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ELA AttachmentsGrade 8, Quarter 2, 3-5 Weeks

Membership In Multiple Groups In Society and Respect For People Who Are Both Similar to And

Different from OurselvesModule 1

Students should have some prior knowledge of World War II and the Holocaust from their social studies class. Students will get into groups to discuss and share their knowledge of World War II, the treatment of Jewish people and the Holocaust. They should keep notes of their discussion. Each group should then be assigned to a topic to further research. Students should be given a job at this point that they will be responsible for till the end of the project.

Students will then search the Internet to validate their prior knowledge and add missing details to their notes. They will need to read pages 444-445 from The Language of Literature to also gather information. After Students have compiled their information, they will begin to make a outline and rough draft for their a PowerPoint of their findings and present to the class. Students should layout the order and look of the PowerPoint before they begin. Students will cooperate on building the PowerPoint and present to class.

Materials needed:

Computer lab or COW Research topics and guided questions Website: edtechteacher.org /Best of History Websites Oral presentation rubric Group Job List and Rubric Power Point procedures Power Point rubric

Assessment: Each student will summarize what they learned about their topic from WWII. They should also write a couple of sentences on what it was like to work others including how they agreed on things and how problems were solved.

World War II Research Topics

1. Battle of the Coral Sea: a. Why was the Battle of Coral Sea important or unique? b. Explain the strategies and sequence of event involved in the Battle of the Coral Sea.2. Omar Bradley a. What was Omar Bradley’s significance or contribution to WWII? b. What battles and strategies was Omar Bradley involved in and what did he accomplish in WWII?3. Dwight David Eisenhower a. What was Dwight David Eisenhower’s significance to or contribution to WWII? b. What battles and strategies was Dwight David Eisenhower involved in and what did he accomplish in WWII?4. Japanese Attack on Pearl Harbor a. How did the American position on World War II change when the Japanese attacked Pearl Harbor? b. Why were the Japanese so successful when they attacked Pearl Harbor?5. Battle of the Bulge a. What was unique about the Battle of the Bulge? b. What was the significance of the Battle of the Bulge in the outcome of WWII?6. Lend Lease Act a. What was the Lend Lease Act and what were the terms that it included? b. What was the impact of the Lend Lease Act on World War II?7. Japanese Internment a. Why did our government intern Japanese Americans? b. How did Japanese Internment affect the lives of Japanese Americans?8. Auschwitz a. What was Auschwitz and its significance in WWII? b. How was Auschwitz different from other concentration camps?9. Battle of Britain a. What was the chronology of events involved in the Battle of Britain? b. Why or how was the Battle of Britain an important Battle in WWII?10. Atomic Bomb a. How did the use of the atomic bomb at Nagasaki and Hiroshima end the war? b. How did the atomic bomb change the perspective of warfare?11. General George Patton a. What was the role of General George Patton in WWII? b. What battles and strategies was General George Patton involved in and what did he accomplish in WWII?12. Benito Mussolini a. How did Benito Mussolini impact WWII?13. Battle of Midway a. Why was the Battle of Midway important? b. How was the Battle of Midway unique?45. Invasion of Normandy (D-Day) a. Why was the Invasion of Normandy on D-Day important to the outcome of WWII?

ELA, Office of Curriculum Development © of 38

b. How was the Invasion of Normandy on D-Day a turning Point in WWII? c. Compare and contrast the five different invasion beaches and the subsequent battles.15. The Causes of World War II a. Explain what the Treaty of Versailles, the League of Nations, and the Washington Conference were and how each contributed as a cause of WWII? b. What events occurred from 1935 to 1938 that causes war to break out in Europe? Be specific and explain the details of each event and how each of the events contributed to the start of the war. (Minimum of five events discussed in detail.)16. Erwin Rommel a. What was the role of Erwin Rommel in WWII? Specifically describe his involvement in North Africa. b. What battles was Erwin Rommel in and what strategies did he use? What did he accomplish in WWII?17. Prime Minister Winston Churchill a. Who was Prime Minister Winston Churchill and what was his involvement and or role in WWII?18. President Franklin Delano Roosevelt a. What was President Franklin Delano Roosevelt’s involvement in WWII? b. Why did President Franklin Delano Roosevelt feel that eventually the U.S. would have to enter the war? How did the American people feel about this?19. Bernard Montgomery a. What was the role of Bernard Montgomery in WWII? b. What strategies did Bernard Montgomery initiate in the Battle of El Alamein?20. General Douglas MacArthur a. What was the role of General Douglas MacArthur in WWII? b. Explain the significance of the quote “I will return!” Explain the sequence of events that led up to this statement and the chronology leading up to his return.21. Concentration Camps a. What were concentration camps? (Facts about and locations of.) b. Why were concentration camps established and what did they accomplish?22. The Holocaust a. What was the purpose of the Holocaust and what were the results of it? b. Why have we established memorials and museums to commemorate the memory of those who died in the Holocaust?23. Adolf Hitler a. How did Adolf Hitler gain power and what were his goals? b. What steps did Adolf Hitler take to achieve his goals in WWII?24. The War in the Pacific a. Compare and contrast the events in Okinawa and the Philippines during the War in the Pacific? b. Why was Japan anxious to expand its territory and risk conflict with much larger countries to obtain its goal? c. Select three different personal accounts of WWII veterans that served in the Pacific during WWII and compare their experiences. (Deane Philips will be sharing his stories with us.)25. Military weaponry in WWII


