Targeted Standards: Essential Questions)/Enduring Understandings: Is someone who ignores evil as guilty as someone who acts evilly? Can someone be victim and a perpetrator? How does point of view of author influences our opinions of historical events? Measurable Outcomes: Learning Goals: Students will Identify and summarize the major events in a narrative. Use context cues to identify the meaning of unfamiliar words. Describe the cause/effect of a particular event. Identify patterns in events or behavior. Identify author’s purpose Compare and Contrast two character perspectives on one event in history.
Student-Friendly Learning Targets: I understand what of view is. I understand what position is. I understand that historical fiction an issue, and puts fictitious characters in realistic events that occurred in history. I understand the characters have motivations that can be explained by real events. I understand that characters can have opposing perspectives on the same event and that historical evidence must be found to understand these. I understand that I can develop my own opinions based on historical evidence, and influenced by historical fiction point of view. Writing: Support with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Speaking and Listening: Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and that bring the discussion back on topic as needed. Analyze the main ideas Language: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Explain the function of verbal’s (gerunds, participles, infinitives) in general and their function in particular
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Use precise language and supporting details presented in diverse media and formats (e.g., visually, quantitatively, and orally) and explain how the ideas clarify a topic, text, or issue under study. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. sentences. Form and use verbs in the active and passive voice. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. Recognize and correct inappropriate shifts in verb voice and mood. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. Use an ellipsis to indicate an omission. correctly. Success Criteria: I can the character’s point of view. I can support that point of view with historical evidence. I can evaluate that evidence for credibility and position. I can look at an from two perspectives. I can align my opinion on an issue based on these contradictory positions. I can write clearly and concisely my findings and my reasons for opinion citing credible sources. See Following Rubric
images in Lesson File. Inference* Mood Idioms* Point of View* Discussion* Imagery Cliff hanger Monday FRONT LOADING Front Loading Video Will Watch it twice. First time we will watch this without outcomes. Use viewing Graphic Organizer for the second viewing. Performance Task Note Catcher – end of unit 1 Image 2 Graphic Organizer- Performance Task Note Catcher FRONTLOAD World War II Discrimination Freedom Religion Holocaust Anti -Semitism Genocide Fable Will it twice. First time we will watch this without outcomes. Use video viewing Graphic Organizer for the second viewing. One image will be evaluated as a class as an example. The second image will be done independently. Tuesday Close Reading 1 Terrible Things an Allegory the Holocaust Read Use Performance Task Note Catcher Side pg. Use Plotline- scaffolding TDQ independent answers. Students will fill out their Plot Line Exposition
Aloud Fred Gross Video for lower students. Higher level students create a plot line- one side represents Bruno’s story and the other Shmuel’s. Examples at end of unit. by the end of this week. Students will receive worksheets with quotes isolated outside of text to help focus eyes. Larger text will be on Document Camera. Wednesday Close Reading 1 Group Discussion Holocaust Video 2 Use Performance Task Note Catcher Side pg. 32 TDQ independent answers from Group Discussion Content: Commandant Restrictions Priorities Desolate This content vocabulary will be accomplished as a group, with a class collage making, metaphor writing and sentences, as a scaffolding measure. Thursday Close Reading 2 Read Chapter 1 Complete Exposition of Plot Line Plot line Alternative plot line Activity Ch. 1B Activity Ch. 1C Plotline Check 1 Characters will be given faces and characteristics on large class board as story proceeds.
