WGU C396 Task 1: Direct Instruction Lesson Plan
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Direct Instruction Lesson Plan Template
General Information
Lesson Title: Writing a Narrative and Research project on the Holocaust
Subject(s): ELA
Grade/Level/Setting: 8th Grade General Education
Prerequisite Skills/Prior Knowledge:
Students should have prior knowledge of the Holocaust, persecution of Jewish people and other marginalized groups
like educators, health care workers and politicians. Students should also have prior knowledge on writing a narrative
to include characters, setting, conflict, and resolution.
Standards and Objectives
State/National Academic Standard(s):
CCSS.ELA-LITERACY.W.8.3: Write narratives to develop real or imagined experiences using
effective techniques, relevant descriptive details, and well-structured event sequences.
Learning Objective(s):
Students will conduct research and understand the human impact of the Holocaust by writing a narrative essay that
reflects empathy, historical accuracy, and a personal perspective based on historical facts. Students will demonstrate
understanding of the Holocaust through both narrative and research-based writing scoring 20/25 based on grading
rubric.
Materials Technology
• Holocaust informational text and • Smart Board
vocabulary • Student laptops
• Narrative essay outline template
• Graphic organizers for brainstorming
ideas
• Rubric for formative and summative
assessment
• Example excerpts from Holocaust
survivor testimonies
• Writing Journals
• A Rebel in Auschwitz Novel
• Night Novel
Language Demands
Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate
in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding.
, Language Function(s):
Students will research Holocaust survivor testimonies as well as Jewish persecution to gain understanding of the
impact of the Holocaust on humans.
Vocabulary:
Narrative, sequence, perspective, historical content, research, evidence, resilience, survivor,
testimony, setting, conflict, resolution, ghetto’s, persecution, genocide, resistance,
concentration camp.
Discourse and/or Syntax:
Students will begin by discussing whole group what occurred during the Holocaust and how they
can use the information to begin writing their narrative essay.
Planned Language Supports:
Discuss graphic organizer with bolded text to emphasize on characters, setting, conflict, and resolution. This will help
students to focus on details when conducting research to write their narrative.
Instructional Strategies and Learning Tasks
Anticipatory Set:
Activity Description/Teacher Student Actions
The teacher will show a quick videoclip on Students grouped in 4, will discuss amongst
the smartboard related to the Holocaust to themselves the answer to the essential
engage students. The teacher will then question. Students will then share their initial
display an essential question: How did the thoughts or reaction to the video and their
Holocaust impact individuals, answer for the essential question to the whole
communities and families? class.
Presentation Procedures for New Information and/or Modeling:
Activity Description/Teacher Student Actions
The teacher will discuss the academic Students will get their writing journals and
vocabulary with students, ensuring that write down their understanding of the
students understand terms like persecution, vocabulary terms discussed. Students will then
genocide, concentration camp, and write a sentence using the words and share it
resistance. with their group, to show their understanding
of the terms.
Guided Practice:
Activity Description/Teacher Student Actions
Template | Actual verified study complete Solutions |
2026 Updates | 100% Pass Guarantee
Direct Instruction Lesson Plan Template
General Information
Lesson Title: Writing a Narrative and Research project on the Holocaust
Subject(s): ELA
Grade/Level/Setting: 8th Grade General Education
Prerequisite Skills/Prior Knowledge:
Students should have prior knowledge of the Holocaust, persecution of Jewish people and other marginalized groups
like educators, health care workers and politicians. Students should also have prior knowledge on writing a narrative
to include characters, setting, conflict, and resolution.
Standards and Objectives
State/National Academic Standard(s):
CCSS.ELA-LITERACY.W.8.3: Write narratives to develop real or imagined experiences using
effective techniques, relevant descriptive details, and well-structured event sequences.
Learning Objective(s):
Students will conduct research and understand the human impact of the Holocaust by writing a narrative essay that
reflects empathy, historical accuracy, and a personal perspective based on historical facts. Students will demonstrate
understanding of the Holocaust through both narrative and research-based writing scoring 20/25 based on grading
rubric.
Materials Technology
• Holocaust informational text and • Smart Board
vocabulary • Student laptops
• Narrative essay outline template
• Graphic organizers for brainstorming
ideas
• Rubric for formative and summative
assessment
• Example excerpts from Holocaust
survivor testimonies
• Writing Journals
• A Rebel in Auschwitz Novel
• Night Novel
Language Demands
Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate
in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding.
, Language Function(s):
Students will research Holocaust survivor testimonies as well as Jewish persecution to gain understanding of the
impact of the Holocaust on humans.
Vocabulary:
Narrative, sequence, perspective, historical content, research, evidence, resilience, survivor,
testimony, setting, conflict, resolution, ghetto’s, persecution, genocide, resistance,
concentration camp.
Discourse and/or Syntax:
Students will begin by discussing whole group what occurred during the Holocaust and how they
can use the information to begin writing their narrative essay.
Planned Language Supports:
Discuss graphic organizer with bolded text to emphasize on characters, setting, conflict, and resolution. This will help
students to focus on details when conducting research to write their narrative.
Instructional Strategies and Learning Tasks
Anticipatory Set:
Activity Description/Teacher Student Actions
The teacher will show a quick videoclip on Students grouped in 4, will discuss amongst
the smartboard related to the Holocaust to themselves the answer to the essential
engage students. The teacher will then question. Students will then share their initial
display an essential question: How did the thoughts or reaction to the video and their
Holocaust impact individuals, answer for the essential question to the whole
communities and families? class.
Presentation Procedures for New Information and/or Modeling:
Activity Description/Teacher Student Actions
The teacher will discuss the academic Students will get their writing journals and
vocabulary with students, ensuring that write down their understanding of the
students understand terms like persecution, vocabulary terms discussed. Students will then
genocide, concentration camp, and write a sentence using the words and share it
resistance. with their group, to show their understanding
of the terms.
Guided Practice:
Activity Description/Teacher Student Actions
