Voices of World War II Unit Plan

7/29/2019 Voices of World War II Unit Plan

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Voices of World War II: Interdisciplinary Unit Plan

11th

Grade Language Arts Classroom

Voices of

World War IIUnit Plan

Pacing

Calendar

Monday Tuesday/Wednesday

(Block Day)

Thursday Friday

Week 1 Introduction to

WWII powerpoint

Reading articles

individually andannotating with

FQR + V model,

prepare informal

presentation onarticle in groups.

Presentations

on WWIIarticle.

Introduce

Foundpoetry

assignment

and allow for

work time.

Week 2 Foundpoetry first

draft due.

Work time.

Found poetry finaldue by the end of

the class.

Hang up poemsaround room,

have a gallery

walk throughin groups.

BeginI WillPlant you a

Lilac Tree

read aloud.Introduce

Episodic

Notes and

Soundtrackassignment

Week 3 Lilac Tree and

discussionLilac Tree and

discussion. Show

clip from Swing

Kids.

Lilac Tree Lilac Tree

Week 4 Begin Winter

in Wartime

WiW WiW WiW/

Soundtrackassignment

due


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Voices of World War II: IA Common Core Standards and Fulfilling Assignments RI.11-12.2. Determine two or more central

ideas of a text and analyze their

development over the course of the text,

including how they interact and build on

one another to provide a complex analysis;

provide an objective summary of the text. RI.11-12.3. Analyze a complex set of ideas

or sequence of events and explain how

specific individuals, ideas, or events interact

and develop over the course of the text.

IA.1. Employ the full range of research-based comprehension strategies, including

making connections, determining

importance, questioning, visualizing,

making inferences, summarizing, and

monitoring for comprehension.

IA.2. Read on-level text, both silently andorally, at an appropriate rate with accuracy

and fluency to support comprehension.

History 9-12

Understand concepts such as chronology,causality, change, conflict, and complexity toexplain, analyze, and show connections amongpatterns of historical change and continuity.

Understand significant historical periods andpatterns of change within and across cultures,such as the development of ancient cultures andcivilizations, the rise of nation states, and social,economic, and political revolutions.

Understand patterns of social and cultural

continuity in various societies.

Reading non-fiction articles in groups

about World War II in groups.

L.11-12.5. Demonstrate understanding of figurative

language, word relationships, and nuances in word

meanings.

Interpret figures of speech (e.g., hyperbole,paradox) in context and analyze their role in

the text.

Analyze nuances in the meaning of wordswith similar denotations.

L.11-12.3. Apply knowledge of language to

understand how language functions in different

contexts, to make effective choices for meaning or

style, and to comprehend more fully when reading or

listening.

Vary syntax for effect, consulting references(e.g., TuftesArtful Sentences) for guidance

as needed; apply an understanding of syntax

to the study of complex texts when reading.

Found Poetry Assignment


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SL.11-12.1. Initiate and participate effectively in a

range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on

grades 1112 topics, texts, and issues, building on

others ideas and expressing their own clearly and

persuasively.

Come to discussions prepared, having readand researched material under study;explicitly draw on that preparation by

referring to evidence from texts and other

research on the topic or issue to stimulate a

thoughtful, well-reasoned exchange of

ideas.

Work with peers to promote civil,democratic discussions and decision-

making, set clear goals and deadlines, and

establish individual roles as needed.

Propel conversations by posing andresponding to questions that probe

reasoning and evidence; ensure a hearing for

a full range of positions on a topic or issue;

clarify, verify, or challenge ideas and

conclusions; and promote divergent and

creative perspectives.

Respond thoughtfully to diverseperspectives; synthesize comments, claims,

and evidence made on all sides of an issue;

resolve contradictions when possible; and

determine what additional information or

research is required to deepen the

investigation or complete the task.

SL.11-12.3. Evaluate a speakers point of view,

reasoning, and use of evidence and rhetoric,

assessing the stance, premises, links among ideas,word choice, points of emphasis, and tone used.

History 9-12

Understand how and why people create, maintain,

or change systems of power, authority, and

governance.

Understand the purpose of government andhow its powers have been acquired, used,

and justified.

Understand different political systems fromhistorical periods.

Understand from a historical perspective the

purpose and effects of treaties, alliances,and international organizations that

characterize today's interconnected world.

Read Aloud ofI will Plant you a Lilac Tree

by Laura Hillman with Episodic Notes: Tobe completed to help with Soundtrack

assignment.


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History 9-12

Understand the significance of important people,their work, and their ideas in the areas of politicaland intellectual leadership, inventions, discoveries,and the arts.

Understand the role the values of specific peoplein history played in influencing history.

Understand the significant religious, philosophical,and social movements and their impacts on societyand social reform.

Understand the effect of "chance events" onhistory.

W.11-12.4. Produce clear and coherent writing inwhich the development, organization, and style areappropriate to task, purpose, and audience.(Grade-specific expectations for writing types aredefined in standards 13 above.)

W.11-12.5. Develop and strengthen writing asneeded by planning, revising, editing, rewriting, ortrying a new approach, focusing on addressingwhat is most significant for a specific purpose andaudience.

W.11-12.6. Use technology, including the Internet,to produce, publish, and update individual orshared writing products in response to ongoingfeedback, including new arguments or information.

Soundtrack Assignment


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Non-fiction topics about World War II:

Find specific articles to fit each topic.