a. What technological advances were made in military weaponry during WWII? b. Compare the military weapons of Germany and Great Britain; or Japan and the United States.26. US Women a. How did WWII change the lives of women in the United States? b. How did WWII change the role of women in the United States military?27. Rationing in WWII a. What was rationing and why was rationing necessary in the U.S. during WWII? b. How did rationing change daily life in the United States?28. Joseph Stalin a. What was Joseph Stalin’s role in WWII? b. How did a totalitarian dictator like Joseph Stalin end up as one of the Allies during WWII?29. Submarine Warfare a. What role or part did submarines play in WWII? b. How did submarines change naval warfare in WWII from what had been experienced in earlier wars?30. Dachau a. What made Dachau different from other concentration camps?31. Luftwaffe a. What was the role of the Luftwaffe in WWII? b. In what ways was the Luftwaffe superior to other air forces in WWII?32. US Manhattan Project a. What was the Manhattan Project and what was the chronology of its development? b. What impact did the Manhattan Project have on WWII?33. Heinrich Himmler a. What was the role of Heinrich Himmler in WWII?34. Nazis a. How did the Nazis rise to power? b. What was the role of the Nazis in WWII?35. The Nuremberg Trials a. What were the Nuremberg Trials? b. Who was tried at the Nuremberg Trials and what were the results of the trials?36. Gestapo a. What was the Gestapo and what was their role in WWII?37. Charles DeGaulle a. What was the role of Charles DeGaulle in WWII? b. What role did he play in France after France was defeated?38. Aircraft: Specifically the uses of specific aircraft and their involvement in particular battles. (This is more than a list of planes.) a. What role did aircraft play in WWII? b. What technological advancements in aircraft design and performance was achieved during WWII?39. Anne Frank a. Who was Anne Frank and what happened to her? Tell the story. b. How did Anne Frank’s life represent the Jewish experience during the Holocaust?


40. Home Front a. What was life like in the United States during WWII? b. How did life change for Americans during WWII?41. Warships: Specifically their uses and roles in particular battles. (This must not be a list of ships.) a. What role did warships play in WWII? b. What technological advancements in ship design and performance was achieved during WWII?42. Battle of El Alamein a. What was the Battle of El Alamein? b. Describe the chronology and strategy of the Battle of El Alamein? c. Compare and contrast the strategies of British General Montgomery and Russian Field Marshall Rommel.43. Bataan Death March a. What was the Bataan Death March? Describe the chronology of events of the March. b. Compare two or more soldier’s perspectives on the Bataan Death March.

Group Roles

The Summarizer...

• restates the group's conclusions and responses.

• prepares a summary of the group's efforts.

• checks for clarity of understanding.

• says, "Does this accurately reflect what we've done today?"

• says, "Have I le+ out anything important here?"

The Presenter...

• regularly contributes to the team's efforts.

• presents the group's finished work to the class.

• says, "How would you like this to sound?"

• says, "How much of what we discussed should be shared with the class?"


The Recorder...

• keeps a public record of the team's ideas and progress.

• checks to be sure that ideas are clear and accurate.

• uses charts, mulple colors, and other techniques to highlight and summarize the ideas of the team.

• says, "I think I heard you say_____; is that right?"

• says, "How would you like me to write this?"

The Facilitator...

• leads discussions

• suggests soluons to team problems.

• helps members clarify points.

• protects members from a#ack.

• makes sure that every voice is heard.

• says, "Let's hear from_____next."

• says, "That's okay, but let's get back to our task."

Group Members Agreement

Members of each group should TRY to...

• be encouraging, friendly, and responsive to other members of the group.

• provide posive, construcve feedback on other members’ ideas.

• promote compromise and consensus among group members.

• ensure that everyone has an opportunity to contribute to discussions and the work of the group.

• help set standards for the group and its work.

• help the group monitor its effecveness as a team.


• be a good listener, aending and responding to other’s contribuons.

• assume a fair share of the group’s work.

Members of the group should try NOT to...

• interfere with the group’s work by blocking efforts to achieve consensus.

• divert the group’s work by introducing irrelevant issues.

• show aggression or hoslity.

• monopolize the me the group has for its work.

• be passive or act indifferent during the group acvity.

• dominate the group or assume a larger share of the work than other group members.

Assessment for Research Questions CATEGORY:

Exemplary

3 points

Proficient

2 points

Partially Proficient

1 point

0 points

___/3Wrote thoughtful, creative, well-worded specific questions that were relevant to the assigned topic.Wrote well-worded, specific questions that were relevant to the assigned topic.Wrote questions which lacked focus, were poorly stated, and were not entirely relevant to the assigned topic.Wrote questions which lacked a specific focus, were poorly stated, and not relevant to the assigned topic.

Selection of Sources

3 points

2 points


1 point

0 points

___/3

Identified highly appropriate sources in a variety of formats (books, journals, electronic sources).

Identified mostly appropriate sources in a variety of formats (books, journals, electronic sources).

Identified a few appropriate sources but made little attempt to balance format types.

Identified no appropriate sources in any format.

Note-taking & Keywords

3 points

2 points

1 point

0 points

___/3Extracted relevant information.Extracted mostly relevant information.Extracted a lot of information which wasn’t relevant.Extracted irrelevant information.Brainstormed keywords, categories, related terms that were effective in researching the questions.Selected mostly effective keywords to use in researching the questions.Selected some keywords that were not effective in researching the questions.Selected no effective keywords to use in researching the questions.Wrote notes including succinct key facts which directly answered all of the research questions and were written in the student's own words.Wrote notes which included facts that answered most of the research questions and were written in the student’s own words.Wrote notes which included irrelevant facts which did not answer the research questions. Some notes were copied directly from the original source.Wrote notes which included a majority of facts which did not answer the research questions. Most or all notes were copied word-for-word from the original source.

Organization and Synthesis

3 points

2 points

1 point


0 points

___/3Presented content clearly and concisely with a logical progression of ideas and effective supporting evidence.Presented most of the content with a logical progression of ideas and supporting evidence.Presented content which failed to maintain a consistent focus, showed minimal organization and effort, and lacked an adequate amount of supporting evidence.Presented content which was unfocused, poorly organized, showed little thought or effort and lacked supporting evidence.Selected an appropriate and effective format to creatively communicate research findings.Selected an appropriate format to structure and communicate research findings.Needed to select a more effective format to structure and communicate research findings.Failed to select an appropriate format to communicate research findings.

