Samantha+Schaefer


 * GAME Plan Lesson**


 * Grade Level/Subject Area:** 8th Grade Language Arts


 * Unit:** Expository/Historical Text


 * Lesson Topic:** Anne Frank


 * Content Standards:**


 * Strand 2:** Historical and Cultural Text


 * //R08-S2C2-01://** Describe the historical and cultural aspects found in cross-cultural works of literature.


 * Strand 3:** Expository Text


 * //R08-S3C1-03://** Distinguish fact from opinion in expository text, providing supporting evidence from text.


 * Objectives:**
 * SWBAT explain the concept of struggle through the completion of an individual quick write concerning struggle in their lives.
 * SWBAT propose a question for research concerning Anne Frank and her life/experiences in the Annex.
 * SWBAT locate at least four internet resources regarding Anne Frank and her life in the Annex.
 * SWBAT present information, using a classroom wiki, on the life of Anne Frank.


 * Technology:**
 * Internet
 * Computers (Mobile Lab)
 * Microsoft PowerPoint
 * Wikispaces


 * Lesson Overview:**

Using problem-based learning, students will conduct research on Anne Frank as a historical figure and use the information to address a self-generated question.


 * Procedures:**
 * 1) Background Knowledge/Making Connections: The lesson will be introduced using “struggle” as an overall theme. Students will complete to a quick write in their draft books that asks them to respond to the following prompt: “There are times in life when people must come together to defeat or overcome a problem that seems larger than life. Think of a time when you have struggled with overcome a problem that seemed bigger than you could handle. How did you feel during this time? Did you have a trustworthy person to talk to during this time or were you forced to handle it on your own? Describe how this struggle affected you and how you saw the world around you.”
 * 2) Teacher will model a sample question generation using information from personal quick write sample.
 * 3) Students will placed in heterogeneous small groups and discuss what questions they may have concerning Anne Frank’s life in the Annex. The group will compile a brainstorming map of ideas and then choose one together for research.
 * 4) Students will locate at least four internet resources regarding Anne Frank and her life in the Annex. One resource must be teacher provided resource of the Annex from the Anne Frank Museum.
 * 5) Using the researched information, students will answer their group question regarding Anne Frank and her life/experiences in the Annex.
 * 6) Students will communicate information using a classroom wiki. Small groups will create a PowerPoint using at least 2 types of media to post on the classroom site.


 * Accommodations for Diverse Learners:**

To accommodate diverse learners, while students are placed in teacher created groups, each student will perform a role to ensure the group is on task, working effectively and meeting classroom expectations.


 * Assessment:**


 * Informal:** In the mobile lab, as students are working in groups, the teacher will use informal assessment to check for student understanding and progress. Students will be given daily deadlines to ensure they complete the project on time.


 * Formal:** Students will be assessed formally with a unit rubric that covers the quick write entry, group wiki posting and PowerPoint presentation.