ksierra

Prof. Julie Coiro EDC 448 Spring 09 Personal Narratives and the Holocaust Context for using the text set:** This particular diverse text set is for a unit on the Holocaust and personal narrative. It is to be used for either an 8th grade class, after Christmas break due to the graphic aspects of the Holocaust; or for a 9th grade class, beginning of the year. The students must be eased into this unit because of the content that revolves around the Holocaust, and a mature audience would be required. This particular unit can be for any learner because it will consist of text, poems, videos, and even interactive computer simulations. Because both skilled readers and non-skilled readers must be guided in this issue, it is fine to have struggling readers/learners in the classroom. **A. Print Resources:** · **Citation:** PBS. (2002). //The Life and Work of Elie Wiesel//. Retrieved February 23, 2009, from Elie Wiesel: First Person Singular Web site: []. · **Summary**: This is a biography of Elie Wiesel. He is the author of the book Night, also a personal narrative of the Holocaust. The summary puts into perspective the author’s life and his book. · **Rationale:** The use of Wiesel’s biography is helpful for students. By using the biography, they learn more about whom it is that they are reading about. The biography is also helpful in giving background information. · **Use of Text:** The students would read this before reading his short novel, //Night.// Because the novel is a narrative of a survivor of the Holocaust, it will give the students another perspective on the Holocaust. Instead of just reading about what the Holocaust was like, the students will learn what the concentration camps were like as well. Before the class goes onto the website I will hand out an anticipation guide, in order for them to start thinking about what will be shown on the website. After reading this biography, the students will be placed in groups to discuss and write down anticipatory questions before the class dives into reading the book. · **Attachment:** Click on link to view. · **Citation:** Ruttenberg, D. (Principle Investigator). (2000). //The last expression: art and auschwitz.// Retrieved on February 27, 2009 at [] · **Text Summary:** This website explores art during and after the Holocaust by survivors and others. It especially deals with Auschwitz. · **Rationale:** I like this website because the students will be able to explore what a concentration camp looked like through the web site’s virtual tour of Auschwitz. It is important for students to have a setting for what they are reading. Students also get to explore pictures of campers, portraits of captured Jews and other visual exploration of the subject matter of the Holocaust. · **Use of Text:** I would have the students look at the virtual tour of Auschwitz and write a descriptive paragraph, poem, essay, etc. Depending on what the student wanted to do he/she could choose to write any of the selected above, as long as they incorporate some sort of explanation of what they saw/read. · **Attachment:** Click on link to view the principle site.
 * Kelly Sierra
 * Text #1:**
 * **Citation:** Sutzkever, A. (1944). //Frozen Jews//. Retrieved 02/20/2009 from []
 * **Text Summary:** This poem will be used as an introduction to the unit/lesson. The poem “Frozen Jews” is a great personal depiction of what if felt like to be a Jew during WWII and how a Jewish person might have perceived dying. The poem uses a lot of imagery, negative imagery and it also helps the visualization of what the Holocaust was like.
 * **Rationale:** I picked this poem because it is short and to the point. The poem describes a personal view of the Holocaust and what occurs during genocide. It is also easy to understand the main points of the poem without having prior knowledge of the Holocaust.
 * **Use of text**: This poem would be the introduction to the unit. I would have the students read it to themselves first, and then I would read it out loud. After the students would write in there journal about what they think is happening and how they feel. Later we as a class would discuss the poem in depth before starting the unit.
 * **Attachment:** Click on the link to view the poem.
 * Text #2:**
 * **Citation:** Frank, A. (1952). //Anne Frank: The diary of a young girl//. New York, NY: Doubleday
 * **Text Summary**: This is the diary of a young Jewish girl in hiding with her parents from the Nazis. It is the first personal narrative to be published after the allies defeated the Nazis. It depicts how Anne Frank saw things according to an innocent mind.
 * **Rationale**: I picked this book because it is the diary of a young adolescent. The students would be able to relate to how she views certain aspects of life. This is also a well-known and used book among middle schools and since many students might have already read it, it will be fresh on their minds; this fact is helpful because it lets me know that adolescents can learn something from this book, if properly used.
