Cher WheelerMulti Text Study

RE5730

Introduction page : World War II with focus on the HolocaustOutline – Table of ContentsCover sheet for student packetUsing core books:

Number the Stars by Lois Lowry (historical fiction) The Butterfly by Patricia Polacco (nonfiction) Hana’s Suitcase by Karen Levine (nonfiction)

Introduction to unit: The ButterflyBefore: Predict-O-GramDuring: Pause and Reflect CardsAfter: Revise Predict-O-GramNumber the Stars: Chunk 1, Chapters 1-5Before: Anticipation GuideDuring: I Wonder…?After: Revise Anticipation GuideVocabulary: Sentence StemsNTS: Chunk 2, Chapters 6-12Before: Illustrated Story MapDuring: Why did…?After: Cause and EffectVocabulary: PowerPoint VocabNTS: Chunk 3, Chap 13 – AfterwordBefore: QARDuring: Critical Thinking question cardsAfter: Questions / Group DiscussionVocabulary: For Example:Hana’s SuitcaseBefore: Sequential Roundtable AlphabetDuring: ConnectionsAfter: Sequential Roundtable AlphabetInternet workshopRubric for student assessment

Reference list of 8 textsTable of SCS objectives

Cher WheelerIntroduction: World War II and the Holocaust

As part of the North Carolina Standard Course of Study in social studies, I must teach about the various wars of United States involvement, including World War II. Unfortunately, our social studies curriculum is quite compacted, when compared to the time allotted to reading, math, and science. Quickly, I saw the need to incorporate social studies lessons through literature, and to introduce, support, and expand these themes through quality novels and nonfiction works.

I taught Number the Stars by Lois Lowry this year during my leveled reading group time, but I quickly realized that many of the students did not have the background knowledge necessary to grasp the concepts presented in the novel. They didn’t understand the brutal, methodic persecution and annihilation of the Jews during the Holocaust and, thus, could not grasp the intensity and urgency of the character’s actions. When I teach this novel again, I want to establish that background knowledge first, then offer other selections to enhance and expand their view of the Holocaust and the impact it had worldwide.

This topic offers endless expansion of theme, characterization, conflict resolution, and cause and effect. It also encourages discussion about human rights, racism, and prejudice. These themes echo again and again in other works of quality literature.

I chose to begin this unit with a picture book, The Butterfly by Patricia Polacco, giving the student a visual, more concrete idea of what life could be like during the Holocaust. Most of the stories I have chosen, including this one, are told from a child’s perspective. This will help the students relate to the characters’ frame of reference more easily. Polacco’s touching story celebrates the friendship of two young girls as they risk their lives to find freedom from persecution during the war.

The core novel, Number the Stars by Lois Lowry, also tells the story of a young Danish girl and her family who assist their Jewish friends in escaping to Sweden. Ellen is separated from her parents for a time and pretends to be part of the Johansen family until she can be smuggled out of the country by boat and reunited with her parents. Sacrifice and compassion are predominant themes in this selection, and it serves as a reminder that there are good qualities to be found in people of all ages, races, and backgrounds.

Finally, my concluding text is a nonfiction selection called Hana’s Suitcase by Karen Levine. It tells of a young Japanese lady, Fumiko Ishioka, the curator of the Tokyo Holocaust Center. She becomes intrigued by a suitcase from Auschwitz on display at the museum and begins a search for the story of the owner of the suitcase – Hana Brady. The story is filled with pictures of Hana and her family and tells the sad story of her life, cut short at the age of 13 in the furnaces of Auschwitz. I believe that this combination of texts, along with the Internet Workshop, will intrigue and inspire students to learn more about this horror called the Holocaust.