Citations/ Documentation

3 points

2 points

1 point

0 points

___/3Cited all sources of information accurately to demonstrate the credibility and authority of the information presented.Cited most sources of information in proper format and documented sources to enable accuracy checking.Cited most sources of information improperly and provided little or no supporting documentation to check accuracy.Created citations which were incomplete or inaccurate, and provided no way to check the validity of the information gathered.Used information ethically all of the time.Used information ethically most of the time.Failed to use information ethically some of the time.Failed to use information ethically.

TOTAL POINTS

___ /15


Module 2

Anne Frank’s Ties to Family and Community (in the Annex) during World War II

Students will embark on a journey of a 14 year old Jewish girl who is subjected to the racism of a crazy dictator which eventually led to World War II. Students will begin to read the play The Diary of Anne Frank which is written from the 14 year olds point of view about the war, racism and what it was like to live in hiding. Students will read Act 1 Scenes 1-5 paying a large amount of attention to scenes 4 and 5. Students should be given the Journal Writing Prompts at this point and be told that they should reference them during readings and answer the questions.

Students should read in small groups or as a class. Class and small group discussions should be on-going during the reading of Act 1.

Activities:

Teacher can either make a worksheet or write questions on the board that students should be answering while reading Act 1.

1. Explain Anne’s Internal Conflict she experiences in scene 4. Cite textual evidence to support your answer. Please put page number where information was found.

2. Summarize how you feel about Mr. Von Daan stealing food from the cupboard in the middle of the night after the Frank’s were so generous to let him hide in the Annex?

a. Is this typical of human nature?b. What does this say about his character/personality?c. What does the Frank’s reaction to the situation say about their character?

3. Use textual evidence to help summarize your answer.4. Students need to answer comprehension questions at the end of Act 1 on page 488,

Questions 1,3,4,5,and 6.

Journal Entry Criteria

Students should write in complete sentences, but may not be required for all responses. This is a time when students should be practicing good grammar and punctuation and should capitalize at the beginning of each sentence and use periods at the end.


Required Anne Frank Journal Entry Prompts

When answering journal entries, you must write in complete sentences. Although you may not be graded on grammar, you should be aware of your capitalization and punctuation.

Entry 1

Would you ever:

Treat a person badly because of their race or religion?

Be able to spend time over two years hiding in an attic?

Allow others to destroy your life because they do not like your religion?

Want to change historical events?

Entry 2

Pretend you have one hour to prepare to go into hiding. You can NEVER return to your home. You can NOT carry a suitcase; it would be obvious you were going into hiding. It is winter, therefore Very cold outside and there is limited food where you are going.1. What items would you take with you?

2. How would disguise these items and how would you carry them?

Entry 3

Google Auschwitz Concentration camps, look at pictures and see what the camps were like. Explain and respond to the pictures you see.

Entry 4

1. If you had to live in hiding and could not make a sound from 9am-6pm every day, except Sunday, and had no electronic phones, toys, etc….how would you entertain yourself?

2. Make up a daily schedule for one of your days by listing an activity for every hour.

Example:

Wednesday

9:00am

10:00am

11:00am


12:00pm

1:00pm

2:00pm

3:00pm

4:00pm

5:00pm

6:00pm

Entry 5

Explain how you would feel being isolated from the world?

Entry 5

Compare and contrast the characteristics of Anne and Peter?

Entry 6

1. They say it’s human nature for one to have generosity and greed inside us all. How can the two ideas coexist with each other?

2. 2. How does one handle when one idea over powers the other?

Entry 6

When the Franks heard about the American Invasion everyone got hope that things would work out. 1. Do you think this was a good idea for them to think that they would survive? Why or why not?

Entry 7

Anne’s Diary was published in more than 50 countries. The diary was then converted into a play which won a Pulitzer Prize and then made into a movie. Why do think Anne’s diary and her story has attracted so much attention?

Entry 8

1. One of Anne’s last quotes from her diary says, “ In spite of everything, I still believe that people are really good at heart?”

2. What does this say about Anne’s character?3. How do you interpret this quote?

Entry 9


Discuss the issues of racial, religious, and ethnic prejudiceand discrimination.

1. Why do some people hate others because they are different?2. How do some people attempt to force their own beliefs on others?3. Explain how you think a whole country of people lost their independence and ideas to a

small group of cruel and hateful group of people?

Journal Writing Rubric

POOR (1) OKAY (2) GOOD (3) EXCELLENT (4) Knowledge/ Understanding Information and Ideas Presents incomplete or inaccurate information and ideas Presents some accurate information and some ideas Presents accurate information and complete ideas Presents accurate information and insightful ideas Thinking/Inquiry Analyzing and Explaining Expresses few ideas, with limited support by relevant evidence or rationales Asks few questions Expresses some ideas, supported by relevant evidence or rationales Asks some questions Expresses ideas, supported by relevant evidence or rationales Asks good questions Expresses many ideas, supported effectively by relevant evidence or rationales asks probing or insightful questions Communication Language and Style Meaning and intent are frequently clear Shows limited sense of purpose and audience Meaning and intent are sometimes unclear Shows some sense of purpose and audience Meaning and intent are clear Shows clear sense of purpose and audience Meaning and intent are clear and engaging Shows strong sense of purpose and audience Application Conventions in Language Frequent, major mechanical errors Some major mechanical errors Some minor mechanical errors Few minor mechanical errors Making Connections Getting Personal Makes few personal connections with topic Makes some personal connections with topic Makes considerable personal connections with topic Makes many personal connections with the topic Overall Rating: _______ / 20 20–18: Excellent 17–13: Good 12–8: Okay 7–5: Poor

Module 3


Human Nature, Generosity and Greed

In this module students will be comparing and contrasting different characters from the play. This module will also look at the theme(s) of the play and analyze them through the characters interactions with other characters and gain an understanding of human nature, generosity and greed. Students do close reading or use AVID note taking while reading Act 2 scenes 1, answer essential questions using textual evidence and continue with Journal Entry Writing Prompts.