 * **Use of Text:** This would be the one of the main texts used in this lesson; the whole book will not be read in class, only the beginning (transition into hiding), certain points in the middle and finally the ending. Although other texts would be used for the demonstration of personal narrative, The Diary of Anne Frank is a classic Holocaust/personal narrative text. Certain sections of the text will be read out loud in class, so as to discuss it while we read it. By discussing the book as the students read it, the students will be able to answer questions they might have. Also a couple of sections will be assigned for homework, where students will have to pose questions on reading and discuss it in a group setting first before the whole class engages in a discussion. At the same time students will be asked to keep a “diary” where they can reflect on what is being read. This diary will be turned in at the end for a participation/comprehension grade.
 * **Attachment:** This book is a 340 page book; that is why I have not included it.
 * Text #3:**
 * **Citation:** Fox News. (February 12, 2009). //Diary of Anne Frank rescuer celebrates 100th birthday//. Retrieved on February 20, 2009 from [|www.foxnews.com/story/0,2933,492045,00.html]
 * **Summary:** This article is about Miep Gies, the last surviving helper in Anne Frank’s family’s hiding. She recently turned 100 years old and FOX news wrote an article describing how she discovered Anne’s diary and later gave it to Anne’s father, who had it published in 1947.
 * **Rationale:** This is a great article because it relates Anne Frank to contemporary times and also gives explanations of other helpers during WWII. Another great aspect is that the article mentions Holocaust-deniers, which is a controversial issue that students should be made aware about.
 * **Use of Text:** This article would be used in supplement of the lesson/unit. I would have the students reflect on the aspect of Holocaust helpers and deniers. There would also be a class discussion in order for the students to grasp as much as they can from the article, together.
 * **Attachment:** Click on link to view.
 * Text#4:**
 * Text #5:**
 * **Citation:** Wiesel, E. (1960).    // Night // . New York, NY: Bantam Book.
 * **Summary:** //Night// is a novel based on the experiences of its author, Elie Wiesel. Sometimes referred to as an autobiography or memoir//, Night// displays the horrors Wiesel had to endure along with many others during the Holocaust in concentration camps. This book follows a young religious Jewish boy of about 15 during a spiritually trying time.
 * **Rationale:** Although //The Diary of Anne Frank// is a personal narrative, //Night// offers students a different perspective on the Holocaust; one of the concentration camps. This is a great book in order to help students generate ideas of what concentration camps were like for kids their age.
 * **Use of Text:** The students would read this book on their own and in class. On the days that the students have to read on their own they will have to hand in a reaction to the section, in order for me to understand how each person views the story. On the days that the class reads a section together, jigsaw groups will meet in the remanding 15 minutes of class; after 10 minutes we will wrap up with a class sharing-discussion on the important issues represented in that section. If there is a certain section where I feel students might need more clarification, I will do some instruction, followed with "I wonder questions".
 * **Attachment:** This book is 131pages long and so it was not included.
 * B. Media Resources**
 * Text #6:**
 * **Citation:** Dornhelm, R(Director). (2001).    // Anne Frank: the whole story //    [Televison series episode]. Dorothy Pictures.
 * **Text Summary:** A contemporary movie about Anne Frank. This picture was made for T.V. audiences and illustrates the life of Anne Frank before the war, during and her end. The movie also shows how her father, the only survivor from the original hiding group, publishes her diary for the world to read.
 * **Rationale**: This is a great movie because it encompasses all of the aspects of the unit. It is also something that can keep students interested on days they wish not to do book work.
 * **Use of text**: After watching the film students will be required to write a 2pg reaction paper with a partner using prior knowledge that they obtained from the sections we read in class together. I decided to have partner papers in this section in order for students to help each other with the understanding of what is displayed in the movie. Before each viewing I would have students sum up the previece day's viewing and how it related to what we read. After initial discussion students will watch the selected sections for the day and answer questions on the study guide as they appear in the movie. I decided to have partner papers in this section in order for students to help each other with the understanding of what is displayed in the movie.
