Lessons+1-20

**Allison Carmack**
 * Summative Unit Plan: World War II and the Holocaust: From a Child's Point of View**

//**Day One**//


 * Purpose:** To introduce students to the all unit objectives, as well as the themes found in //The Boy in the Stripped Pajamas.// During the introduction, teacher will informally assess students' background knowledge regarding the Holocaust and World War II.
 * Preparation:** Teacher will have an introductory lesson prepared for students. This lesson will begin with guided questions regarding students' background knowledge and/or experiences with the Holocaust.
 * Procedure:** After class begins, teacher will introduce the new unit to class. During the introduction, teacher will cover purpose for unit, the unit's selected readings, and __assessments__. After teacher has introduced the topic, he/she will break students up into small groups. While in small groups, students will answer the listed questions below together and discuss their background knowledge and/or personal experiences with World War II and the Holocaust. After approximately 25 minutes, teacher will collect students back to a large group discussion. Teacher will write down key phrases, vocabulary words, and/or personal experiences that students share onto the whiteboard.
 * Assessment**: Students will be informally assessed during the small group discussions. During the small group discussions, teacher will walk around the room and informally asses the students' background knowledge and experience.
 * Introductory Guided Questions:**
 * What thoughts come to mind when you hear the word //Holocaust//?
 * Have you, or anyone that you know, had any surviving members from the Holocaust? Have you had any family members that fought in World War II?
 * What do you specifically know about the Holocaust?
 * In past social studies/history classes, what have you learned about World War II and the Holocaust?

//**Day Two**//


 * Purpose:** In this lesson, students will begin reading the unit's primary novel, //The Boy in the Stripped Pajamas.// Teacher will also further discuss the unit's journal writing project with students towards the end of class.


 * Preparation:** Teacher will have novels ready to pass out to all students. A worksheet with discussion questions for chapters one, two and three will also be ready for students. They will complete the worksheet after they have finished reading the chapters with their small group members. Whatever work that students do not finish in class will be assigned as homework. During the last 10 minutes of class, teacher will pass out a detailed worksheet explaining the unit's journal writing project.


 * Procedure:** Teacher will begin class by passing out a novel to each student. After all students have received a novel, teacher will divide students into small groups; and these groups will remain as the unit's “literature circle.” Once students have been assigned to a group, they will read chapters one through three. After reading, they will begin the discussion question worksheet. Students will be given approximately 40 minutes to read and work on the discussion questions. Whatever they do not finish in class will be assigned as homework. During the last 10 minutes of class, teacher will pass out the unit's journal project worksheet. Teacher will also use the last 10 minutes of class to answer any questions that students may have regarding this writing project.


 * Assessment:** Students will be assessed through the discussion questions that correlate with chapters one through three. These questions will be discussed and graded the following school day.


 * [[file:Journal Writing Project.docx]]
 * The Boy in the Stripped Pajamas chapters 1-3 discussion questions.docx


 * Day Three**


 * Purpose:** During this lesson, teacher will further discuss the themes that are presented in the novel //The Boy in the Stripped Pajamas//. Students will also begin the unit's journal writing project during this lesson.


 * Preparation:** Answers for chapters one through three discussion questions will be ready for students.

Today’s journal entry questions will be: //What do you think of the unit’s novel so far? How do you think Bruno will like his new house at Out-With?//
 * Procedure:** Students will be given 10 minutes to write in their journal during the beginning of class.

After, teacher will answer the discussion questions from chapters 1-3 with students. Teacher will take volunteers to answer the questions; and as each student provides his/her answer the teacher will provide supplementary feedback and/or further clarification. After the answers have been discussed in class, students will join their literature circle and read chapters four and five from the novel. Whatever reading they do not complete in class will be assigned as homework.


 * Assessment:** The worksheet that was assigned as homework from the previous school day will be graded together in class. Teacher will collect all graded worksheets and assess student's work.


 * Day Four**


 * Purpose:** During this lesson, teacher will further discuss the themes and plot events that are presented in the novel //The Boy in the Stripped Pajamas.//
 * Preparation:** Teacher will have discussion questions for chapters four and five available for students to complete in class.
 * Procedure:** In the beginning of class, Students will be given 10 minutes to write in their journal during the beginning of class.

