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8.3 Voices of the Holocaust
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What was the Holocaust and how did it occur? Why do we remember it? How did victims and survivors respond, and how can we honor their voices? How did upstanders respond, and what can we learn from their voices? In this module, students learn about a terrible time period in history, remember the voices of victims, survivors, and upstanders, and at the same time, they develop their ability to determine and track themes, understand the development of characters, identify and track the development of central ideas, and write narratives to honor the memories of those who served as upstanders during the Holocaust.

In the beginning of Unit 1, students discover the topic by examining multiple artifacts and encountering the guiding questions of the module and the culminating performance task. Students read an informational text providing an overview of the Holocaust to build their background knowledge on the scope and gravity of the Holocaust. They are introduced to their anchor text, Maus I: A Survivor’s Tale: My Father Bleeds History, a graphic novel, and closely read the first chapter to understand how dialogue and tone reveal aspects of characters. As students continue to read the text, they track character, plot, and emerging themes. This work prepares students for the Mid-Unit 1 Assessment. In the second half of Unit 1, students continue to read Maus I and track plot and emerging themes. This work prepares students for the end of unit assessment. At the end of Unit 1, students write a summary of the entire anchor text, Maus I, including a statement of a major theme developed throughout the text.

In Unit 2, students analyze a model literary analysis, an expository essay that compares and contrasts the structures and themes of a poem and a novel. Students then closely read a new poem, “Often a Minute” by Magdalena Klein, in order to write their own essay comparing the structure and theme of this poem to their anchor text, Maus I. Students spend two days planning their essay and two days drafting and revising their essay based on peer feedback. For their mid-unit assessment, students are presented with a new poem and answer selected and constructed response questions to compare and contrast its structure and theme with that of Maus I. In the second half of Unit 2, students read excerpts from memoirs written by victims and survivors of the Holocaust and also participate in mini lessons and practice verb conjugation, voice, and mood. This work prepares students for the end of unit assessment. At the end of Unit 2, students answer selected and constructed response questions about verb conjugation, voice, and mood.

In Unit 3, students read informational accounts of upstanders during the Holocaust. Students write reflections about how these individuals took action. Students also participate in mini lessons and practice how to use punctuation such as commas, ellipses, and dashes. This work prepares students for their mid-unit assessment, in which they are presented with a reflection paragraph from an informational text and answer selected and constructed response questions about the use of punctuation and verb voice and mood. In the second half of Unit 3, students create a graphic panel as a representation of one of the summaries they wrote and observe one another’s work in order to scaffold towards their performance task. Students discuss common traits of upstanders that they saw across the texts they read and analyze a model narrative of a fictional interview with an imaginary upstander. Students plan a narrative of their own by creating a profile of a fictional upstander, creating interview questions and answers, and planning an “explode the moment” with sensory details and figurative language to slow down the pacing of a key moment of the narrative. This prepares students for their end of unit assessment, in which they draft their narrative.

To prepare for their performance task, students peer review one another’s narrative and provide feedback and then analyze a model performance task that includes a graphic panel to visually represent elements of the narrative and a reflection on the narrative and panel. Students then plan their own panel and reflection, draft these elements, and prepare to present. For their performance task, students present their graphic panel to an audience and answer questions about their work.

Subject:
English Language Arts
Material Type:
Module
Unit of Study
Provider:
EL Education
Date Added:
05/17/2024
ArtsNow Learning: Adventure Island [PDF]
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In this lesson, students will study examples of treasure maps and make a list of features and symbols. They will use their imaginations to create their own treasure maps and compose narratives to describe them.

Subject:
Arts
English Language Arts
Material Type:
Lesson Plan
Provider:
ArtsNow
Date Added:
08/07/2023
ArtsNow Learning: Explore the Writing Process Through Painting [PDF]
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In this lesson, students imagine their dream destination spots and sketch them. They use basic watercolor painting techniques to paint their images and follow this by writing descriptions. In groups, they then compile a sequential narrative story with all their images.

Subject:
Arts
English Language Arts
Material Type:
Lesson Plan
Provider:
ArtsNow
Date Added:
08/07/2023
ArtsNow Learning: Perspective Drawing Inspired by N.C. Wyeth [PDF]
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In this lesson, students will generate unique fantasy drawings that utilize perspective and create the illusion of depth on a two-dimensional surface. Deriving inspiration from the American painter and illustrator N.C. Wyeth's The Giant, students will imagine and create a world when a giant has come to visit their town! They will serve as the authors and the artists of their own creative stories while employing artistic strategies and techniques from the High Italian Renaissance.

Subject:
Arts
English Language Arts
Material Type:
Lesson Plan
Provider:
ArtsNow
Date Added:
10/01/2022
BetterLesson: Developing Characters and Experiences with Sensory Language
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Adding sensory languages makes your writing so good you can see, hear, smell, taste and touch it. This lesson will show you how to use descriptive sensory language in order to develop and capture the experiences and characters in a narrative.

Subject:
Arts
English Language Arts
Material Type:
Lesson Plan
Provider:
BetterLesson
Date Added:
12/01/2022
BetterLesson: Pay it Forward
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Recalling an act of kindness helps students practice narration skills. The teacher will read "Because Brian Hugged His Mother" and discuss the idea of "paying it forward" as a class. Then students will write and draw about a time when they were kind to someone. A printable sheet and pictures/videos of the students engaging in the lesson are provided.

