Voices of the

Holocaust

A Thematic Unit focusing onAnne Frank’s: The Diary of Anne Frank

Samantha SelimoECI 430/435Young/LeeFall 2010

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Table of Contents

I. Introduction and Preface

II. The Daily Lesson Plans

A. “Introduction & the Rise of the

Nazi Party”

B. “Common words create poetry?”

C. “I never saw another butterfly…”

D. “Survivors”

III. Evaluation Strategies

IV. Works Cited & Reflective Addendum

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Part I: Introduction

“Everyone has inside of him a piece of good news. The

good news is that you don't know how great you can

be! How much you can love! What you can

accomplish! And what your potential is!”

-- Anne Frank

“Voices of the Holocaust”Introduction:

I will be student teaching at Salem Middle School, a year round school. I have been placed with an 8th grade Social Studies & Language Arts teacher; therefore, this particular unit will be taught during the Language Arts classes. The school runs on a period schedule; approximately 68 minutes per class. I will be working with track 2 and the two classes I have are outgoing & truly amazing!

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Salem Middle School works as one unit; although, split up into different tracks, each track works with their Professional Learning Community to ensure their students are all on the same page and learning the same curriculum. My cooperating teacher is Sara Matherly, an alumnus from NCSU & the MSL program. She is awesome! She holds the Social Studies Department Chair position & exhibits energy & knowledge in the classroom. Together we have decided it would be best for me to create a unit on the Holocaust. My unit focus is for the students to understand, analyze, question, write, respond, and react to the genocide that happened during the Holocaust and define the term stereotype. We will be reading Anne Frank: The Diary of a Young Girl as an in-common read. We will not only be looking at the novel, but also poetry, short stories, children’s stories, and possibly some film. It is imperative that the students learn about the Holocaust and get a chance to read and analyze some of the terrific literature that came from such a horrible event.

From what I know, both classes are quite different. One class is full of upper level students, while the other class has a broader group of learning styles. We have one partially hearing impaired student, one student with behavioral issues, and some reluctant students. With that being said, I do not believe many adaptations will need to be made, but if some arise I will adapt as necessary (reading may take longer in class two). I will be having the students write in journals to follow Anne Frank’s experience with the Holocaust and reflect. The journals ill be used for my evaluation and a way for the students and me to communicate. The class is very diverse. We have an array of ethnicities, race, and backgrounds which will play an important role when learning about the Holocaust and defining stereotypes. Unfortunately, the classroom is equipped with little technology resources. It comes with a T.V., overhead projector, four/five computers, and one printer. All technology resources needed for this unit will accessible through the media center. I cannot wait to bring my unit into the classroom and see how the students respond to me as a teacher!

Organizational Principle:

For the purpose of this unit, the theme will be stereotypes & the different voices of the Holocaust. Stereotyping plays a significant role in today’s society, as well as its effects on past historical events. We see stereotypes everywhere we turn and throughout all ages. We will use a non-fiction novel, poetry, short stories, children of the Holocaust’s stories, and possibly some film to generate inferences about the Holocaust and the stereotypes behind it. The unit will serve to stimulate the students on stereotyping. With such a diverse class, it will be important to discuss stereotyping and the harmful events they can lead up to; such as, genocides, school bombings, suicides, etc. By reading and analyzing different types of literature about the Holocaust, students can see the effects of stereotyping in a grim reality, but also understand how important everyone truly is. The Holocaust offered literature through the eyes of children, which will be helpful for students to gain motivation when creating their own writing.

Organizing Questions:1. What are elements of stereotyping seen in literature, media, and culture and how do they

affect you directly?2. What are the roles of stereotyping, if any, in our society? Would life be different without

stereotyping, how?3. How do authors portray their voice through literature?4. Does the voice of the author have an impact on the literature’s influence?5. How can the voices of the Holocaust represent stereotypes from the past?

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Goals:After completing our unit on the voices of the Holocaust, my expectations are that the students’

conception of the affects of stereotypes expands. I would hope that the students learn not just facts about the Holocaust and Anne Frank’s experience with the Holocaust, but the consequences stereotypes have on society. I anticipate the students will discover the literary elements used throughout the text we review and understand the effect of voice. I really hope the students will be able to learn about the Holocaust, but also see how important Anne Frank was to it, because of her unique writing style and voice. They should also grasp the dangers of stereotyping and hopefully put a stop to it in school.

General Unit Objectives:Cognitive:

1. Students will be able to recognize the author’s voice.2. Students will be able to interpret a poem.3. Students will be able to recognize various literary elements.4. Students will be able to judge how stereotypes affect literature.5. Student will be able to recall voices of Holocaust literature.

Affective:6. Students will be able to effectively collaborate in small groups.7. Students will be able to participate in class discussions.8. Students will be able to respond to various types of literature.9. Students will be able to demonstrate their writing skills.

Performance:10. Students will be able to write their own poetry.11. Students will be able to compose their own diary/journal.12. Students will be able to analyze different voices and make connections to their meaning.13. Students will be able to organize questions that correspond with the Holocaust. 14. Students will be able to demonstrate positive attitudes when developing the definition of stereotypes.15. Students will be able to perform in oral presentations.

8th grade North Carolina SCOS Language Arts Objectives:4.01 Analyze the purpose of the author or creator and the impact of that purpose by:

Monitoring comprehension for understanding of what is read, heard, and/or viewed. Evaluating any bias, apparent or hidden messages, emotional factors, and/or propaganda

techniques. Evaluating the underlying assumptions of the author/creator. Evaluating the effects of author's craft on the reader/viewer/listener.

4.02 Analyze and develop (with limited assistance) and apply appropriate criteria to evaluate the quality of the communication by:

Using knowledge of language structure and literary or media techniques. Drawing conclusions based on evidence, reasons, or relevant information. Considering the implications, consequences, or impact of those conclusions.

4.03 Use the stance of a critic to: Consider alternative points of view or reasons. Remain fair-minded and open to other interpretations.

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Constructing a critical response/review of a work/topic. 5.01 Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by:

Using effective reading strategies to match type of text. Reading self-selected literature and other materials of interest to the individual. Reading literature and other materials selected by the teacher. Assuming a leadership role in student-teacher reading conferences. Leading small group discussions. Taking an active role in whole class seminars. Analyzing the effects of elements such as plot, theme, characterization, style, mood, and tone. Discussing the effects of such literary devices as figurative language, dialogue, flashback,

allusion, irony, and symbolism. Analyzing and evaluating themes and central ideas in literature and other texts in relation to

personal and societal issues. Extending understanding by creating products for different purposes, different audiences, and

within various contexts. Analyzing and evaluating the relationships between and among characters, ideas, concepts,

and/or experiences.5.02 Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through:

Reading a variety of literature and other text (e.g., young adult novels, short stories, biographies, plays, free verse, narrative poems).

Evaluating what impact genre-specific characteristics have on the meaning of the text. Evaluating how the author's choice and use of a genre shapes the meaning of the literary work. Evaluating what impact literary elements have on the meaning of the text.

6.01 Model an understanding of conventional written and spoken expression by: Using a variety of sentence types, punctuating properly, and avoiding fragments and run-ons. Using subject-verb agreement and verb tense that are appropriate for the meaning of the

sentence. Applying the parts of speech to clarify language usage. Using pronouns correctly, including clear antecedents and case. Using phrases and clauses correctly, including proper punctuation (e.g. prepositional phrases,

appositives, dependent and independent clauses.) Determining the meaning of unfamiliar vocabulary words using context clues, a dictionary, a

glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffixes) of words. Extending vocabulary knowledge by learning and using new words. Evaluating the use and power of dialects in standard/nonstandard English usage. Applying correct language conventions and usage during formal oral presentations.

8th grade North Carolina SCOS Social Studies Objectives:9.01 Describe contemporary political, economic, and social issues at the state and local levels and evaluate their impact on the community.9.03 Describe opportunities for and benefits of civic participation.