Today’s journal entry questions will be: //Have you ever had an experience similar to Bruno’s, (in that he was forced to leave his friends and family and move to an unknown city)? If not, how would you feel if your parents made you move to an undesirable location?//

After, teacher will pass out a worksheet that includes discussion questions from chapter four and five in the novel. Students will break off into their previously assigned literature circles, and will complete the questions together as a group. Once students have completed the worksheet, they will turn it into teacher, and then continue onto read chapter six with their other group members. Students are to complete reading chapter six at home if they do not finish reading it in class.


 * Assessment:** Teacher will assess the discussion questions from chapters four and five. Teacher will grade them and record grades. Graded discussion questions will be also returned to students.


 * Lesson’s Corresponding Worksheet:**
 * //The Boy in the Stripped Pajamas// chapter 4-6 discussion questions.docx

The Boy in the Stripped Pajamas chapter 4-6 discussion questions.docx


 * Day Five**


 * Purpose:** During this lesson, teacher will further discuss the themes and plot events that are presented in the novel //The Boy in the Stripped Pajamas.// Students will also continue to work on the unit's journal writing project
 * Preparation:** The graded discussion questions will be ready to be passed back to students at the beginning of class.
 * Procedure:** Students will begin this lesson by continuing to work on their journal writing project. Students will be given approximately 10 minutes to write in class.

Today’s journal entry questions will be: //In many ways, Bruno views his family’s maid, Maria, as a second class citizen. Have you ever been in a situation where you have forgotten another person’s well-being? If so, did you change your perspective about that person? Why or why not?//

After this time, students will rejoin their literature circles and continue to read chapter seven. Students are to complete reading chapter seven at home if they do not complete it in class. Students will be assigned chapter eight as homework as well. They are welcome to continue reading onto chapter eight with their literature circle if they complete chapter seven in class. There are no discussion questions for chapters 7 and 8.


 * Assessment:** The journal writing project will serve as a formative assessment for this unit. Since it is a long-term project, teacher will need to monitor students' progression and understanding of assignment through in class writing periods, such as the one provided in this lesson. During this time, teacher will walk around the classroom and informally assess how students are managing this project.


 * Day Six**


 * Purpose:** During this lesson, teacher will further discuss the themes and plot events that are presented in the novel //The Boy in the Stripped Pajamas.//
 * Preparation:** Teacher will need to prepare the reading quiz for chapters seven and eight.
 * Procedure:** Students will begin this lesson by continuing to work on their journal writing project. Students will be given approximately 10 minutes to write in class.

Today’s journal entry questions will be: //Bruno’s first encounter with Lieutenant Kotler is both scary and intimidating. Have you ever been intimated by someone? What did you do in that situation in order to make up for your intimidation?//

After, students will be given a reading quiz. The quiz will focus on chapters seven and eight. Students are to turn in quiz after completion. Students will be given approximately 20 minutes to complete quiz. After the assessment, students will continue to independently read chapter nine, ten, and eleven in class. Students will need to have read chapter nine, ten, and eleven for the following school day.


 * Assessment:** The reading quiz will serve as the assessment for this lesson.

Chapter 7 and 8 Reading Quiz.docx


 * Day Seven**


 * Purpose:** During this lesson, teacher will further discuss the themes and plot events that are presented in the novel //The Boy in the Stripped Pajamas//. Students will also continue to work on the unit's journal writing project.


 * Preparation:** Teacher will have a packet ready for students. This packet will include discussion questions for chapters nine through seventeen.


 * Procedure:** In this lesson, students will begin by continuing to work on their unit journal writing project. Students will be given approximately 10 minutes to write in their journal.

Today’s journal entry questions will be: //As a child, did you ever go exploring like Bruno? What kind of interesting things did you find on your adventures? Was your experience anything like Bruno’s?//

After, students will rejoin their literature circle, and continue to work on chapter nine through eleven discussion questions. Once they have completed these questions, they are to continue reading onto chapters twelve and thirteen. Teacher also needs to remind students that they are only to complete the discussion questions for chapters nine through thirteen from the provided packet. Whatever work is not completed in class will be assigned as homework.


 * Assessment:** The journal writing project will serve as a formative assessment for this unit. Since it is a long-term project, teacher will need to monitor students' progression and understanding of assignment through in class writing periods, such as the one provided in this lesson. During this time, teacher will walk around the classroom and informally assess how the students are managing this project.