Cher WheelerOutline of Student Packet

1. Cover page

2. Introductory Text: The Butterfly by Patricia Polacco, ISBN#0-399-23170-6a. Method: Read aloud, whole groupb. Before reading : picture walk and students complete Predict-O-Gram Poster

using sticky notes, add one element to the chart in the proper placec. During Reading: Pause and reflect cards: cards are distributed to students

before reading begins. They read their question silently. Teacher pauses at selected intervals during reading to allow students to share question and reflections with a partner. (5 minutes)

d. After Reading: Revise Predict-O-Gram. Discuss which predictions were accurate and which need to be revised. Discuss story structure, plot, and resolution. (whole group)

3. Core Text: Number the Stars by Patricia Polacco, ISBN# 0-440-40327-8A. Chunk One: Chapters 1 through 5

a. Method: Partner reading b. Before reading: Anticipation Guide, independently

c. During reading: I Wonder… questions. Students use sticky notes while reading to develop a question that begins “I wonder…” Notes are place in the text where questions are developed. Students discuss questions with partners after reading the section.d. After reading: Revise and discuss Anticipation Guide, whole group. Students cite text to support reasons for change of opinion.e. Vocabulary: Sentence stems. Students are given a list of vocabulary words from the section before reading and use context clues to determine meaning as they read. They discuss their ideas in small groups, then respond to sentence stems independently.

B. Chunk Two: Chapters 6 through 12a. Method: Small group, popcorn readingb. Before reading: Illustrated story map. Students use their knowledge from Chunk One to complete an illustrated map. They illustrate and provide a caption for characters, setting, problem, and predicted solution.c. During reading: Why did… questions. Students use sticky notes with the question starter “Why did…” and complete a question related to the selection. Students place sticky notes in the appropriate section of the text and then discuss in small groups. d. After reading: Cause and Effect. Students look for and discuss Cause-Effect relationships in the selection and complete the graphic organizer. Students will share selected responses with the whole group during discussion.e. Vocabulary: PowerPoint Vocab. Students are given a list of “target words” before reading. As they read, they use context clues, dictionaries, and discussion to develop meaning. Then, the whole group participates in a PowerPoint review of the words.

Cher WheelerC. Chunk Three: Chapters 13 through Afterword

a. Method: Individual silent readingb. Before reading: Review QAR strategies and questions types. Discuss (whole group) how to identify and respond to categorized questions. Distribute critical thinking question cards.c. During reading: Students have a critical thinking question card. They reflect on this question during reading and identify the type of QAR strategy needed to answer the question.d. After reading: (whole group) Students read aloud their discussion question, identify the QAR strategy, and then answer the question. Other students participate in discussion and cite text to support answers when applicable.e. Vocabulary: For Example. Students are given a graphic organizer before reading and select 4 “new” words from the selection while reading. They complete the graphic organizer, giving a textual basis for their definition of the word, and then give a written or graphic example of the word.

D. Concluding Text: Hana’s Suitcase by Karen Levine, ISBN# 0-439-85123-8a. Method: Small groupsb. Before reading: Sequential Roundtable Alphabet. Students brainstorm as many words as they can concerning the Holocaust and WWII.c. During reading: Teacher reviews types of connections before reading. Students look for Text-to-Text, Text-to-Self, and Text-to-World connections as they read and complete the graphic organizer.d. After reading: Students add to Sequential Roundtable Alphabet and discussion takes place as a whole group. Students share terms and how they related to the Holocaust and/or World War II.

4. Internet Workshop: Assignments are distributed and discussed in class before visiting the computer lab. Expectations and requirements are also reviewed. Students use the Internet Workshop Guide and visit designated websites to complete research. Research may be completed individually or with partners for additional support.

5. Rubric for student assessment

Cher WheelerIntroductory Text: The Butterfly by Patricia PolaccoMethod: Read aloud

BEFORE Allow students to take a picture walk through the selection. Review Predict-O-Gram and instruct students to make one prediction about the story that will fit a category. Students write their prediction on a sticky note and place it in the appropriate category on the graphic organizer. (poster sized Predict-O-Gram) Discuss predictions. Distribute “Pause and Reflect cards.” Students read card silently.

DURING Teacher reads aloud the selection; students follow along, if copies are available. Teacher will pause during reading to allow students to discuss and share reflections.

AFTER Discussion and revision of predictions after reading.

Cher WheelerPause and Reflect Cards: The ButterflyHow would you feel if you woke up one night and found a child in your bedroom?Would you tell your parents?Explain.

