Download - desireecapstoneportfolio.weebly.com · Web viewUnit Plan Draft 1. Class Description : The classroom consists of AP seniors. The classroom is set in a suburban school. The students

Unit Plan Draft 1

Class Description :

The classroom consists of AP seniors. The classroom is set in a suburban school. The

students are very diverse between religion, race and gender. The amount of boys and girls are

about equal and there is about 25 students in the class. Religions range from catholic, Christian,

Hindu, Muslim, no religion and many more. Race ranges from white, black, brown and all the

above. There is also one girl who is lesbian. Common interests between the students consists of

being very involved with the school, sports, theater, music and taking as many AP classes as

possible. There are no special needs in the classroom. This class is very strong academically and

they are strong at being socially interactive. Multiple students in the class are very involved in

after school activities and are not afraid to open their mouths and express how they really feel.

There are a lot of strong personalities in the classroom that sometimes over power the few shy

ones. The students’ strongest academic strength is creativity. The students love coming up with

new ideas and they love competing against each other for the most creative project. The

competition helps the students produce more in depth and more creative works.

The class meets every single day for fifty minutes. The classroom consists of a projector screen

and if need be a laptop cart can be brought into the classroom for the students, or they can go

down to any one of the 5 computer labs or the library. There are multiple sources that the

students can use on a daily basis for any project. The school has databases that they can use and a

great librarian to use as resources.

Rational:

My unit covers the Holocaust and the importance of storytelling. I will be using Jodi Picoult’s

novel, The Storyteller. This novel starts out with main character Sage sitting in a support group

trying to overcome her grief of her mother’s death and other main character Josef sitting next to

her. Josef and Sage never say anything during support group, but for some reason Josef friends

her. Throughout the novel the author switches off between Sage’s point of view and Josef’s point

of view. There is one more point of view that the author uses and that is Sage’s Grandmother.

The novel starts with a grief session and ends up going back in time to the Holocaust, telling a

story of a survivor and of a Nazi. The story talks about how the survivor wrote a story and that

story is what saved her in more ways than one. It explains how important words can be. The

novel also talks about how a person’s past plays a role in who they are today, it does not

necessarily define the person, it is just a part of who they are. The Storyteller is the main text

that I will be using for my unit.

The overall theme of my unit is to explore the Holocaust, but to explore the personal and

emotional aspects of words. My unit also is looking at where the students come from. I wanted to

incorporate a where did I come from. ( Family story- I got this part because the granddaughter in

the novel learns all about her Grandma’s past and it shapes who she is today) theme juxtaposed

with a Who am I theme/ what has made me who I am today . I also wanted to do something

where the students understand how important words, writing, or stories are. I think that this book

is a good way to get them thinking about the language that they use and a great opportunity to

what defines them.

The unit also includes a variety of different writing pieces that will be about themselves. Other

themes that this unit covers are justice, prejudice and emotions. I wanted to teach this unit for a

couple of reasons. First off I loved the book and I felt that it included a wide range of themes that

students could relate to even though it has to do with the Holocaust The whole idea of a

storyteller using words, diction, syntax and real experiences to tell a story made me think that

there is a lot more that can be taught with this book then just the history of the Holocaust.

I created this unit for this particular group of students because I know that they are very

motivated and would be able to handle anything given to them. I also knew that they would like

a more modern day text that still teaches them all the necessary tools that they need. My unit is

diverse like the classroom and talks about a lot of controversial topics, but this group of students

are able to respect everyone’s opinions and can create a great debate. I also knew that all of the

writing exercises that they will be doing will be well appreciated because they are a creative

group of students and their creativity will defiantly be able to show throughout the assignment

that I have planned for them.

I organized the unit the way that I did because I feel that there are a lot of topics to cover

and the way I organized it allows the every topic to flow into one another. I also organized it in a

way that there different activities planned every day. Students get distracted or bored really

easily and I want to keep my students on their toes. I want them to be able to come into my

classroom knowing that they are going to get a different experience every day. They are not

going to remember ever little thing that I teach them in my class, but they will remember the

experiences that they encounter and I want their experiences to be amazing.

The unit says a lot about my educational philosophy. I want students to be engaged and

be creative. I want to have a variety of assignments, or class structures. This allows for the

students to really excel in the classroom instead of teaching the same way every day. I also think

that having variety and creativity allows room for the student and teacher to be excited about the

material that they are learning. I believe that my education philosophy is very opened ended and

engaging. I believe that this unit demonstrates that idea.

Goals:

My first goal is for students to learn the history of their families and know where they came from or if they are uncomfortable with that, they can learn the history of where someone famous came from. The main point is that the students are able to grasp and create a story out of the information that they learn.

I want them to understand how important words are. This means in writing or in spoken language. I want them to see the difference that it makes to other people and to them personally and I want them to see all of the different ways that writing serves a purpose.

I also want them to gain a sense of detailed sentences and descriptive words. I want them to see the different perspectives in the story and realize that everything is not black and white in the world.

