be
graded and handed back the next day so that students get quick feedback. I will also use this to group students for the constructed response activity.
2. Vocabulary Worksheet - this is a formative assessment that I will use to determine student understanding of vocabulary terms. I will walk around the
room and observe students. Students will also provide a thumbs up once they have completed their section and are ready for it to be checked over.
3. Student-created Pop Quiz (constructed response activity) - this will be used as a formative assessment to determine student understanding after being
presented with the RACE Writing Strategy. This will also be used to gauge students’ comprehension of the poem thus far. Assignments will be graded and
returned with feedback.
4. “L” in “KWL” - this is a formative assessment I will use to gauge student understanding of the overall theme and plot of the poem. Assignments will be
graded (during class) and returned at the end of class so that we can discuss feedback as a whole group.
5. Nearpod: Theme - this is a formative assessment that I will use to gauge student understanding of theme. Students will complete the game assigned to
them through Nearpod and I will be able to monitor progress and provide assistance as needed.
6. Theme Project - this is a formative assessment I will use to gauge student understanding of how particular lines/ stanzas contribute to the overall theme.
Students will be provided with written feedback.

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7. Gimkit Test Review - this is a formative assessment that will be used to determine student understanding of the key concepts throughout their story.
Students' responses are recorded and I will know which area might need additional explanation, if any.
8. Yellow Star Unit Test - this is a summative assessment used to gauge student understanding after being presented with the learning objectives for this
unit. Students will be assessed on identifying key terms, figurative language, theme, setting, and plot. Feedback will be provided as we discuss our
most-missed questions.

Lesson overview In each row, concisely indicate the major content and tasks you are planning for that lesson.(include the opening, work session, and closing and
be sure to identify strategies you will use throughout.)
Lesson 1

Opening:
● Hook: Book Talk : Jennifer Roy talks about “Yellow Star” - Students will watch the video which provides background information about Jennifer Roy
(author) and give insight on who the book is about and the purpose for it being written.

● Do Now: Students will write down two facts that they found interesting from the video while the teacher walks around the room to observe..

● Introduction: The teacher will inform students that the class will be reading Yellow Star by Jennifer Roy. The teacher will inform students that this is a
Narrative Nonfiction, as previously discussed in class. Throughout the book, students will focus on various story elements, discuss author point of view,
and identify figurative language.

Work Session: Once students have each received their own copy of Yellow Star by Jennifer Roy (which the teacher will assign alphabetically), students will receive
a vocabulary graphic organizer. There are six sections to complete: word, definition, part of speech, synonyms, illustration, and sentence. As a whole group,
students will complete word, definition, and part of speech using the teacher’s vocabulary slides on the board. We will discuss each new vocabulary word one at
a time. Students will take 3-4 minutes between each word to complete their own illustration, independently, and give a thumbs up once they have completed it. I,
the teacher, will walk around the room monitoring student progress and provide assistance as needed. Lastly, students will work with their PALS partner (assigned
based on STAR reading results) to complete remaining sections: synonyms and sentences.
Because this is the first time students are using this graphic organizer for new vocabulary terms, I (the Teacher) will do the following things:
1. Post and go over clear expectations for how students are to complete each section of the graphic organizer.
2. Model the process of brainstorming and creating a functional sentence using the vocabulary word correctly and how to find synonyms.
3. Provide students with an example of the first term. Once students break off into partner groups, I will provide extended scaffolding to my lower level groups.
After students have worked for approximately 15-20 minutes, we will discuss a few answers for each term and section (to ensure everyone has similar answers).

Closing: Based on the background information of the author, the Prologue, the new vocabulary words, and students’ prior knowledge of the Holocaust, students
will provide one paragraph (3-5 sentences total) on their prediction of what will happen in the book.

Lesson 2

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Opening:
● Do Now: KWL - Students will complete a KWL chart as a whole group activity. Students will provide answers for the “Know” section and the “Want to
know” section of the chart while the teacher records them on the board. As a group, we will combine the information and add to a chart to keep on the
wall. Students are filling in the information based on what they know of the Holocaust (using this prior knowledge as we begin reading “Yellow Star” by
Jennifer Roy). The “L” section of the chart will be left blank as we will come back to fill that in as we wrap up the book.
● Hook: Students will watch a Flocabulary video about the development of the setting in a story. Once the song is over, students will complete the
vocabulary game as a whole group with students coming to the board and clicking on the correct term/ definition.

