STUDENT-TEACHER CREATED LESSON PLAN
ENGLISH EDUCATION
DISCUSSION: FREEDOM WRITERS
DATE: 4/22/09
PERIOD: 1, 3-6
GRADE LEVEL: 7TH
CONTEXT/RATIONALE:
(Why this lesson in this way with this group of students today? How does it fit into the bigger
context of the unit?)
During the unit on WWII and the Holocaust, students have been learning about
the prejudice that helped support the ideology of Hitler’s regime. However, we have
not made direct connections between that and the prejudice and acts of hatred and
intolerance that students witness in their own lives. This lesson is meant to facilitate a
discussion that examines these issues.
INSTRUCTIONAL OBJECTIVES:
(Connect to SOL’s where appropriate.)
SWBAT communicate ideas in an organized and thoughtful manner.
SWBAT utilize information for use in oral discussion.
SWBAT draw from prior knowledge in order to engage in critical conversations.
7.1
7.2
The student will give and seek information in conversations, in group discussions, and in
oral presentations.
a) Use oral vocabulary and style appropriate for listeners.
b) Communicate ideas and information orally in an organized and succinct manner.
c) Ask probing questions to seek elaboration and clarification of ideas.
d) Make supportive statements to communicate agreement with or acceptance of others’
ideas.
e) Use grammatically correct language and vocabulary appropriate to audience, topic,
and purpose.
The student will identify the relationship between a speaker’s verbal and nonverbal
messages.
a) Use verbal communication skills, such as word choice, pitch, feeling, tone, and voice.
b) Use nonverbal communication skills, such as eye contact, posture, and gestures.
c) Compare/contrast a speaker’s verbal and nonverbal messages.
OPENER/ANTICIPATORY SET/WARM-UP:
(Include details about what prior knowledge students need in order to enter into this lesson
and how you’ll engage it.)
Students need to be able to access prior knowledge and experience in order to
participate in the class discussion.
- Briefly review the material covered so far during the unit. Explain how we have
learned a lot about the Holocaust, but not the smaller acts of hatred and prejudice
that supported its development.
- Introduce the movie Freedom Writers. Provide some background information.
ACTIVITIES:
(Include variety here – use the lesson planning checklist as a reference.)
- Watch the scene regarding the racist caricature.
- Open up the class discussion. Possible avenues:
o Address initial reactions.
o Tell students to discuss in pairs acts of prejudice that they witness and/or
commonly occur in their environment. Have students share.
o Show anti-Semitic caricatures from the children’s book The Poisonous Mushroom
by Julius Streicher. Discuss similarities between them and what was seen in
Freedom Writers.
o Connect to Elie Weisel’s essay and his thoughts on apathy.
o Discuss how something as small as a drawing could help lead to a Holocaust.
o Discuss differences in individuals, groups, and cultures. Draw connections to
“cliques” in school.
o Discuss opinions that show intolerance to individuals and/or groups. Are there
any prejudices that are “accepted” by many?
CLOSURE:
Highlight certain points in the discussion and summarize the conversation. Tell
students to be thinking about these ideas and issues when learning about the Holocaust
in social studies.
MATERIALS:
(What do you need to gather and have ready for students to support and drive this lesson?)
- DVD player and projector
- Copy of Freedom Writers
- Pictures from The Poisonous Mushroom
DIFFERENTIATION:
(What can you do within this lesson to make sure that you are moving ALL kids further in
their skills and understandings? Note: It is not enough to mention that you’re working with
a collaborating teacher or reading specialist here. This might not happen in each lesson.)
All students should be able to participate at some level in the conversation. I will
make sure that all students contribute during the discussion, while at the same time
being sensitive to individual needs and situations.
ASSESSMENT:
(How do you know what ALL students know? Formative and summative.)
Achievement of objectives will be determined through informal assessment
during class discussion.