Last updated: 6/8/2016

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English 8th October

ELA

Changes may occur.

October

Determine Hitler's role and identity during World War II

Discover how Hitler's actions lead to WWI and the Holocaust

Discover the events which led up to Nazi control of Europe and the Holocaust

Exmaine whey the Jews allowed themselves to be put into concentration camps

Relate the identityh of the Jews to the students own identity

Create a timeline to show important events

 

The theme of this unit is the trauma of the refugee experience.

 

 

Essential Questions for the Boy in the Striped Pajamas:

What is identity?

How does identity impace me in my life?

Why is identitiy important in a gloabal society?

What are some reasons a person's identity may change?

How do people in the world today act out against others because of fear or hatred of others?

What is my role in promoting a society in whic people's identities are respected?

 

Essential Questions:

  • What is home?
  • How do critical incidents reveal character?
  • What common themes unify the refugee experience? 
  • How can we tell the powerful stories about people’s experiences?

 

 

(1) RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
(1) RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
(1) RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
(1) W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
(1) W.8.3.a Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
(1) W.8.3.b Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
(1) W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
(1) W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
(1) W.8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
  • Identify racial, cultural, and thnic differeneces between people and identify stereotypes of people
  • Write a response to Literature
  • Formal Style
  • Vary sentence structure
  • Edit a response to literature
  • Spelling hints
  • Launch novel study of Inside out and Back Again
  • Character analysis of the main character
  • Building background knowledge about the history and culture of Vietnam
  • Continue with Part 1 of novel
  • Historical fiction compared to informational text: purpose and perspective
  • Building background knowledge about the fall of Saigon
  • The fall of Saigon: audio text and transcript
  • Analyzing word choice, meaning, and tone

 

 

  • inference
  • infer
  • determine
  • panic
  • desperately
  • quantities
  • clashes
  • hasty
  • poingtant
  • affidavits
  • consulate
  • free verse poetry
  • stanza
  • cite
  • evidence
  • incidents
  • meaning
  • tone
  • gist
  • lunar
  • glutinous
  • foretells

 

Students work in groups to create timelines of events: Big enough to cover may years and have room to add events that are found as learning is continued.

Observational Notes

Post-its

Journal Entries

Keep a food journal to track the calories they are and compre them to the calories of a concentration camp child's intake.  Then write about it in the "Who Am I?" jouirnal.

Research the populations in ghettos and concentration camps.  Compare to population of NYC.  Discuss effects of population migration on land, animals, and ecosystems.

Careful listening to students' inferences

Observation of student participateion

Answers to text-dependent questions

Students' notes

Quick writes

Students' annotated text

Unit 1 assessment

http://fcit.usf.edu/holocaust/people/people.htm Here students will learn about the people in the holocaust.

 

 http://streaming.discoveryeducation.com/hotbox/atlas/CosmeoAtlas.htm

http://fcit.usf.edu/holocaust/arts/ARTPROP.HTM

See how many calories are required for children and adults. http://www.fda.gov/ohrms/dockets/dockets/91n0384h/91n-0384h-bkg0003-Tab-04-vol19.pdf

 

http://www.answers.com/Q/How_many_calories_did_the_Jews_get_in_concentration_camps_during_the_Holocaust

 

 

 

Thanhha Lai, Inside Out and Back Again (New York: Harper Collins, 2011), ISBN: 9-78-0-061-96278-3.

Told Olson, "The Vietnam Wars," Scholastic, February 24, 1995, 16-20.

Joseph Shapiro and Sandra Bartlett, "Forgotten Ship: A Daring Rescue as Saigon Fell," transcript, National Public Radio, August 31, 2010.

Fox Butterfiels, "Panic Rises in Saigon, but the Exits are Few," New York Times, April 1975

Catherine Gevert, "Refugees Who, WHere, and Why," Faces 19.1 (2002): 6-8

Arthur Brice, "Children of War," Scholastic, March 1994

Til Gurung, speech at Refuee Transitions' World of Differnece Benefit Luncheon, San Francisco, November 3, 2010.

Ana Marie Fantino and Alice Colak, "Refugee Children in Canada: Searching for Identiy." Child Welfare 80.5 (2001): 587-596.

 

 

 

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