Possible Unit Materials & Supplementary Texts:

Literature/Short Stories/Poetry:- Anne Frank: The Diary of a Young Girl *- Short stories from Survivors: True Stories of Children in the Holocaust *

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- Poems & Art from I Never Saw Another Butterfly *- Milkweed - “Father Taken Away on Kristallnacht”- “Henry Escapes Germany on the Kindertransport”- To the Little Polish Standing With His Arms Up- “The Sneetches” (Dr. Suess)*- ‘The “In” Group’ - Stereotyping - Such Innocent Words *- Holocaust- MEMORIES OF MY CHILDHOOD IN THE HOLOCAUST- Synopsis of ABE'S STORY with Excerpts- The Boy Who Dared - The Boy in the Striped Pajamas - The Red Badge of Courage - Article from About.com titled “Adolf Hitler,” Robert Wilde *- Holocaust poem taken from the book To Tell the Story— Poems of the Holocaust

(1987)*http://www.thehypertexts.com/Yala%20Korwin%20Holocaust%20Poetry.htm

Current Events (Genocide Incidents):- Bosnia-Herzegovina: 1992-1995 - Rwanda: 1994 *- Pol Pot in Cambodia: 1975-1979 - Nazi Holocaust: 1938-1945 *- Rape of Nanking: 1937-1938 - Stalin's Forced Famine: 1932-1933 - Armenians in Turkey: 1915-1918

Film/Media Clips:- Interview from 60 Minutes: “The Youngest Corporal In The Nazi Army” *- Anne Frank "Speaks"+ Holocaust Documentary: http://www.youtube.com/watch?

v=xVkc-0cI91o- AUSCHWITZ: THE FINAL SOLUTION BBC clip: http://www.youtube.com/watch?v=WRtNEzJPCSg&feature=related http://www.youtube.com/watch?v=Fgy2W0M0vZg&feature=related http://www.youtube.com/watch?v=0XIzJrDDjA0&feature=related http://www.youtube.com/watch?v=rZhVkqxQGMk&feature=related http://www.youtube.com/watch?v=Pmr3XZJzevA&feature=related- 20 YEARS AFTER: Remembering the Holocaust: * http://vimeo.com/7429524

Technology Related Materials:- Access to computers *- Laptop *- Voki (voice of a survivor) *- Glogster*- Power point/Prezi *

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- Television*- VCR/DVD Player - CD Player- Auschwitz/Birkenau photos: * http://www.remember.org/jacobs/index.html- United States Holocaust Memorial Museum: http://www.ushmm.org/- A Cybrary of the Holocaust http://remember.org/

Aesthetic Materials:- Markers- Crayons- Poster Board- Index Cards- Glue- Scissors- Graphic Organizers

Possible Activities/Instructional Strategies: Vocabulary study Define genocide and stereotype Research current events related to either genocide or stereotyping Read aloud Literature circles Free writes Role play Writing workshop for poetry Small group Class discussions Peck’s 10 Questions literature circles Book talk Book Review Jigsaw Diary entries/journaling Current events Guided notes Socratic seminar Silent reading (SSR) Timeline Memorial

Unit Map/Narrative Overview:1. Day One: Introduction & The Rise of the Nazi Party (1918- 1933)

Today I will introduce Anne Frank and the Holocaust. As students settle in I will

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hand out their diaries/journals and immediately ask them to respond/react to the quote located on the SMART board and then to the picture. The quote will be taken from The Diary of a Young Girl: Anne Frank, “Writing in a diary is a really strange experience for someone like me.” After about 5-7 minutes of writing we will discuss the quote and the picture, as a class. Target questions I plan to use include asking the students what they wrote down, what do both of these have in common? Where might this be leading into, think history? I intend the students will write a similar quote down, maybe asking why I am having them write in a diary. They might say they have never written in a diary, because they do not write unless they are in school. The answers for this are endless. As for the other two, I am looking for more specifics. While looking at the picture of the Star of David, wrapped in barbed wire, I hope the students can make a connection to the Holocaust. They may not know who the quote came from, but some may realize it is Anne Frank.

After the discussion and time for diary sharing we will move to looking at the map of Germany. From here we will learn how WWI led into the Holocaust; the devastation in Germany after being defeated in WWI, the power struggle of political parties (Communists & Jews), the Treaty of Versailles, and the Nazi Party. This will only be a brief overview to get the students interested in the unit. I also want to introduce Adolf Hitler today. I thought we could read some things on him and then make a quick positives and negatives list of Hitler’s characteristics. I will use an article titled “Adolf Hitler,” by Robert Wilde from About.com for the in-class read. Towards the end of class I will distribute Anne Frank, as well as, a vocabulary list. We will read through the vocabulary list, make some initial observations about the list and then head to a diary activity. The last part of class I want the students to write in their diaries what they know about Hitler, WWI, the Holocaust, Anne Frank, and concentration camps. It will be similar to a KWL chart, but I would like it in narrative form. I do want them to include things we discussed in class today and what they are interested in finding out about the Holocaust.

For homework the students will read the forward- 16 in The Diary of a Young Girl: Anne Frank. While reading they should begin to look for any new vocabulary from the list and write down page numbers. If they come across a word they do not know or understand they should write it in their diaries to discuss in class tomorrow. Every time, unless otherwise stated, the students read the novel, they will be asked to “annotate” in their diaries. They are familiar with annotating, because they do it with my cooperating teacher. Annotating is exactly like reader-response. There is no prompt, it is just to get students reading and responding in order to learn deeper.

2. Day Two: Timeline of the Holocaust Recapping from yesterday we will talk about the things we learned about the

Holocaust and reasons we found for it starting. We will also listen to a few ideas students wrote in their diaries about what they know and/or want to know. Did anyone find vocabulary that was not on the list that they want to discuss? After this we will move into setting the scene of the Holocaust. Target questions I will use to set the scene include: What really was the Holocaust? How did this affect the world, especially Germany? Why do many writers consider people survivors of the Holocaust, even if they died during it? What does the word to survive mean? Some answers I am looking for might be; death of all Jewish people, also known as, genocide, Germany was torn into two “nations,” writers who did not survive the Holocaust, like Anne Frank, are still considered survivors, because they left a mark on the world, they taught us history, the word survive means to live. I anticipate getting through at least two of these questions, before moving on. To take a deeper look at the Holocaust we will discuss how WWI and

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the defeat of Germany created tension throughout the country, especially with political parties and the devastation.

In prearranged groups, the students will be assigned to different time periods. Each group will research, with computers and given handouts/articles, their time period, what happened during the years given and how they influenced the Holocaust. Historical figures during the Holocaust will be researched as well (the list of people for each time period will be given with some information on each). I would like the groups to make creative timelines, including all of the above information. At the end of the class we will connect all of the time periods together and have the groups give a little overview of their time period. The timeline will be posted on the wall for the rest of the unit to use as a reference and something we will come back to.

If time allows we will take the last few minutes to reflect in our diaries. I would like the students to write at least 2 sentences on each time period and then write a concluding sentence about the Holocaust. If this cannot be completed in class it will be a homework assignment. Students will also be asked to read pages 16-31, continue to look for the vocabulary and use context clues to create definitions. I also want them to pull out examples of genocide and discrimination while reading and write these in their diaries. (For more individualized work the timeline can be done differently: try giving each student a note card with a name or event on it and then have them come up with information about it pertaining to the Holocaust. Write out a summary and add a picture to the note card. This would allow more individual assessment to be done. When everyone is done, the students would paste their note card in the appropriate slot on the timeline.)

3. Day Three: Who is Anne Frank and why do we keep writing in a journal?Today we will begin researching and learning about Anne Frank. Target

Questions include: Who was Anne Frank? Why do we study her? What can we learn from her and her experiences of the Holocaust? I expect the students will say things like, Anne Frank is a young girl who wrote in a diary, that we are reading now to explain what happened in the Holocaust. We study her because her diary gave us insight into the events of the Holocaust and we can learn that even young girls can make a difference in the world. Next, a prezi will be presented to look at Anne Frank’s life and accomplishments. There will be interjections with video clips from, AUSCHWITZ: THE FINAL SOLUTION BBC clip, and observation questions. After the introduction of Anne Frank I want the students to write what they learned about Anne Frank in their diaries and contemplatewhether they could have done what she did during the Holocaust. The students will respond to the following questions in their diary, do they consider her a hero, survivor, teacher? How has her experience impacted each and every one of us?

After the students respond in their diaries we will talk about diaries in general. I will supply them with target questions like; why do they think I keep making them write in diaries? Who might we be trying to imitate? How can diaries be useful to them in their futures or to future people? By writing indiaries they could find their writing “voice” just like Anne Frank did. I have expectations that the students will recognize that the more they write, the better they become at writing. They should understand we are imitating Anne

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Frank and relate the next question back to Anne. I think they will agree that writing in diaries can help find their writing “voice,” because it is a consistent activity.

The last part of class we will individually create either character webs, character trait charts, or use descriptive words and things we learned about Anne Frank to create a book cover (I would actually like to use technology here and make a glogster, rather than a web or chart, book cover with the information learned in class. I think this will be a fun, engaging activity).

For Homework students are to complete the last activity. They will also need to read pages 33-45, continue to annotate in your diaries and look for vocabulary.

4. Day Four: Anne FrankWe will begin today with a historical event. I will present the Rwanda: 1994

event to the class. We will use the SMART board to find out facts about this event and then I will ask the students to write and reflect in their diaries on this event. They should respond following these questions: was it necessary? Tragic? Good? How would/do you feel that this happened? Is this a type of stereotyping/discrimination? What do those words mean?

I will ask student to take out their vocabulary lists and we will look at the words and define stereotyping as a class then further discuss it’s affect on the world and more importantly us. After we will discuss about the importance of keeping diaries and shift to Anne Frank. We will use this time for reading. As a class we will begin to read out loud. I will most likely begin reading, but ask students to raise their hands when they want to pick up the reading. I will remind the students to annotate while we read. After every key thing, stop and discuss, to ensure the students are following along and understand the information, it is a very hard concept to grasp.

The class will break into the same groups as yesterday and continue to read with some of the questions from the handout Dr. Pope provided (10 book questions for any book). A target page will be set for the time allotted before we begin the questions. I then want the students as a group to answer to questions. The main thing the questions will focus on is the innocence and purity of Anne Frank in the beginning of the novel. After they discuss in their groups, the students will jigsaw (an activity used in prior classes) out and present the questions to other groups. To recap and bring the class full circle, we will discuss their jigsaw experience, the questions they explored, as well as the reading and their exploration of Anne Frank.

