Grade 10: Holocaust Literature (11 week unit)

Monday / Tuesday / Wednesday / Thursday / Friday
Learning Objective / Organizing and using language / Organizing and using language / Organizing and using language
Bell Work /
  • Read IR
  • Log IR
  • Write down homefun
/
  • Read IR
  • Log IR
/
  • Read IR
  • Log IR

Activities /
  • Introduce the unit
  • Read short story or excerpts from The Readerabout the Holocaust
  • Write a brief analysis, analyzing it’s depiction of the Holocaust
/
  • Seminar on the lesson from yesterday
  • Read another short story or excerpt about the Holocaust
  • Write how this particular text depicts the Holocaust and compare and contrast to the previous short story
/
  • Seminar on yesterday’s lesson

Exit Slip / Thumbs up/down / Turn in paragraph from yesterday / Turn in paragraph from yesterday (both paragraphs are pre-test to determine what students need to work on throughout the unit)
Homefun / Finish analysis paragraph / Finish analysis paragraph / Work on IR Goal
Monday / Tuesday / Wednesday / Thursday / Friday
Learning Objective / Organizing and using language / Organizing and using language / Organizing and using language
Bell Work /
  • Read IR
  • Log IR
  • Write down homefun
/
  • Read IR
  • Log IR
/
  • Read IR
  • Log IR

Activities /
  • Discuss film assessment and answer any questions
  • Read short summaries on each film
/
  • Introduction to Holocaust literature presentation—KWL
  • Discuss memoir vs autobio vs graphic novel
  • Brainstorm basic outline for presentation, even if they haven’t viewed the film, but it could work as a template to fill in while they watch the film
/
  • Work time for the project—whether that’s the presentation or watching the film individually
  • Meet with students

Exit Slip / Choose film for assessment / What do you want Mrs. G to help you with when she meets with you during the work time? / What more do you have to do?
Homefun / Film to be watched by Friday / Watch film / Work on presentation, due next Thursday
Monday / Tuesday / Wednesday / Thursday / Friday
Learning Objective / Organizing, using lang / Organizing, using lang / Organizing, using lang
Bell Work /
  • Read IR
  • Log IR
  • Write down homefun
/
  • Read IR
  • Log IR
/
  • Read IR
  • Log IR

Activities /
  • Work time for the project—whether that’s the presentation or watching the film individually
/
  • Present
  • Audience notes
/
  • Introduce the two novels that students will be reading
  • Students will create their own reading calendar (individually or in pairs)
  • They can choose which novel to read first but must read BOTH in SIX WEEKS
  • Every week there will be a discussion, as well as an activity connecting the novels, and one reading day with some small group activities
  • Should be annotating for character emotions

Exit Slip / Work on presentation, due this Thursday / Turn in audience notes and reflection on how students feel their presentation went / Questions about how the unit will run? Very autonomous and student-driven
Homefun / Prepare presentation for Thursday / Work on IR Goal / Read according to individual reading cal.
Monday / Tuesday / Wednesday / Thursday / Friday
Learning Objective / Organizing, using lang, and analysis / Organizing, using lang, and analysis / Organizing, using lang, and analysis
Bell Work /
  • Read IR
  • Log IR
  • Write down homefun
/
  • Read IR
  • Log IR
/
  • Read IR
  • Log IR

Activities /
  • Whole class activity—provide Holocaust quotes and find evidence from the text to support it
  • Share out
/
  • Read poem, excerpt from The Reader, or look at artwork/music and annotate
  • Prepare for discussion (how does it relate to the text you are reading? Compare/contrast emotions)
  • Seminar –whole class
/
  • Reading day
  • Small group work:
  • Work on choosing strong evidence
  • Give a claim and students have to find evidence to support claim
  • Rank the evidence

Exit Slip / Class work / Seminar work / Thumbs up/down
Homefun / Read according to individual reading cal. / Read according to individual reading cal. / Read according to individual reading cal.
Monday / Tuesday / Wednesday / Thursday / Friday
Learning Objective / Organizing, using lang, and analysis / Organizing, using lang, and analysis / Organizing, using lang, and analysis
Bell Work /
  • Read IR
  • Log IR
  • Write down homefun
/
  • Read IR
  • Log IR
/
  • Read IR
  • Log IR

Activities /
  • Whole class activity—Take quotes from Night or watch Oprah interview and groups either have to explain it in the novel’s context or connect it to the other novel
/
  • Read poem, excerpt from The Reader, or look at artwork/music and annotate
  • Prepare for discussion (how does it relate to the text you are reading? Compare/contrast emotions)
  • Fishbowl—small groups are based on who is reading which novel currently
/
  • Reading day
  • Small group work:
  • Work on elaboration
  • Give claim and evidence
  • Students practice elaboration and share

Exit Slip / Class work / Seminar work / Thumbs up/down
Homefun / Read according to individual reading cal. / Read according to individual reading cal. / Read according to individual reading cal.
Monday / Tuesday / Wednesday / Thursday / Friday
Learning Objective / Organizing, using lang, and analysis / Organizing, using lang, and analysis / Organizing, using lang, and analysis
Bell Work /
  • Read IR
  • Log IR
  • Write down homefun
/
  • Read IR
  • Log IR
/
  • Read IR
  • Log IR

Activities /
  • Whole class activity—Take quotes from Mausand groups either have to explain it in the novel’s context or connect it to the other novel
/
  • Read poem, excerpt from The Reader, or look at artwork/music and annotate
  • Prepare for discussion (how does it relate to the text you are reading? Compare/contrast emotions)
  • Seminar –whole class
/
  • Reading day
  • Small group work:
  • Work on using language
  • List adjectives for characters
  • Rank
  • Find evidence