Friday Introduce Content Vocabulary Read Chapters 2-3 Vocabulary 3 Activity Vocabulary board will be on the wall, with picture collages. Activity Chapter 2A Activity Chapter 2B Chapter 2 Journal Chapter 3 Journal Vocabulary 1 Collage Content: Inscription Conviction Efficiency Complementing Clambered Ergo Insolent Irritably Discarding Peckish Reverberated Frenzied Often students will get one or two words to make a collage. They then share all the collages with group at the end of the period. Collages go on world wall, to help with recall. Comprehension/ TDQ Quiz
Week Two Chapters 4-6 Activity/Strategy and Resources Sequencing and Scaffolding (building knowledge, guided practice, student grouping, independent practice, 5 of Composing) Formative Assessments Target Vocabulary Academic: Imagery* Capitalization* Flashback Symbolism Figurative Language* Instructional Notes Monday: Vocabulary 2 Activity Tuesday: Read Chapter 4 Vocabulary 3 Activity Chapter 4 Journal While Journals exist for all chapters, not all Journals must be assigned. Some topics might be more appropriate for some students, and they can be assigned individually, omitted, or to the entire
Wednesday: Read Chapter 5 Activity 5A Activity 5B Some students will only complete one activity. Chapter 5 Journal Thursday: Read Chapter 6 Activity 5C pg. Activity 6A pg. Chapter 6 Journal Friday: Introduce Content Vocabulary 5 minute video about Auschwitz. View to determine if it is appropriate for your students. Activity 6B Vocabulary 1 Collage Content: Escapade Jumper Appalling Simpered Woozy Dominated Coincide Tolerant Hysterical Comprehensio n/TDQ Quiz
Week Three CHAPTERS 7-9 Activity/Strategy and Resources Sequencing and Scaffolding (building knowledge, guided practice, student grouping, independent practice, 5 Kinds of Composing) Formative Assessments Academic Vocabulary Friendly Letter/ Discussion/ Non- Fiction Analysis Indirect Characterization Instructional Notes Monday: Vocabulary Activity 2 Summative Assessment Chapters 1-6 COMPREHENS ION/TDQ DAY-unrelated to Novel Tuesday: Read Chapter 7 Vocabulary Activity 3 Chapter 7 Journal Select Students will: Use Plotline on quiz Use Student Glossary Use Character Map Wednesday: Read Chapter 8 “How to write a friendly letter VIDEO” Chapter 7A Activity “Friendly Letter” “Group Questions” Chapter 7B Activity Chapter 7C Metaphor Remediation 6 Chapter 8 Journal Video can be used for remediation for lower or struggling students.
Thursday: Read Chapter 9 Chapter 8A Chapter 8B Chapter 8C Activities Chapter 9 Journal Friday: Introduce New Content Vocabulary Leveled NewsELA Articles. Some Students can directly access the articles @ Online Quiz available for students who are comfortable with this format. Non-Fiction Analysis- Could be used anytime during the lesson. Vocabulary 1 Collage Content: Despair Forlorn Confirmation Crockery Extravagant Enunciating Ushered Disdain Snippets Contradiction For Students that are not comfortable with online reading, the articles with varied Lexile numbers are attached to this lesson plan. Comprehension /TDQ Quiz
Week Four CHAPTERS 10- 12 Activity/Strateg y and Resources Sequencing and Scaffolding (building knowledge, guided practice, student grouping, independent practice, 5 Kinds of Composing) Formative Assessments Target Vocabulary Activity Figurative Language Predictions Flashback Venn Diagram Compare and Contrast Rising Action Conflict Instruction al Notes Monday: Vocabulary 2 Activity Tuesday: Read Chapter 10 Activity Chapter 10A pg. 66 Activity Chapter 10B pg. 77 Chapter 10 Journal Wednesday: Read Chapter 11 Vocabulary Activity 3 Independent Research Activity Chapter 11. Chapter 11 Journal Some students can complete basic research on a camp, while other students complete
WEEK 6 CHAPTERS 15-17 Activity/Strateg y Texts and Resources Sequencing and Scaffolding (building knowledge, guided practice, student grouping, independent practice, 5 Kinds of Composing) Formative Assessments Targeted Vocabulary Academic: Context Clues Hyperbole Inference Mood Idioms Point of View Discussion Imagery Instructional Monday: Vocabulary 2 Activity Tuesday: Read Chapter 15 Non-Fiction Analysis- Lexile Varied Article Could be used anytime during the lesson. Chapter 15 Journal Wednesday: Read Chapter 16 Vocabulary 3 Activity Activity Chapter 16 g. 71-72 Chapter 16 Journal Thursday: Read Chapter 17 Critical Essay- Boy in the striped Pajamas. Activity Chapter 17 Journal