 * **Attachment**: This is a featured film so I did not attach it.
 * Text #7**:
 * **Citation**: PBS. (2002). //Life in Sighet, Romania 1920-1939//. Retrieved February 20, 2009, from Elie Wiesel: first person singular web site http://www.pbs.org/eliewiesel/photo/index.html
 * **Text Summary**: This is a photo gallery that is enriched with commentary by Elie Wiesel himself. In this photo gallery one can peruse the familiar whereabouts of Wiesel’s early life.
 * **Rationale**: I like this interactive website because it allows the students to chronologically move throughout the photos and find a better understanding of what Wiesel’s life was like.
 * **Use of text**: Students will be asked to look at each picture and read each caption. After reading the students will write 2 or 3 things down about each picture that is significant to them and share with a group.
 * **Attachment**: Click on link to view pictures.
 * C. Online interactive resources**
 * Text #8:**
 * **Citation:** United States Holocaust Memorial Museum//.// //R3: youth service project//. Retrieved on February 27, 2009 [| http://r3program.ushmm.org/intro.php]
 * **Text Summary:** This website allows students to register in order to “remember, reflect and respond” to the tragedy of the Holocaust. This website allows those that join the ability to take on the role of a child from the Holocaust and reflect as that child.
 * **Rationale:** I chose this website because it is an interactive opportunity for the students to walk a mile in someone else’s shoes. The site is also a great way to interact with others around the world and learn new perspectives on this subject.
 * **Use of Text:** I would have the students register during a class period and have them visit the site at least once a week during class. This is not a evaluation text, but simply a form to have the students develop critical thinking and raise questions on the issue.
 * **Attachment:** Click on link to view information on this project.
 * Text #9:**
 * D. Instructional Resources**
 * Text #10:**
 * **Citation**: Florida Center for Instructional Technology (Producer). (2005).    //A Teacher’s guide to the holocaust.// Retrieved on February 20, 2009 from []
 * **Text Summary:** This website has many ideas and lesson plans built for secondary school English classes dealing with the Holocaust. The website also recommends other websites and text in order to facilitate students with the facts they need.
 * **Rationale:** I liked this source because of the variety that it offers.
 * **Use of text**: I would use this text before and during my lessons because it has many great ideas on how to tackle the Holocaust in an English class. Because I want to deal with personal narrative, I would construct my own lesson plan.
 * **Attachment:** Click on link to view the main web page.

**Scope and Sequence of Texts** These texts are to be used in sections (//Anne Frank//) and fully (//Night//) during the class and outside of the class. At first the class will do //The Diary of a Young Girl// together in order to understand how to read and think about the issues that arise. After spending some time on the unit, the students will be expected to read //Night// in class and on their own. Students will benefit by reading both narratives and understand the differences in each narrative. The link between the two books is obviously the holocaust; however, Anne Frank is optimistic about society and Elie Wiesel's spirit is broken down in a camp. During this unit the class will observe various non-text materials, such as pictures, videos and paintings. All these texts in this unit will provide students with various ways of understanding the complexity of this unit. 10. Text #10 //A Teacher’s Guide to the Holocaust.// I will revisit this website multiple times during the lesson in order to retrieve ideas for class discussions and for interpretation of the subject matter. · **Rhode Island** **Content Standards for English/Language Arts, K-12** Students will demonstrate the ability to understand and respond to a wide variety of text; accomplished by the readings and discussions, the film and discussions and also the pictures and discussions that will follow. Students will also be asked to comment through writing exercises on what they interpret during the lesson. **__Standard 3: Creation and Presentation of Text__** Students will compose clear text in a variety of forms for many purposes. This is accomplished through the various writing assignments. **__Standard 7: Enduring Themes__** Students will use themes and topics from text to make connections and demonstrate an understanding of commonalities and diversity through exploration of universal issues. Not only does //The Diary of a Young Girl// accomplish this but also reading //Night//, helps students explore other thoughts on the issues that endured long after the holocaust. · **ELA Learning Objective:** **IRA/NCTE Standards for the English Language Arts** Students will read a wide range of print and non-print texts to build an understanding of Holocaust experience. **__Standard 7:__** Students will generate ideas and questions, evaluate and synthesize data from a variety of sources. They will communicate their discoveries in ways that suit their purpose and audience. This is accomplished by the choice assignments. **__Standard 8:__** Students will use a variety of technological and informational resources such as online museums and websites. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. ·   **Reading Strategy Objective:**   **Rhode Island**   **Grade Level Expectancies for Reading Grades K-12** **(Rhode Island**  **Grade and**   **New Hampshire**   **Level/Span Expectations Local GLEs for grades 9-10)**
 * Using these texts together in the classroom:**
 * 1) Text #1: “Frozen Jews” as a unit starter.
