jmoretti

Copy/P Annotated Bibliography of a Diverse Text Set Exploring Literature of the Holocaust By Jennifer Moretti **__Context for using the text set__** This text set is intended to be used with a heterogeneous ninth grade class as part of an English Language Arts curriculum. Students would be tasked with examining multiple and diverse texts during their exploration of the Holocaust. The anchor text is Anne Frank’s diary. The ability of the class is assumed average, which includes both ends of the spectrum of normal reading & writing ability.

Frank, A. (1952 by Otto H. Frank). //Anne Frank//: //The Diary of a Young Girl.// New York, NY: Doubleday. Attachment: This is a 340 page book so I have not included it here.
 * 1) **__Print Resources__**
 * //Text #1//**
 * Citation:**
 * Text Summary**: Diary kept by Anne Frank, victim of the Jewish Holocaust. The diary chronicles her experiences from June 12, 1942 (age 13) to August 1, 1944 (age 15). It is an “eyewitness account of the suffering of the Dutch people under the German occupation.” (Foreword) It was published by her father, Otto H. Frank in 1947.
 * Rationale**: I selected this text because of its highly emotional nature and the age of Anne Frank when she wrote her diary. It is the same age as many of my students. It is my hope that they relate to her fears, joys, and dreams as they read a primary source. I think it would spark discussions and help direct my teaching of the unit because I would be able to see what they are interested in learning more about.
 * Use of text**: Some preteaching of World War II history would be necessary. We would read it aloud as a class. I would conduct separate reading group work to accommodate various reading levels. The groups would receive appropriate assignments and supports to build comprehension at their level.

//Anne Frank, a play//. __The Language of Literature__ (pp. 451- 512). Evanston, Illinois: McDougal Littell.
 * //Text #2//**
 * Citation:**

Text Summary: Script of a play about the life of Anne Frank, which ran on Broadway at the Music Box Theatre from December 1997 through June 1998. It starred Natalie Portman as Anne. The script is preceded by a timeline contrasting world events with Anne’s life (p. 446) and a brief biography of Anne. (p. 444-445). It is followed with some critical thinking questions. (p. 514)
 * Rationale**: I selected this text because Natalie Portman is a popular actress and I think it would interest them. It also lends another dimension to the novel, as we can look at a close interpretation of the Diary.
 * Use of text**: This would be used as part of the choice assignment. Students could work alone or in small groups to act out a scene.
 * Attachment**: This is a 61 page play, so I did not include it here.

Lindwer, W. (2006). The Last Seven Months of Anne Frank: Interview with Hannah Elisabeth Pick-Goslar. //The Language of Literature// (pp. 515-521). Evanston, Illinois: McDougal Littell.
 * //Text #3//**
 * Citation: **
 * Text Summary**: This interview is included in the McDougal Littell Anthology. It is a selection of an interview with Hannah Pick-Goslar conducted by Willy Lindwer for a television documentary about Anne Frank. The questions by the interviewer have been omitted so it reads like a story.
 * Rationale**: I selected this text because it is easy to read and would accommodate some of the lower level readers. It also gives great insight into a child’s perspective of losing a friend and life in a concentration camp.
 * Use of text: **I would use this text as part of the choice assignment. Students would have the option of reading the interview and then composing questions for Anne.
 * Attachment:** See attachment #3 for a copy of this text.

Klein, G. W. //A Diary from Another World//. __The Language of Literature__ (pp. 528- 531). Evanston, Illinois: McDougal Littell. **Text Summary**: This newspaper article is reprinted in the McDougal Littell anthology. Klein writes about visiting Anne Frank’s hiding place.
 * //Text #4//**
 * Citation**:
 * Rationale**: I selected this text because it is well written and gives a good overview of Anne Frank.
 * Use of text**: I would begin a unit with this as a starter. We would read it aloud as a class. Some of the vocabulary (allies, confide, indifferent, committed, Nazis, partisan, perilous, legacy) is important to learn at the beginning of this Holocaust unit.
 * Attachment:** See attachment #4 for a copy of this text.

Gerenstein, L. //A Letter To God//, a poem. Retrieved 9/25/08 from http://www.miepgies.dk/children.htm.
 * //Text #5//**
 * Citation**:
 * Text Summary**: A five stanza poem written by eleven-year-old Liliane Gerenstein just a few days before she was sent to her death.
 * Rationale:** I selected this text because it should bring strong emotional response. She is writing a letter to God.
 * Use of text:** Culminating writing activity. Writing Prompt: Why did Liliane have such gratefulness in her heart? What is she asking God for?
 * Attachment:** See attachment #5 for a copy of this text.