The Boy in the Stripped Pajamas discussion questions chapter 9-17.docx
 * Lesson's Corresponding Worksheet:**

//**Day Eight**//


 * Purpose:** During this lesson, teacher will further discuss the themes and plot events that are presented in the novel //The Boy in the Stripped Pajamas//.


 * Preparation:** Answers for chapters nine through thirteen discussion questions will be ready for this lesson.


 * Procedure:** In this lesson, students will begin by continuing to work on their unit journal writing project. Students will be given approximately 10 minutes to write in their journal.

Today’s journal entry questions will be: //Bruno’s suggestion on page 132 really reveals his innocence. Has there ever been a time when you have made an innocent and naïve suggestion? If so, would you take back that suggestion? Why or why not?//

Students will then grade the discussion questions from chapters nine through thirteen in class with teacher. Once the discussion questions have been graded in class, teacher will teach the provided language lesson below.

1. Teacher will ask students to take out their novels. Teacher will then revisit the journal entry question that students wrote about in the beginning of class. He/she will ask for volunteers to share their answers. 2. After, teacher will have students turn to page 132. Teacher will reread pages 132- 133 with students. 3. Next, teacher will ask students to focus on the lengthy paragraph in the middle of page 133. Teacher will ask//: why is this paragraph so long? How does it reflect Bruno's excitement? Why was it written this way?// Teacher will ask students to turn to a partner and answer these proposed questions. 4. After 5 minutes, teacher will ask students to recollect and then will take volunteers to answer the proposed questions. 5. Finally, teacher will introduce the grammatical topic of run on sentences vs. fragment sentences. This example from 133 will serve as an example of a run on sentence. Teacher will also use sentence on page 133 to illustrate an example of a fragment sentence. Teacher will teach what each type of sentence is, and will have students take notes while describing the definition of and difference between run on and fragment sentences. 6. Teacher then will pass out the worksheet retrieved from the following website: [] 7. Teacher will have students complete this worksheet and answer the following questions on the back of this worksheet: //What does Boyne do with run on and fragmented sentences on these pages of the novel? What kind of tone does he create when he manipulates these rules of Standard English?// 7. Students will complete this worksheet in class and pass it in before dismissal.

Students will be assigned chapters fourteen, fifteen, sixteen, and seventeen to read as homework.


 * Assessment:** The packet of discussion questions will serve as an assessment for students. After the packet has been completed, it will be collected and further graded by teacher.


 * Lesson’s Corresponding Worksheet:**
 * //The Boy in the Stripped Pajamas// discussion questions chapter 9-17.docx

The Boy in the Stripped Pajamas discussion questions chapter 9-17.docx

//**Day Nine**//


 * Purpose:** During this lesson, teacher will further discuss the themes and plot events that are presented in the novel //The Boy in the Stripped Pajamas//.


 * Preparation:** A reading quiz over chapters fourteen through seventeen will be ready for students to take at the beginning of class.


 * Procedure:** In this lesson, students will begin by continuing to work on their unit journal writing project. Students will be given approximately 10 minutes to write in their journal.

Today’s journal entry questions will be: //Throughout the novel, Bruno and his sister Gretel have a very catty relationship. What is your relationship like with your siblings? Do you get along? If you do not have any siblings, write about the relationship that you have with your parents, close friends, or cousins.//

Students take a reading quiz. Students will be given approximately 20 minutes to complete the quiz. After doing so, they will join their literature circles for the last time, and read chapter eighteen together.


 * Assessment:** The reading quiz over chapter fourteen through seventeen will serve as the students' assessment in this lesson.

Chapter 14-17 Reading Quiz.docx
 * Lesson’s Corresponding Worksheet:**
 * //The Boy in the Stripped Pajamas// discussion questions chapter 9-17.docx

//**Day Ten**//


 * Purpose:** During this lesson, teacher will further discuss the themes and plot events that are presented in the novel //The Boy in the Stripped Pajamas//.


 * Preparation:** Teacher will prepare a worksheet containing the discussion questions for chapter eighteen through twenty. Teacher will also provide the answers to these questions as they answer them together in class.


 * Procedure:** In this lesson, students will begin by continuing to work on their unit journal writing project. Students will be given approximately 10 minutes to write in their journal.