For homework the students will be asked to read pages 46-62 tonight. As a reminder, I will tell the students how important annotating is, because it not only helps them understand and remember the reading, but it is a way for them to discover their writing “voice.” (Reader response/ focus on the growth and transformation of Anne Frank).

5. Day Five: What is theme?Today we will begin talking about the literary element, theme. Students will

have a chance to give their definitions on what the word theme is. This will lead us into reflecting on our jigsaw activity from the day before. We talked about Anne Frank’s innocence in the last class. I will pose the question that this might this be a theme of the

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novel? After reading further into the book for homework we can see that Anne has experienced a great deal of horror and confusion at a young age.

I would like to relate the Holocaust back to my students. In order to make connections we will discuss a possible theme of adolescent growth and maturity. Are there any situations that you have been in that have caused you to grow up quicker than you would have liked, or can we brainstorm some possible ideas? Keeping in mind the theme might be maturity, we will read silently in class for some time, annotating throughout and looking for references of Anne’s maturity. At the end of class we will come back together and discuss what we found so far. Again, for homework the students will read and reflect in their journals. Read pages 63-100 over the weekend and get ready to discuss the Holocaust vocabulary.

6. Day Six: Vocabulary is important! Words do not always mean what you think!Over the weekend we read a large amount in Anne’s diary. If there are any

questions or comments about what was read I will ask the students to ask them now.In today’s lesson, we will take a step back into Anne’s world, using her language

and dialect. As we have been reading, reflecting, annotating, and discussing The Diary of Young Girl: Anne Frank we have been seeing some new words. I will ask students to take out their vocabulary words and continue defining them! In pairs, the students will go through the pages we have read so far, locate the vocabulary words given, and using the context clues illustrate and define the words. They will be reminded to include page numbers for your definitions and have fun and get creative!

Next, students will take out their diaries and respond to the following questions. What have you learned about the Holocaust and Anne Frank? How has Anne matured in the novel? Looking at the class timelines can you infer what might happen next? As we head into tonight’s reading remember that the vocabulary is a big part of this Diary. Words can have more than one meaning and often symbolize something different than you would think. Please read pages 111-125 tonight and continue writing in your reader response diary (at this point I will probably prompt a diary entry based off the weekends reading).

7. Day Seven: Common words create poetry?We will start today off recapping on our vocabulary activity yesterday. The

following target questions will be used: did anyone find any new words that presented a different meaning than the one they inferred? How about the reading in general last night? Was it intriguing? What is going on in the diary? How is Anne unfolding this tragedy? I am looking to see who is reading and annotating. Words they may have seen that are not what they seem include; camp, memories, barbed wire, family, etc.

We will move to creating poetry! Today is all about words. Anne Frank’s diary is a great way to look at common words and how they mean different things in different contexts. I will ask the students to remember back a few days when I told them to pay attention to how common words are used in different ways throughout Anne’s diary. We will then talk about poetry, how is it used? Students will probably exclaim that poetry has to rhyme, depict love, happiness or family. Today we are going to create our own poems using common words, which actually dig deeper than the straight forward definition. I will explain the activity and then read and show them the poem I created about the Holocaust. The students will then break into groups (they can pick) and conduct a list of nouns and adjectives that they would associate with the Holocaust. I

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encourage them to use their vocabulary words and the words they noted in the book while reading. After creating the list we will do a poetry workshop and follow the handout given with the poem structure. Once the students have finished their poems I will ask people to share them and we will continue discussing the power of words. At the end of the class we will read either in groups or as a whole class if time allows. Please take a few moments to either find current events or historical events that happened that you think can be connected to the Holocaust. Continue to read tonight, pages 125-146.

8. Day Eight: Making connections from the plotWe will jump start class by discussing plot. I will ask the student what plot

means and what the plot of Anne’s diary is. I expect they understand that plot is the story line or sequence of events in things like writing. They might say the plot of Anne’s diary is her journey and experience with the Holocaust. Plot will be discussed as a class and then students will work on a Diary handout that deals with plot and its significance. We will go over the worksheet and then look at some current or historical connections to Anne Frank’s experience in the Holocaust. We will discuss at least one connection in depth and then practice a Socratic seminar based on the current event we have chosen. Read, read, read and respond tonight! I will have the students read pages 208-230.

9. Day Nine: Stereotypes & maturity Class will begin with a review of the prior nights reading. At this point in the

book and unit the students should be grasping the idea of maturity and importance of diaries. I hope the students can lead the book discussion more than normal today. After, we will discuss stereotypes and those labels given to Jewish people and Germans during the Holocaust. We will start brainstorm with some target questions; why haven’t we learned? Stereotypes are horrible and create devastation. What stereotypes do we still live with today? How can we correct these without violence? Students might bring up racial stereotypes, or other materialistic stereotypes. They might say we could incorporate dress codes for everything to reduce stereotypes and jealousy. Let’s brainstorm! Now that we have connected the stereotypes during the Holocaust with today we will move into a structured debate. The class will be split in two; Germans and Jews. They will debate ways to correct their problems and stereotypes. They should use evidence from the other stereotypes we discussed and how badly some of those turned out, as well as the connections we made the day before to the Holocaust. The focus will be for students to use what they learned throughout the unit and through Ms. Frank’s Diary to pose their opinions on the Holocaust.

For homework, the students are to finish reading Anne Frank. They should read pages 243-272 (We will not be reading the entire book, due to time constraints, but tonight the students should finish reading what has been assigned and make sure they read everything they were assigned as the weeks progressed).

10. Day Ten: Novel Reflections & Film!With the novel behind us, we will recap what we learned. Starting with the

timelines, I will ask the students if there is anything we could add to the timeline after the unit and Anne Frank’s Diary. In general what did we learn about the Holocaust and Anne Frank’s position? I am looking for students to make connections to their life and problems they face as a kid here. We will then move to film. Let’s take a look at a section of Anne Frank’s film. Before watching the film I will ask the students to write the

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following questions in their diaries: did the novel or the film represent the story Anne Frank tells better? What are the similarities and differences seen and why? They should answer the questions while watching the film. I will give them a few extra minutes after we watch to finish their responses. After a good discussion of the book and film I will introduce the assessment.

Over the weekend I am asking the students to write a one page reflection on their own diaries as opposed to Anne Frank’s Diary. They will then be asked to write another page on their stance of the Holocaust. Overall, they will have 2 well constructed pages to be completed and turned in on Monday in the “To be graded” bin. We should have some time in class to begin the assessment.

11. Day Eleven: I never saw another butterfly… After ten days of reading parts of Anne Frank’s diary, class discussions, timelines,

debates, poetry, and more the students should have a better perspective on the Holocaust. This unit is not only about learning what happened during the Holocaust and what Anne Frank experienced, but more importantly the value of voice. From looking at Anne Frank’s powerful voice, even though she was only a child, we will move into looking at more children of the Holocaust voices.

Today after the students have turned in their diaries to be graded and responded, we will look at poems and illustrations from children who stayed at the Terezin Concentration Camp. I will use the document camera to first present the illustration. We, as a class, will try to describe what we think they child was trying to re-create here from what we learned about the Holocaust. Next, while the students are still observing the illustration I will read the poem that goes along. I will guide them to discuss the poem (it will be switched onto the doc camera) from what it means, how it is represented in the illustration, to the techniques being used and the power of the child’s voice.

After viewing a few of these, I will hand the students back their “power of words” poems, created on day 7, and ask them to create illustrations for their poems. At the end of class I hope most of the students will want to share their poetry with the newly added illustrations so we can talk more about their voice. We will revisit target questions like; have they found their voice yet? In what ways does writing everyday in a diary help create or find one’s voice? Did poetry help in the voice process? If yes or no, can we see how no matter how young or old someone is everyone writes in a different way, each way is a good way, and each different style says something about the person’s voice.

Before we leave today, I am going to insist they understand that they have their own writing “voice.” I will present to them a voki I made explaining how I define my voice. I will hand out instructions on how to create a voki. Homework will be for students to brainstorm (on the sheet provided) ideas about how they will define their voice and create their very own voki to be posted on the class website. Students who do not have access to computers at home will be able to brainstorm at home and then create their voki with me in the library at a later date.

12. Day Twelve: I never saw another butterfly…Continuing work with the book …I never saw another butterfly, today I

am going to ask the students to read along with me the forward in the book. This will just allow them even more information about the Holocaust and give them more out loud reading practice. For the activity, I will give each student words. The words will come from some of the poems in the book that we did not look at the day before. I will put an illustration from the book up on the screen and ask

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them to create a story based on the words given and the picture. I will remind the students the story should stay with the theme of the unit. They can write about the Holocaust, genocide, stereotypes, or tragedies in general. This willtake a good amount of time, but at the end of class, each student will share their story with their group. In their groups the students will create a collaborative story. They will use sentences from each other’s work to create a final story. They will take turns sharing each story.

