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Selena Scott

Table of Contents

Table of Contents……………………………………………………..……………1

I. Section 1: Description of Learners: Contextual Variables and Learning Environment

Information ………………….………………..2

1. Community Considerations…………………………...…………..2

2. School Description…………………………………………...…….2

3. Class Description…………………………………………………..2

4. Student Profiles……………………..…………………………......2

5. Classroom…………………...……………………………………...3

6. Impact………………………………………………………………..3

II. Section 2: UbD Teaching Unit Framework…..……………...………4

1. Stage 1……………………………………………………………………...4

2. Stage 2……………………………………………………………………...5

3. Stage 3………………………………………………………………………5

III. Section 3: Lesson Plans………………………….……………………7

1. Lesson Plan Day #1……………………..……………..…………..7

2. Lesson Plan Day #2……………………….……..………………..10

3. Lesson Plan Day #3……………………….…………..…………..13

IV. Section 4: Student Work………………………………………………16

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Mini Unit
Section 1: Description of Learners: Contextual Variables and Learning Environment
Information
Jones County High School is located in Gray, Georgia. Gray has a population of roughly 3,260
people. The four largest ethnic groups are white (74.9%), black or African American (21.4%),
multiracial (1.9%), and American Indian or Alaska native (1.38%). The median household income in
Gray is $55,750 with a poverty rate of 15.9%. 89.% of adults have graduated high school, 4.5% are
attending college, and 26.7% have graduated college. The economy of Gray employs about 1,530
people; the largest industries in Gray are health care and social assistance, finance and insurance,
and retail and trade with the highest paying industries being manufacturing, educational services, and
health care/social assistance. Jones County has one high school, two middle schools, four
elementary schools, and one Pre-K school.

Jones County High School has grades 9-12 and has 1,548 students enrolled. 51% of students
are male and 49% are female. 69% of students are white, 26% are black, 3% are multi-racial, and
2% are Hispanic. 20% of students at JCHS are economically disadvantaged and 14% of students
have disabilities. It has 96 teachers that allows the school to have a 16:1 student to teacher ratio. All
of the schools in Jones County are Title I schools; the schools offer programs where students,
teachers, and families receive supplemental resources and support provided by Title I. JCHS has a
Family Engagement Coordinator that helps families to promote academic achievement by offering
workshops and events to help families support their children academically. JCHS has a multitude of
extracurricular activities such as football, baseball, wrestling, basketball, softball, band, theatre, and
numerous different clubs that students can join. It also has a college and career academy that allows
students to choose a pathway that they are interested in and attend classes while still in high school.
Some pathways include JROTC, food and animal systems, architecture, business, technology, health
sciences, and others.

The classroom that the mini unit will be taught in is an ELA inclusion class. The class has a
special education teacher and a general education teacher. They teach 9 th grade literature, world
literature, and American literature to 9th, 10th, and 11th grade children. The specific class that the
student-teacher will deliver the lesson to is the 1st period resource class. This class has 4 male
students. Their disabilities include SLD, speech or language impairment, autism, and mild intellectual
disability. There are two students in 12th grade, one in 11th grade, and one in 10th grade. They are all
either 17 or 18 years old. There is one African American student and three white students. The four
students all have a middle-class socioeconomic status, and they all live in Gray, Georgia.

“John” is an African American male. He is 18 years old and is in 12 th grade. He is served in

Special Education for SLD and speech or language impairment. His IEP goals involve reading
comprehension skills and paragraph development. He receives accommodations such as read aloud
for printed text, assignments, and tests; he receives extended time on assessments, and he receives
small group instruction. He is currently a developing learner in ELA as indicated by his most recent
EOC assessment.

“Sam” is a white male. He is 17 years old and is in 10 th grade. He is served in Special

Education for autism and speech or language impairment. His IEP goals involve reading
comprehension skills. He receives accommodations such as read aloud for printed text, assignments,
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and tests; he receives extended time on assessments, and he receives small group instruction. He is
currently a beginning learner in ELA as indicated by his most recent EOC assessment.