● Introduction: I, the teacher, will explain that today’s lesson will focus primarily on the development of the setting. We will be using our prior knowledge
of the Holocaust (completed in the Do Now section) to build off the setting developed in our book, Yellow Star.

Work Session: While focusing on the development of the setting, TLW work with his/ her PALS Partner (chosen by the Teacher based off STAR Assessment results)
and each student will choose one of these places from Yellow Star:
• Perlmutter family’s apartment in ghetto
• cemetery
• train station
• cellar of children
• courtyard outside workers’ buildings
• Perlmutters apartment before the war / after the war.
One student at a time will close his /her eyes and imagine he/ she is there. TLW ask himself/ herself the following questions:
• What would you hear? Smell? See?
• What could you touch? How does it feel?
• What colors are around you? Be specific.
As the student is answering each of the questions about the setting, the student’s partner will write down the description (using complete sentences and making
note of the use of figurative language as well). Students will switch roles and repeat the directions.

Using this exercise promotes autonomy- not full autonomy, but a gradual start- as each student is able to make his/ her own choice when it comes to choosing
which setting to describe. Students are also learning with others during this activity and are able to build off one another's ideas. As students are describing the
different settings, they are also using their prior knowledge of the Holocaust to help structure what each scene might look like during this time.

Closing: Ticket Out The Door (TOTD) - Using the same paper that has their setting description, students will write the name of the particular setting that they
chose at the top of their paper. Students will cite (providing page and stanza number) the specific lines from the poem that helped them provide the description
of the setting. If multiple stanzas, then students will note them all. Students will write in complete sentences and turn this in as they leave class.

Lesson 3

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Opening:
● Do Now (and Hook): RACE Writing Strategy Video - Students will watch the video twice. The first time, students will simply listen to the lyrics. The second
time, the teacher will strategically pause the video as students will complete their RACE Writing Strategy worksheet by filling in each letter of “RACE”.
Students will keep this worksheet in their notebooks.

● Introduction: I, the teacher, will explain to students that we will be using the RACE Writing Strategy to complete our assignment for the day. The teacher
will explain the importance of using the correct format (RACE) when writing out an answer to a constructed response question.

Work Session: Now that students have read Parts 3-4, their task will be to create four constructed response questions for me (the Teacher).
Students are instructed to use words in their questions like "why" and "how.” Students should make me make inferences about the development of the plot and
the theme.
Just as the teacher does, students will need to make an answer sheet with the correct answers written using the RACE strategy. Students will need to use text
evidence to answer each question adequately.

Before submitting their constructed response questions, students will give a POP QUIZ to their assigned partner (chosen by the teacher and based on the
previous day’s TOTD). Students will choose two constructed response questions to give their partner and will grade the response based on their own answer
sheet (making sure to use the RACE strategy).

Because this is the first time students have been asked to design their own constructed response questions, I (the Teacher) will do the following things:
1. Post and go over clear expectations for how students can create their own questions focusing on plot and theme.
2. Model the process of brainstorming and creating a constructed response question and answer using the RACE strategy.
3. Allow students to practice with their partner by giving a “pop quiz” using two of the constructed response questions. Students will grade the response using
their own answer sheet they created.

Once again, this is another opportunity for students to have some autonomy as they are able to design their own constructed response questions. Students have
complete control over the questions and scaffolding will be used to offer additional support and guidance. Students are creating questions using their prior
knowledge of constructed response questions (as seen on assessments or used for comprehension check-ins). Students have an opportunity to work with their
partner, however, partner contributions are limited. I will also provide clear modeling of expectations for students to have a better understanding of their
assignment expectations.

Closing: Students will turn in the Pop Quiz and label which partner designed the quiz questions and which partner answered the questions. Students will be
graded on the questions they created, as well as their result on their partners’ quizzes.

Lesson 4

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Opening:
● Hook: Flocabulary: Symbolism - Students will watch the video which focuses on symbolism. On a sheet of paper, students will provide two examples of
symbolism from the poem. Students will be prompted to think about how their example of symbolism from the poem relates to/ and reflects the theme.