Before the day ends we will talk about the wide variety of stories that came out of only a few words. Everyone was given the same words, but yet everyone came up with a different story. Everyone was able to use their voice and create a story that could be told through their voice. Each student will be given a handout that is taken from the book Survivors and they will be asked to read their story for the next class.

13. Day Thirteen: Survivors/Literature CirclesToday we will build on the short stories read the night before. I will explain the students

that each story was about a child in the Holocaust. They were all nonfiction pieces, created from interviews. I think it would be beneficial to ask the students if the short stories surprised them. They are real life stories, not softened or dulled down. They give the horrifying truth about the Holocaust.

We will now move to discussing literature circles. We will be looking at the stories you read in Survivors. Each table will be labeled with a different story title. When the students are told to, the can get up and find the table that corresponds to their story. I will remind the student to keep quiet while transitioning, so I can explain the different roles that must be accomplished in our literature circles. After the explanation I will come around and assign each person to a role. Once the students get their assignments they need to get started! The class will work on this for about 15-20 minutes and then in their “expert” groups they will discuss what their job was and their findings (remind the students to take notes, because they will be jigsawing today). Next, they will move from their “expert” groups to their “role” groups. This will be the time each student explains the story they read and all the findings they and their group came up with.

Literature Circle Roles: (explained in more depth in lesson plan and appendix of materials)1. Literary Luminary2. Travel-Tracer3. Illustrator4. Discussion Director5. Summarizer6. Vocabulary Enricher7. Connector I will ask that the each student talks part in the discussions and hand in their “role” worksheet to the “to be graded” bin, prior to exiting class.

14. Day Fourteen: Interview day!Class is going to be different today. After reading many different perspectives and voices

from the Holocaust, the class now has an understanding of the horrors that occurred, as well as the way people responded to the Holocaust. We have been reading a lot of things with Holocaust survivors (except Anne Frank) to keep the mood a good one, so we shall continue.

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An interview was done on 60 minutes on February 22, 2009 with the youngest corporal in the Nazi army. This little boy was six years old. We will read the interview as a class and then break into partners.

In pairs, I would like to students to take the interview, analyze it and then transform it into narrative form. The audience they are aiming for is adults, but they need to remain a child while writing. I think having the students take another type of writing (interview) and create a narrative form is a necessary skill. This also gives the students a chance to practice their young adult voice again. If time allows we will read the narratives out loud during class! 15. Day Fifteen: “The more that you read, the more things you will know. The more

that you learn, the more places you'll go." - Dr. Seuss

Today I will hand the students back their diaries with responses and grades (at the end of class, to prevent students from getting off track)! It is the last day of our unit, in order to wrap up such a tragic focus I feel as though the students need some positivity.

We will then take a look at all the amazing art work created throughout the unit, starting with the timeline and ending with the illustrations of our poetry. A class discussion will be generated through these target questions. 1. What have we learned about the Holocaust and about a writing “voice?”2. What is stereotyping and how serious can its affect be? 3. What is genocide and where else have events similar to the Holocaust taken place?I am looking for students to use knowledge they learned from day one until know to answer these questions. Learning about the Holocaust in ELA might not be what the students expected; therefore, I hope they understood the meaning was to read different genres of literature, hear different voices, and find their own voice.

After a good, thorough class discussion and wrap up we will end the class by reading a piece from Dr. Seuss. “The Sneetches,” is about stereotyping. We will read this piece and end on a discussion of stereotyping. 1. What can you do to change the world? 2. How will you help end genocide and stereotypes?

I will ask the students to continue to think about these extensive questions. I will applaud them for doing such a great job with the Holocaust unit! I hope the students continue to write in their diaries outside of class, as I know we will continue to use them in class!

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Part II: The Daily Lesson Plans

"Optimism is the faith that leads to achievement; nothing can

be done without hope and confidence."

-- Helen Keller

“Voices of the Holocaust”Teacher: Ms. Selimo

Subject: 8th grade English Language Arts

Lesson Plan: Introduction & the Rise of the Nazi Party (1918- 1933)

Context: This is the initial plan for my unit “Voices of the Holocaust.” This lesson will be used to introduce the Holocaust, Anne Frank, and Adolf Hitler to the class. Students will be asked to interpret information into a KWL chart and in their diaries to set the framework for the rest of the unit. It is important that students take information given, interpret it, and make it their own.Plan Number: 1 of 15

Primary Instructional Objective and Related NC Course of Study Standard for MG LA:

Main objective for the day: What were the Holocaust & the Rise of the Nazi Party? NCSCOS 8th Grade Language Arts Objective 4.02

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Analyze and develop (with limited assistance) and apply appropriate criteria to evaluate the quality of the communication by:

Using knowledge of language structure and literary or media techniques. Drawing conclusions based on evidence, reasons, or relevant information. Considering the implications, consequences, or impact of those conclusions.

Materials/Technology Resources Required:

- Diary/Journal- SMART board/ marker board- Holocaust Picture/ Anne Frank quote- Map of Germany- Readings on Hitler- The Diary of a Young Girl: Anne Frank

Time: 68 minutes

Instructional Procedures/Steps:

1. I will hand out diaries/journals to students when they walk into the classroom. Each book will have the students’ names written on it.

2. Hook: Initial diary entry: (Quote & Picture shown on SMART board) (5 minutes)a. Please respond to this quote, “Writing in a diary is a really strange experience for

someone like me.”

b. Please respond to this picture, 3. A discussion on the initial diary entry will occur. I will ask the students to volunteer their

responses first and then I will explain that the quote was from Anne Frank, a child in the Holocaust, and the picture was created to symbolize the Holocaust. (5 minutes)

a. What did they write down, what do both of these have in common? b. Where might this be leading into, think history? c. How would the picture symbolize the Holocaust?

4. I will use the SMART board to pull up the map of Germany on Google maps. Then, I will pull up a map of the world that shows what countries were involved in WWI. This map may overwhelm the students, because such a large number of countries were involved, but it is important that they get that background knowledge. (3 minutes)

5. I will facilitate a talk to provide my students background on the ways WWI led to the Holocaust. I will introduce to them the devastation in Germany after being defeated in WWI, the power struggle of political parties (Communists & Jews), the Treaty of Versailles, and the Nazi Party. This will only be a brief overview to get the students interested in the unit. I also want to introduce Adolf Hitler today. (10 minutes)

6. It is now time to check out Hitler! I will hand out an article from Robert Wilde. Titles will be highlighted for the areas we will be reading in class. Once the article is handed out we will begin to read together. I will ask the students to take notes on Hitler’s positive and negative characteristics. (20 minutes)

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7. We will create a positive/negative chart about Hitler from the article we read as a class. I will have a chart constructed on a large poster board prior to class. I will pass around sticky notes, each student will be asked to take two. I will then explain that they should write one positive and one negative about Hitler’s character on each sticky note. Once they are done, by table, the will come up and stick their notes under the side that they fit. We will talk about these briefly before looking at the new vocabulary list. (Having the students get up to stick the positive and negative characteristics to the chart will give them a chance to stretch!) ( 5 minutes)

8. Class is coming to an end, but before we close we have a few more things to do. I will hand out the vocabulary list and ask the students to quietly take a look at it while I then call each student individually to come get their copy of The Diary of a Young Girl: Anne Frank. They should be making some initial observations about the vocabulary to make themselves familiar with the new terms. (3 minutes)

9. Diary time! Lastly, I want the students to write in their journals what they know about Hitler, WWI, the Holocaust, Anne Frank, and concentration camps. It will be similar to a KWL chart, but I would like it in narrative form. I do want them to include things we discussed in class today and what they are interested in finding out about the Holocaust. (10 minutes)

10. Homework: Take a look at the book. In the front there is a timeline of Anne Frank’s life, check it out! Next, please read the foreword through page 16 (stop reading when you get to Sunday, June 21, 1942). While reading, begin to annotate in your diary making note of Anne Frank’s innocence. If you find any new vocabulary terms mark down the page! (Include words not on the vocabulary list that you might not be aware of).

Evaluation:

Today is just an overview of the Holocaust and how it came to be; therefore, it is a lot of in class work, not to be handed in until the diaries are due later in the unit. I will base my evaluation off of student’s participation in class discussions, through walking around while they are responding both times in their journal, and what they added to the positive/negative chart for Hitler. Accommodations:

No accommodations shall be necessary for today’s lesson plan.

Appendix of Materials Needed:- Opening diary prompt (quote and picture)- Google map of Germany - Map of countries included in WWI- Adolf Hitler article by Robert Wilde- Positive/ Negative Characteristics chart on Adolf Hitler- New vocabulary list

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“Voices of the Holocaust”Teacher: Ms. Selimo

Subject: 8th grade English Language Arts

Lesson Plan: Common words create poetry?

Context: This lesson will focus on the creation of student’s poetry! From the readings in Anne Frank we have been discussing the innocence she wrote with. Today we will further that discussion to how common words can be twisted to portray something as horrifying as the Holocaust. With assistance from the teacher, students will work with a partner to create a list of common words that can relate back to the Holocaust. From these words, individually each student will craft their own poem, following the template given. This lesson will serve to encourage students that poetry is not out of reach for them and that poetry does not only portray romance and happiness. They will have a guide and partners to show the importance of structure in some poems. By the end of this lesson, students will be able to understand how words can mean something different when placed in an alternate context. This will also continue in the hunt for their voice.