Adler, D. (1993). //A Picture Book of Anne Frank.// New York: Holiday House.
 * //Text #6//**
 * Citation:**
 * Text Summary:** A chronicle of the life of Anne Frank, a young Jewish girl, who kept a diary during her family's attempts to hide from the Nazis in the 1940s. Important dates in the life of Anne Frank and notes from the author are included. (Summary from www.borders.com)
 * Rationale:** I selected this text to begin the unit. It should get the students interested in learning about Anne Frank.
 * Use of text:** I would read this picture book aloud to the students and encourage class discussion after the oral reading. I would prompt them with questions such as “Whose story is this? What did you learn about her? What voices are being heard/not being heard in this story? What do you want to learn more about?”
 * Attachment:** This is a 32 page picture book so I have not attached it here.


 * //Text #7//**
 * Citation:** Volavkova, H. (Ed.). (1993). //I Never Saw Another Butterfly: Children’s Drawings and Poems from Terezin Concentration Camp, 1942-1944.// New York: Schocken Books.
 * Text Summary:** A total of 15,000 children under the age of fifteen passed through the Terezin Concentration Camp between the years 1942-1944; less than 100 survived. In these poems and pictures drawn by the young inmates of Terezin, we see the daily misery of these uprooted children, as well as their courage and optimism, their hopes and fears. The ghetto of Terezin (Theresienstadt), located in the hills outside Prague, was an unusual concentration camp in that it was created to cover up the Nazi genocide of the Jews. Billed as the "Fuhrer's gift to the Jews", this "model ghetto" was the site of a Red Cross inspection visit in 1944. With its high proportion of artists and intellectuals, culture flourished in the ghetto - alongside starvation, disease, and constant dread of transports to the death camps of the east. Every one of its inhabitants was condemned in advance to die. These innocent and honest depictions allow us to see through the eyes of the children what life was like in the ghetto. The children's poems and drawings, revealing maturity beyond their years, are haunting reminders of what no child should ever have to see. This expanded edition of I Never Saw Another Butterfly is published in cooperation with the United States Holocaust Memorial Museum in Washington, D.C. (Summary from www.borders.com)
 * Rationale:** I selected this text because I want my students to see and read creations by actual victims of the concentration camps. I hope that this collection stirs emotional response and deepens their investment in our study.
 * Use of text:** I would select a few poems and drawings and separate the class in groups. Each group would receive one poem or drawing to examine, reflect on, and discuss. They would then separate, and form new groups where everyone in the group has examined a different work. The new group would then jigsaw to teach each other about their work and how their previous group reacted to it. Students would then individually write a reflection.
 * Attachment:** This is a 128 page book so I have not included it here.

DeVito, D., Shamberg, M., Sher, S. (Producers), & LaGravenese, R. (Director). (January 5, 2007). //Freedom Writers// [Motion picture]. USA: Paramount Pictures.
 * 1) **__Media Resources__**
 * //Text #8//**
 * Citation**:
 * Text Summary**: Hilary Swank plays teacher Erin Gruwell, who fights against a system that has written off her students because they are inner city kids whose lives are steeped in violence. Through reading //The Diary of Anne Frank//, they begin to question their world and the people in it. They write to Miep Gies and get her to visit their school, thereby learning about the power of writing.
 * Rationale**: I selected this film because it is a gripping tale of the power of writing. It also includes the students’ reactions and relations to //The Diary of Anne Frank. //
 * Use of text**: I would show only parts of this film that were relevant to our study of Anne Frank.
 * Attachment**: This is full length film, not included here.

Florida Center for Instructional Technology (Producer). (2005). Ernest Drucker. //A// // Teacher’s Guide to the Holocaust.// Pod cast retrieved from http://fcit.usf.edu/HOLOCAUST/RESOURCE/movies/DRUCKERE/INDEX.htm
 * //Text #9//**
 * Citation**:
 * Text Summary**: In this audio clip, Ernest Drucker relates his experience as a survivor of the Holocaust.
 * Rationale:** I selected this video/audio clip because I would like students to see and hear a male perspective.
 * Use of text:** I would ask students to imagine what Anne may have said if she had a chance to survive and speak in front of an audience.
 * Attachment**: See attachment #7 for a title page for these video clips

http://www.glencoe.com/sec/socialstudies/btt/holocaust/index.html
 * 1) **__Online interactive resources__**
 * //Text #10//**
 * Citation:**
 * Text Summary**: An interactive website that allows kids to navigate around the site, accessing and responding to an enormous compilation of Holocaust information.
 * Rationale:** I selected this website because it is very kid friendly and includes links to journals, and video clips
 * Use of text**: I would use this as a constant reference point for students. They could log on during research time, or I may assign searches and activities for homework
 * Attachment**: None.