I also want them to gain some spoken language skills. I want them to learn how to write creatively and add their own voice to every

assignment. They need to know that their story and opinion matters. I want them to acknowledge the themes of prejudice and justice and understand that

they will always be controversial topics and not everyone will agree on what the right thing to do is. Also understanding race vs. religion

Gain knowledge about the Holocaust.

Assessment:

The students will receive points for all of their writing assignments that they turn in.

Some of the assignments will only be worth ten points and some will be worth about 50 points.

It depends if the assignment is bigger and work needs to be done out of class or if it small and

done in class. There will also be 10 points given out for participating in the class day that the

students go to the elementary/ preschool classrooms to become storytellers and orally tell the

kids their fictional life stores. Also be five points given for every class period that a discussion of

the book takes place. These five points are just participation points. The students will get their

points as long as they are following along and try to participate. If the student is not there for the

day, then they can still earn their points by briefly typing up their responses to the discussion

questions that were asked during the class period. The majority of the points will come from the

cumulative assessment at the end of the unit. This will consist of a portfolio that includes

everything that they created during the unit. Everything that they wrote would be included in it.

They can put the portfolio together any way that they want. They can turn it into a scrapbook

format; put it in a binder, 3- fold poster. The creativity is up to them. Once they are done putting

together the portfolio, I want them to look at it and reflect on everything that they worked on

through the unit and explain in expressive detail, imagery, and creatively how they have grown

throughout the unit, what they have learned about themselves, how do their stories relate to the

granddaughter’s stories or the grandmother’s and what is their new outlook on the importance of

writing and words. I basically want them to tell me what they learned and what they got out of

the unit. This part of the unit will be worth 250 points.

Calendar:

November Calendar. This Calendar template is blank, printable, and editable. Courtesy of WinCalendar.com.

◄ October ~ November 2013 ~ December ►

Sun Mon Tue Wed Thu Fri SatIn Class Calendar.

1 2

3 4Introducing new novel and Holocaust Unit and the activities that will be completed during this unit. Today and tomorrow you will receive handouts and bookmarks to help you look for specific things while reading

5Continue introduction :Talk about literary devices to look for in the book-Video clip of a Jodi Picoult interview on “The Storyteller.

6Open class discussion on the reading, including characters that have been introduced, literary devices and what they mean in the novel and discussion questions- Introduce“Where I am From Poem “

7Continue “Where I am From Poem” and share

Listen to spoken word poets and where they are from.

8Class DiscussionVideo of Jodi Picoult reading a section of the book out loud.

9


Sun Mon Tue Wed Thu Fri Sat10 11

Introduce Class Newspaper

12Work day for Newspaper

13 Half of the period work on group newspaper

Half of the period:- Write a letter from one character to another

14Share LettersShare Survivor letters/ diary entries, Anne Frank , Virtual Tour

15Discussion on Minka’s life story

Introduce “Fiction Story of My Life “ assignment

Discussion , focusing on imagery , details, word choice

Work on “Fiction Story of My Life “

16

17 18Practice telling stories out loud to classmates to prepare to become a storyteller for the younger children

Holocaust Survivor is going to coming in share her or his story

19Discussion on book

Orally Practice Stories

20Go to elementary school for the first hour and become storytellers

Then Field Trip to see the play Diary of Anne Frank

21Introduce “ Write and Alternate Ending “ assignment

22

Final discussion on Novel

What did you think of the ending?

23

24 25Introduce Class Debate and Reintroduce Final Portfolio

26Fish Bowl Discussion on prejudice and justice

27Class Debate

28Debrief on the novel and the assignments, themes and unit as a whole

Whatever time is left can be used to finish portfolio

29Portfolio Display/ presentations

30

More Calendars: December, January, February

Writing Assignments throughout unit:

- Alternate Ending

- Letter from one Character to Another

- Where I’m From Poem

- Fiction story of my life

- Debate reflection

- Class Newspaper

Outside Source added :

- Survivor journals/ Anne Frank/ Virtual Tour of Anne Frank’s hiding spot.

- Interview clips


Sun Mon Tue Wed Thu Fri Sat

Homework Calendar

1 2

3 4Reading :p 1-60 for Wednesday

5 6Reading: p 61-120 by FridayHw: Where I am From Poem if not done in class

7 Due: Where I am From Poem

8Reading: p121-200 for Monday

9

10 11Reading: p 201-250 for Wednesday

12HW: Group Newspaper due the 18th

13Reading: p 151-320 for FridayHW: Finish Letter to Another Character by tomorrow

14Due: Letter from Another Character

15Reading: p321-400 For Monday HW:Newspaper due Monday

Fiction Story of my Life due Tuesday

16

17 18Reading : p 401-460 for WednesdayDue: Group newspaperLife

19Due : Fiction Story of My Life

20 Reading : p 461-480 for Friday

21HW:“ Write and Alternate Ending “ due Monday

22HW:“ Write and Alternate Ending “ due Monday

23

24 25Due: Alternate EndingHW: Debate Notes and Final Portfolio

26HW: Debate Notes and Final Portfolio

27Hw: Final Portfolio

28Hw: Final Portfolio

29Due: Final Portfolio

30

- Author read aloud

- Spoken word poems

Some Helpful Handouts:

Front Side of Annotation BookMark

Things to look for And mark in your book

Language – -Word Choice- WC-Mood/Tone – M or T-Why did the author use these devices?- WCharacters- C-Notable changes/ development-Internal or external struggles -Dynamic or Static Setting-s-Past -Present -Does the setting become a character?Themes- PrejudiceJusticePast

ANNOTATION

BOOKM

Where I came From SymbolsBack of Annotation Bookmark

Character Map

Helpful Discussion Questions:

Discussion Questions :

What did you originally think when Josef seems to reach out to Sage as a friend?

Why does Sage go to the police station? Would you do the same? Why or why not?

DoesWhat is the importance of having Christian papers? Josef have the right to ask Sage to forgive him? Why or why not? If you were Minka, would you have used them?

Would you have forgiven Josef? Why do you think Josef lied?

Why does Sage decide to take justice into her own hands and grant Josef Weber his dying wish?

Sage has been a part of the grief group for three years. Why has she stayed?2- The paradox of loss: How can something that’s gone weigh us down so much? (p.11) Discuss.

Obviously baking is more than a job to Sage (p.19) Do you have a job that transforms you as baking does for Sage?

How did Sage and Adam meet? Why was Sage so willing to take up with a married man?

How “religious” is Sage’s family? Does this matter, given what happens to her?

How do Mary, Sage, Rocco, and Josef react to the image of God in the loaf of bread? How do you think you would react?

When Jews were being taken by the Nazis, many Germans turned a blind eye. How easy would that be to do?

Grandma Minka and her father were also bakers. How important are the family recipes? The baking of special breads? Is baking a metaphor for something else in this book?

“If my grandmother could reinvent herself, why not Joseph Weber?” (p. 67) Have you ever had the opportunity/desire to reinvent yourself? Did it work/help?

Josef tells his background of growing up in Germany as Hitler was rising to power. His explanation makes it easy to see and understand how a person could be influenced by the propaganda

Josef compares the Nazi beliefs to organized religion. How is it the same? How is it different? (p. 139) Discuss

For your final project of the unit, you will be creating a unit portfolio. This portfolio will include a wide range of assignment that you have already completed. This portfolio is taking place of a traditional test over the unit. The Portfolio will be worth 200 points.

Final Portfolio is due on Nov 29th

What is a portfolio? A portfolio is a collection of your work, traditionally it is a folder or a

binder of everything put together. For example and artist might create a portfolio of all of the art work. For this assignment, you will be creating a portfolio of all of your writing, what you have learned and anything else that you feel is important to add to it.

What will my portfolio look like ? You will be creating your own portfolio. You portfolio though does

not need to be traditional. You can put all of your work in a binder, on a poster, create a collage, trifold, scrapbook, or anything else that you think will display all of your work in a creative way.

What will my portfolio include ?

Your portfolio will include small parts, large parts or whole parts of the assignments already complete in the class.

You will need to include parts of the following assignments somehow in your portfolio:

Group Newspaper- you can include quotes, pictures, the whole newspaper, specific articles or headings.

Alternate Ending- you can include quotes, paragraphs, the whole ending, you can also include parts of the real ending of the novel

FINAL PORTFO

LIO PROJEC

T

Journal Entries/ Notes- Creatively incorporate what you have written in your journal and notes, you can create a wordle with your own words, or type up certain parts to include in your portfolio. If you wish you can incorporate your feelings, KWL , or anything else that you have written or drawn in your journal.

Letter from one Character to Another- - you can include quotes, paragraphs, pictures, the whole letter

Debate Reflection / Notes – Look at examples listed above Where I’m from Poem -– Look at examples listed above Fiction Story of my life or of a famous person’s life-– Look at

examples listed above Include quotes, pictures, information or details from the

book

You may also incorporate anything else that you feel will reflect what you have learned about the Holocaust and what you have learned about yourself from the unit. You can also include quotes, survivor diary entries, or poems. Remember these portfolios represent you and your style. So you can create anything that you would like that somehow include the pieces listed.

These portfolios will be displayed around the classroom for everyone to view. Create something that you are proud of. You will get to walk around and look at or through everyone’s portfolios. There will be other staff members and administration walking through our display as well.

What will I be graded on? All Required pieces are included in the portfolio Creativity Turned in on time Portfolio demonstrates what the student has learned throughout the unit Portfolio incorporates information, details, or pictures that represent the

book.

Rubric

Category Met Emerging Not Met

All Required pieces are included in the portfolio100 points

portfolio represents:-Newspaper-Letter to another character-Fiction story-Alternate Ending-Journal/Notes-Book-Debate Reflection-Where I am From Poem

Portfolio represents most of the required pieces

Portfolio does not Include any of the required pieces.

