lessons, and days that target vocabulary) Frontloading Day(s) 1-2: Activities/Strategies: Gallery Walk of 20 paintings by Samuel Bak as introduction to the experiences of the Holocaust. Teacher led class discussion and analysis of The Family by Samuel Bak. Students are paired and given one color copy per teacher discretion (some paintings are more complex to analyze than others; this is an opportunity to pair students who will challenge and support each other as well as scaffold learning) of one of Bak’s 20 paintings and students work together to complete Analyzing Art worksheet. Teacher circulates and prompts students for depth of understanding and prior knowledge of time period. Homework: Students are assigned a biographical reading of Samuel Bak for PowerPoint Analyzing Artwork worksheet Article: Samuel Bak Surrealist Painter The quest for the beginning days is to try to establish what students know about the time period and practice analyzing and interpreting visual images for meaning related to the experiences during the Holocaust to build student empathy. Teacher begins by stating: “We will examine several painting by surrealist artist, Samuel Bak.” Teacher projects famous example: Salvador Dali and The Persistence of Memory painted in 1931 (Slide 1 of Samuel Bak Paintings PowerPoint). So to begin: What is surrealism? Surrealism was an artistic and literary movement (20th century), dedicated to expressing the imagination as revealed in dreams and the subconscious through fantastical, nonsense imagery. Similar to a metaphor, surrealism makes a comparison of unlike things or objects that have some characteristics in common for the purpose of expressing a message. The 20th-century avant-garde movement in art and literature sought to release the creative potential of the unconscious mind, for example by the irrational juxtaposition of images. Juxtaposition: The fact of two things being seen or placed close together with contrasting effect.
write a book using only 50 words” (Mental_Floss). Non-Examples: When writers use other author’s material and do not show where the information came from. Evidence for my claim is may the force be with you and I see dead people and Houston, we have a problem. Continue assignments until students have finished the central text and any other assignments given during the reading of Night. Day(s) 1-2: Activities/Strategies: USHMM ID Card Project Computers for each student Internet access Copies of “Learning about the personal histories of Holocaust victims” worksheet (see attached) Copies of “Group Holocaust ID Analysis” (see attached) Lesson adapted from USHMM ID card project: After students have finished reading Night and completed the last discussion of Reciprocal Teaching Notes, it is time to transition for summative assessment: evidence based arguments grounded in research. For lesson one students will practice gathering evidence and creating citations in a safe benign environment. Begin lesson by explaining that “one of the USHMM’s missions is to ensure that individual experiences of survivors and victims of the Holocaust are collected, preserved and publicized for future generations.”
Day(s) 1: Activities/Strategies: Part 4 of previous lesson - independent biographical paragraph on the person from the USHMM ID Card project complete with citations and a works cited entry. Copies of Biographical Paragraph. Computers if desired. Hand out Biographical Paragraph with In-Text Citation and Works Cited Entry form (see attached). Read through with students, ask students for questions. When all questions are answered have students work independently to complete assignment. Have students turn in Learning about the personal histories of Holocaust victims and biographical paragraphs (students should keep template for future assignments as a model). Grade worksheet and paragraph for completeness and accuracy for citations. Day(s) 12: Activities/Strategies: Summative Assessment: students use a close read as a foundation for their persuasive essay/letter/ presentation to the United Nations, compelling them to intervene and stop the Holocaust. Copies of Summative Assessment packets for each student (see attached). Computers as needed Note: At this point in the year, students have written five timed essays devoted to argument and four, three time, revised essays: narrative, expository, reflective and have been exposed to in-text citation and Works Cited. Begin by presenting students with Summative Assessment packet (see attached). Tell students that over the course of the next two weeks they will first explore a close reading of two texts that will serve as a foundation for a persuasive essay/letter/presentation to the United Nations, compelling them to intervene and stop the Holocaust.