Group 1: Kristallnacht: Susans Story author unknown

Group 2: Treblinka Death Camp: One Year in Treblinka Jankiel Wiernik

Group 3: The Nazi Perspective: Commanding a Concentration Camp by Rudolf Hoss

Group 4: Anne Frank: Section from The Diary of Anne Frank by Anne Frank

Group 5: Liberation: Liberation by Lucille Eichengreen and Night by Elie Wiesel

Steps for reading articles in groups:

1. Split class into five groups with 3-6 people in each group.2. Explain Fact, Question, Response + Vocabulary model to entire class. One

student in each group picks F, Q, R, or V to read their article. If there are less than

four people, everyone does F, Q, R AND V. If more than four students, they can

double up on the options. Ask them to highlight and take active notes. For facts,

students will highlight important facts. For questions, students will ask questions

whenever they want more information. For Responses, students will respond with

their own thoughts or opinions. For vocabulary, students will highlight words they

might not understand or think others might not understand.

3. Share findings in groups. Walk around and encourage discussion by asking

probing questions.4. Prepare posters divided into four sections, ask students to fill out posters with one

and prepare for presentations.

5. Hang posters around the room and have each group present their findings. Have

non-presenting students listen actively by taking notes and preparing questions to

ask when presenting group has completed.


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Voices of WWII: Found Poetry

Directions: Read through your assigned article and circle strong

diction and powerful phrases. Compile a list of your chosen

words/phrases and create a found poem. Found poetry is shaped byusing words and phrases from other sources and putting them together

by playing with the lines and spaces while adding more text and

deleting others. The focus of your poem should be centered on article

and evoke empathy.

Learning Target: I can create a found poem from a non-fiction article

to convey strong emotions and empathy.

Points

____/5 Annotated article with FQR model, (choice facts, questions,

responses.)

____/5 Meaning: It uses figurative language/ sound devices and

relates to article. Poem includes best phrases from text.

Reflects facts and emotions of events/people.

____/5 Style: Point of view is consistent. Creative arrangement and

use of diction. Minimum of 8 lines long. Poem is typed and

titled with no spelling or grammatical errors.

Total: ____/15

Extra Credit: Inclusion of a minimum of two vocabulary words from yourarticle.

Teacher Comments:


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I will Plant You a Lilac Treeby Laura Hillman

Novel Soundtrack Assignment DUE: ___________________

Learning Target: I can actively listen to a text and take detailed notes.

Directions: Fill out the episodic notes sheet during the read aloud ofI willPlant You a Lilac Tree,by Laura Hillman. Fill each square with a drawing of aspecific scene or event from the novel and write down a description on the linesprovided. Try and fill out one section each day to make sure you have plenty ofscenes with which to work.

Learning Target: I can create a soundtrack for a novel based on specific scenesand events.

Directions: As you fill out the episodic notes, think of a song that could represent your

chosen scene. You need one song for each event on the notes for a total of 6songs.

Compile a document for all of the song lyrics you choose. Print a copy to turnin with explanations.

For each song write a paragraph (3-5 sentences) explaining why this song waschosen and how it connects to the chosen scenes fromI Will Plant You a LilacTree. Try to convey the feeling of the scene and match it to a song that givesyou the same feeling. You do not need to actually make a CD with the music,just create a list of the songs and their artists with supporting paragraphs.

Include quotes.

____________________________________________Example:Scene: Prologue

Song:UNIby Ed SheeranLyrics: (May include all six songs in one Word document.)

Explanation: The prologue leaves the reader feeling hopeless and unsure of the future asHannelore finds herself entering Auschwitz and not Schindlers camp. In the song UNI, a youngman finds himself hopeless at the prospect of never getting back together with a girl he loves. Heexplains, And I don't get waves of missing you anymore; they're more like tsunami tides in myeyes, never getting dry. The feeling of overwhelming sadness reflects both Sheerans song andHannelores journey, though their situations are so very different.


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*** Students must be present during reading or make up read-aloud sessions.

RubricExcellent Fair Needs Work

Read aloud

***

Episodic Notes

(Drawings)

/10

Present ormade up allread-aloudsessions

6 scenes fromtext (Lilac)

Excellent detail Accurate and

meaningfuldrawings

Mostly presentfor all read-aloud sessions

3-5 scenes fromtext (Lilac)

Average detailDrawings

attempt to bemeaningful

Missed portionsof read-aloudand did notmake up

0-2 scenes fromtext (Lilac)

Little detailIncomplete or

minimaldrawings

Song Selections

(All lyrics

included)

/12

Songs selected

connect tochosen scenesfrom text(Lilac)

Song titles andartists namesare spelledcorrectly

Printed copiesof all lyrics

Songs selected

somewhatconnect tochosen scenesfrom text (Lilac)

Song titles andartists namesare spelledincorrectly

Some printedcopies of lyrics

Songs selected

do not connectto chosen scenesfrom text (Lilac)

Song titles andartists namesare spelledincorrectly

No printedcopies of lyrics

Supporting

Paragraphs

(Typed, proofed)

/18

Paragraphs for

each sceneexplain whyeach song waschosen

Each paragraphdevelops astrongcomparison tothe text (Lilac)

Quotesincluded

Typed anderror-free

Paragraphs for

each scenesomewhatexplain whyeach song waschosen

Each paragraphattempts acomparison tothe text (Lilac)

Some quotesTyped, minimal

errors

Each paragraph

does not explainwhy each songwas chosen forscenes

Someparagraphs lackcomparison totext (Lilac)

No quotesincluded

Not typed nor

edited

Total: _______/40

Teacher Comments:

Voices of World War II Unit Plan

Documents

Transcript of Voices of World War II Unit Plan