● Hook: Students will have 4-5 minutes to work on a Nearpod activity game which focuses on theme. In the game, students will be quizzed over key terms
related to the theme and will identify examples of the theme.

● Introduction: The teacher will explain to students that today’s lesson will focus on the development of the theme in their book, Yellow Star.

Work Session: TLW create a poster or a collage illustrating at least one theme of the story. TLW draw pictures or cut some out of magazines (provided by the
Teacher) that illustrate the theme. TLW provide stanzas that contribute to the development of the theme in their poster/ collage.

The teacher will provide an example of a poster and collage- both representing “death” as the theme. Students will observe how the stanzas are used to reflect
the development and support of the theme.

Other possible themes for students to explore:

“Don’t take your family and life for granted”
“Anything could happen to you in just a short amount of time”
“You shouldn’t be judged by what you look like/ who you are (specifically referring to the treatment of Jews)”

Students will be able to have some autonomy as they choose whether they want to create a poster or collage, as well as their choice of theme to focus on.
Students will also be able to experience a sense of authenticity as they are able to put their learning to use. Expectations were modeled through the teacher
example. Because students are able to use their own creativity to create their theme project, the products will vary.

Closing: Students will submit their final theme project and provide a one paragraph synopsis of their project (focusing on the theme and how symbolism plays a
role).

Lesson 5

Opening:
● Do Now: Students will work independently to complete the “Learned” section of the “KWL” that was created in Lesson 2. Students will record their
answers on a separate sheet of paper and turn them in to be graded.

● Hook: Students will complete a GIMKIT as a quick review for their final assessment. Students will have 5-6 minutes to complete the game while the
teacher walks around to observe and assist as needed.

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● Introduction: The teacher will explain to the class that they will have a summative assessment over their story, Yellow Star. Students will have the
remaining class time to complete the assessment.

Work Session:
Summative Assessment - Yellow Star Unit Test
Students will complete the assessment in Illuminate. The assessment will gauge student understanding after being presented with the learning objectives for this
unit. Students will be assessed on identifying key terms, figurative language, theme, setting, and plot.

Once students have completed the assessment, students will have the option of choosing one of the five projects:
1. Choose a character from the book. Draw a picture of the character. Then write at least 7 sentences that describe his or her personality. Did this character
survive till the end of the book?
2. Research the Holocaust. Write an informational report on your research.
3. Do an Internet search for German death camps of World War II. Draw a map of Poland. Locate and mark the Polish camps on the map.
4. Choose one character and “interview” him or her. Write five questions you would want to ask this character and imagine how the character would answer.
Record your questions and answers.
5. Write part of this story from another character’s point of view.

Students will be grouped based on their pick (5 students per group). Students will be provided with specific rubrics for each project and will be given examples. I,
the teacher, will post and go over clear expectations for the project. Each member of each group will be assigned a specific task in the project (these tasks will
vary depending on the project).

Closing: The teacher will pass out the graded “Learned” section from the opening of class. As a whole group, we will complete the class’s “KWL” chart by filling in
the “L” section.
Afterwards, students will get a small slip of paper from our “TOTD” bin and rate themselves on how well they feel they did on their test. Students will make note
of how they studied/ prepared for the summative assessment.

Instructional Supports
Resources and Materials Used to Engage Students in Learning (Provide citations for all resources that you did not create. Attach key instructional material needed to understand what you
and the students will be doing. Examples: class handouts, assignments, slides, and interactive white board images.)

Text - Yellow Star by Jennifer Roy

vocabulary graphic organizer
Vocabulary teacher slides
RACE Writing Strategy handout
“Be the Teacher”
Teacher Slides (will be created for each lesson and linked in as they are created)

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Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content: (List any websites and sources of materials and background
information that you will need or use as the teacher to engage the students.)
Additional Yellow Star Activities
Sound Devices and Figurative Language
Free Verse Analysis (possible additional elements to add to theme or setting project)

Other notes:
Math components can potentially be added in to focus on distance of camps, rations of food, numbers of jews/ polish population, numbers of deaths (specifically
in the Lodz Ghetto).

EDFS 5213 online – Lesson Plan Format John H. Lounsbury College of Education, Georgia College