Why do you think Monique’s mother seemed angry when Monique told her about the “ghost” in her room? How do you connect with this experience?

Why do you think that most of the jars in the store are empty now?What happened to their contents?

Why are the people of the town afraid to look at the Nazi soldiers?Have you ever been afraid to look at someone? Explain.

Why was Monique used to her mother having hushed conversations in the living room since the war?Have you ever been worried when adults did not want you to hear their conversation?

Madame Sollilage wants to protect Monique, so she doesn’t tell her about the secret family living under the floor. Do you agree with her decision not to tell Monique?Explain.

What do you think the Nazi soldier said to Monique when he crushed the butterfly in his fist? Why do you think he did this?

Why do the outside things, like dirt, flowers, and a butterfly mean so much to Sevrine? What do you think you would miss the most if you had to stay indoors all of the time?

How do you think Sevrine and Monique felt when they saw the neighbor looking at them from the window?Tell about a time when you regretted your actions.

Why did Sevrine’s parents dress as a nun and a priest?How is this different from when you dress up for a costume party or for fun?

What is the significance of the gifts Sevrine and Monique exchange before Sevrine leaves? How did each of the girls feel about these items?

How do you think Monique felt when she became separated from her Mother on the train? Have you ever been separated from your parents for a time? How did you feel?

What is the significance of the butterflies coming into Monique’s garden? How does this affect her?

Core Text: Number the Stars by Lois Lowry, Historical FictionCHUNK 1: CHAPTERS 1-5Method: Partner reading

BEFORE Complete “Before reading” column of Anticipation Guide, discussing with a partner

Cher Wheeler

DURING Students will read chapters 1 – 5 with a partner. Students look for identified vocabulary words as they read and use context clues to determine meaning. While reading, students will develop a statement or question that begins “I wonder…” “I wonder…” questions are to be written on a sticky note and placed on the corresponding page of the text. Students discuss “I wonder…” statements with their partner.

AFTER Students revise and discuss Anticipation guide as a whole group. Students cite text to support reasons for maintaining or changing opinions. Students discuss vocabulary words and complete sentence stems. Students complete vocabulary assessment.

Cher WheelerCore Text: Number the Stars by Lois Lowry, Historical FictionCHUNK 2: CHAPTERS 6-12Method: Small group reading

BEFORE Students complete Illustrated Story Map based on previous readings. Provide a caption for each illustration.

DURING While reading (small group), students formulate a question that begins with “Why did…” Students write this question on a sticky note and place on the corresponding page of the text. Discuss “Why did…” questions in small groups. Look for identified vocabulary words while reading and use discussion and context clues to determine meaning.

AFTER Students return to text and identify cause/effect relationships from the selection. Complete the graphic organizer with 4 cause/effect relationships from the selection. Discuss vocabulary words, whole group, and review meanings with PowerPoint presentation.

Cher WheelerIllustrated Story Map

Illustrate and write a caption for the following story elements.Setting Characters

Caption: Caption:

Problem Predicted Solution

Caption: Caption:

Cause and EffectIn literature, as in life, actions have consequences. These actions and consequences, whether positive or negative, are tied together in cause/effect relationships. Identify four cause/effect relationships from chapters 6 through 12 of the selection and record them below.

Cause Effectexample:

Cher WheelerThe soldiers come to the Johansen’s apartment during the night looking for the Rosens. They believe that Ellen is Lise, but Mama and Papa are worried that they may be discovered.

Mama and Papa decide that it is too dangerous for the girls to go to school. Mama plans to take the girls to Uncle Henrik’s to get Ellen out of danger.

Cher WheelerCore Text: Number the Stars by Lois Lowry, Historical FictionCHUNK 3: CHAPTERS 13 – AfterwordMethod: Individual, silent reading

BEFORE Review QAR strategies and question types. Discuss how to identify and respond to categorized questions. Distribute critical thinking question cards.

DURING Students read question cards quietly. Reflect on question while reading. Students read selection independently. Student answers question and identifies QAR strategy applicable to the question. Students look for “new or like-new” vocabulary words while reading.