Today’s journal entry questions will be: //What are your views on Father’s character? Can adults be naïve too?//

After, teacher will finish reading the novel with students. Teacher will begin class by reading chapter nineteen and twenty out loud to students. The purpose of teacher reading to students is because the last chapters of this novel are extremely emotional and difficult to read. After these chapters have been read, teacher will pass out the discussion questions for these three chapters and open up an all class discussion. This class discussion will provide students the opportunity to either express their feelings and/or interpretation of the text, or to simply listen. Either option for students is ok, for many students will find the content from these two chapters to be startling or difficult to talk about. All discussion questions will be completed in class.


 * Assessment:** The chapter eighteen through twenty discussion questions will serve as the students' assessment in this lesson. The questions will be completed in class with the teacher.


 * Lesson’s Corresponding Worksheet:**
 * //The Boy in the Stripped Pajamas// discussion questions chapter 18-20.docx

The Boy in the Stripped Pajamas discussion questions chapter 18-20.docx

//**Day Eleven**//


 * Purpose:** During this lesson, teacher will further discuss the themes and plot events that are presented in the novel //The Boy in the Stripped Pajamas//.


 * Preparation:** An overhead projector and the movie //The Boy in the Stripped// Pajamas will be available and ready for use during this lesson.


 * Procedure:** In this lesson, students will begin by continuing to work on their unit journal writing project. Students will be given approximately 10 minutes to write in their journal.

Today’s journal entry questions will be: //What do you think of the novel’s final chapters? Were the actions in the plot a surprise to you? Why or why not?//

Students will then begin watching the film version of //The Boy in the Stripped Pajamas//. Students will not take notes during the film; they are only to sit and listen quietly throughout the duration of the movie.


 * Assessment:** During the last 5 minutes of class, teacher will ask the student body what they think of the movie so far.

//**Day Twelve**//


 * Purpose:** During this lesson, teacher will further discuss the themes and plot events that are presented in the novel //The Boy in the Stripped Pajamas//. Students will also continue to work on the unit's journal writing project.


 * Preparation:** An overhead projector and the movie //The Boy in the Stripped Pajamas// will be available and ready for use during this lesson.


 * Procedure:** In this lesson, students will begin by continuing to work on their unit journal writing project. Students will be given approximately 10 minutes to write in their journal.

Today’s journal entry questions will be: //How does the film version of this story compare to the novel? Which do you like better?//

Students will then continue to watch the film //The Boy in the Stripped Pajamas.// Students will not take notes during the film; they are only to sit and listen quietly throughout the duration of the movie.


 * Assessment:** During the last 5 minutes of class, teacher will ask students what they think of the film's ending.

//**Day Thirteen**//


 * Purpose:** In this lesson, students will be introduced to the unit's final assessment, as well as a selection of children’s poems from the Holocaust. Poems will be retrieved from “.//..I never saw another butterfly...//” Teacher will conclude this school day with a grammar lesson in figurative language.


 * Preparation:** Teacher will begin by passing out a detailed worksheet for the unit’s final assessment.

Teacher will have a packet ready to pass out to students. The pack will contain poems from //“...I never saw another butterfly...”//


 * Procedure:** Teacher will begin class by passing out the worksheet that describes the unit's final assessment. Teacher will take approximately 10 minutes to explain the assessment and all of its requirements. Teacher will explain to students that they will be given time to work on their essays during a writing workshop. There will also be a time for peer response after the writing workshop. Students are to bring all writing materials that they wish to use for their final essay. These writing materials may include laptops and copies of the unit's texts.

Teacher will then show the class the PowerPoint presentation on Terezin. Students will be asked to take brief notes during the PowerPoint. This will help them complete the lesson's corresponding worksheet in the following 2 school days.

Next, teacher will pass out a packet of poems copied from //“…I never saw another butterfly…”//Students will use this packet for the next two school days as well. Finally, teacher will cover the language lesson titled “The parts of Figurative Language “. Teacher will teach this lesson to students, and use the following website as a guide: []. This website is a general introduction to figurative language, and will serve as a review for students. They will be asked to take notes while teacher lectures.

During the last 5 minutes of class, teacher will direct students to select a partner. Partners will work together to complete the assignments that correspond with the book’s poetry.


 * Assessment:** The poetry packet will serve as the students’ assessment. Teacher will grade all packets and will return packets back to students after grades have been submitted.