Creativity50 points

-Portfolio is creative and is unique to the individual-displays all the required pieces in a presentable, but creative way

Portfolio is not unique to the individual and look like it was put together last minute.

Turned in on Time10 points

Turned in on Time and ready to be displayed

Did not turn in on time

-Portfolio demonstrates what the student has learned throughout the unit and incorporates information, details, or pictures that represent the book.

40 points

Portfolio displays what they learned and items related to the book,

Portfolio displays what they learned or items related to the book, but not both

Student does not include anything from the book or what they have learned throughout the unit

Lesson Plans:

November 5th

Lesson PlanLesson that focus on Teaching Reading Class: AP Literature and Composition

Grade Level: 12th grade

Unit: Holocaust / Identity

Teacher: Desiree Tamez

Common Core State Standards (CCSS) CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

National Council for the Teachers of English Standards

1. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

21st Century Skill(s)Make Judgments and Decisions • Interpret information and draw conclusions based on the best analysis

Essential QuestionDo students understand how to annotate and look for literary devices that will help them identify the meaning of the story and the central themes?

Objectives By the end of the lesson today , students will be able to :

1. Locate and identify literary devices, such as word choice, mood/tone, changes in character perceptions/ narrations, setting, themes, symbols, sentence structure, and diction.

2. They will understand the importance of annotating and have a conversation with the novel

Anticipatory Set (10 min)

Have the students write a quick journal entry on what they learned the day before on the Holocaust. They can write what they learned, their thoughts about it, and what else they would like to learn about the Holocaust. (This part of the journal will be discussed the next day after the first reading assignment is due and class discussion happens.) At the end of their journal, I would like them to write down what they know about annotating a

book and what literary devices they think are important to look for when annotating a book.

Teaching: Activities After the students have finished their journal entry, have them put their journals away and

have a small class discussion on the literary devices that they felt are important to look for when annotating a book. At this point let the students pretty much state their opinions and why they believe that those literary devices are important

Create a class list on the board of the literary devices that they believe are important to look for. Have the students write the list down in their notes. By now the students should have started the book and should have a feel for how the author writes. (10 min)

Once the students are done with their small discussion pass out the annotation bookmark and the literary device definition handout. Also hand out the “Who I’m Meeting While I’m Reading” handout.

Then briefly explain to them all of the literary devices listed on the definition handout. Ask if there are any further questions about the devices and then explain the importance of looking for these devices.

* The importance of looking for these literary devices, will help them further explore the book more in depth. Students will be able to understand how the book’s themes, voice, word choice and sentence structure ect.. shape the book and demonstrates that the author has meaning for everything that she puts in the novel. (15 min)

Then explain the “Who I’m Meeting While I’m Reading” handout. Students need to write the character’s name, important ideas/ facts about the characters and will draw what they believe the character looks like based off of the descriptions that the author has given. The book switches from different narrative perspectives And there are many different facts and information that could easily be forgotten about if not written down. This is why they have a handout, to keep track of everything that they learn from each character. This will be important and helpful to use for later assignments in the unit.

Explain that while annotating their books, they should try having a conversation with the book and make comments of what they think throughout. (10 min)

Closure Read out loud the first couple pages of the book to the students. Some might have started

reading it already, but most will probably not have started, since the first reading assignment is due tomorrow. This will help the students who have already started mark up some of the devise they just learned or information about the characters. This will also help the students that have not started reading, to start and they will able to start annotating their books as well. (5 min)

Independent Practice

Finish reading pages 1-60 for tomorrow. Start annotating book and filling out character worksheet.

Assessment

We will assess this objective by making sure that the students are on task , asking questions, and writing annotating their books and writing down what they have learned about the characters.

They will also be assessed through their discussion that they have about literary devices through the list that they create on the board.

Materials JournalBookHandouts

Duration 50 min

“I Can” StatementI can identify literary devices by annotating in a piece of literature and be able to explain the importance of finding literary devices.

Front Side of Annotation BookMark

Things to look for And mark in your book

Language – -Word Choice- WC-Mood/Tone – M or T-Why did the author use these devices?- WCharacters- C-Notable changes/ development-Internal or external struggles

ANNOTATION

-Dynamic or Static Setting-s-Past -Present -Does the setting become a character?Themes- PrejudiceJusticePast Where I came From Symbols

November 14th

Lesson PlanClass: AP Literature and Composition




Common Core State Standards (CCSS)

CCSS.ELA-Literacy.SL.11-12.1c Propel conversations by posing and responding 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.


1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.

4.Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

21st Century Skill(s)Global Awareness • Using 21st century skills to understand and address global issues • Learning from and working collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts • Understanding other nations and cultures, including the use of non-English languages

Essential QuestionAn students identify how survivor stories and diary entries contribute to the book’s meaning and the overall meaning of the entire unit?Objectives

By the end of class students will better understand the Holocaust survivor’s experiences and what they went through. They will also better understand why Minka’s writes her

story. Real survivors wrote down their stories as well; demonstrates the importance of words and having a voice.