Plan Number: 7 of 15

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Primary Instructional Objective and Related NC Course of Study Standard for MG LA:

Main objective for the day: Uncover the transformation on common words into poetry and become a poet!

SWBAT:1. Interpret a poem.2. Write their self-created poetry.

NCSCOS 8th Grade Language Arts Objective 5.02 Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry)

Materials/Technology Resources Required:

- Vocabulary list- SMART board/marker board- Personal diary- Notebook- Poetry guide- Creative mind

Time: 68 minutes

Instructional Procedures/Steps:

1. To begin class today, I will ask students to come in pick a table to sit at, but choose who they sit with wisely, because today we are participating in a poetry workshop! (2 minutes)

2. We will then recap from our vocabulary activity yesterday. I will prompt the discussion using, but not limited to the following questions. (5 minutes)

a. Did anyone find any new words that presented a different meaning than the one they inferred?

b. How about the reading in general last night? Was it intriguing? What is going on in the diary? (Allow students to refer to their diary)

c. How is Anne unfolding this tragedy? (Allow students to refer to their diary)

3. Now I will introduce the idea of using common words to create a simple poem. What type of common words am I talking about? Well looking back at some of our vocabulary we see words like camp and marches, but throughout Anne Frank we see more words like attic and uniform all being used in negative ways. Words can be used in different contexts to mean different things. (ex: camp to us might mean a place children go to learn, play, create, and collaborate with peers under the supervision of counselors, while the word camp to people of the Holocaust might mean a place where Jews get taken to be starved, beaten, and burned) The words we want to focus on are nouns and adjectives. (5 minutes)

4. Can we define what a noun is? I assume the students will be throwing up their hands to answer the question. I will write the definition on the board and then we will move to defining what an adjective is. Again, students arms should fly into the air, as I listen to the definition being created I will write it on the board. (5 minutes)

5. Understanding what nouns and adjectives are, let’s talk about poetry. a. What is poetry?b. How have you seen it used? Or what does it usually represent? (3 minutes)

6. After a quick discussion of the ways we have seen poetry used, I will exclaim that we will be creating our very own poetry today!! Do not get to nervous, it is going to be fun! Today we are going to create our own poems using common words, which actually dig deeper than the straight forward definition. (2 minutes)

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7. The construction of poetry will follow a structured guide. I will now read the poem I created about the Holocaust, following the guide and only using common words. This poem will also be up on the SMART board. I will also show them the list of nouns and adjectives I created to use in my poem. I will entertain questions about my poem and also ask students to interpret my poem. Please raise your hands to give your interpretation. (5 minutes)

8. I will now ask the students, in their groups to conduct a list of nouns and adjectives that they would associate with the Holocaust (approx. 20 words). I encourage them to use their vocabulary words and the words they noted in the book while reading. While the construct their list of words I will pass out the poetry guide to each student. (5 minutes)

9. Once the lists are completed, we will go over the poetry guide. I will thoroughly explain the structure of the poem and then ask the students to create! (20 minutes)

10. After the poetry workshop is complete, we will go around to as many people as we can and share the “common words poems” we created! Great job everybody, you are all amazing poets! (5 minutes)

11. Wrapping it up! Now that you have all become poets, let’s talk about the process. I will ask the students to give me feedback on the process. Do they see how words can be shifted to mean something completely different than its original definition? Words have power, because we the poets give them power through our voice. (5 minutes)

12. If time allows we will begin the assigned reading for homework as a class.13. Before the bell rings, please turn your “common word poems” and your word lists into the “to

be graded” bin, please. For homework, please find a current of historical event that you think can be connected to the Holocaust. It does not have to be something so tragic, but an event that has a connection back to our unit. Bring a copy of your findings to class, and write a brief summary explaining your finding and the connection it has to the Holocaust in your diary. Read pages 125-146 in Anne Frank and continue to annotate! (3 minutes)

Evaluation:Today students will be evaluated on participation in class discussion, how well they worked in their groups, if they used their time wisely, and their poems. I am collecting the poems and word lists the students created. I will grade the poems on their ability to follow directions (poem guide) and relevance.

Accommodations:No accommodations will be necessary for today’s lesson.

Appendix of Materials Needed: - My “common words poem” and word list- Poem guidelines/poetry guide

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“Voices of the Holocaust”Teacher: Ms. Selimo

Subject: 8th grade English Language Arts

Lesson Plan: I never saw another butterfly…

Context: This lesson is implemented to tie all the literature that has been looked at with the power of voice. We will be looking at more poetry, written from children in the Holocaust, in order to fully understand how to interpret poetry and find the author’s voice. Another way to find voice can be through art; therefore, we will be analyzing poetry illustrations and then eventually create our own. This lesson is intended to assist our students in finalizing their voice. For homework, the students will use technology to emphasize the originality of their voice. Plan Number: 11 of 15

Primary Instructional Objective and Related NC Course of Study Standard for MG LA:

Main objective for the day: To understand the use of art in literature and illustrate their voice and poetry!

SWBAT:1. Recognize the author’s voice.2. Analyze different voices and make connections to their meaning.

NCSCOS 8th Grade Language Arts Objective 4.01 Analyze the purpose of the author or creator and the impact of that purpose by:

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Monitoring comprehension for understanding of what is read, heard, and/or viewed. Evaluating any bias, apparent or hidden messages, emotional factors, and/or propaganda

techniques. Evaluating the underlying assumptions of the author/creator. Evaluating the effects of author's craft on the reader/viewer/listener.Materials/Technology Resources Required:

- …I never saw another butterfly… - Students “common words poems”- Blank paper and markers- Document camera- Voki instructions- SMART board

Time: 68 minutes

Instructional Procedures/Steps:

1. As soon as the students walk into the classroom, ask them to put their diaries in the “to be graded” bin and explain that you will look over the work they have done in their diaries, grade them according to how well they followed directions and respond to them!

2. Recap! We have spent the last ten days reading parts of Anne Frank’s diary, participating in class discussions, creating time lines, holding debates, creating poetry, and more!

a. What have we learned about the Holocaust? (Everyone will be asked to contribute one thing they learned about the Holocaust and/or literature of the Holocaust from previous classes)

- Anne Frank was a young girl during the Holocaust and wrote a diary that was intentionally meant for her, but has been used as a historical resource to understanding the events of the Holocaust through the perspective of an adolescent.

- Voice is a unique feature everyone has. It can become powerful through writing, especially poetry.

- The Holocaust was not the only genocide even to happen in the world.3. From the beginning of the unit we have been talking about voice. Being an adolescent

does not mean you cannot have a powerful voice. Take Anne Frank for instance, we have read a good chunk of her diary. Anne was a young girl, about your age when she started this diary, and her voice was strong throughout. We have identified her voice as innocent.

a. What other adjectives would you use to explain Anne Frank’s voice? - Powerful, heart wrenching, moving, repetitive (to represent the horror of the Holocaust)b. Are these adjectives similar to the way you describe your own voice?- Yes, I would say my writing voice is powerful and can sometime be repetitive if I am trying to convey something important to me.

4. I will now introduce the book …I never saw another butterfly…. This is a book that displays children’s drawings and poems from Terezin Concentration Camp, 1942-1944.

5. We are going to look at some drawings, analyze and interpret them and then listen to the poem that goes with the drawing. I will use the document camera to first present the illustration. We, as a class, will try to describe what we think the child was trying to

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re-create here from what we learned about the Holocaust. Next, while the students are still observing the illustration I will read the cooperating poem. We will talk about the poem (it will be switched onto the doc camera) from what it means, how it is represented in the illustration, to the techniques being used and the power of the child’s voice. We will look at enough drawing and poems so the students feel confident in interpreting visuals and poetry.

6. The power of art: I will now hand the students back their “common words poems,” created on day 7, and ask them to create illustrations for their poems.

7. Presentation time: To continue developing presentation skills, I will ask the students to stand up in the front of the class, read their poem slowly, and have their new illustration highlighted under the document camera.

8. After presentations are done, students will put their illustrations in the “to be graded” bin. We will then find out who found their voice?

a. In what ways does writing everyday in a diary help create or find one’s voice?- It provides consistency which helps writers’ feel comfortable writing.

Writing everyday and in different styles can allow the writer to look over their work and see what works best for them. They can see which way got the job done.b. Did poetry help in the voice process? If yes or no, can we see how no matter

how young or old someone is, everyone writes in a different way, each way is a good way, and each different style says something about the person’s voice.

-I think poetry does help find a writer’s voice. It is a way to eliminate extra words and just get the important stuff on the page. You can find your creativity through poetry; see if you are a hard or soft writer.

9. Now that class is coming to a close, I will present them with a voki. A voki is a technology resource that can be used to create a person and a persona. You can record things through the voki. My voki is short, but it is explaining my voice. I will then hand out instructions on how to make a voki.

10. For homework students are to brainstorm ideas about how they will define their voice and create their very own voki to be posted on the class website.