“Steve” is a white male. He is 18 years old and is in 12 th grade. He is served in Special

Education for mild intellectual disability. He has an IQ of 66. He has a deficit in basic reading skills
and reads at an 8th grade level. He receives accommodations such as small group instruction, access
to special education classrooms, extended time on assessments and assignments, alternative
assignments, read aloud, and preferential seating.

“Mike” is a white male. He is 18 and is in 11th grade. He is served in Special Education for
SLD. His IEP goals involve reading comprehension skills and written language skills. He receives
read aloud for printed text, assignments, and tests; he receives extended time on assessments, small
group instruction, and broken-down assignments. He is currently a developing learner in ELA as
indicated by his most recent EOC assessment.

Based on these factors, the mini unit must be adapted to fit the students’ IEP
accommodations. The unit must also be culturally relevant due to the fact that it will be given to
students of different races. This can be done by linking the events in the book to events that are
occurring in today’s society; this will allow students to be able to grasp the intense and despicable
actions that occurred during time period of the text. Students will have the opportunity to make a
personal connection to the text by considering more recent events that are similar to what happened
in the text.
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Section 2: UbD Teaching Unit Framework Form
UbD Template 2.0

Title of Unit: Dehumanization in Night by Elie Wiesel

Curriculum Area: ELA
Developed by: Selena Scott
Stage 1 - Desired Results
ESTABLISHED GOALS Transfer
What kinds of long-term, independent accomplishments are desired?
-Be able to understand and Students will be able to use their learning to identify motifs in a piece of
identify motifs in the text text, analyze the motif, and explain how it contributes to the overarching
-Be able to provide textual theme of the text.
evidence to support the Meaning
motif UNDERSTANDINGS ESSENTIAL QUESTIONS
-Be able to understand and Students will understand that… What thought-provoking
explain what What specifically do you want students questions will foster inquiry,
dehumanization is to understand? meaning, making, and transfer?
-Be able to write an What inferences should they make?
informative paragraph -What was the effect of human
analyzing dehumanization -Students will understand that a motif indifference in the Holocaust?
and provide textual is a distinctive feature or dominant -How did dehumanization
evidence idea in an artistic or literary contribute to the Holocaust?
composition -How are human indifference
-Students will understand what and dehumanization relevant in
dehumanization is and how it was today’s world?
prevalent throughout the Holocaust
-Students will understand how textual
evidence can help to support an idea or
argument
-Students should infer the meaning or
the purpose of the motif
-Students should infer the author’s
purpose for using a particular motif in
the story
Acquisition of knowledge and skill
Students will know Students will be skilled at…
What facts and basic concepts should What discrete skills and
students know and be able to recall? processes should students be
able to use?
-Students will know what a motif is -Analyzing motifs
-Students will know what -Identifying textual evidence
dehumanization is -Accurately citing and formatting
-Students will know how to find textual quotes from a piece of text
evidence to help analyze their motif
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Stage 2 - Evidence
Evaluative Criteria Assessment Evidence
What criteria will be used in PERFORMANCE TASK(S):
each assessment to evaluate How will students demonstrate their understanding (meaning and transfer)
attainment of the Desired through complex performance?
Results? Students will demonstrate their understanding through an informative
The criteria will involve: paragraph that will be written at the end of the unit. This paragraph will
-Correctly identifying a piece ask them to choose a piece of textual evidence that illustrates
of textual evidence that is an dehumanization. The students will write a paragraph containing an
example of the motif introduction, the quote, two lines of commentary, and a conclusion
-Correctly citing the textual sentence.
evidence Consider the six facets when developing assessments of understanding.
-Having two lines of Optional: Use the G.R.A.S.P.S. elements to frame an authentic context
commentary that further for the task(s).
analyzes the motif G- For students to be able to identify a motif, analyze it, and provide
-Having an introduction and textual evidence to support the analysis
a conclusion sentence R- Teacher: moderator, guide to help understanding; Students: active
learners, exploring and analyzing elements of the text
Regardless of the format of A – 1st period resource class with students in 10-12 grade
the assessment, what S- English class reading the book Night by Elie Wiesel
qualities are most P- Purpose is for students to practice analyzing motifs in a story and
important? finding textual evidence that supports their analysis; the product will be
It is most important that an informative paragraph about dehumanization in Night
students are able to analyze S- Be able identify a motif in the text, analyze it, and give textual evidence
different elements of text that supports the analysis of the motif
and find pieces of evidence
from the text to support
their analysis. OTHER EVIDENCE:
What other evidence will you collect to determine whether Stage 1 goals
were achieved?
Students will give verbal responses when discussing examples of textual
evidence that are examples of dehumanization. They will be asked how
different pieces of evidence show the dehumanization that occurred and
how it contributed to the overall events of the Holocaust. Students will
also be highlighting examples they find in the text as they read.
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Learning Events:

W- Teacher will go over the agenda at the beginning of class, the PowerPoint will also contain the daily
agenda that students can see during the class
H- Students will watch videos with Holocaust survivors telling their stories
E- Students will have guided discussions about what dehumanization is. The teacher will give a refresher
as to what a motif is, as well as a refresher on how to correctly cite evidence from the text.
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R- The informative paragraph written at the end of the mini unit is a draft that students will be able to
revise and expand upon in the future as they read the rubric and exemplar, as well as reading more of the
book and getting a better understanding of dehumanization.
E- Students will self-evaluate their paragraph after they have written it when they receive the rubric and
read the exemplar. After reading the rubric and self-assessing their paragraph, students will be able to
make adjustments accordingly.
T- The teacher will read the chapter aloud. The teacher will pose questions during the reading to help
with comprehension. Students will find for themselves quotes they want to highlight, as well as being
given some by the teacher. The teacher will give a refresher lesson on motifs and how to cite a piece of
text. Students can choose whatever piece of textual evidence they want to write their paragraph about.
The teacher will model how to write the paragraph.
O- The students will see and be told the agenda for class every day. Students will highlight quotes they
like as they read so they can easily refer back to them. Students will be given a format to follow when
writing their paragraph.

Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning plan?
Does the learning plan reflect principles of learning and best practices?
Is there tight alignment across all three stages?
Acquisition is found through reading the book, reviewing motifs, and discussing what dehumanization is.
Meaning is found through identifying and discussing examples of dehumanization in the book. Transfer is
found by writing an informative paragraph about dehumanization and identifying textual evidence that
exemplify the motif. Throughout this lesson, students will receive new information, link it to previous
knowledge by reviews and rediscovery, and explore this information in a piece of text. Students get to
build upon their knowledge and skills throughout the mini unit and demonstrate their learning by writing
their informative paragraph at the end.

While your detailed lesson plans are not expected here in the UbD template, you should include sufficient
information so that another teacher who is familiar with the unit’s content could understand and follow the
basic learning plan. That means not just stating WHAT learners will do but WHY the event is proposed- its
purpose.
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Section 3: Lesson Plans
Lesson Plan Day #1

Name: Selena Scott Grade: 10-12 Subject: ELA

Lesson Title: Dehumanization in Night by Elie Wiesel Date: March 3, 2021

Unit Level Goals:

What was the effect of human indifference in the Holocaust?
How did dehumanization contribute to the Holocaust?
How are human indifference and dehumanization relevant in today’s world?
State Mandated Standard(s):
ELAGSE9-10RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text.
ELAGSE9-10W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning
and relevant and sufficient evidence.
IEP Goals to be Addressed in Lesson
-Reading comprehension and writing language goals
“When given a writing prompt, the student will write a paragraph with correct punctuation at 80% accuracy across 3
trials.”
Lesson Objectives: Assessment(s): Planned Feedback:
“I can identify the motif(s) in the text Students will participate in The teacher will give verbal feedback
and provide textual evidence to support discussions about motifs and when students are explaining their
my reason.” dehumanization understanding of motifs and
Students will be able to identify motifs Students will be able to verbally dehumanization
in the text and provide textual evidence express what a motif is and what The teacher will review what pieces
to support them with 80% accuracy dehumanization is of text the students have highlighted
across 10 trials to make sure that they are on the right
track
Key Communication Skills Vocabulary to be Taught: Use of Vocabulary and/or
Required: Motif Communication Skill in the Lesson
Explain a new concept Dehumanization Will explain dehumanization
Explain what a motif is Will explain what a motif is
Analyze motifs in the text Will highlight textual evidence of
Explain what dehumanization is motifs and dehumanization
Analyze examples of dehumanization Will articulate their findings from the
in the text text about motifs and dehumanization
Answering questions
Instructional Resources & Use of Technology: Assistive Technologies:
Materials: The PowerPoint will show the The PowerPoint contains the agenda
PowerPoint that contains the agenda, agenda each day for each day, so students know what
motif refresher, and dehumanization The PowerPoint contains information to expect
lesson and graphics about motifs Closed captioning will be available
Night by Elie Wiesel A video about motifs in movies will for the videos
Chapter 3 printed out for the students be shown to get students engaged Chapter 3 will be printed out with
to highlight and help them to recognize motifs larger text so it is easy to read and
Video about motifs in movies A video about dehumanization in can be written on
Video clip about dehumanization in Night will be shown to help students
Night understand how dehumanization
contributes to the story
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Planned Supports: The students are in a small group resource setting with a special education
teacher and a student-teacher that moves at a slower pace to ensure
comprehension and understanding
The special education teacher and the student-teacher will be available to
provide extra support if extra clarification is needed when trying to
understand motifs and dehumanization
Differentiated Instruction The chapter will be read aloud to aid with comprehension
Strategies: Videos with closed captioning
Printed out chapters with larger text that is easier to read and can be written
on
Allow students to verbally express their understanding of the concepts
Audio version of the book online if students want to continue reading at home
Visual learners will benefit from reading the text and watching videos
Auditory learners will benefit from having the text read aloud and listening to
the videos
Planned Collaboration with Others: The special education teacher and the student-teacher will team teach while
going over motifs and dehumanization
They will take turns reading the chapters aloud
Both teachers will pose questions during reading
Both teachers will monitor which pieces of textual evidence are being
highlighted
Management Considerations All students can have assignments and text read aloud as their
accommodations so all chapters must be read aloud; if students want to read
at home, they can listen to the audio version of the book
Students are different ages and at different grade levels but read at the same
reading level
Introduction to Lesson/Activate Hook:
Thinking: The class will discuss what they have read in the book so far. The teacher will
introduce the motif of dehumanization

Connection to Background knowledge or Previous Learning:

The teacher will give a refresher lesson on motifs and how they are involved
in a story with the PowerPoint and videos
https://www.youtube.com/watch?v=kJxpEdG9okI
Body of Lesson/Step-by-Step Introduce and Model New Knowledge:
Procedures/Teaching Strategies Students will watch a video about dehumanization and discuss what it is and
why it is relevant to the text
https://study.com/academy/lesson/examples-of-dehumanization-in-night-
by-elie-wiesel.html
Guided Practice:
The teacher will initially point out examples of dehumanization in the text
and ask students to highlight them

Independent Practice:
Students will be asked to highlight examples of dehumanization that they
discover while reading Chapter 3 in the text
Lesson Closure:
Review Standard/Summarize Learning:
The teacher will ask questions to check for understanding of motifs and
dehumanization
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Connection to Tomorrow’s Lesson:
The students will continue to read Chapter 3 and highlight examples of
dehumanization in the text
Notes:

Lesson Plan Day #2

Name: Selena Scott Grade: 10-12 Subject: ELA

Lesson Title: Dehumanization in Night by Elie Wiesel Date:

Unit Level Goals:

What was the effect of human indifference in the Holocaust?
How did dehumanization contribute to the Holocaust?
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How are human indifference and dehumanization relevant in today’s world?
State Mandated Standard(s):
ELAGSE9-10RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text.
ELAGSE9-10W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning
and relevant and sufficient evidence.
IEP Goals to be Addressed in Lesson
-Reading comprehension and writing language goals
“When given a writing prompt, student will write a paragraph with correct punctuation at 80% accuracy across 3 trials.”
Lesson Objectives: Assessment(s): Planned Feedback:
“I can identify the motif(s) in the text The students will be asked to The teacher will review what
and provide textual evidence to support highlight at least 5 examples of examples the students highlighted in
my reason.” dehumanization in Chapter 3 of the book
Students will be able to identify motifs Night The teacher will ask questions while
in the text and provide textual evidence reading to check for comprehension
to support them with 80% accuracy
across 10 trials
Key Communication Skills Vocabulary to be Taught: Use of Vocabulary and/or
Required: Motif Communication Skill in the Lesson
Explain a new concept Dehumanization Will explain dehumanization
Explain what a motif is Will explain what a motif is
Analyze motifs in the text Will highlight textual evidence of
Explain what dehumanization is motifs and dehumanization
Analyze examples of dehumanization Will articulate their findings from the
in the text text about motifs and dehumanization
Answering questions
Instructional Resources & Use of Technology: Assistive Technologies:
Materials: The PowerPoint will show the The PowerPoint contains the agenda
PowerPoint that contains the agenda agenda each day for each
and video A video about the stories of day, so students know what to expect
Night by Elie Wiesel Holocaust survivors will be played Closed captioning will be available
Chapter 3 printed out for the students on the smart board for the videos
to highlight Chapter 3 will be printed out with
Holocaust survivor video larger text so it is easy to read and
can be written on
Planned Supports: The students are in a small group resource setting with a special education
teacher and a student-teacher that moves at a slower pace to ensure
comprehension and understanding
The special education teacher and the student-teacher will be available to
provide extra support if extra clarification is needed when trying to
understand motifs and dehumanization
Differentiated Instruction The chapter will be read aloud to aid with comprehension
Strategies: Videos with closed captioning
Printed out chapters with larger text that is easier to read and can be written
on
Allow students to verbally express their understanding of the concepts
Audio version of the book online if students want to continue reading at home
Visual learners will benefit from reading the text and watching videos
Auditory learners will benefit from having the text read aloud and listening to
the videos
Planned Collaboration with Others: They will take turns reading the chapters aloud
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Both teachers will pose questions during reading
Both teachers will monitor which pieces of textual evidence are being
highlighted
Management Considerations All students can have assignments and text read aloud as their
accommodations so all chapters must be read aloud; if students want to read
at home, they can listen to the audio version of the book
Students are different ages and at different grade levels but read at the same
reading level
Introduction to Lesson/Activate Hook:
Thinking: Students will watch video about survivor stories.
https://www.youtube.com/watch?v=wgOiVOpCag4

Connection to Background knowledge or Previous Learning:

The students will recap on what they started reading in the previous class if
reading was started in the previous class

Body of Lesson/Step-by-Step Introduce and Model New Knowledge:

Procedures/Teaching Strategies The students will read Chapter 3 of Night
Guided Practice:
The teacher will point out certain examples of dehumanization that are
important, while also posing questions while the students are reading in order
to ensure that they are comprehending what they are reading

Independent Practice:
The students will be asked to highlight at least 5 examples of dehumanization
in Chapter 3 on their own
Lesson Closure:
Review Standard/Summarize Learning:
The class will discuss what they read in Chapter 3 and how it involves
dehumanization

Connection to Tomorrow’s Lesson:

Students will use what they highlighted in Chapter 3 to write an informative
paragraph about dehumanization in Night
Notes:
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Lesson Plan Day #3

Name: Selena Scott Grade: 10-12 Subject: ELA

Lesson Title: Dehumanization in Night by Elie Wiesel Date: March 3, 2021

Unit Level Goals:

What was the effect of human indifference in the Holocaust?
How did dehumanization contribute to the Holocaust?
How are human indifference and dehumanization relevant in today’s world?
State Mandated Standard(s):
ELAGSE9-10RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text.
ELAGSE9-10W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning
and relevant and sufficient evidence.
IEP Goals to be Addressed in Lesson
-Reading comprehension and writing language goals
“When given a writing prompt, student will write a paragraph with correct punctuation at 80% accuracy across 3 trials.”
Lesson Objectives: Assessment(s): Planned Feedback:
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”I can write an informative paragraph.” Students will write an informative The teacher will guide the students
“I can identify the motif(s) in the text paragraph about dehumanization. through the process of writing their
and provide textual evidence to support The paragraph will include an informative paragraph
my reason.” introductory sentence, a piece of They will self-asses after the
Students will be able to identify motifs textual evidence and its citation, two paragraph has been written with a
in the text and provide textual evidence lines of commentary, and a rubric
to support them with 80% accuracy conclusion. The teacher will give feedback on the
across 10 trials paragraph once it has been written

Key Communication Skills Vocabulary to be Taught: Use of Vocabulary and/or

Required: Motif Communication Skill in the Lesson
Explain a new concept Dehumanization Will explain dehumanization
Explain what a motif is Will explain what a motif is
Analyze motifs in the text Will highlight textual evidence of
Explain what dehumanization is motifs and dehumanization
Analyze examples of dehumanization Will articulate their findings from the
in the text text about motifs and dehumanization
Answering questions
Instructional Resources & Use of Technology: Assistive Technologies:
Materials: The PowerPoint will show the The PowerPoint contains the agenda
PowerPoint that contains the agenda agenda each day for each
and video A video about Sir Nicolas Winton day, so students know what to expect
Night by Elie Wiesel will be shown on the smart board Closed captioning will be available
Chapter 3 printed out for the students The citation format will be shown on for the videos
to highlight the smart board Chapter 3 will be printed out with
Sir Nicolas Winton video larger text so it is easy to read and
can be written on
Planned Supports: The students are in a small group resource setting with a special education
teacher and a student-teacher that moves at a slower pace to ensure
comprehension and understanding
The special education teacher and the student-teacher will be available to
provide extra support if extra clarification is needed when trying to
understand motifs and dehumanization
Differentiated Instruction The chapter will be read aloud to aid with comprehension
Strategies: Videos with closed captioning
Printed out chapters with larger text that is easier to read and can be written
on
Allow students to verbally express their understanding of the concepts
Audio version of the book online if students want to continue reading at home
Visual learners will benefit from reading the text and watching videos
Auditory learners will benefit from having the text read aloud and listening to
the videos
Planned Collaboration with Others: They will take turns reading the chapters aloud
Both teachers will pose questions during reading
Both teachers will monitor which pieces of textual evidence are being
highlighted
Management Considerations All students can have assignments and text read aloud as their
accommodations so all chapters must be read aloud; if students want to read
at home, they can listen to the audio version of the book
Students are different ages and at different grade levels but read at the same
reading level
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Introduction to Lesson/Activate Hook:
Thinking: Students will watch video about Nicolas Winton
https://www.youtube.com/watch?v=Xd-U0fkZcCc

Connection to Background knowledge or Previous Learning:

The class will discuss what they have read previously in Chapter 3
The teacher will then demonstrate how to correctly cite textual evidence
Body of Lesson/Step-by-Step Introduce and Model New Knowledge:
Procedures/Teaching Strategies The teacher will model how the students write their informative paragraph.
The teacher will show how the paragraph contains one introduction sentence,
one line of textual evidence, two lines of commentary, and one conclusion
sentence
Guided Practice:
The students will discuss how Elie receiving the new name “A-7713”
exemplifies dehumanization
The students will then turn this discussion into two lines of commentary
about the text

Independent Practice:
Students will fill out the sheet to complete their informative paragraph
They will choose their own textual evidence to write their paragraph about
The students will self-asses their paragraph after they have written it with a
rubric
Lesson Closure:
Review Standard/Summarize Learning:
Students will have one final discussion about dehumanization in the text
before they move on to other topics in the book

Connection to Tomorrow’s Lesson:

Students will self-asses their paragraph with a rubric
The class will start Chapter 4 in the next lesson and continue to highlight
examples of dehumanization
Notes:
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Section 4: Student Work

“Mike”
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“Steve”
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“John”
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“Sam”