Anticipatory Set

Divide the class into four or five small groups so they can share their “Letters From One Character to Another” to each other. ( 2 min)

Teaching: Activities Once divided into groups they need to all share their letters and then pick one letter from

their group to be shared in front of the whole class. If time allows, then more than one person can share from their group, or if someone really wants to share, allow them too even if it goes over time a little bit. I also encourage my students to share what they wrote and they will probably be very enthusiastic about this piece. After sharing they will turn in their letters. (15-20 min)

After they share their letters, explain that now that they have taken on the persona of the characters in the novel and written letters to one another, they are going to be able to read about real survivor stories, poems and diary entries that explain how they felt during the Holocaust.

Keep the class divided into groups. The class will be set up in stations. At one station they will be reading poems that survivors wrote. The next station will be diary entries from various survivors. After that there will be a station with entries from Diary of Anne Frank. Another station will consist of auditory clips of experiences from survivors and soldiers ( on computer ) . They will go through a virtual tour of the Annex (where Anne Frank had to hid during the Holocaust. ) This will also be done on the computer.

Explain to students that while they are at their stations, they will need to write in their journals what they are learning and their feelings about what they are seeing, reading, and hearing.

While students are at their stations, walk around and have discussions with each group and get their insight on what they are learning. (20 min)

Closure Have a quick class discussion on what they thought while going through each station. They can even write what they write in their journals, and have them compare it to the character’s stories in the novel. Then at the very end have the write a tweet (120 characters) of what they felt or learned by reading all of the survivor’s stories. Have them write their tweet down in their journals.


Finish reading pages 151-320 for tomorrow

Keep working on group newspaper

Assessment

The students will be assessed when I come around and discuss with them in their individual groups. They will also be assessed by the notes/ ideas that they write in their journals and the questions that they ask. Their Letters will be assessed when they read them out loud, and the final assessment that will take place is their closing tweet for the day .

Materials JournalsLetter From One Character to AnotherComputersSurvivor entries, poems, clips

Duration 50 min “I Can” StatementI can understand global issues more clearly and make connections from real life experiences to the themes in the novel.

Stations:1.Diary entries*[The following is a part from the diary of a Jewish youth named Yarden, a member of the Ha-Shomer Ha-Tsa’ir in Lodz] September 13, 1939 It is hard to get bread; Jews are driven away from all the “queues.” They are seized, hauled off to labor, and beaten to a pulp. Hell has caught fire. Gangs of hooligans pounce on Jewish shops; looters plunder with impunity. Fewer Jews are visible in the streets; my father and brothers never venture out. Every knock on the door is terrifying; the slightest noise freezes the blood in our veins. Violent feelings rage within me... What more will this day bring? Shrieks, terror, blows, abductions, imprisonment, messengers, humiliation and disgrace, posters with laws - a sea of posters, white, green, red, yellow, new ones each day, but always with the same message: Jews are forbidden... to buy, sell, study, pray, gather, eat, etc., a string of prohibitions with no end! Would that the night would never end, that we could have some peace, some balm for the tumult in our hearts...

*Eva Heyman was 13 years old when she started writing her diary. She was brought up in a secular bourgeoisie family in Hungary. Eva started writing her diary in February 1944 and continued writing until May 1944, the day she was deported to Auschwitz. She died on October 17th, 1944. (February 14, 1944)

Dear diary, I promised to write Márta’s story down in you, because you’re my best friend and I mustn’t keep any secret from you. Márta was two years older than I. Ági said that she was a genius in dance and resembled Josephine Baker, except that she is a Negro and Márta was only dark and glorious. I was always very proud that a genius two classes ahead of me was my friend. That afternoon, it will be three years this summer, Márta was over at our house. First we went riding our bicycles in Szálldobágy. That was my first “tour” on this bicycle. Marta’s was just like mine, only hers was a brighter red. Then we came home, and Ági asked Márta to dance something to music from a record but Marta didn’t want to, because she was tired from riding the bicycle. Then we had an afternoon snack, chocolate with whipped cream and strawberries with whipped cream, which Márta loved more than anything else, even more than dancing. Suddenly the bell at the front gate rang five times. It was Márta’s nursemaid, who had stayed on with them as a cook, because Márta didn’t need a nursemaid any more. She came in and said: “Mártika, come home. The police are there, and you have to go with Papa and Mama”. I still remember Ági. She turned white as the plaster on the walls. But Marta said it must be because she rode her bicycle so fast on Rimanóci Street, and her father had said many times that she would end up at the police on account of “speeding”. That explanation reassured me, but Ági paced up and down the room in such a strange manner, and she kept calling Aunt Pástor, Márta’s grandmother, on the telephone but there was no answer. In the morning I also called, but there was no answer from Márta’s telephone.

2.Poems * The Butterfly

The last, the very last,So richly, brightly, dazzlingly yellow.Perhaps if the sun's tears would sing against a white stone.

Such, such a yellow Is carried lightly way up high.It went away I'm sure because it wished to kiss the world good-bye.