Evaluation:Today we have a lot of discussion, so I will be monitoring who speaks. I will be evaluating their ability to work fast and on task. I will evaluate the presentations on their poems and illustrations based off how well they made eye contact and how thorough they were with their drawing. The voki will be graded at a later date.

Accommodations:Students who do not have access to computers at home will be able to create their voki in the library on the next day or in an off period.

Appendix of Materials Needed:- Example of one drawing and one poem from the book …I never saw another

butterfly…- Voki instructions- My Voki link

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“Voices of the Holocaust”Teacher: Ms. Selimo

Subject: 8th grade English Language Arts

Lesson Plan: Survivors

Context: This lesson will focus on nonfictional short stories. The students have been asked to read assigned stories prior to today’s class. The objective is for each student to gain another interpretation of the Holocaust through a child’s voice. This entire unit is about finding the student’s writing voice; through all the readings and now the literature circles, I have high hopes that they will understand the different styles of writing voices. Today they will be working groups. They will have to work cooperatively to get the assignment accomplished!

Plan Number: 13 of 15

Primary Instructional Objective and Related NC Course of Study Standard for MG LA:Main objective for the day: Relate past readings to the new nonfiction stories & acknowledge the importance of teaching to learn.

SWBAT:1. Analyze different voices and make connections to their meaning.2. Organize questions that correspond with the Holocaust. 3. Effectively collaborate in small groups.

NCSCOS 8th Grade Language Arts Objective 5.01 Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by:

Using effective reading strategies to match type of text. Reading literature and other materials selected by the teacher. Assuming a leadership role in student-teacher reading conferences. Leading small group discussions.

Materials/Technology Resources Required:

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- short stories from the book Survivor- Literature circle overview- Literature circle role worksheets- Notebook/pen

Time: 68 minutes

Instructional Procedures/Steps:1. First things first, I would like everyone to take out the short story they were to read last

night. 2. If you have not noticed this yet, there was more than one short story read last night. In

fact, there were 4 different stories read. These were all pieces of nonfiction (factual) stories from a book called Survivors. The book combined 8 different short stories from children in the Holocaust. The short stories were created through extensive interviews with the survivors (2 minutes).

3. In previous classes, we have defined what a concentration camp was and read poetry from children in these camps. Knowing what these camps were like, were you surprised at these stories at all? (5 minutes)- Yes, I was surprised a little bit. We hear about what happened in the Holocaust and

see some pictures and documentaries, but when you read what happened to a child in the Holocaust and their fight for survival the shock and horror becomes more alive. Each story is a little different, and each child has a different voice, but the tragedy is the same.

4. Today is going to be a student-based class. We are going to be working in literature circles and then jigsaw groups. I will go over the literature circle plan and then ask the students to find the table that has the short story title they read last night on it (2 minutes). Literature circle plan: In groups we will be analyzing the nonfiction short stories you

read last night. There will be 4 groups with 7 members in each. Each member is going to be in charge of a different job or role. Once each student has completed their assignment, the group will share their findings with one another; take notes and then report out to their jigsaw groups.

5. Once everyone is situated I will explain the different roles involved in literature circles. I will the assign roles to each person and ask the students to get to work! They must work efficiently and quietly! (15-20 minutes)

6. Group discussion time! Now that each student has completed their “job” I would like them, one at a time, to explain it to the rest of their group what they found. Every student should take notes so in the end they have all 7 roles and answers completed (10 minutes).

7. Jigsaw! You are now an expert on the short story you read last night; do you think you can teach someone else? They always say teaching is learning, so let’s give it a try! I will count the students off from 1-4. When everyone receives their number I would like them to find the table that has their number labeled on it. There will be more than one “expert” in each group. This will allow more collaboration (1 minute).

8. At this time, starting with number one, explain the short story you read based on the 7 different literature roles. Each student should have a chance to give some of their expertise at this point (20 minutes).

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9. Class is coming to an end, can we take the last few minutes to reflect. The stories we read were true. Although the stories were horrifying to read, factual evidence is the best to learn from (5 minutes). Did you see similarities between the short stories?- Yes. Each story was slightly different, but every child shared a common trait. They

believed in their hearts that they would live. They were not only survivors of the Holocaust, but similar to Anne Frank, they matured during it.

By working with a literature group, did it make interpreting the short stories more fun?

- Yes! Interpreting literature can be challenging, but with guidelines and peers, we are able to pull out significant information and share different views.

10. Please turn in your portion of the literature circle.11. In preparation for tomorrow, remember that the short stories we just read were created

from interviews. Think about ways to use interviews in Language Arts and how they are considered as pieces of literature (2 minutes).

Evaluation:Today class was student-based. Students should have participated in class discussion and offered relative insights. During the literature circles, I monitored their work ethic. Did they stay quiet, stay on task, and complete their portion of the literature circle? I am going to be keeping note of who contributes the most during the “expert” discussion, as well as in the jigsaw groups. At the end of class, each student will turn in the work they completed for the literature circle and I will make comments and grade these on a check scale.

Accommodations:I will have strategically planned who is reading what short story, in order to get the best working environment for the literature circle time.

Appendix of Materials Needed:- Student copies of short stories- Survivors - Individual copies of literature circle roles

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“Voices of the Holocaust”Appendix of materials needed for the above lesson plans

Day one: Introduction & the Rise of the Nazi Party

Opening diary prompt (quote and picture)

1. “Writing in a diary is a really strange experience for someone like me.”

(Quote is taken from The Diary of a Young Girl: Anne Frank, 13)

2. This star was used to symbolize the Holocaust. It is the Star of David wrapped in barbed

wire. (Picture taken from Dreamstime.com (http://www.dreamstime.com/royalty-free-

stock-photos-holocaust-sign-image5175648))

Google map of Germany

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1. In order to present the map of Germany, click the link below and then in the search box

type the word “Germany.” http://maps.google.com/maps?hl=en&tab=wl

2. This is a great way to show Germany’s size. You can zoom in or out to represent

different parts of Germany.

Map of countries included in WWI

The countries in black are those that declared war or who were attacked during

World War 1.

This map can be found at

http://europeanhistory.about.com/library/weekly/blww1involvedmap.htm

Adolf Hitler article by Robert Wilde

The copied paragraphs below come from About.com under the article title Adolf

Hitler by Robert Wilde. I have only included to parts I want to read with my

students.

You can find the full article at

http://europeanhistory.about.com/od/hitleradolf/p/prhitler.htm

These sections are to be read as an entire class:

Summary:Adolf Hitler was leader of Germany during the Third Reich (1933 – 1945) and the primary instigator of both the Second World War in Europe and the mass execution of millions of people deemed to be "enemies" or inferior to the Aryan ideal. Born: April 20, 1889, died: April 30, 1945.

Adolf Hitler’s Childhood:Adolf Hitler was born in Braunau am Inn, Austria, on April 20th 1889 to Alois Hitler (who, as an illegitimate child, had previously used his mother’s name of Schickelgruber) and Klara Poelzl. A moody child, he grew hostile towards his father, especially once the latter had retired and the family had moved

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to Linz. Alois died in 1903 but left money to take care of the family. Hitler was close to his mother, who was highly indulgent of Hitler, and he was deeply affected when she died in 1908. He left school at 16 in 1905, intending to become a painter.

Adolf Hitler in Vienna:Hitler moved to Vienna in 1907 where he applied to the Viennese Academy of Fine arts, but was twice turned down. This experience further embittered the increasingly angry Hitler, and he remained in Vienna living off his small family inheritance and what he could make from selling his art, moving from hostel to hostel, a lonely, vagabond figure. During this period Hitler appears to have developed the world view that would characterise his whole life: a hatred for Jews and Marxists. Hitler was well placed to be influenced by the demagogy of Karl Lueger, Vienna’s deeply anti-Semitic mayor.

Adolf Hitler and the First World War:Hitler moved to Munich in 1913 and avoided Austrian military service in early 1914 by virtue of being unfit. However, when the First World War broke out in 1914 he joined the 16th Bavarian Infantry Regiment, serving throughout the war. He proved to be an able and brave soldier as a dispatch runner, winning the Iron Cross (First Class) on two occasions. He was also wounded twice, and four weeks before the war ended suffered a gas attack which temporarily blinded and hospitalised him. It was here he learnt of Germany’s surrender, which he took as a betrayal. He especially hated the Treaty of Versailles.

Adolf Hitler Enters Politics:After WW1 Hitler became convinced he was destined to save Germany. In 1919, working for an army unit, he was assigned to spy on a political party of roughly 40 idealists called the German Workers Party. Instead he joined it, swiftly rose to a position of dominance (he was chairman by 1921) and renamed it the Socialist German Workers Party (NSDAP). He gave the party the Swastika as a symbol and organised a personal army of ‘storm troopers’ (the SA or Brownshirts) and a bodyguard of black shirted men, the SS, to attack opponents. He also discovered, and used, his powerful ability for public speaking.

The Beer Hall Putsch:In November 1923 Hitler organised Bavarian nationalists under a figurehead of General Ludendorff into a coup (or 'putsch'). They declared their new government in a beer hall in Munich and then 3000 marched through the streets, but they were met by police, who opened fire, killing 16. Hitler was arrested and tried in 1924, but was sentenced to only five years in prison, a sentence often taken as a sign of tacit agreement with his views. Hitler served only nine months in prison, during which he wrote Mein Kampf (My Struggle), a book outlining his theories on race, Germany and Jews. It sold five million copies by 1939.