Activities:

While students are reading Act 2, Scene 1-5, students should be taking notes to aid with comprehension questions. All questions must be answered in complete sentences with proper grammar and punctuation. Students should also use textual evidence to support their answers.

1. Reread the dialogue out loud with your small group about the scene on eating and sharing the cake.

2. Discuss in your small group what this reveals about each character. Someone should be the recorder for the group and write down answers from the group.

3. Next discuss how character revelations relate to the theme of Human Nature, Generosity and Greed. Record groups answers.

4. Make a chart of each character placing them under Generous or Greedy and give an example of that character performing that deed. Use evidence from text to support your answers.

5. Pick one character to make a poster to show a visual interpretation of whether they are generous or greedy.

Textual Evidence Questions: Use the text to support your answers. Students should work in pairs on questions.

1. How do the internal problems in the Secret Annex contribute to the conflicts in the story?

2. What does Margot’s reaction to Anne’s and Peter’s relationship say about her character? Is this a normal response from an older sibling?

3. Why is Mrs. Van Daan so disturbed by Anne’s and Peter’s relationship? Is this a normal response from a parent?

4. Explain Mrs. Van Daan’s inner conflict over this situation?5. On page 500, Anne says, “I suppose you can’t blame them….they think back to

what they were like at our age. They don’t realize how much more advanced we are….” Consider what Anne is saying and apply it to your own relationship with


your parents or guardians. Do you feel like your parents generation is out of touch with your generation? Explain in detail

6. Analyze Anne’s motivation for helping Mr. VanDann. What does this suggest about Anne’s character?

7. Explain the internal conflicts revealed by Mrs. Frank, Mr. Van Daan and Anne.8. How does hearing the news about the American Invasion add hope to everyone in

the annex?9. How do you think this affects them internally and how do they react openly to

each other?10. Explain Anne’s reaction in Act 2, Scene 4 to the great tension in the Annex.11. During the tension, how is Anne able to focus on helping Peter through his fear

and how did this change her on the outside?12. At the end of Scene 4, Anne is full of optimism and hope that they will be fine.

After all their suffering do you feel Anne is entitled to feel this way?13. How do you feel about Anne’s optimism knowing that she and the others will be

captured in Scene 5, and Anne dies in a concentration camp a few weeks before the war is over?

14. Shortly before Anne is arrested, she has a final conversation with Peter. In this conversation, she says that she believes that people are good at heart. What does she mean by this? Would you feel the same way if you had been in the same situation as Anne? Why or why not?

Close Reading Strategy

This strategy guide will help you choose text that is appropriate for close reading and to plan for instruction that supports students’ development of the habits associated with careful, multi-engagement reading of literary prose and poetry.

Fisher & Frey (2012) remind us that “the practice of close reading is not a new one, and in fact has existed for many decades as the practice of reading a text for a level of detail not used in everyday reading” (p. 8). Buckley (2011) explains that “as English teachers, we have to empower all our students to use texts to construct and represent meaning skillfully, because by every measure, it gives them a better chance at having a better life” (p. 3). She goes on to say that “all students deserve a chance to learn how to demonstrate their ambitious exploration of text” (p. 29), a notion supported by Fisher & Frey (2012) when they remind us that “close reading should be accompanied by purposeful, scaffolded instruction about the passage” (p. 8). Buckley, E. M. (2011). 360 degrees of text: Using poetry to teach close reading and powerful writing. Urbana, IL: NCTE. Fisher, D., & Frey, N. (Jan. 2012). Engaging the adolescent learner: Text complexity and close readings. Newark, DE: IRA.


1. Selecting a text:When selecting a text or passage for close reading, consider two questions: First, is there enough going on with the language and craft of the text to warrant the attention of multiple readings? Second, does the understanding that comes from close reading sufficiently benefit students in light of the larger goals of the course or unit? The answer to both needs to be yes in order to keep close reading from falling into its reputation as merely an exercise.

2. Engaging carefully with the text yourself: Your purpose at this point is to read as you will ask your students to read: multiple times, with pen in hand, with different (increasingly complex) purposes as you read and re-read.

o First, to determine the general meaning of the text (leaving knowledge and application of literary elements more or less tacit for now). Keep asking yourself, “What’s going on, and how do I know?”

o Second, to examine the ways the author uses language and the discipline-specific structures of literature to create meaning. Your focusing question here might be “How do the author’s choices help me understand or appreciate something that I didn’t notice the first time I read?”

o Third, to consider thematic meaning and connections between this text and others like it. Here, ask yourself, “What does this text cause me to think or wonder about some larger aspect the text and of the human condition?”These purposes are certainly not exclusive of each other, and do not necessarily happen in the order listed here, but having these multiple purposes helps students see the value in re-reading text they might otherwise work quickly through just once to “get the gist.” See the Close Reading Planning Sheet for a printable guide to this process.This process is not unlike preparing for a think-aloud, only here, you work is not to plan what you will say about your understanding of the text as you read, but rather to think of the places where you want to prompt students’ thinking with questions that cause them to consider the text carefully.

3. Developing text-dependent questions and accompanying learning activities:You can see the Sample Close Reading Questions that resulted of my multiple readings of the first section of the short story “The Gift of the Magi” by O. Henry and the poem “Latin Deli” by Judith Ortiz Cofer. The questions are listed here for clarity as first read, second read, third read to show how the focus of questioning might change over multiple readings. You would decide, of course, how the questions were actually asked with each reading, how much time should pass between readings, and so forth.Remember that close reading should be embedded in an instructional context that values not only the careful attention to text that the questions prompt, but also writing, collaboration, and talk. The specific ways in which you balance these elements will vary, but the scaffolding provided by the text-dependent questions you prepared will likely connect them all.