For seven weeks I've lived in here,Penned up inside this ghetto.But I have found what I love here.The dandelions call to me And the white chestnut branches in the court.Only I never saw another butterfly.

That butterfly was the last one.Butterflies don't live here,in the ghetto.

Terezín

The heaviest wheel rolls across our foreheadsTo bury itself deep somewhereinside our memories.

We've suffered here more than enough,Here in this clot of grief and shame,Wanting a badge of blindnessTo be a proof for their own children.

A fourth year of waiting, like standing above a swampFrom which any moment might gush forth a spring.

Meanwhile, the rivers flow another way,Another way,Not letting you die, not letting you live.

And the cannons don't scream and the guns don't barkAnd you don't see blood here.Nothing, only silent hunger.Children steal the bread here and ask and ask and askAnd all would wish to sleep, keep silent, and just go to sleep again...

The heaviest wheel rolls across our foreheadsTo bury itself deep somewhere inside our memories

THE ACTION IN THE GHETTO OF ROHATYN, MARCH 1942.by Alexander Kimel- Holocaust Survivor.

http://haven.ios.com/~kimel19/

Do I want to remember?The peaceful ghetto, before the raid:

Children shaking like leaves in the wind.Mothers searching for a piece of bread.

Shadows, on swollen legs, moving with fear.No, I don't want to remember, but how can I forget?

Do I want to remember, the creation of hell?The shouts of the Raiders, enjoying the hunt.

Cries of the wounded, begging for life.Faces of mothers carved with pain.

Hiding Children, dripping with fear.No, I don't want to remember, but how can I forget?

Do I want to remember, my fearful return?Families vanished in the midst of the day.

The mass grave steaming with vapor of blood.Mothers searching for children in vain.

The pain of the ghetto, cuts like a knife.No, I don't want to remember, but how can I forget?

Do I want to remember, the wailing of the night?The doors kicked ajar, ripped feathers floating the air.

The night scented with snow-melting blood.While the compassionate moon, is showing the way.

For the faceless shadows, searching for kin.No, I don't want to remember, but I cannot forget.

Do I want to remember this world upside down?Where the departed are blessed with an instant death.

While the living condemned to a short wretched life,And a long tortuous journey into unnamed place,

Converting Living Souls, into ashes and gas.No. I Have to Remember and Never Let You Forget.

THE CREED OF A HOLOCAUST SURVIVORby Alexander Kimel

I do believe, with all my heart,In the natural Goodness of Man.

Despite the blood and destruction,Brought by one man, trying to be God,

In the Goodness of Man, I do believe.I do believe, with all my heart,

That God gave man the blessing and the curse.Man can select the curse of envy, hatred and prejudices,

Or the blessing of love, harmony and beauty.Despite the painful curses of the past,

In the blessing of the Creator, I do believe.

I do believe, with all my heart,That God created a beautiful world,

The sun and the trees, the flowers and the bees.And the best way to serve God, is

To enjoy the fruits of His labor of love.Despite the painful memories from the past,

In the joyful celebration of life, I do believe.I do believe with all my heart,

That God has created man in image of His own.And killing of man, is like killing of God.

Despite the massacres in Rwanda, the cleansing in Bosnia,The folly of Muslim fanatics, and the cruelty of Pot Pol.

In the love and compassion of the Creator, I do believe.I believe with all my heart,

That the Messiah and the Kingdom of Heaven will come;When man will conquer his destructive urge,

And learn how to live in harmony with nature and himself.When all the preachers of hate will be silenced,

And man will become his brother's keeper.When man will stop killing man, in the name of God,

And nation will not lift weapons against nation.When it will be, I do not know, but

Despite all the signs to the contrary.In the dawn of a Better World, I do believe.

3.Auditory clips:

http://www.telegraph.co.uk/culture/books/9878904/Helgas-Diary-Holocaust-survivor-Helga-Weiss-relives-her-story.html

http://www.youtube.com/watch?v=iGQAsWh0tTY

4.Diary Entries from Anne Frank

*Look at different entries from the Diary of Anne Frank Book

5. Virtual Tour

* http://www.annefrank.org/en/Subsites/Home/Enter-the-3D-house/#/house/23/

November 26th

Lesson Plan Class: AP Literature and Composition




Common Core State Standards (CCSS) CCSS.ELA-Literacy.SL.11-12.1c Propel conversations by posing and responding 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.


1. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.

21st Century Skill(s)Make Judgments and Decisions • Effectively analyze and evaluate evidence, arguments, claims and beliefs • Analyze and evaluate major alternative points of view • Synthesize and make connections between information and arguments • Interpret information and draw conclusions based on the best analysis • Reflect critically on learning experiences and processes

Essential QuestionCan students define injustice and justice ? Can they determine how justice and injustice play a role in the world, in the past and in the present?Objectives Students will be able to identify what injustice and justice mean by the end of class, by experiencing it for themselves and telling the class ways that they have felt injustice towards them.