Adolf Hitler as Politician:After the Beer-Hall Putsch Hitler resolved to seek power through subverting the Weimar government system, and he carefully rebuilt the NSDAP, or Nazi, party, allying with future key figures like Goering and propaganda mastermind Goebbels. Over time he expanded the party’s support, partly by exploiting fears of socialists and partly by appealing to everyone who felt their economic livelihood threatened by the depression of the 1930s, until he had the ears of big business, the press and the middle classes. Nazi votes jumped to 107 seats in the Reichstag in 1930.

Adolf Hitler as President and Führer:In 1932 Hitler acquired German citizenship and ran for president, coming second to von Hindenburg. Later that year the Nazi party acquired 230 seats in the Reichstag, making them the largest party in Germany. Helped by support from conservative politicians believing they could control Hitler, he was appointed Chancellor of Germany on January 30th 1933. Hitler moved with great speed to isolate and expel opponents from power, shutting trade unions, removing communists, conservatives and Jews.

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Later that year Hitler perfectly exploited an act of arson on the Reichstag (which some believe the Nazis helped cause) to begin the creation of a totalitarian state, dominating the March 5th elections thanks to support from nationalist groups. Hitler soon took over the role of president when Hindenburg died and merged the role with that of Chancellor to become Führer (‘Leader’) of Germany.

Adolf Hitler in Power:Hitler continued to move with speed in radically changing Germany, consolidating power, locking up “enemies” in camps, bending culture to his will, rebuilding the army and breaking the constraints of the Treaty of Versailles. He tried to change the social fabric of Germany by encouraging women to breed more and bringing in laws to secure racial purity; Jews were particularly targeted. Employment, high elsewhere in a time of depression, fell to zero in Germany. Hitler also made himself head of the army.

Positive/ Negative Characteristics chart on Adolf Hitler

This chart is to be constructed on a large poster board, but will look

similar to this:

Positive Characteristics found about Adolf Hitler:

Stick your findings here!

Educated Involved in politics

Negative Characteristics found about Adolf Hitler:

Stick your findings here!

Against Jewish people Power hungry

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New vocabulary list

Holocaust Vocabulary

Please define the following words. Use resources from class to create a definition for each word. Be sure to put the definition in

your own words and cite your reference.

Anti-Semitism

Aryan

Auschwitz

Concentration Camp

Crematorium

Death Camps

Death Marches

Deportation

Der Fuerher

Displaced Persons

Eugenics

Final Solution

Genocide

Gestapo

Ghetto

Holocaust

Kristallnacht

Nazi

Pogroms

Resistance

Scapegoat

Selection

Stereotype

Reichstag

Collaborator

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Perpetrator

Allies

Axis

Gypsies

Terezin

Day Seven: Common words create poetry?

My word list

Gas Barbed wire Rations

Uniforms Swastika Families

Horror Loss Camp

Tattoos Death Heroes

Judaism Germans Chamber

Separation Anne Frank Years

Exile Caught Bible

Blue eyes Blonde hair Star

Suffer Crammed Starved

Travel

My “common words poem”

Family Caught RationsBarbed wire Tattoo Gas

Memories branded forever

Blue eyes Blonde hair ExileCram Travel Uniform

Stereotypes lead to death

Common WordsTwisted

Years Loss- Samantha Selimo

“Such Innocent Words” by Yala Korwin

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Such Innocent Words

Train camp showerGas furnace smoke

Bent and transfigured

Shoes hair soapMattress lampshade

Twisted defiled forever

Common wordsTransmutedHorror loss

-Yala Korwin

Poem guidelines/poetry guide

Poem Activity“The power of words”

Today’s activity is all about the power of words. We have been studying the Holocaust for a week or so now and have learned about the devastation and disturbing events led my Hitler. I know we normally associate poetry with love, hearts, beauty, and good times, but those are not the only genres of poetry. Poetry can be written to remember events, express emotions other than happiness and so much more! Today we are going to create our own poems about the Holocaust.

Do not get too nervous about the poems yet! We will be conducting short poems, only 3 stanzas, using descriptive words or nouns that you think represent the holocaust. In groups I would like you to conduct a list of 15-20 nouns or adjectives that you can somehow associate with the Holocaust events. This list does not have to be one of all negatives words, you can include negative and positive words just make sure every word can relate to the Holocaust in some way.

Individually, please conduct your poem following this structure.

Word Word Word (use list created in groups)Word Word Word (use list created in groups)

Phrase or words to describe or connect the above lines/action

Word Word Word (use list created in groups)Word Word (use list created in groups)

Phrase or words to describe or connect the above lines/action

Common Words (please insert “common words” here)Adjective that you think explains the Holocaust or your poem

Word Word (use list created in groups)- Your Name

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-Day Eleven: … I never saw another butterfly…

Example of one drawing and one poem from the book …I never saw another butterfly…

Voki instructions

** Tonight I would like you to brainstorm adjectives you would say describe your writing voice best.

You can use this sheet to brainstorm. After you have done that create a “blurb” explaining your

writing voice. You can use just adjectives or add in ways you found your writing voice. Be creative!

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**After you have done that, with your parent’s permission, I would like you to go online to this

website, http://www.voki.com/. Once you have gotten on the website follow the website’s

directions to create a voki! Click on “Create Your Own Voki.” You can create a new character or use

characters that the voki site already has created. Have fun with the creation. Be sure to call in or

type the explanation of your writing voice. Once you are done please post your voki on the class

website! HAVE FUN!!

My Voki link

** In order to view my Voki I will have to e-mail it to you or you can visit http://msl-methods-09-

10.wikispaces.com/Samantha%27s+Thematic+Unit+Wiki

-Day Thirteen: Survivors

Student copies of short stories

Survivors

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Individual copies of literature circle roles

1. Literary Luminary

Literary Luminary-Literature Circles

Name: _________________________ Short Story Title: ______________________________Date: __________________

Literary Luminary: Your job is to choose a paragraph or sentences from the short story you would like to discuss with your group. It is your job to help your peers notice interesting, powerful, funny, or important facts from the text. When discussing the clips with your peers, be sure to read them aloud. Do not forget to add page numbers and the reason for your choice.

Paragraph and reason for choosing:1.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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2. Travel-Tracer

Travel Tracer-Literature Circles

Name: _________________________ Short Story Title: ______________________________Date: __________________

Travel Tracer: In a story where characters move around a lot, it is important for everyone in your group to know where things are happening and how the setting may have changed. Even if the scenery doesn’t change much, the setting is still a very important part of the story. Your job is to track where the action takes place. Describe each setting in detail, either in words or with a picture map that you can show and discuss with your group. Be sure to give the page numbers.

Where the action begins:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Where the key events happened:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Where the events ended:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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____________________________________________________________________________________________________________________________________________________________

3. Illustrator

Illustrator-Literature Circles

Name: _________________________ Short Story Title: ______________________________Date: __________________

Illustrator: Your job is to draw some kind of a picture related to what you read inyour section. It can be a sketch, cartoon, diagram, or stick figure scene. It can beabout something that you read, something that the reading reminded you about, oran element of the story (plot, character, setting).

Presentation Plan: When the Discussion Director invites you to participate, you mayshow your picture without commenting on it, and let the others in your groupindividually guess what your picture means. After everyone has had a turn to guess,it is your turn to tell them what your picture means, where it came from, or what itrepresents to you. You may make your picture on this sheet, or on a separate page.

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4. Discussion Director

Discussion Director-Literature Circles

Name: _________________________ Short Story Title: ______________________________Date: __________________

Discussion Director: Your job is to write a list of questions that your group mightwant to discuss about this part of the book. The best questions will come from yourown thoughts, feelings, and ideas about this section of the book. You also need towrite your own answers to these questions.

Questions:

1._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2._________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3._________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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5. Summarizer

Summarizer-Literature Circles

Name: _________________________Short Story Title: ______________________________Date: __________________

Summarizer: Your job is to prepare a summary of the reading. Don’t tell the wholestory, just focus on the important parts. The other members of your group will becounting on you to give them a quick statement that tells about the story (thesummary), and the key points.

Summary:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Key Points

1.______________________________________________________________________________________________________________________________________________2.______________________________________________________________________________________________________________________________________________3.______________________________________________________________________

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________________________________________________________________________

6. Vocabulary Enricher

Vocabulary Enricher-Literature Circles

Name: _______________________Short Story Title: ___________________________Date: _______________________

Vocabulary Enricher: Your job is to look for a few important words in your reading. If you find words that are puzzling or unfamiliar, mark them down on this page while you are reading. Later, you can look them up in a dictionary and write down their definitions. You may also find words in the reading that are significant to the story. Mark these words too, and be ready to point them out to the group.