Module 4

Understanding and Accepting Those Who Are Different From Me

This module will teach tolerance of those who are different from us. Through short informational texts, students will explore two different issues that are present in our society. This module will also focus on the author’s point of view from a piece of writing, citing textual evidence, the central idea, and how structure can effect a piece of writing. Students will use information from researched text to write an explanatory essay on an issue from the Vietnam War. Lastly students will participate in a mock interview or Fishbowl activity to gain further insight on a issue.

Activities:

Have students discuss in small groups what makes people different from each other, what they find as acceptable behavior in society, and the behavior that they don’t find acceptable about people. Groups should write down what they say in discussion with explanation and examples.

Students will begin module by reading Stop the Sun. On pg 47 the preview vocabulary and synonyms for the story should be done first. Next students can read Stop the Sun in pairs, small groups or as a whole class. Close reading or AVID notes should be done while reading the story. After students have finished reading, the class should discuss their thoughts and questions

on the story.

Textual Evidence Questions: Answer in complete sentences and with proper grammar and punctuation.

1. What problem does the son face in Stop the Sun?2. What attitude does the main character’s father take when his son tries to help him?3. How does the son feel toward his father by the end of the story?4. Do an objective summary of Terry’s actions on page 50. (An objective summary is a

retelling of reading in your own words with no personal opinions added, just the facts).


Discuss theme with students and go over the definition.

Theme is the main message, meaning or moral that the writer wishes to communicate to readers. Gather clues from text including key statements and phrases, repeated ideas, and lessons learned by the main character.

1. Reread page 50 writing down key statements and phrases that could be clues to the theme.

2. Then summarize the theme in your own words using textual evidence for support.

Give students the definition of characterization- the act of creating and describing characters in literature. Mainly characterization includes both physical attributes and personality traits, but can also be shown through the way characters act, think, and speak. For the purpose of this activity, students will focus on characterization through dialogue.

1. Reread the dialogue on pages 52-53 that reveal the character’s of Terry and his father. 2. What can you tell about these two characters from the dialogue? Use textual evidence to

support answer.3. Explain why Terry’s father doesn’t want to share his Vietnam experience. Use textual

evidence for support.

Have students write down the definition of “Survivors Guilt” and discuss.

Survivors Guilt- a psychological disturbance that occurs in people who survive some terrible event that kills many others.

On page 54 Terry’s father says, “I died. Inside where I am-I died.” Explain what you think this means. Support your answer by using textual evidence.


Answer questions 1,2,3,5 on page 56


Have students write down the definition: author’s point of view-the point of view they want to express their ideas. There are three different choices- first person, second person, and a variety of third person point of view.

1. To add a personal touch, have students read Dear America a letter from a Soldier in Vietnam.

2. When their done reading, ask them to explain the author’s point of view. Explain using textual evidence.

3. After reading both stories, have students work in small groups to discuss the 2 different types of structures and points of view and how they helped with understanding both types of writing.

4. Someone should be the record keeper of discussion.5. One person in group should report of groups theory.

Explanatory Essay

Students can be either provided an article and writing prompt on an issue Vietnam Vets faced when coming home, or teacher can allow for students to research their own topic and writing prompt.

Article for teacher Writing Prompt

Interview: Bill Hunt---How Vietnam Vets Were Treated Upon Arriving Back In The United States

Writing Prompt:

What does Bill Hunt mean by the quote, “The war after the war?” Use textual evidence to support your answer.

Attachments for this assignment are:

Research Paper Rubric Expository Essay Format Expository Writing Checklist Instruction Worksheet Peer Editing Rubric

Essay should be 5 paragraphs, double-spaced, 12 point fonts, New Roman Times


Next students will read a speech written by Christopher Reeve called “Still Me”. Before you begin to read as a class, read page 374 to gather background knowledge. Discuss who Christopher Reeve was and what he did before his accident. Students’ should also review vocabulary words and point of view on page 375. Model how content of sentences can help determine the meaning of words and do practice on page 375.

Activities:

1. Students can read in pairs, small group or as a class “Still Me” by Christopher Reeve.2. Students should do close reading or take AVID Notes while reading.3. Textual Evidence Questions: Answer in complete sentences and with proper grammar

and punctuation.


1. What feelings does Reeve express in the second paragraph on page 376?2. Why does Reeve refer to his accident near the beginning of his speech?3. Explain how Reeves uses a personal experience to introduce the motto at the beginning of

his speech?4. Explain how Reeve concludes his speech and why he does it?5. Answer text book questions 1,2,4,5,and 6 on page 383

Have students research information on Extreme Athletes (skaters, motocross, snowboarding etc..Think people who compete in the X Games, Football and Hockey players) and serious injuries they sustain playing their sport.

1. Students should come up with own writing prompt and thesis statement and check with teacher to make sure they are on the right track.

2. Essay should be 5 paragraphs, double-spaced, 12 point fonts, New Roman Times

Attachments for this assignment are:

Research Paper Rubric Expository Essay Format Expository Writing Checklist Instruction Worksheet Peer Editing Rubric


On page 378 there is a speaking and listening activity where students will perform a mock interview with Christopher Reeve. Read to the students the interview preparation and explain that interview questions shouldn’t be able to be answer by a yes, no or maybe. Students should work in pairs for this assignment. Students should report out to class about their interview process and what they learned.

For closure students should summarize what they learned about people different from them and how society deals with these issues.

Interview: Bill Hunt -- "How Vietnam Vets Were Treated Upon Arriving Back In The United States"

Here are my thoughts on your theme, "How Vietnam Vets Were Treated Upon Arriving Back In The United States."

First of all, I hope someone has turned you on to "Coming Home," by Bob Green. That is the only book I know that is devoted to your theme. Another book, "Lives After Vietnam: The personal impact of military service", published by Lexington Books, is more social survey research oriented. My guess is, this second one is out of print, but the author, Josefina J. Card is a researcher at the Stanford connected American Institute for Research in Palo Alto.

Of course, there have been numerous magazine articles devoted to this subject. They all say about the same thing: Vietnam Vets were treated poorly, and spat upon, etc., etc.