 * 2) Text #9 //the Last Expression: Art and Auschwitz//. Background information and setting explanation.
 * 3) Text #2 //Anne Frank: the Diary of a Young Girl//. One of the main texts of the unit.
 * 4) Text #3 “//Diary of Anne Frank// Rescuer Celebrates 100th Birthday.” This article will be read after //the Diary of a Young Girl//.
 * 5) Text #6 // Anne Frank: the Whole Story //  . To be watched after the completion of //the Diary of a Young Girl//.
 * 6) Text #4 //the Life and Work of Elie Wiesel.// To be read for homework before beginning the book //Night.//
 * 7) Text #7 //Life in Sighet, Romania 1920-1939.// Pictures to be viewed in class, preferably on over head and have a “I wonder” class discussion before reading //Night//.
 * 8) Text #5 //Night.// To be read independently by students for homework in a two week period. Class discussions will occur in order to determine students’ understanding of the text.
 * 9) Text #8 “R3: Youth Service Project.” This will be an ongoing project during the unit. We would begin this during the first week of the unit, hopefully the students will keep involved after leaving my course.
 * On going Resource:**
 * Learning Objectives:**
 * __Standard 2: Response to text__**
 * __Standard 1:__**
 * __Standard 9:__**
 * __Standard R-10-4.1:__** Identifying, describing, __or making logical predictions__ about character (such as __protagonist or antagonist__), setting, problem/solution, or plots/subplots, as appropriate to text; or identifying any significant changes in character, __relationships,__ or setting over time; or identifying rising action, climax, or falling action (State ). This will be accomplished during class discussions on the film, pictures, poems, paintings and the texts themselves.
 * __Standard R–10–4.3:__** Generating questions before, during, and after reading to enhance/expand understanding and/or gain new information.(Local)
 * __Standard R–10–5.3:__** Making inferences about cause/effect, internal or external conflicts (e.g., person versus self, person versus person, person versus nature/society/fate), or the relationship among elements within text (e.g., describing the interaction among plot/subplots) (State)
 * __Standard R-10-16.1:__** Generates a personal response to what is read through a variety of means; comparing stories or other texts to related personal experience, prior knowledge or to other books.  This is accomplished through the various writing assignments and even the R3 project, as well.

Nicole: Kelly, I think that you have a great diverse text set. Using the diary of Anne Frank allows for your students to really connect to it because they are about the same age as her. It will really get your students thinking about what it was like to be that age during the Holocaust. I also really like your incorporation of a poem into the text set. Paired with Anne Frank, the poem will give students a more intimate understanding of the effects of the Holocaust.

Kelly, I really enjoyed reading your diverse text set. I was never interested in History, however reading your text set has drawn me into wanting to learn about the Holocaust. I think it is very important to connect to your students in a variety of ways so that you reach ever single student in your classroom. I think you do a great job of doing that. You somehow have incorporated every type of learning style into your diverse text set which will give you great success when it comes to teaching this type of lesson to your students. I think you combine fact, personal accounts, and poetry in a way that students will be able to transition very well from. - Mickey Ennis

Jen Hawkins: Kelly, great job on this text set. I really l liked the way that you chose materials that they students might be able to identify with. This will help them understand the holocaust on a personal level. I also really liked the diversity of this text set and the different ways that you plan to assess the students. Great Job!