 * Lesson’s Corresponding Worksheets/Documents:**
 * __Terezin.ppt__


 * [[file:Terezin.ppt]]
 * Teacher’s Notes: [|http://www.hilliardschools.org/sec/webquest/subpages/butterfly/TerezinPowerPointNotes.h]
 * [[file:Poetry Activity.docx]]
 * []


 * Day Fourteen**


 * Purpose:** In this lesson, students will continue to read and interpret a selection of children’s poems from the Holocaust. Poems will be retrieved from“.//..I never saw another butterfly..//.”


 * Preparation:** Teacher will used the following website to help students define poetic voice: []

All other materials have been previously distributed to students. Students have received a packet of poetry from the book //“...I never saw another butterfly...”// as well as a packet of exercises which correlate with the assigned poems.


 * Procedure:** Teacher will being class by introducing the topic “poetic voice.” Teacher will use the following website to guide the lecture. Teacher will lecture for approximately 15 minutes, students will be asked to take notes during the lecture.

Teacher will then direct students to begin working on their poetry packet with their partner. Teacher should remind students will be asked to apply both lessons in grammar in this poetry activity. If computers are available, students are allowed to refer to these two websites as a guide. Students will be given the rest of the hour to work on the packet. Teacher will also remind students that packets will be due by the end of class the following school day.


 * Assessment:** The poetry packet will serve as the students’ assessment. Teacher will grade all packets and will return packets back to students after grades have been submitted.


 * Day Fifteen**


 * Purpose:** In this lesson, students will continue to read and interpret a selection of children’s poems from the Holocaust. Poems will be retrieved from //“...I never saw another butterfly...”//


 * Preparation:** All materials have been previously distributed to students. Students have received a packet of poetry from the book “...I never saw another butterfly...” as well as a packet of exercises which correlate with the assigned poems.


 * Procedure:** Teacher will begin class with a 15 minute lecture on imagery. Teacher will use the following website as a guide during the lecture. Students will be asked to take notes, since they will need to know this information in order to complete the previously assigned poetry packet.

[]

Teacher will then direct students to continue to work on their poetry packet with their partner. Students will be given the rest of hour to work on the packet. Teacher will also remind students that packets will be due by the end of this lesson.


 * Assessment:** The poetry packet will serve as the students’ assessment. Teacher will grade all packets and will return packets back to students after grades have been submitted.

//**Day Sixteen**//
 * Purpose:** Writing workshop day for unit's summative assessment.
 * Preparation**: Teacher will have previously signed up for a day in the computer lab. Teacher has also reminded students to bring all writing materials that they wish to use for their final essay. These writing materials may include laptops and copies of the unit's texts
 * Procedure**: Students will meet teacher at the computer lab. Students will work on their essays throughout the duration of class. Teacher will walk around the computer lab and assist students as needed. Students should also turn in propaganda homework that was assigned the previous school day.
 * Assessment**: Students will be formally assessed on this assignment later in the week. Teacher should remind students that essays will be shortly due.

//**Day Seventeen**//
 * Purpose:** Students will explore government propaganda that was issued to justify Germany's World War II and the actions behind the Nazi regime.


 * Preparation:** Teacher will have the propaganda activity ready for students at the beginning of class.


 * Procedure:** Teacher will cover the following activity with students:

//Propaganda Activity://

>> [|http://www.readwritethink.org/classroom-resources/lesson-plans/propaganda-techniques-literature-online-405.html?tab=4#tabs.]
 * http://www.ushmm.org/propaganda/
 * [|http://www.readwritethink.org/classroom-resources/lesson-plans/propaganda-techniques-literature-online-405.html?tab=4#tabs]
 * Students will use their background knowledge and previously acquired literary interpretation skills to interpret several illustrations of Nazi propaganda.
 * Teacher will discuss, with students, the psychological effects of propaganda and how they influenced an entire generation in Germany.
 * As homework, students will be asked to bring in 3 other pieces of propaganda that they have found on the internet. Students will be asked to interpret each picture that they turn in. Underneath each picture, they should summarize the purpose of the propaganda and what it means (approximately three to four sentences for each picture). They will also be asked to complete section 3, questions 3-5 from the lesson's primary resource:


 * Assessment:** Summative assessment will be introduced to students. Students will also be assessed through the propaganda activity's homework assignment. This will be due the following school day.