Your theme by title is limited to a short time frame: the homecoming experience. Vets were often met in airports by protestors, and that is the substance of most of the stories that surround this particular post war experience.

If a vet did not experience protestors at airports, and most did not, then the homecoming story is more limited to how they were treated by family and friends and strangers.

I was met at the airport by my Korean War brother, and I remember being silent and bitter after he made an innocent comment. He noted in jest that I was now home and no longer "surrounded by the Viet Cong and all that jazz." It was said in jest, but it sounded as though he was not inclined to believe that the war in Vietnam was a real war, a war were in fact I felt the whole time that I was there that I was indeed surrounded by a hostile force.


I got on another plane the next morning to be reunited with my wife and her family. I'll never forget being re-introduced to my 16-month old daughter, who treated me as a complete stranger. That was really hard. My wife had no real concept of where I had been, even though I had written every day. There was a new stress in our relationship that is hard to describe.

But more toward your theme, my wife's family barely acknowledged that I had ever been gone. Did they know I had just returned from war? If they did, they acted as though it didn't matter.

In about a week I checked in with the rest of my family, and I swear it was as if I had been down the street buying a loaf of bread. They were very casual about were I had been. I think that my war duty to them was just another military assignment, another station. If I had been assigned to a post in Germany or in Korea their reaction to my coming home would have been about the same. Vietnam was just part of the background of everyday life, and now I was more available for invites to family gatherings. No one asked me about the war. They were totally apathetic on the subject.

Of course, my tour in Vietnam came later than most. I was there during 1972, after most ground troops were withdrawn, and politicians were promising "peace with honor". 1972 was the Easter Offensive, and that was just as devastating as Tet 1968. But mostly it was the Vietnamese troops who died in that offensive, and it got only a tiny amount of American press compared to 1968. But to me, it had been one long hellish experience, and I wondered if everybody had been asleep.

At the time, this "treatment" didn't matter much. What was, was. My service in Vietnam was just as normal to me as walking down the street was normal to others (though I would have been more comfortable wearing my combat gear).

Vietnam Vets came home and tended stayed to themselves; they didn't talk about the war, and generally they didn't even meet other vets� who were, after all, staying quiet about their past. I met my first vet friend in 1974, and experienced the reality that I knew more about him in 5 minutes than I knew the other strangers around me, ever. After that, I began to seek out other vets because they understood me and I understood them.

Unlike many, I did continue to bring up the subject of Vietnam routinely at social gatherings until the early 1980's. Everything reminded me about the war, especially food. I had lived with the Vietnamese, and I missed the food, believe it or not. The war was an exciting period in my life, and many many interesting things happened that under most circumstances people would find interesting, though there was rarely much social feedback.

Then one day, I mentioned the war at a large lunch affair with various business


clients. I had said something very interesting, I thought, and I was stunned by the silence that returned. I was so stunned, I stopped mentioning the war for years.

I wasn't the only vet who stopped mentioning the war. Once, not that long ago, I was in another business meeting with a group of about six men. Over sandwiches they started talking about their military experiences. The guys who shared were not war vets, they had been in the service and were quick to talk about flying in planes and assignments on ships and various stuff that all ex-GI's have in common. I didn't say anything, and after all but one of the members had left the room, I pointed out to the last man seated that he hadn't said anything either. Turns out he had been a platoon leader in Vietnam and had learned the same social lesson I had learned. Case closed.

It was 1985 that changed the way I conducted myself. The Today Show celebrated the 10 year anniversary of the fall of Saigon by broadcasting from downtown Saigon. Featured was a May Day Parade. I thought that was about the most insensitive thing I had ever seen. The show was popular with the American viewers, it got great ratings, and I was appalled.

I wrote my first of many "letters to the editor" after that. I just felt that the American people needed some small insight from the perspective of a Vietnam Vet. Dumb stuff was being said every day, and I felt a need to point out dumb stuff, and add something new.

Newspaper editors loved what I had to say, probably because at the time no one was mentioning Vietnam at all in any meaningful way. I was called on the phone more than once by other vets, who wanted to thank me for my "letters", and that fueled my need to write on. A mover and shaker in Stockton who wanted to help raise money for the Vietnam Veterans Memorial in Sacramento enlisted my help in dealing with the media, and I started to work with other vets on a major project that has given me life-long friendships.

I learned two important things from my experience with fund raising for the California Memorial: (1) Only vets and their families cared about contributing money toward such a thing, and (2) some vets are very intelligence thinkers. They are very successful in their careers, and they care a lot about honor and the future.

I also met plenty of vets who are loved by the media. They are not the same vets. They wore military jungle fatigues and boonie hats and phony metals and seemed to have a hard time taking a bath on a regular basis. The media treated them as the only vets: the victim vets. And to this day, there are media people who think all Vietnam Veterans wear boonie hats 24 hours a day, take drugs, sleep in the streets, and need help just to shave.


It's important to remember, when discussing how veterans were treated after the war, that we as a nation lost the war. That was a new experience for America. I know that I assumed we would win the war, on some level, until I was half way through my own tour. I was raised to believe that winning wars was something one took for granted in America.

When your side is the loser, how does one behave? Americans acted as though they wanted to blame the soldiers, but couldn't. They adopted a comfortable mindset that somehow Vietnam Veterans were victims of bad government decisions. The media picked that up, and a whole mythology was created. Hollywood sold movies built around the theme, and even guys who were never in the military, but felt like victims, started wearing jungle fatigues just for the whole natural feel of it.

As a result, our only heroes from the war are ex-POWs; the poster boy victims of a cruel enemy. National law now requires that we fly the ex-POW flag on the same staff as the Stars and Stripes. I call it the "poor me" flag. Sometimes I call it the "black rag".

I believe in honoring ex-POWs, but those who think about it will tell you that it is not good for anyone to view themselves as a victim. It's unhealthy. And it is inaccurate in the case of all but a very few. When I think about victims, I think of several Vietnamese families and soldiers I know who put all their chips on America and lost big-time.