AFTER Students read question, identify QAR strategy, and answer question, whole group. Students discuss questions and cite text to support answers, when applicable. Students complete vocabulary graphic organizer.

Cher WheelerConcluding Text: Hana’s Suitcase by Karen Levine, NonfictionMethod: Small groups

BEFORE Students brainstorm ideas associated with the Holocaust and World War II and use that information to fill in a Sequential Roundtable Alphabet. Teacher reviews types of connections, (Text to Text, Text to Self, Text to World)

DURING Students read in small groups and reflect on connections as they read. Students complete connections graphic organizer.

AFTER Students revise Sequential Roundtable Alphabet independently, then discuss whole group, elaborating on terms and how they are associated with the Holocaust and World War II.

Cher WheelerAs you read today, think about connections you are able to make with the text. Find one connection for each area listed below and tell about your

connection.

Text to Self In the book, In my life,

Text to Text In this book, In another book titled

Text to World In the book, I remember

Cher WheelerInternet Workshop: The Holocaust and World War IIMethod: Individually or with a partner

BEFORE Students will use the internet to visit three sites. Review expectations for computer usage and goals for activity.

DURING Activity 1:

o Students visit website http://www.adl.org/children_holocaust/story_krystyna3.asp and read the story of Krystyna, an 11-year-old girl who lived in a sewer for 14 months with her family during the Holocaust.

o Students respond to the selection by identifying and justifying 3 character traits of Krystyna and the sewer workers who hid, fed, and protected her and her family.

Activity 2:o Students visit website

http://www.adl.org/children_holocaust/about_chronology5.asp and explore a time line of events associated with the Holocaust. Students find the years of 9 specified events, then create a time line of those events.

Activity 3:o Students visit website

http://www.cdli.ca/CITE/ns_camps.htm and read a brief summary of events and view pictures from the Holocaust. Students then complete a vocabulary matching and short answer question activity. (This activity was taken directly from a link to this site and was created by Jim Cornish. Web address and author’s name are cited on the actual document)

AFTER Students share and discuss their findings in small groups.

Cher Wheelero Internet Workshop

Visit Children of the Holocaust at the following address:

http://www.adl.org/children_holocaust/story_krystyna3.asp

1. Read Krystyna’s story and respond to the following: List 3 character traits of Krystyna and justify them by citing examples from her

story. List 3 character traits of the sewer workers and justify them by citing examples

of their actions.

Krystyna Sewer WorkersCharacter trait: ____________________Evidence:

Character trait: ____________________Evidence:

Character trait: ____________________Evidence:

Character trait: ____________________Evidence:

Character trait: ____________________Evidence:

Character trait: ____________________Evidence:

Photo from http://www.adl.org/children_holocaust/story_krystyna3.asp2. Next, visit the following site to view a timeline of World War II and Holocaust events.

http://www.adl.org/children_holocaust/about_chronology5.asp

Find the following 9 events on the timeline and record year each happened.________Hitler ________Germans ________Kristallnacht

Cher Wheelerbecomes Head of State and Commander-in-Chief of the armed forces.

attack the Soviet Union and begin to murder all Jews in their path.

(Night of Broken Glass). Anti-Semitic riots erupt in Germany and Austria. Synagogues are burned, shops are damaged and looted. Many Jews are arrested and sent to concentration camps.

________Japan attacks Pearl Harbor and the United States enters the War.

________Juden Verboten ("NO JEWS") signs appear everywhere forbidding Jews from public facilities, stores and restaurants.

________430,000 Jews are deported from Hungary to Auschwitz death camp.

________Japan surrenders unconditionally; end of World War II.

______D-Day, Allied invasion of Nazi- occupied Western Europe begins in Normandy, France

________Hitler commits suicide in his underground bunker in Berlin.

Use these events to create a timeline on the next page.

Create a timeline of the 9 important events from the chronology.

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3. Finally, visit the following website: http://www.cdli.ca/CITE/ns_camps.htm

View the photographs and read the article about the Holocaust. Complete the vocabulary activity and answer the questions below.