Propaganda activity: http://www.ushmm.org/propaganda/

//**Day Eighteen**//


 * Purpose:** This lesson will focus upon sharing first hand experiences of Holocaust survivors. Students will have the opportunity to listen to survivors’ stories and become more familiar with the way that Auschwitz was assembled and managed by the Nazi regime.


 * Preparation**: All students will have submitted parental permission slips for these video clips before this lesson. Additionally, teacher will have a homework handout ready to pass out to students at the end of class.


 * Procedure**: Teacher will show all of the following clips in this lesson. After all of the clips have been viewed, teacher will pass out the homework assignment. This assignment will simply ask students to write a reaction statement to the following clips. Papers are to be 2 pages in length.

• http://www.youtube.com/watch?v=MWJyjAYyF8E • http://www.youtube.com/watch?NR=1&v=pGT8lkxJF3Q • http://www.youtube.com/watch?NR=1&v=GefZe04Dt74 • Oprah's Holocaust survivor special staring Elie Weisel: o Part I: http://www.youtube.com/watch?v=slZMOkYJFO0&feature=related o Part II: http://www.youtube.com/watch?NR=1&v=mUEEYa0pvgU Part III: http://www.youtube.com/watch?v=LoRfhm48b-0&feature=related o Part IV: http://www.youtube.com/watch?v=kXP2L3MG7gs&feature=related o Part V: http://www.youtube.com/watch?v=X6hyhxUWb1k&feature=related o Part VI: http://www.youtube.com/watch?v=4-xm6nUbeXQ&feature=related

Before students leave class, remind them that a rought draft of their Final Summative Essays will be due for tomorrow. Remind students that they will be doing a peer editing exercise during the next school day.


 * Assessment:** For this lesson, students are simply asked to write their reaction to these video clips. All papers will be collected the following school day.

Lesson’s Corresponding Worksheets: o Permission Slip: Survivors from the Holocaust Permission Slip.docx o Reaction paper handout: Survivors from the Holocaust Reaction Paper.doc

//**Day Nineteen**//


 * Purpose:** In this lesson, students will become more familiar with Ann Frank's creative writing.
 * Preparation:** Teacher will also have the Anne Frank jigsaw activity ready for students' use. Teacher will also assign all students to their two jigsaw groups.
 * Procedure:** Teacher will begin class by assigning students to their first group. This group will collectively read the same short story. Students will take approximately 10-15 minutes to read their assigned story. After, teacher will direct students to join their jigsaw group. In this second group, each student will read and teach their other group members the story that they read in their first group. They will also help their other group members fill in the answers to the questions on the //Ann Frank Jigsaw Handout.// Students will use the remainder of class to finish this activity.

After the jigsaw activity has been completed, students will return to their desks and take out their rough draft of their Final Summative Essay. Students will then meet up with a partner and revise/edit each others essays. Remind students that rough drafts are to be submitted with their final essay. All final essays will be due the following school day.

Short Stories:
 * Assessment**: At the end of class, teacher will collect the jigsaw worksheet from students. Teacher will assess each student’s work and participation through this worksheet. All graded worksheets will be passed back the following school day.
 * 1) \Desktop\Kitty.pdf
 * 2) Desktop\Summative Assessment\The Fairy.pdf
 * 3) Desktop\Summative Assessment\The Wise Old Dwarf.pdf
 * 4) Desktop\Summative Assessment\Eve's Dream.pdf
 * PDF files too large to upload to Wiki. Copies of short stories and fables are available upon request.**
 * Lesson’s Corresponding Worksheets:**

//Day Twenty//

Purpose: **All journal writing projects and summative essays will be due on this school day.** Preparation: **Teacher will have grading rubrics ready for both summative projects.** Procedure: **All journal writing projects will be due on this school day. Students will be assigned to small groups, and will present his/her journal to each group member. Each student will take approximately 10 minutes to explain their project and its characters. After each student has shared his/her journal, teacher will direct students to go back to their seats. Teacher will take volunteers to share and/or read their summative essays.** __Assessment__**: Journal Writing Projects will serve as a formative assessment for students. Final essays will serve as the students' summative assessment for this unit.** Handouts for the journal writing project can be found in lesson two** Handouts for the summative essay:
 * Lesson’s Corresponding Worksheets:**