Your theme is restricted to that period of coming home immediately after the war. I'd stick with that, because you need to think small to finish your paper. But you should know that I view this whole subject as the "war after the war", and it continues in new phases each year. The best book devoted to the whole subject of the war after the war is "Stolen Valor", no doubt available in the DeCillis Collection.

You asked about how vets were treated from different wars. On this subject, I would ask vets from those wars. WWII vets were treated like heroes; Korea war vets were ignored. Gulf War vets were treated quite well, as an over- reaction, I think, to how Vietnam Vets had been treated. But only those guys know for sure. Bill Hunt, Former U.S. Army Advisor MACV Team 85 Tieu Can District Vinh Binh Province, Republic of Vietnam 1972


Hi Bill, My name is Michele Maberry and I got your name from Paul De Cillis. I am doing a research paper for my English class and the topic is "How Vietnam Vets were Treated Upon Arriving Back in the United States". Paul told me that you might be willing to help me with this.

What I would like from you is your feelings about the way you were treated when you arrived home. Why you felt you were treated the way you were. How it differed from the way other vets from previous wars had been treated. Did the way you were treated have any affect on you?

I know that I will have more questions, but these are the ones that come right to me. If you don't mind helping me out, I would really appreciate it. If this topic bothers you, I completely understand and am sorry to have bothered you.

Thank you for your time Michele Maberry


Module 5

Important Moments in Life

This module will focus on analyzing poetry and understanding themes of poems. Students will learn to understand figurative language and be able to cite figurative language in poems. Students will be exposed to different styles of poetry, author’s purpose, and literary devices. The poems selected for this module all focus on important moments in life or important people in your life.

Explain to students that all the poems are linked thematically. The poems themes focus on important moments in life and how the speakers respond to those moments. “Legacies” points to a time when two loved ones misunderstand each other. “The drum” highlights the moments when we plot our course in life. “Choices” acknowledges how each choice we make in life matters.

Style of Poem

Lyric Poetry is a short poem in which a single speaker expresses personal thoughts and feelings. It’s about the writer’s opinion.

Objective:

Author’s Purpose the reason for creating a particular work, i.e. to entertain, to inform, to express an opinion, to persuade a decision and explain multiple purposes.

Activity:

Students will be exposed to 5 different poems by the same author, Nikki Giovanni. Her poetry explores what it means to stand up for oneself while balancing what we want to do with what people expect us to do.

Do the Jigsaw Activity for this assignment. Assign each group 1 of the 3 poems and questions to answer.

Legacies pg 418 a. Summary: points to a time when 2 loved ones misunderstand each other.

Textual Evidence Questions:

1. What is the author’s 2. Purpose in this poem?


3. This poem has a narrator and 2 characters. Cite the different opinion of the 3 different characters.

4. Why did the grandmother want her granddaughter to learn how to make rolls?

“The Drum” pg 419a. Summary: highlights the moments when we plot our course in life.


1. What is the author’s purpose in this poem?2. What does daddy mean, “the world is a drum tight and hard?”3. “I’m gonna beat out my own rhythm.” What does the author mean? How are you going

to beat out your own rhythm?

“Choices” pg 420a. Summary: acknowledges how each choice we make in life matters.


1. What is the author’s purpose in this poem?2. Why do you think so?3. Decisions are made by making choices that affect your life. After reading the poem what

can you infer about the speakers life?4. Lyrical poetry often expresses the speaker’s feelings. How do you think the speaker in

this poem feels about her life?

“A Journey” pg 423a. Summary: helps you to see ordinary things in a new and vivid way. It suggests

that a long, difficult journey can be an adventure.b. “A journey” has a different form and is arranged differently. It contains ellipses

which are long lines broken up by punctuation which causes pauses within the line.

c. The speaker of this poem speaks to the reader. As you read, you should make inferences, a logical guess, on the speaker’s beliefs, attitude, and age and so on.


1. How does the form of the poem help convey the ideas of this poem?


2. Is the journey described in the poem going to be easy or difficult?3. What do you think the journey might symbolize?

Knoxville ,Tennessee pg 424a. This poem is free verse poetry where line lengths can vary, contain only one

word, have entire phrases and breaks between phrases.b. This poem contains metaphors which are forms of figure of speech which makes

an implicit, implied or hidden comparison between two things that are unrelated but share some common characteristics.


1. Explain why Giovanni used such short lines and broke up certain phrases.2. Poetic Elements: Look for the vivid imagery in the poem. Describe the mental images

that the text descriptions evoke by identifying descriptive words and linking these to the appropriate senses.

3. Examine the poem “Knoxville, Tennessee” in terms of author’s style. How is this poem similar to “A Journey”? How is it different?

Poster Activity:

Students will make posters with posters with photos or other visual responses to Nikki Giovanni’s work. Have students do a Gallery Walk looking at the responses and rating each poster on how effective the interpretation of the reading was.

Gallery Walk Poster Rubric


Group Members: ___________________________________________________________ ___________________________________________________________

1 2 3 Total

Organization and Sequencing of Information

Audience has difficulty or cannot understand poster because there is no sequence of information.

Student presents information in logical sequence which audience can follow.

Student presents information in logical, interesting sequence which audience can follow.

Content

The poster does not have either adequate or correct information. Content is typically confusing or contains more than one factual error. Project includes all material needed to gain a comfortable understanding of the topic.

The poster has required information, appropriate explanations and some elaboration. Most of the content is accurate but there is one piece of information that might be inaccurate. Project is missing more than two key elements.

Student demonstrates full knowledge (more than required of) information with explanations and elaboration. All content is accurate. There are no factual errors. Project is lacking several key elements and has inaccuracies.

Visual Appeal

Poster is messy and illegible. Graphics have been added but distract from the content.

Poster looks visually appealing; easy to read. Appropriate graphics have been added to enhance poster.

Appropriate graphics are and support and enhance the theme/content of the presentation.

