IP+English+Jennie

=Instructional Plan/Learning Activities= Hook: Concept Map: What do we know? Mindnode
 * Content:**
 * Instructional Plan || Understanding || Know || Skills || CCSS ||
 * 1.

Learning Activity (Graphic Organizer, Cooperative Learning, Technology): Concept map

Cooperative Learning: After an overview video of WWII, students will get together and discuss what happened and how this could have and did effect the world.

Technology: Capzle

Artifact: Capzle: Make a Capzle outlining the major events of WWII. || Students will understand that narratives, both real and imagined, are formed using well-chosen details, structured event sequences and effective techniques. || Students will know the historical events of WWII || Self Knowledge: be aware of the details of the world during World War II. || RL: 3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

RL: 9: Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. || Hook: Put students into groups and give them fact sheets about the different countries. Each group will have a different country and they will figure out that country's ideas, goals, and point of view about the war.
 * 2.

Learning Activity (Graphic Organizer, Cooperative Learning, Technology): [|Venn Diagram]

Cooperative Learning: Share out/Debate with the info that students discover about their country.

Technology: Glogster

Artifact: Glogster: Make two different glogs showing two opposing countries. || Students will understand that narratives, both real and imagined, are formed using well-chosen details, structured event sequences and effective techniques. || Students will know the different countries points of view about the war. || Empathy: Consider how each of the points of view are different and are similar. || RL: 2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

RL: 6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. || Hook: Read excerpt from Young Adult novel and with small groups or as a whole class discuss about how the story would be different if it was from another point of view.
 * 3.

Learning Activity (Graphic Organizer, Cooperative Learning, Technology): [|Story Board]

Cooperative Learning: Students will get into pairs and map out a story from 2 different points of view.

Technology: Extra-Normal

Artifact: Extra-Normal: A short comic from two different points of view. || Students will understand that central themes in a text shape the way we read novellas and short stories, about the World War II era. || Students will know what point of view is in a work of literature. || Interpret: Provide examples of different points of view || RL: 2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

RL: 3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

RL: 6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

RL: 9: Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. || Hook: Pictures of a few different stories will be scattered all over the classroom and students will have to come in and in groups, they will have to put the pictures in order.
 * 4.

Learning Activity (Graphic Organizer, Cooperative Learning, Technology): [|Timeline]

Cooperative Learning: Students will sequence a part of their book in small groups, write down everything and share out.

Technology: Blog

Artifact: Blog: Students will blog as their auto/biographer and put the events in chronological order and explain where they line up with the events of the war. || Students will understand that narratives, both real and imagined, are formed using well-chosen details, structured event sequences and effective techniques. || Students will know the different event structures present in literature. || Perspective: compare each of the different structures to show which they like better. || RL: 3:Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

RL: 4: Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. || Hook: Mindnode/concept map about the what they may know about themes and which ones they would know.
 * 5.

Learning Activity (Graphic Organizer, Cooperative Learning, Technology): [|Concept Map]

Cooperative Learning: Group discussion about different themes then a jigsaw will take place to help them start their assessment (The inspiration document).

Technology: Inspiration

Artifact: Inspiration web: connecting different themes together with each other in different books || Students will understand that central themes in a text shape the way we read novellas and short stories, about the World War II era. || Students will know common themes across literature. || Explain: Describe the way the different themes connect to each other and other works of literature. || RL: 2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

RL: 3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). || Hook: Excerpts of different biographies and autobiographies (Possibly having teachers come in dressed as a person and give a little presentation or have them read from the book).
 * 6.

Learning Activity (Graphic Organizer, Cooperative Learning, Technology): Brainstorming tool and[| organizer]



Cooperative Learning: Groups brainstorm ideas based on a book assigned or one that they picked out.

Technology: Capzle

Artifact: Capzle: a timeline of a person's biography. Must be a person from WWII era. || Students will understand that central themes in a text shape the way we read novellas and short stories, about the World War II era. || Students will know what a biography/autobiography is. || 3. Apply: Adapt a real life event into a story. || W: 3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events. ||