 * //Text #11//**
 * Citation**: http://www.funtrivia.com/playquiz/quiz20428259ca8.html Retrieved 9/25/08
 * Text Summary**: A multiple choice quiz that asks broad questions about the Holocaust.
 * Rationale**: I selected this quiz because I like the format. It is not too long, and does not delve deeply into any one aspect of the Holocaust.
 * Use of text**: I would use this as a constant resource available to the students.
 * Attachment**: See attachment #9 for a copy of this text


 * 1) **__Instructional resources__**


 * //Text #12//**


 * Citation:** http://www.teachervision.fen.com/holocaust/activity/9381.html
 * Text Summary**: This website offers enrichment activities to support study of //The Diary of a Young Girl.//
 * Rationale**: I selected this online lesson plan because it closely follows the reading and provides comprehension checks, culminating projects, poetry and connections.
 * Use of text**: I would explore this site fully before beginning the unit. I especially like the “What If” creative writing portion
 * Attachment**: See Attachment #10 for home page of website

**__Using these texts together in a classroom __** **Scope and Sequence of Texts:** Text #10: Website http://www.glencoe.com/sec/socialstudeis/btt/holocaust/index/html Text #11: Website http://www.funtrivia.com/playquiz/quiz20408259ca8.html. **__Learning Objectives__** ·  **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. This is accomplished through the choice assignments, the readings and discussions, the jigsaw activity, the film clips and discussion, and culminating writing assignment. Students will compose clear text in a variety of forms for many purposes. This is accomplished through the various writing assignments. All students will use themes and topics from text to make connections and demonstrate an understanding of commonalities and diversity through exploration of universal issues. This is accomplished by the unit theme of Anne Frank’s perspective of the Holocaust supplemented by other voices.
 * 1. **Text #6: //A Picture Book of Anne Frank.// Unit Starter.
 * 2. **Text #4: //A Diary from Another World. //Background information, especially the hiding place.
 * 3. **Text #1: //Anne Frank: The Diary of a Young Girl.// Anchor text of unit.
 * 4. **Text #7: //I Never Saw Another Butterfly: Children’s Drawings and Poems from Terezin Concentration Camp, 1942-1944.// Jigsaw Activity.
 * 5.** Text #12: Website http://www.teachervision.fen.com/holocaust/activity/9381.html Choice Assignment, “What If” creative writing.
 * 6.** Text #9: Pod cast audio clip, //Ernest Drucker//. Choice Assignment, “What would Anne say?” speech writing.
 * 7.** Text #3: //The Last Seven Months of Anne Frank: Interview with Hannah Elisabeth Pick-Goslar. //Choice Assignment. “Write interview questions for Anne.”
 * 8.** Text #2: //Anne Frank, a play.// Choice Assignment. “Act out a scene.”
 * 9.** Text # 8: //Freedom Writers.// Film. Selected scenes.
 * 10.** Text #5: //A Letter To God, a poem. //Culmination Writing Activity.
 * Constant Resources & References:**
 * __Standard 2: Response to text__**
 * __Standard 3: Creation and Presentation of Text__**
 * __Standard 7: Enduring Themes__**

·  **ELA Learning Objective: IRA/NCTE Standards for the English Language Arts** Students will read a wide range of print and nonprint texts to build an understanding of Holocaust experience. 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. Students will use a variety of technological and informational resources such as pod casts, online museums and websites.
 * __Standard 1:__**
 * __Standard 7:__**
 * __Standard 8:__**

·  **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)**

**__Standard R-10-14.3: __** Demonstrates the habit of reading widely and extensively by reading multiple texts for depth of understanding an author, subject, theme, or genre October 1, 2008 EDC 448 Dr. Julie Coiro // “How wonderful it is that nobody need wait a single moment before starting to improve the world.” // // -Anne Frank // aste your Diverse Text Set Assignment here:
 * __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 culminating poem-response paper and the choice assignments.
 * __Standard R-10-14.2:__** Demonstrates the habit of reading widely and extensively by reading from a wide range of genres/kinds of texts, including primary and secondary sources, and a variety of authors (e.g., literary, informational, and practical/functional texts).