Mechanics

Presentation has four or more spelling errors and/or grammatical errors.

Presentation has no more than three misspellings and/or grammatical errors.

Presentation has no misspellings or grammatical errors.

Total Points:


Poster Session Rubric

CATEGORY 4 3 2 1

Coverage of the Topic

Details on the poster capture the important information about the topic and increase the audience’s understanding. Details on the poster include important information but the audience may need more information to understand fully. Details on the poster relate to the topic but are too general or incomplete. The audience needs more information to understand. Details on the poster have little or nothing to do with main topic.

Use of Graphics

All graphics are related to the topic and make it easier to understand. All graphics are related to the topic and most make it easier to understand. All graphics relate to the topic. Graphics do not relate to the topic.

Organization

Information is very organized with clear titles and subheadings. Information is organized with titles and subheadings. Information is organized, but titles and subheadings are missing or do not help the reader understand. The information appears to be disorganized. Layout and Design All information on the poster is in focus and can be easily viewed and identified from 6 ft. away. Most of the information on the poster is in focus and the content easily viewed and identified from 6 ft. away. Most of the information on the poster is in focus and the content is easily viewed and identified from 4 ft. away. Much of the information on the poster is unclear or too small.

Sources

All sources (information and graphics) are accurately documented. All sources (information and graphics) are accurately documented, but there are a few errors in the format. All sources (information and graphics) are documented, but information is incomplete or many are not in the desired format. Some sources are not accurately documented.

Mechanics

No grammatical, spelling or punctuation errors. Almost no grammatical, spelling or punctuation errors A few grammatical, spelling, or punctuation errors. Many grammatical, spelling, or punctuation errors.

Presentation


The presentation was the appropriate length. It did not seem hurried or too slow. The presenter spoke clearly and distinctly and established eye contact with the audience. The presentation was the appropriate length but seemed slightly hurried or too slow. The presenter spoke clearly most of the time and established eye contact with the audience. The presentation was the appropriate length but seemed very hurried or too slow. The presenter spoke clearly and distinctly only some of the time and/or established little eye contact with the audience. The presentation was too long or too short. The presenter did not speak clearly most of the time and established little eye contact with the audience.


Module 6

Who Am I?

Introduce to the students that the next 3 units will be a self study. Students will dig into their past and present and look at their future to help gain a deeper understanding of where they came from, who they are and where they want to go in the future.

Open the unit by reading “The Giving Tree” by Shel Silverstein aloud to the class. Ask students what they noticed about the poem. Encourage students to refine their responses and consider the implications of the relationship between the boy and the tree. Discuss how the boy grows up, how he changes, and who he is at the end of book.

Activity: “I am…” poem

ESSENTIAL QUESTIONS: How do you identify yourself? How do you see yourself?

OBJECTIVES/PERFORMANCE EXPECTATIONS: Participants describe themselves using “I am…” statements; participants practice saying positive things about themselves; participants build empathy by learning about each other and observing commonalities.

SUMMARY OF THE ISSUE: According to cultural scholars, our identities are not static, but rather ever-changing based on our experiences as we move through the world. Describing elements of your identity can help you engage in self-reflection and focus on aspects of yourself you are proud of or aspects of yourself or your life you would like to change. When young children “know who they are,” that is, when they are confident in their identity and with the fact that some parts of who they are will change, they are less likely to give in to peer-pressure and be involved in risky behavior such as drugs, violence, and early sexual interactions. This exercise allows participants to identify who they are and how they feel at this moment in their life (ex: “I am a student” or “I am scared that I will not graduate from high school”).

MATERIALS: Paper Pens, pencils, markers, crayons Picture frames Craft supplies: stickers, colored paper, special pens

LENGTH OF LESSON: 1 hour-1 and a half hour

PROCEDURE:

1. Set up craft supplies and a frame for each participant.


2. Explain that in this activity participants will get to describe themselves in a poem. They will get to share how they feel, how they see themselves, what they like to do, what they are good at, and what they wish for. There are no rules except that each statement should begin with “I am…” Statements can be positive, negative, or neutral, but they should be true. The poems will be about 10 lines and each stanza will begin or end with “I am “participant’s name”

3. Give an example of your own “I am…” poem. I am a teacher. I am a woman. I am a dancer. I am Gabriela. I am a child of divorce. I am worried sometimes. I am happy when I am cooking. I am Gabriela. I am a volunteer. I am hopeful. I am grateful for my friends. I am Gabriela.

4. Give each participant paper and a pen or pencil. Direct them to write 10 to 15 “I am…” statements on their paper. If they need help thinking of statements, provide them with suggestions of adjectives, feelings, or descriptions of themselves based on what you know about them. Give participants 10 to 15 minutes to write their statements.

5. When each participant has written 10 to 15 “I am…” statements, direct them to get into pairs. Have participants choose which partner will go first. This partner will read their “I am…” statements first.

6. Direct participants to choose their favorite “I am…” statements to include in their finished “I am…” poem. They can choose them all or only a few. Their poem should be about 3 stanzas. Have them write out a draft of their poem, including the “I am “participant’s name” lines.

12. Give participants time to write out a final copy of their poem on paper that will fit into the frames. Allow them to decorate their poems and their frames creatively! Clean up supplies when finished.

13. Display the “I am…”poems throughout the room. Have participants walk around to look at each other’s poems and creativity or give time to do this another day.

JOURNAL PROMPT: How did it make you feel to describe yourself? Do you like who you are? What would you not change about who you are? What do you want to change?

Activity: Who do you think I am?

Students will make a poster form information gather from others of who they think they are. Students will take information from their poem and add to information gathered from interviewing parents, sisters/brothers, grandparents, friends, teachers, etc…. Students will record answer and make a list so they can add to the information from poem. Students will then write a summary of how others see them compared to how they see themselves. Students will take summary and put on a poster with pictures, drawings and other symbols that represent them. After all posters are done, hang around the room for students to do a Gallery Walk.


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