Unit Title: Holocaust - Anne Frank, the Annex, the Holocaust, and Me 1 Major Work: The Diary of a Young Girl by Anne Frank Perquisite Information: Students need to show mastery in use of all of the Six Traits of Writing and peer evaluation using the Six Traits. Functional Informational Literary Texts Texts Texts The Diary of Anne Frank “Why am I Reading This?” The Diary of a Young Dear Kitty “Writing About One Girl Man’s Search for Meaning Incident” “Time Lines” by Viktor Frankel “Writing a Draft” This Way to the Gas, Ladies “A Tragedy Revealed: and Gentlemen “Assessment Rubric: Heroine’s Last Days” Soul of Wood Expository Writing” “Who is Anne Frank?” Night by Elie Wiesel Flow chart for Operation I Have Lived a Thousand Reinhard, Auschwitz and Years by Livia Bitton- Majdanek Jackson Letters to Anne Frank’s Father Film – The Diary of Anne Frank Identify Desired Results What overarching understandings What are the overarching “essential” are desired? questions? Secret annex/member information Why all the conflict (inside with Anne and the annex members/annex members with Germans? Adolescence in the family structure living in fear of repression Why the paradox? Why were members at odds with each other while trying to avoid conflict Internal conflict (person vs. person – Anne vs. with the outside? annex members) What does conflict in and outside the annex have Holocaust/World War II facts to do with me? External conflict (victims vs. Holocaust/war) What will students understand as What “essential” and “unit” questions a result of this unit? will focus this unit? We must not allow history to repeat itself in the Anne’s extraordinary internal lives we are responsible for. (adolescence) and external (Holocaust) conflicts must be understood in hopes of Students will demonstrate their ability to relate the events not repeating themselves in the forces and varieties of Anne’s conflicts to themselves by composing an expository the life of the reader. writing assignment. Determine Acceptable Evidence What evidence will show that students understand? Performance Tasks, Projects Students will demonstrate their ability to relate the forces and varieties of Anne’s conflicts to themselves by composing an expository writing assignment. Quizzes, Tests, Academic Prompts Daily quizzes if daily reading is used Final exam. Other Evidence, e.g., Observations Student Self-Assessment Work Samples, Dialogues Peer evaluation of the paper using Six Traits. Discussions and observations after readings in class. Students evaluate work while listening to peers read their papers. Show understanding of events and impact they have on society and themselves today. Teacher will critique at least one of the drafts. Cross-Curricular Connections What are they Learning in Character Education/Social Sciences? Where do they overlap? What are they learning in language arts? Conflict resolution Options for information seeking strategies from Six Social sciences Traits. Library media Learning from Anne’s Identify, evaluate and select resources example for an informational report Historical, economical, socio- geographical, political, psychological significance How will I reach each strand? Reading Presenting Pre-reading. Assign each student a section of the book to know Making connections between well. Have them use of visual aids. guided, independent and teacher reading from book and play. Viewing Making connection to text, self and world. Understand and find meaning in text and film. Discuss ways their opinions have changed after viewing film and reading books. Core Curriculum Writing Students synthesize their experience of reading, listening, Listening and viewing the functional, informational, and literary Listen actively to texts read by teacher and other students. Speaking materials provided. Show relationships between Students formulate what Pair students to give 3-5 minute oral texts, how information relates to text/discussions mean to them and report/presentation which reflects what themselves. share personal insights. happens in reading without becoming narrative. Focus on key events and Summarize and synthesize what meaning of assigned section. Use at listening experiences inspire them. least one constructed visual aid. Evaluated by other students. An EXPOSITORY Writing Assignment With a Six Trait Component Prompt: Students synthesize their experience of reading, listening, and viewing all of the functional, informational, and literary materials. Composing Activities Revision Activities Prewriting Activities Understand relevancy of Set purpose for writing. Focus on comparison/contrast revision as it exists in the real Brainstorm as a class, in groups, of subjects in the texts to the world, where business and and as individuals the purpose of other texts, their lives and arts alike revise and rework the paper. world. products. Students construct an outline. Theses statement with strong Peer evaluation using Six beginning, informational Traits. Students elicit feedback through middle and strong finish. peer evaluation groups and/or Turn in all phases of writing approval of instructor before Substantiate opinions by citing for final teacher evaluation. proceeding to write. facts with sources. Make work functional by using at least one graph, illustration, etc. Use Six Trait components. Detail of Activity to Teach Listening, Speaking, Viewing, Presenting (Choose One) Strand: Listening Students will listen to all texts as read by other students and teacher, and to discussions generated by teacher, class, and discussion/cooperative groups. Before listening, students should be prepared to listen actively in a comfortable, healthy listening environment provided by the teacher. Students should be ready to ask questions, share insights, and seek better understanding. Students should formulate what the text/discussion means to them, seeking understanding and relevancy with a willingness to share personal insights. Students summarize and synthesize what the listening experience(s) have inspired in them. Students analyze what answers have come to them by questioning, opening new questions to future experiences. Detailed Revision of Activity Ideas, Organization, Voice, Word Choice, or Sentence Fluency (Choose One) Trait: Revision and editing processes need to be understood. Relevancy to the idea of revision exists in the real world. Relevancy might also be drawn from the supposition that, excepting The Diary of a Young Girl, which is in journal form, all of the texts used must have gone through some form of revision. Peer evaluation can be used in revision recommendations. Attention should be paid to all of the Six Traits, or centrally focus on one (ideas, organization, voice, word choice, sentence fluency). Reading Activity to Teach Text Structure Other Than Narrative Text Type: Make connections between guided, independent, and teacher reading of selections from the main texts to themselves, and to the world they live in. Making the connection to self is key for this unit. Use context clues, teacher-led discussions, and instruction to understand fully vocabulary definitions and spelling of words. Study proper sentence structure, grammar, and usage where appropriate, in conjunction with current English studies through the books and play. Use class discussion and cooperative learning, where possible, of interpretations, inferences, and incorporating figurative and literal meanings into self and world. Discuss theme, plot, character, setting, and other dramatic devices where possible. Monitor comprehension through examples, images, connections, summaries, and levels of questioning. Use accounts and information to predict, sort, and evaluate important information through strategies such as comparison/contrast, cause/effect, question/answer, problem/solutions, etc. Scan for pertinent information in relation to the texts, self, and world. Determine accuracy, especially where information is used from the Internet.