Children of the HolocaustA. Vocabulary: Match the words with their meanings.

smuggle ordeal exterminate inferior ridiculedcremated elderly victims suffocation starvationconcealed fate exposure possessions ammunition

a. hardship, difficulty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . __________________b. belongings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... __________________c. worthless . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . __________________d. destiny, what is likely to happen . . . . . . . . . . . . . . . . . . . __________________e. old of age . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . __________________

Cher Wheelerf. move from one place to another illegally . . . . . . . . . . . . ..__________________g. humiliated, mocked, teased . . . . . . . . . . . . . . . . . . . . . . . .__________________h. death due to not enough air . . . . . . . . . . . . . . . . . . . . . . . .__________________i. hidden . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . __________________j. ones who suffer loss from a crime . . . . . . . . . . . . . . . . . ..__________________

Long Answer Questions2. How were each of the following groups of Jews treated by the Nazis?

A. sick and elderly_____________________________________________________________________________________________________________________________________________________________________________________________________________________

B. healthy adults and teenagers_____________________________________________________________________________________________________________________________________________________________________________________________________________________

C. school aged children_____________________________________________________________________________________________________________________________________________________________________________________________________________________

D. mothers with infant children_____________________________________________________________________________________________________________________________________________________________________________________________________________________

3. What was life like in the concentration camps?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Why were the Jews required to wear the Star of David?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. What does the word Holocaust mean?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. How were the Jews transported to the concentration camps? What wereconditions like on the trip?__________________________________________________________________________________________________________________________________________

Cher Wheeler_______________________________________________________________________________________________________________________________________________________________________________________________________________

© Prepared by Jim Cornish, Gander, Newfoundland, Canadahttp://www.cdli.ca/CITE/ns_camps_wks.PDF

Cher Wheeler Rubric for Student AssessmentActivity or

AssignmentPossibl

ePoints

PointsEarned

The Butterfly Predict-O-Gram 5 Pause and reflect cards 5

Number the Stars Chapters 1-5, Anticipation Guide 5 Vocabulary: sentence stems 5 Vocabulary assessment 5 Chapters 6-12, Illustrated Story Map 5 Cause and Effect 5 Vocabulary 5 Chapters 13-Afterword, Critical Thinking Questions 5 Vocabulary: For example 5

Hana’s Suitcase Sequential Roundtable Alphabet 5 Connections 5

Internet Workshop Investigation Guide 15

Participation, Work Ethic 25Total Score 100

Cher WheelerReference List of Supporting Texts

Nonfiction:

Bishop, C. H. (1952). Twenty and ten. New York: Scholastic. Illustrated by William Pene DuBois. Twenty French children help hide and protect ten

Jewish children during the Holocaust.

Cretzmeyer, S. (1999). Hidden child of the holocaust. New York: Scholastic. The story of Ruth Hartz, a five year old child who is hidden in a Catholic orphanage during the Holocaust.

Fox, A. L., & Abraham-Podietz, E. (1999). Ten thousand children. New Jersey: Behrman House. First hand accounts of children who escaped the Holocaust on the Kindertransport.

Frank, A. (1952). Anne Frank: The diary of a young girl. New York: Doubleday. The notorious diary of a young Jewish girl in hiding with her family during Nazi occupation .

Frank, A. (1985). Anne Frank in the world. New York: Scholastic. A book of photographs of the state of the world at the time of Anne Frank.

Reiss, J. (1972). The upstairs room. New York: Scholastic. The true account of the author’s experiences while hiding during the Holocaust.

Sawyer, K. K. (2004). Anne Frank: A photographic story of a life. London: DK Publishing. A photographic biography of Anne Frank.

Sullivan, G. (1988). Great escapes of world war II. New York: Scholastic. The true stories of seven courageous escapes by prisoners during World War II.

Taylor, T. (1991). Air raid – Pearl Harbor! New York: Scholastic. A factual account of December 7, 1941 and the Japanese attack on Pearl Harbor.

Zullo, A., & Bovsun, M. (2005). Heroes of the holocaust. New York: Scholastic. True stories of teens who participated in daring underground rescue activities during the Holocaust.

Zullo, A.,& Bovsun, M. (2004). Survivors: True stories of children in the holocaust. New York: Scholastic. Nine true life accounts of children who survived the Holocaust and their experiences.