Friday: Introduce New Vocabulary Generate Outlines for Essential Questions Vocabulary 1 Collage Content: Coincide Prospect Squelch Random Implant Disturbance Dispatch Mercilessly Students in my room struggle to maintain a topic and separate points when writing an essay. To help them manage all their ideas students must generate three points in isolation for the body portion of their essays. Each outline is separate and on a separate sheet of paper. When composing body paragraphs only one paper is in front of them at a time. If the idea that they write isn’t on that paper, they have to justify that choice and first edit their outline. Students meet individually with teacher to explain
Week 7 CHAPTERS 18-20 Activity/Strategy Texts and Resources Sequencing and Scaffolding (building knowledge, guided practice, student grouping, independent practice, 5 Kinds of Composing) Formative Assessments Targeted Vocabulary Academic: 5 Paragraph essay Introduction Body Conclusion Thesis Outline Thesis Instructional Notes Monday: Vocabulary 2 Activity ALL WEEK- Activity Sheets included: Essential Question Compositions- In my classroom some students will need direct instruction on each portion of the essay. These students will use alpha smarts to construct each paragraph separately. Tuesday: Read Chapter 18 Writing an Introduction: Chapter 18 Journal Paragraphs will be put on computers in groups of 4 with
in 1976 by a group in the “Christian Identity” tradition. Special Issue: May 1934 Title: Jewish Congress Caption: “Let the believe that we can be Americans, Englishmen, Germans, or French. When our interests are at stake, we are always Jews, and nothing but.” July 1934 (Issue #34) Title: Brood of Serpents Caption: “The Jew’s symbol is a worm, not without reason. He seeks to creep up on what he wants.” September 1934 (Issue #40) The Curse in the Blood Caption: “Every little Jewish baby grows up to be a Jew.” November 1934 (Issue #45)
Title: The Economy and Jewry This issue accuses Jews of every manner of economic misdeed. The cartoon is titled “Demon Money.” A Jewish monster, engraved with the Star of David and the symbols for the American dollar and British pound has its claws on the planet. November 1937 (Issue #47) Title: The Land of Freedom The cartoon caption: “Where one is ruled by the Jews, freedom is only an empty dream.” July 1939 (Issue #19)
The Little Boy with His Up Your open palms raised in the air like two white doves frame your meager face, your face contorted with fear, grown old with knowledge beyond your years. Not yet ten. Eight? Seven? Not yet compelled to mark with a blue star on white badge your Jewishness. No need to the very young. They will meekly follow their mothers. You are standing apart Against the of women and their brood With blank, resigned stares. All the torments of this harassed crowd Are written on your face. In your dark eyes—a vision of horror. You have seen Death already On the ghetto streets, haven't you? Do you recognize it in the emblems Of the SS-man facing you with his camera? Like a lost lamb you are standing Apart and forlorn beholding your own fate. Where is your mother, little boy? Is she the woman glancing over her shoulder At the gunmen at the bunker's entrance? Is it she who lovingly, though in haste, Buttoned your coat, straightened your cap, Pulled up your socks? Is it her dreams of you, her dreams Of a future Einstein, a Spinoza, Another Heine or Halévy They will murder soon? Or are you orphaned already? But even if you have a mother, She won't be allowed to comfort you In her arms. Her tired arms loaded with useless bundles Must remain up in submission. Alone you will march Among other lonely wretches Toward your martyrdom. Your image will remain with us And grow and grow To immense proportions, To haunt the callous world, To accuse it, with ever stronger voice, In the name of the million youngsters Who lie, pitiful rag-dolls, Their eyes forever closed. Published in To Tell the Story - Poems Of the