Exit Slip / Class work / Seminar work / Thumbs up/down
Homefun / Read according to individual reading cal. / Read according to individual reading cal. / Read according to individual reading cal.
Monday / Tuesday / Wednesday / Thursday / Friday
Learning Objective / Organizing, using lang, and analysis / Organizing, using lang, and analysis / Organizing, using lang, and analysis
Bell Work /
  • Read IR
  • Log IR
  • Write down homefun
/
  • Read IR
  • Log IR
/
  • Read IR
  • Log IR

Activities /
  • Theme stations—find evidence of the theme and elaborate
  • Share out to the class
/
  • Read poem, excerpt from The Reader, or look at artwork/music and annotate
  • Prepare for discussion (how does it relate to the text you are reading? Compare/contrast emotions)
  • Seminar –whole class
/
  • Reading day
  • Small group work:
  • Compare and contrast
  • Exemplar paragraph on comparing and contrasting
  • Write own compare/contrast

Exit Slip / Class work / Seminar work / Thumbs up/down
Homefun / Read according to individual reading cal. / Read according to individual reading cal. / Read according to individual reading cal.
Monday / Tuesday / Wednesday / Thursday / Friday
Learning Objective / Organizing, using lang, and analysis / Organizing, using lang, and analysis / Organizing, using lang, and analysis
Bell Work /
  • Read IR
  • Log IR
  • Write down homefun
/
  • Read IR
  • Log IR
/
  • Read IR
  • Log IR

Activities /
  • Partnered work—Find evidence for this question: How does the novel convey the feeling of isolation? The feeling of depression? The feeling of oppression?
/
  • Read poem, excerpt from The Reader, or look at artwork/music and annotate
  • Prepare for discussion (how does it relate to the text you are reading? Compare/contrast emotions? Which genre is more effective?)
  • Fishbowl –small groups dependent on which genre students choose
/
  • Reading day

Exit Slip / Class work / Seminar work / Thumbs up/down
Homefun / Read according to individual reading cal. / Read according to individual reading cal. / Read according to individual reading cal.
Monday / Tuesday / Wednesday / Thursday / Friday
Learning Objective / Organizing, using lang, and analysis / Organizing, using lang, and analysis / Organizing, using lang, and analysis
Bell Work /
  • Read IR
  • Log IR
  • Write down homefun
/
  • Read IR
  • Log IR
/
  • Read IR
  • Log IR

Activities /
  • Compare and contrast various passages from Night and Maus—individual and then share out
/
  • Read poem, excerpt from The Reader, or look at artwork/music and annotate
  • Prepare for discussion (how does it relate to the text you are reading? Compare/contrast emotions? Why provide a variety of genres for Holocaust Literature? What is the purpose? And is it appropriate?)
  • Seminar—whole class discussion
/
  • Reading day

Exit Slip / Class work / Seminar work / Thumbs up/down
Homefun / Read according to individual reading cal. / Read according to individual reading cal. / Both novels should be finished today!
Monday / Tuesday / Wednesday / Thursday / Friday
Learning Objective / Organizing, using lang, and analysis / Organizing, using lang, and analysis / Organizing, using lang, and analysis
Bell Work /
  • Read IR
  • Log IR
  • Write down homefun
/
  • Read IR
  • Log IR
/
  • Read IR
  • Log IR

Activities /
  • Introduce the assessment task and rubric
  • Answer any questions
  • Look at a compare and contrast essay and discuss attributes and organization
/
  • Create outline for essay
  • Meet with Mrs. G about outline
/
  • Draft essay
  • Meet with Mrs. G

Exit Slip / Questions about the task? / Turn in outline to get feedback / Questions?
Homefun / Select the passage so students are prepared to work tomorrow on outline / Draft of essay will be due next Thursday / Draft of essay will be due next Thursday
Monday / Tuesday / Wednesday / Thursday / Friday
Learning Objective / Organizing, using lang, and analysis / Organizing, using lang, and analysis / Organizing, using lang, and analysis
Bell Work /
  • Read IR
  • Log IR
  • Write down homefun
/
  • Read IR
  • Log IR
/
  • Read IR
  • Log IR

Activities /
  • Continue to draft essay
/
  • Peer edit essay
  • Finalize essay
  • To be turned in at the end of class
/
  • Reflect on unit on how students feel they did on the assessment

Exit Slip / What more do you have to complete? / Final essay / Reflection and bulletin board post-it
Homefun / Draft of essay due on Thursday / Final essay due today / Work on IR Goal

Statement of Inquiry: Literature can help us understand the human condition.

Guiding Questions:

1.What are the characteristics of a memoir? How does a memoir differ from an autobiography? What are the elements of the graphic novel?

2.How do memoirs, autobiographies, and a graphic novels help us to understand the human condition and convey difficult emotions?

3.Is the graphic novel an appropriate medium for relating the story of a Holocaust survivor? Is Spiegelman guilty of dehumanizing his characters by depicting them as animals?

Assessment:

  1. Film oral presentation: Watch one of the films listed on the task sheet and analyze the film and its portrayal of the Holocaust
  2. Textual analysis, comparing and contrasting Night and Maus

Assessment Criteria:

  1. Film oral presentation:
  2. Organizing ii-iii
  3. Using language i, ii, v
  4. Textual analysis:
  5. Analysis ii-iii
  6. Organizing ii
  7. Using language i-iii