Subject:
Arts
English Language Arts
Material Type:
Lesson Plan
Provider:
BetterLesson
Date Added:
12/01/2022
BetterLesson: Sensory Details
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Students will learn how to enhance their narrative writing by incorporating sensory details to convey experiences and events. A power point presentation on sensory details is included.

Subject:
Arts
English Language Arts
Material Type:
Lesson Plan
Provider:
BetterLesson
Date Added:
12/01/2022
Education.com: W.4.3.E Worksheets: Provide a Conclusion for a Narrative
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[Free Registration/Login Required] A site with links to 7 worksheets that can be downloaded and printed for student use while building skills with standard W.4.3.E: Provide a conclusion that follows from the narrated experiences or events.

Subject:
Arts
English Language Arts
Material Type:
Interactive
Provider:
Education.com
Date Added:
12/01/2023
English Language Arts, Grade 11
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CC BY-NC
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The 11th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 11th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Students move from learning the class rituals and routines and genre features of argument writing in Unit 11.1 to learning about narrative and informational genres in Unit 11.2: The American Short Story. Teacher resources provide additional materials to support each unit.

Subject:
English Language Arts
Material Type:
Full Course
Date Added:
03/04/2021
English Language Arts, Grade 11, American Dreamers
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In this unit, students will take a look at the historical vision of the American Dream as put together by our Founding Fathers. They will be asked: How, if at all, has this dream changed? Is this dream your dream? First students will participate in an American Dream Convention, acting as a particular historical figure arguing for his or her vision of the American Dream, and then they will write an argument laying out and defending their personal view of what the American Dream should be.

ACCOMPLISHMENTS

Students read and annotate closely one of the documents that they feel expresses the American Dream.
Students participate in an American Dream Convention, acting as a particular historical figure arguing his or her vision of the American Dream.
Students write a paper, taking into consideration the different points of view in the documents read, answering the question “What is the American Dream now?”
Students write their own argument describing and defending their vision of what the American Dream should be.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

What has been the historical vision of the American Dream?
What should the American Dream be? (What should we as individuals and as a nation aspire to?)
How would women, former slaves, and other disenfranchised groups living during the time these documents were written respond to them?

BENCHMARK ASSESSMENT: Cold Read

During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.

Subject:
English Language Arts
Reading Informational Text
Reading Literature
Speaking and Listening
English Language Arts, Grade 11, American Dreamers, Setting the Stage, The Founders' American Dreams
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In this lesson, you will consider what the Founders of the United States government might have described as the “American Dream.” You'll analyze the Preamble to the Constitution, deciding what the writers “dreamed” the role of government and the rights of citizens to be.

Subject:
English Language Arts
Material Type:
Lesson Plan
Author:
Chris Adcock
Date Added:
03/04/2021
Expanding Narratives Using Media: A Digital Notebook
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The resources, tips, and professional development opportunities shared throughout this digital notebook are rooted in skills supporting critical media literacy. Media literacy education emphasizes skills of inquiry and expression and empowers students to think critically, communicate effectively, and engage as active citizens. We hope these media-rich resources, lesson plans, worksheets, and question stem cards inspire you to engage your students with media analysis and media making in new ways. A full printable PDF of the digital notebook is available under support materials.

Subject:
21st Century Skills
Computer Science
Technology
Material Type:
Lesson
Provider:
PBS LearningMedia
Date Added:
11/06/2023
Expanding Narratives Using Media: A Planning Kit: Collection
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This planning kit has resources, tips, and professional development opportunities rooted in skills supporting critical media literacy. Media literacy education emphasizes skills of inquiry and expression and empowers students to think critically, communicate effectively, and engage as active citizens. We hope these media-rich resources, lesson plans, and worksheets inspire you to engage your students with media analysis and media making in new ways. This Collection includes: Video (9), Media Gallery (3), Webpage (1), Document (3) for Grades All.

Subject:
Arts
English Language Arts
Material Type:
Module
Provider:
PBS LearningMedia
Date Added:
11/06/2023
Making Connections to Myth and Folktale
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Excellent online lesson based on N. Scott Momaday's The Way to Rainy Mountain. Students create a three-voice narrative based on the novel in studying and learning about myths and folktales. W.9-10.3a,3b,3d,3e Narratives, W.9-10.5 Writing Process, W.11-12.3, 3a, 3b, 3c, 3d, 3e Narratives

Subject:
Arts
English Language Arts
Material Type:
Lesson Plan
Provider:
ReadWriteThink
Date Added:
08/07/2023
Narratives: Organization: Lesson 1
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This video tutorial discusses how narratives are organized including beginning, middle, end and types of organizational patterns. It is 1 of 2 in the series titled "Narratives: Organization." [10:06] W.11-12.3c Narrative Org

Subject:
Arts
English Language Arts
Material Type:
Audio/Video
Provider:
Sophia Learning
Date Added:
12/01/2023
Robert J. Sawyer: Writing Workshops
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This site features a list of columns written by Robert Sawyer. They include: Great Beginnings, Point of View, Constructing Characters, Show, Don't Tell, Description, Research, and more. W.9-10.3, 3a, 3b, 3c, 3e Narratives, W.11-12.3, 3a, 3b, 3c, 3e

Subject:
Arts
English Language Arts
Mathematics
Material Type:
Reading
Date Added:
12/01/2023