Words and Definitions:

Page Number Word Definition

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7. Connector

Connector-Literature Circles

Name: _________________________ Short Story Title: ______________________________Date: __________________

Connector: Your job is to find connections between the short story you read andthe outside world. This means connecting what you read with your own life, to whathappens at school or in the community, to similar events at other times and places,or to other people or problems. Once you have shared your connection to thisshort story, each member of your group will also relate their own connectionto the book, although they may refer to a different passage.Describe the part in the book, and then explain your connection.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Part III: Evaluation Strategies

“Tell me and I'll forget; show me and I may remember; involve

me and I'll understand.”

-- Chinese Proverbs

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“Voices of the Holocaust”Evaluation Philosophy:

As a teacher, I plan to take an interactive, student-centered approach to learning. My unit was created based on those values; therefore the students participate in a large amount of class discussions, in-class projects and activities, as well as group work, and build a culminating diary. I believe that the process of learning is just as important as the final product. Knowing students learn in different ways, it is important to me to give each student an opportunity to showcase their strengths. My unit is based on the 8th grade English Language Arts curriculum, but does not only include reading and writing. I have created lessons that incorporate presentation skills, oral speaking skills, illustrations skills, and more.

Overall, I have based my unit on a mixed evaluation strategy that combines participation, informal assessments, and formal assessments. I believe I can best evaluate the students work through a point credit system. Each unit or lesson will have a specific number of points that corresponds to the unit evaluation. Points will not only be given for informal and formal assessments, but also for participating.

I believe that evaluation is not only helpful for me to assess my students, but for the students and parents of the students to do the same. The focus of evaluation is not to hurt a student, rather aid them in becoming better learners. Adding responses to everything I grade will show that I truly care about my students work and their general understanding, but also what they need to work on or what they have done perfectly! It is a way to give constructive feedback to students so they can have future success. It is important that students are knowledgeable about what is being evaluated. Creating a trusting environment with your students will only lead to more learning. I believe a full explanation of every assignment and project and what I expect out of them is necessary. Student should always be aware of assessments and be given chances to succeed.

Evaluation is another way to push our students to take accountability for their work. I have created group work throughout my lesson, but each student is required to turn in their work, respond in their diary, or take a turn discussing with the group. Including a formal or summative assessment is the best way to evaluate each student individually. For this unit in particular, the summative assessment will be their final diaries. By formally evaluating the diaries, I will be able to look at each student’s growth from day one of the unit, until the end. I can see what they understood, if they followed the daily assignments, and how much they gained from this unit.

My unit exemplifies a wide variety of assessments and provides various opportunities for each student to succeed and learn!

Methods of Evaluations:

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As stated above, the focus of my evaluation strategy is points. Students’ work in and out of class is based upon a point system. They will gain an allotted amount of points for completion of assignments. Based on all the informal and formal activities this unit allows students to receive up to 500 points.

Evaluation Strategies:This unit is based mostly on informal assessments, with the exception of the individual diaries. The final diaries will be turned in prior to then end of the unit, in order to have time to respond fully to each student’s entries and assess them based on the rubric created.

Informal:- Class participation (class discussions, debate, Socratic seminar)

-Teacher will keep tallies to track student’s participation

- Class activities (Timeline, “Common words poem,” Illustrations based on the “common words poem,” Individual short story, Collaborative short story, plot worksheet, vocabulary list, literature circle role worksheets)

-Students will receive points for each completed assignment.

- Activities using technology (glogster and voki)-Based on a check system ( +, , -)

- Observations of group and individual work-Not graded

Formal:- Individual diary project

-The diary is an overall evaluation of the unit. It will help me, as a teacher, see not only what my students learned about the Holocaust, but how it affected the, if they found their writing “voice,” and if they developed thorough responses to the class prompts.

- This will be graded based on the rubric provided below.

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Individual Diary ProjectAs a culminating project to our unit, you will each be creating a diary. This diary will go hand in hand with the novel The Diary of a Young Girl: Anne Frank, as well as finding your writing “voice.” You will be asked to bring this diary to every ELA class and to your home each night. The diary will include class prompts, book vocabulary, annotations from the novel, class discussions, response to film, and brainstorming activities. Before you turn the diary in to receive feedback and a grade, I will ask that you develop a thorough two page reflection. The list below will help you keep track of your assignments.

Day one:1. Respond to quote on board.2. Respond to picture on SMART board.3. Narrative of KWL chart.4. Annotations on assigned reading. Day two:1. Completion of 2 sentences per time period, based off of the class time line.2. Annotations on assigned reading and examples of genocide throughout the story.

Day three: 1. Respond to Anne Frank prompt.2. Annotate on assigned reading. Day four:1. Annotate on assigned reading, focus on the growth and transformation of Anne Frank.

Day five:1. Annotate on assigned reading.

Day six:1. Respond the target questions given about Anne Frank.2. Annotate on assigned reading.

Day seven:1. Respond to target questions.2. Annotate on assigned reading.

Day eight:1. Annotate on assigned reading.

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Day nine:1. Annotate on assigned reading.

Day ten: 1. Write one page reflection on their diaries as opposed to Anne Frank’s Diary. 2. Write one page on their stance of the Holocaust.

Individual Diary Project RUBRIC

DAY 3 2 1 SCOREOne Successfully completed all 4

tasks required for day oneSuccessfully completed 3 out of the 4 tasks required that

day one

Completed 2 or less tasks required for

day oneTwo Successfully completed both

tasks required for day twoSuccessfully completed one

task for day oneShows little sign of effort or failed to complete tasks

Three Successfully completed both tasks assigned for day three

Successfully completed one task assigned for day three

Shows little sign of effort or failed to complete tasks

Four Successfully followed the prompt for annotations

Shows a good effort when annotating based on the

prompt

Shows little or no effort to respond to

the promptFive Thoroughly annotated the

pages read, noted vocabulary, and made

connections to the reading.

Annotated the pages read, but failed to note either

vocabulary or make connections.

Shows little effort when annotating and

missed vocabulary and making connections

Six Responded to the prompt given and annotated the

reading successfully

Responded to the prompt successfully or annotated the

reading successfully

Failed to respond or annotate or shows little signs of effort

and growthSeven Responded to the prompt

given and annotated the reading successfully

Responded to the prompt successfully or annotated the

reading successfully

Failed to respond or annotate or shows little signs of effort

and growthEight Thoroughly annotated the

pages read, noted vocabulary, and made

connections to the reading.

Annotated the pages read, but failed to note either

vocabulary or make connections.

Shows little effort when annotating and

missed vocabulary and making connections

Nine Thoroughly annotated the pages read, noted

vocabulary, and made connections to the reading.

Annotated the pages read, but failed to note either

vocabulary or make connections.

Shows little effort when annotating and

missed vocabulary and making connections

Ten Completed the page Fell short of completing the Shows little to no

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requirement, answered both questions thoroughly, and

exemplified growth and good writing.

page requirement, answering both questions thoroughly, or showing signs or growth

and good writing

effort. Can not see growth or good

writing

TOTAL SCORE: ___/30

Unit Grade Point Scale:This unit is allotted 500 points

Class Participation(100 points)

- Class discussions 20 points

- Debate 40 points- Socratic seminar 40 points

Class activities (100 points)

- Timeline 10 points- “Common words poem” 20 points- Illustrations of “common words poem” 10 points- Individual short story 20 points- Collaborative short story 10 points- Plot worksheet 10 points

- Vocabulary list 10 points- Literature circle role worksheets 10 points

Technology Materials(50 points)

- Glogster 25 points- Voki 25 points

Observations(50 points)

- Group work 25 points- Individual work 25 points

Project(200 points)

- Individual Diary Project 200 points

The following scale will be used to compute a unit grade

A = 500-400 pts.B = 400-300 pts.

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C = 300-200 pts.D = < 200-100 pts.

Part IV: Works Cited &

Reflective Addendum

“Don't cry because it's over. Smile because it happened.”

-- Dr. Seuss

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“Voices of the Holocaust”Works Cited

Bovsun, M, Zullo, A (2005). Survivors: True Stories of Children in the Holocaust. New York. NY:

Scholastic Books

Bryn, M. (2007). Dreamstime. Holocaust Sign. Retrieved on Dec. 1, 2010, from

http://www.dreamstime.com/royalty-free-stock-photos-holocaust-sign-image5175648

Frank, A (1947). The Diary of A Young Girl. Netherlands: Everyman’s Library

Literature circle roles adapted from Jen Bramhall (NJ 7th grade teacher)

(2004). NC Standard Course of Study: Eighth Grade Language Arts. Retrieved Oct. 26, 2010, from

Public Schools of North Carolina, Raleigh, NC. Web site:

http://www.ncpublicschools.org/curriculum/languagearts/scos/2004/25grade8

(2006). NC Standard Course of Study: Eighth Grade Social Studies. Retrieved Oct. 26,

2010, from Public Schools of North Carolina, Raleigh, NC. Web site:

http://www.ncpublicschools.org/curriculum/socialstudies/scos/2003-04/050eighthgrade

Volavkova, H (1994). I Never Saw Another Butterfly. Czechoslovakia: Schocken

Wilde, R. (2010). Adolf Hitler. European History, Retrieved from

http://europeanhistory.about.com/od/hitleradolf/p/prhitler.htm

Wilde, R. (2010). The Countries Involved in WWI. European History, Retrieved from

http://europeanhistory.about.com/library/weekly/blww1involvedmap.htm

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