Fiction:

Cher WheelerFrench, J. (1999). Hitler’s daughter. New York: Scholastic. A boring morning at the bus stop prompts a young girl to weave a fascinating tale supposing that Hitler had a daughter.

Mazer, H. (2004). A boy no more. New York: Scholastic. A historical fiction account of a fourteen-year-old boy who experiences the attack on Pearl Harbor.

Pressler, M. (2002) Malka. New York: Scholastic. A fictional account of a Jewish family in Poland and Hungary during the Holocaust.

Spinelli, J. (2003). Milkweed. New York: Scholastic. The story of a young Jewish orphan in the ghettos of Warsaw.

Yolen, J. (1988). The devil’s arithmetic. New York: Scholastic. A young Jewish girl is transported through time and learns to appreciate the sacrifices of her ancestors during the Holocaust.

I believe that these books will expand the understanding of the global effect of the Holocaust. I want the students to be able to see the incredible impact of the Holocaust through the eyes of the young and old, the Jew and Gentile, the brave and the faint of heart. I believe that by providing access to these varying view points and first hand accounts, students’ hearts will be touched. They will make connections with the characters, both real and fictional, and be able to bond with them on some personal level. I also want them to put a face to a few of the millions of names of those who were persecuted and killed during this heinous part of world history. It will also help students realize that they are never too young to be in control of their own destiny, even in the bleakest of circumstances. When I teach this unit, I will continue to build on the harsh ugliness and brutality of racism and bigotry. This unit would be a wonderful precursor to studying the United States’ struggle for civil rights and those who struggled and sacrificed for equality in America.

Cher WheelerNorth Carolina Standard Course of Study Objectives

Language Arts, Grade 52.02 Interact with the text before, during, and after reading, listening and viewing by:

Making predictions formulating questions Supporting answers from textual information, previous experience, and/or other sources Drawing on personal, literary, and cultural understandings. Seeking additional information Making connections with previous experiences, information, and ideas.

Students will preview and predict before reading The Butterfly by Patricia Polacco, using a Predict-O-Gram graphic organizer. They will revise predictions at the conclusion of the selection. Students will formulate “I wonder” and “Why did” questions while reading Number the Stars and cite text to support answers. Students will make text-to-text, text-to-self, and text-to-world connections while reading. Students will make connections between texts.

2.03 Read a variety of texts, such as: fiction nonfiction

Students read a wide variety of fiction and nonfiction texts.

2.05 Evaluate inferences, conclusions, and generalizations and provide evidence by referencing the texts.

Students will support inferences and opinions as indicated in the Anticipation Guides and cite text to support opinions.

2.08 Explain and evaluate relationships that are:

causal

Students will identify cause – effect relationships from the text.

3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:

making and evaluating inferences and conclusions about characters, events, and themes.

Students will discover and discuss themes across the selected texts. Students will compare events and characters within and between texts.

3.02 Make connections within and between texts by recognizing similarities and differences based on a common, lesson, theme or message.

Students will discover and discuss themes across the selected texts.

North Carolina Standard Course of Study Objectives

Social Studies, Grade 54.02 Explain when, where, why, and how groups of people settled in different regions of the United States.

Students will discuss how and why Jews and other ethnic groups immigrated to the United States and where they settled.

Cher Wheeler4.03 Describe the contributions of people of diverse cultures throughout the history of the United States.

Students will discuss the customs, traditions, and cultural contributions made by Jewish immigrants.

4.05 Describe the impact of wars and conflicts on United States citizens, including, but not limited to, the Civil War, World War I, World War II, the Korean War, the Vietnam War, Persian Gulf War, and the twenty-first century war on terrorism.

Students will discuss events that prompted US involvement in World War II and how our involvement affected the lives of others.

4.06 Evaluate the effectiveness of civil rights and social movements throughout the United States’ history that reflect the struggle for equality and constitutional rights for all citizens.

Students will make connections between the social movements preceding the Holocaust and the injustice suffered by Jewish citizens and other ethnic groups and compare this with the civil rights struggles and controversies within the United States.