Anticipatory Set

Show Holocaust survivor urges Madison students to stand up to injustice (video) (5-min)

Teaching: Activities

Make two columns on the board, one that says justice and injustice. Have every single student come up and write either what it means or points in the book that there has been justice and injustice present.

Once there answers are on the board, give dictionary definitions of the two words and write those on the board as well. ( 10 min )

After they have been given the definitions, have them take out their journals and write about times that they have either felt justice or injustice. They can write about how they felt when they were treated that way, what was special or unique about that event or a time that they treated someone else unjustly. (5-7 min)

Then explain to the students that they will all be participating in a fish bowl discussion. Five students will be sitting in a small circle in the center of the classroom and will lead the discussion, they can talk about what they have written, the definitions that they have formed, or how it relates to the book. All of the other students will be sitting in a larger circle around them. Anytime that they would like to say something as well, they can tap out a person in the center and join the discussion. If the discussion , starts to have quite moments, then ask a leading question, relating it back to the holocaust and what they learned from the survivor’s stories that they read earlier on in the unit. ( 20 min )

Closure

Take out cell phones and text your answer [to the poll projected on the board. After this class discussion do you believe that you would be able to stand up to any form of injustice?Yes or No


Complete Debate notes for tomorrow

Keep working on final portfolio

Assessment

The students will be assessed by their participation in the fish bowl discussion and by making sure they are completing their journal entry.

Materials Video clip

Duration 50 min“I Can” Statement

I can define injustice and justice and determine when I have felt injustice and justice and when I have performed injustice and justice. I can also understand the importance of my actions and others actions.

November 11th

Lesson Plan Writing Lesson Plan

Class: AP Literature and Composition





CCSS.ELA-Literacy.W.11-12.2b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.


1. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

21st Century Skill(s)Work Creatively with Others • Develop, implement and communicate new ideas to others effectively • Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work • Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideasEssential QuestionCan students identify different writing styles and techniques, can they apply the who-what-when-where-why-how writing technique?

Objectives

By the end of the lesson, students will be able to know how to get their writing to be to: learn the importance of their word choice Learn how to write the most important information first, to keep the reader’s attention.

(attention getters) Learn how to write in a different style than they are use to writing in.

Anticipatory Set:

The class first will look at images of newspapers and propaganda from World War II and the Holocaust. After the class looks at these images and slogans, the classes will discuss what they noticed about the newspapers and article. Then the class will look at and read newspapers from the present and write down in their journals things that they notice, what grabs their attention and write down what they notice about the writing style of a newspaper. (10 min)Teaching: Activities

Students will be divided into groups of about four or five. The groups that they are divided into will be their group for the newspaper project.

Explain newspaper project* The students will create a newspaper that relates to the book. For example,

students can write a story about Sage baking a loaf of bread with Jesus on it. Or Sage finding out that Joseph is an ex-Nazi. Students can be and should be very creative with this. Students can add different elements of a newspaper into their own newspaper, such as advertisements that would fit that time, for breaking news, pictures and even a joke section. The newspaper needs to consist of a front page, two inside pages and an end page. It can consist of more if the students would like it too. Students will need to include at least 5 articles or stories in their newspaper. Some can be longer or shorter than others. This is where students will understand the importance learning how to use creative word choice to get their point across. Students are also encouraged to use quotes from the book, if it helps make the point more clear.

After explaining the newspaper project, explain the different elements that are included in a newspaper

* Stories need to include who-what-when-where-why-how* Newspaper writing is different than research writing, explain that the students are writing for a large audience. They have to pretend that they are writing this newspaper for the whole country to see. Students need to choose their words wisely. Newspaper writing consists of getting to the point creatively and as quickly as possible. Newspaper articles are brief so they can keep the reader’s attention. * Explain that there are different styles or writing. At the beginning of the unit the students learned all about literary devices and the importance of sentence structure, diction and syntax. Student learned that for every stylistic feature present in Jodi Picoult’s novel there is a reason why she did. She has created a deeper meaning to what she is writing by adding different writing elements. Reiterate the importance of this to the students and explain that this is what they need to do in their newspapers (20-25 min )

After the project and writing lesson has been explained, allow the students to work on their projects for the remainder of class. While they are working on their projects, the current newspapers can be on their desks, so they can get a feel for what a newspaper looks like and how it is written. If they want to they can even research different elements to writing news. At this time walk around the class and create discussions in each group and ask if there are any questions. (15-20 min )

Closure Every students needs to create and write down a catchy title for an event that has happened in the book that would be newsworthy and turn it in. (3-5 min)


Work on Newspaper project Due – Nov 18th

Read pages 201-250 by Wednesday

Assessment

Students use what they learn about word choice, syntax and style of writing and demonstrate it in their newspapers. They will also be assed in the class discussion during the anticipatory set and during their exit slip.

Materials ComputersNewspapersBook

Duration 50 min “I Can” StatementI can write different styles of writing and I can write use a variety of writing techniques to create a different meaning. I can identify the importance of word choice.

November 4th

Lesson Plan Class: AP Literature and Composition





. CCSS.ELA-Literacy.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.


1. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

21st Century Skill(s)

CREATIVITY AND INNOVATION Think Creatively • Use a wide range of idea creation techniques (such as brainstorming) • Create new and worthwhile ideas (both incremental and radical concepts) • Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts

Essential QuestionCan students explain what the Holocaust is and understand the background information for the book and unit?Objectives By the end of the lesson today students will be able to:

Have an understanding of the Holocaust Have an understanding of background information for the current unit novel

Anticipatory Set Project the two wordles that consist of words, definitions, quotes and ideas from the holocaust. Once projected, have the students create a KWL chart in their journals, there are three columns. One for what they know, what they want to know and what they learned.

Have students fill out what they know about the Holocaust before discussing the wordless. Then ask the students what they know about the Holocaust. Students can make notes about what others are saying. Then ask the students to look at the wordles and ask them what words stand out to them the most, what seems to be the most important words in the wordle. Then tell them to write down what they would like to learn about the Holocaust and then discuss. (10min)

Teaching: Activities Next project the Holocaust background prezi. This part will consist of a little bit of

lecturing, just so students can take notes and gather background information about the topic at hand. Have students take notes throughout the prezi.

Have a small discussion about what they have learned about the Holocaust and their feelings about this topic.

Once prezi presentation and discussion is done, explain to the students that the reason they are learning about the Holocaust is because the next book they will be reading is deals with the Holocaust. They need to understand the background information, before they can continue on with the unit. Then introduce the book, author and unit by using the prezi named Introduction. Students should take notes, explain that they will be able to use whatever notes they take for the final assignment if they wish to do so.

* Prezi includes:-summary of the book-Background information on the author- Brief overview of the assignments that will complete throughout the unit

Pass out unit Calendars. (35 min) Introduction can continue onto next class period if necessary.

Closure Fill out what I learned section in KWL chart. (5 min)


Read pages 1-60 by Wednesday

Assessment

The students will be assessed when they write their KWL charts in their journals.

Materials CalendarsJournalsBooks

Duration 50 Min “I Can” StatementI can explain what I have learned about the Holocaust. I have an understanding of the unit theme.

Final Reflection :

When I started this unit plan, I was little overwhelmed. I really did not know what to do

because I hadn’t really created lesson plans yet or formed any type of unit in general. As I started

reading the directions and really thinking about all the possibilities of things I could do with this

unit, I became really excited about it. In the end I ended up loving the assignment for a couple of

reasons. I like that I was given the chance to be creative and use any book that I wanted and

incorporate anything that I wanted too. I started having too many ideas and wanted the unit to

last even longer than 3-4 weeks. Doing this unit plan also helped me remember why I wanted to

be a teacher. I like creating things like this and being able to use so many outside resources and

create my own handouts and assignments. I also enjoyed creating this unit plan because it took

me out of my comfort zone and allowed me to explore my options.

Overall I love everything that I picked to do for my unit plan. I feel like I have a lot of

different types of writing assignments, compared to a regular research paper or analysis paper. I

feel that the book I choose allowed me to do a wider range of activities. I think my favorite part

of the unit plan is me letter from one character to another and the alternate ending. I also really

like my final assessment. I never really liked test in school as a final assessment. I wanted to

create something that was different for the students and something that they could be proud of. I

had a teacher in middle school that never gave tests or taught out of the textbook. She always had

creative ways to assess us and I know I learned so much more from her than a handful of my

other teachers. When planning my unit and assessment, I thought back to that class. I like the

idea of having a final portfolio. Throughout my unit the students are completely a variety of

assignments and journals that can be represented in any way. They are able to put journal entries

into quotes on their poster, scrapbook or whatever format they choose. In the end I image a huge

college of the entire unit.

Like I said before, I really like my unit plan and I am pretty proud of it. The only thing

that I would say is a weakness is my lesson plans. I feel like they are very detailed, but I still had

a hard time creating them. It might of just been because these are my first real lessons plans that I

have had to create besides the ones made for Roosevelt, I am not really sure. I think one of the

hardest parts was describing everything in detail, because I know what I want them to do, but I

had to write it all down as if I wasn’t the one teaching. It was also hard for me to write them

because I knew that some of the lessons might create a deeper discussion or some activities

might take longer because you never know what is going to happen in the classroom or what

conversation will happen, but I couldn’t really write that down in my lesson plan. Another part

that was hard was adding in all of the standards. It was really hard for my first lesson plan that I

created, because I did not really know which standards I wanted in the lesson plan. As I

continued on though with the other lessons plans, it became easier because I was getting more

familiar with all of the different standards.

Overall, I love the unit I created. I have always wanted to do a unit on a Jodi Picoult book

and I had the opportunity to do so with this assignment. Jodi Picoult books allow teachers to

teach so many different lessons and still allow teachers to stick to the standards. I feel like you

can still teach the same lessons and literary devices and writing styles with present day authors,

as you would with “classic” novels. I like how my unit combines the present with the future,

students are able to relate to some of the characters, while learning about the Holocaust at the

same time.