Adam+Lewinter

Adam LeWinter EDC 448 Diverse Text Set

Introduction to text set: This text set will be used in a diverse 11th grade world history classroom. The topic being covered is World War II. Every classroom has students that learn at different levels, and read at different levels so it is important to have a diverse text set so that all students can succeed. Students from different cultures and backgrounds may also learn and read at different levels as well. The texts are appropriate for all students, and give them all a chance to learn.

Content Objective: By the end of the unit the students will have a thorough understanding of World War II. The students will know the big themes, players, and facts of the war.

Content Standards: 1- CCSS.ELA-Literacy. RI 11-12. 2-Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. Reading/Thinking Objective: The students will have read and analyzed various forms of text from various viewpoints and took part in activities to gain more knowledge.

1- CCSS.ELA-Literacy. RI 11-12.7- Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. Print Resources: 1- à World History: Patterns of Interaction à McDougal. (2010). //World history: Patterns of interaction//. McDougal Publishing Company à It is a textbook that is made for grades 9-12 that are learning world history. The book contains 36 chapters and has a great chapter on World War II, and how the countries interacted. à Providing a textbook that is simple to read and comprehend that also contains images, quotes, and reading guidelines at the beginning of the chapters. à This textbook will be the primary go-to book for the class when they have read for assignments and take notes. Students will be assigned reading from this book, but also the information from this book will be used in the other various readings and resources for the chapter.

2- à Mein Kamf à Hitler, A. (2009). //Mein kampf: Official nazi/english translation//. Elite Minds Inc à The book in a whole is the political ideology on how Hitler wanted to shape and change Germany for the future. à Adolf Hitler was the leader of Nazi Germany and played a massive role in World War II, his impact on history is one that should be studied when learning about the Second World War. This text would work for students that have high academic knowledge and a high processing ability. Which is considered students with matchup assets. à I would have students analyze specific chapters from the book that are in regard to the topic of study, in this case how his ideology led to World War II.

3- à The Soldier’s Christmas Poem à Hays, G. //The soldier's christmas poem//. à The poem is written by Hays, but the protagonist is Santa Claus and he talks about how he sees the soldiers sleeping on the ground. à This poem shows a different side to the war, it shows how the soldiers all faced the same difficulties and horrid conditions. Most times out in the fields and distraught cities the soldiers didn’t have a warm bed to stay in. This text can be used for all students in the class due to its simple complexity. All students 1-9 should be able to comprehend and analyze the poem. à The students will read the poems silently and than as a class we will have a conversation on what the students felt about the poem and what they thought it meant.

4- à Night- Elie Wiesel à Wiesel, E. (2006). //Night//. (Revised Edition ed.). Hill and Wang à The book is about the life of Elie Wiesel and his father during the holocaust during World War II. à This book is one of the most famous books of all time, it is Elie Wiesel’s own personal account from living during the holocaust. When covering World War II, you have to discuss the holocaust. This book would serve students with matchup gaps, which means that the students have varying academic knowledge and processing ability. à Students will read the whole book throughout the unit, and have guiding questions to answer about the chapters.

5- à Letter à Fussell, P. (1945). [Web log message]. http://www.pbs.org/thewar/at_home_communication_letters_diaries.htm à It’s a letter from a soldier to his family. à It allows the students to see the first hand experience of an American soldier in Europe and how his conditions are there. This text should meet the needs of all students. à I would want the students to read the letter by themselves, and than congregate in groups to discuss their feelings about it. Also to put themselves in Paul’s shoes and say how they would feel if they were him. 6- à U.S.S. West Virginia à U.S.S. West Virginia [Web Graphic]. Retrieved from [] à This image shows a United States naval ship on fire after the attack by the Japanese on Pearl Harbor. All students should be able to analyze the image no matter what their reading comprehension level is. à The students will analyze the image and write down what they think is going on, and how it reflects the topic of World War II, by using the textbook.
 * Media Sources: ||
 * Media Sources: ||

7- à Defiance-movie à Zwick, E. (Director), & Jan Brugge, P. (Producer) (2008). //Defiance// [Theater]. à This movie is based off a true story, it recounts the life of two Jewish brothers that went against all odds to survive during the holocaust, they escaped to the woods where they started to live freely again and fight off the Nazis. à The movie will be used to show the class what it was like for Jews that tried to escape the horrid pressures and death camps by the Nazis during World War II, all students should be able to comprehend the movie. For ELL students I will turn on the Spanish subtitles so they can watch the movie and understand it as well.

Online Interactive Resources:

8- à WWII Timeline à //Wwii timeline//. (n.d.). Retrieved from http://www.nationalww2museum.org/see-hear/world-war-ii-history/timeline.html à This interactive timeline on World War II allows the students to select years during the war to read and see things about something that happen during that year. à All students should be able to use this interactive website, it is a good way for students that have difficulty reading to have fun doing so. à Students will go to the computer lab and use the class period to explore the timeline and write down things that stood out to them.

9- à World War II Quiz à //World war ii quiz//. (n.d.). Retrieved from http://www.discovery.com/tv-shows/curiosity/topics/world-war-ii-quiz.htm à A ten question quiz that is colorful and fun for the students to take. à I picked this quiz because its from a reliable website, is interactive, and fun for the students to take. à The students will take the quiz in the computer lab after they look at the timeline on the same day.

Instructional Resources:

10- à World War II à World war ii. (n.d.). Retrieved from [] à This website is a guide to the history of World War II, it has all the information needed to learn about the war. à A teacher will be able to use this website to refresh their memories on anything World War II related.

Which texts/tasks selected for each type of learners: -Students with Matchup Assets: 1, 2, 3, 5, 6, 8, 9 -Students with Matchup Gaps: 1, 2, 4, 6, 8, 9 -Students with Mismatches: 1, 2, 8, 9 -Non-native English Speakers: 7

Using these text together in the classroom:

à Throughout the unit the students will use the various texts to learn about World War II in different ways, not by just reading the textbook. It is important to use a text set because not all students have the same reading level, or learning levels. Some students may learn something better by a website game, or quiz, and some may just want to read the book and memorize things. As a teacher using the various texts in a unit means that the students see different viewpoint to things as well, like the first hand accounts from Adolf Hitler and Elie Wiesel.

As you may have already learned from the official telegram, I have been slightly wounded. A piece of shrapnel hit my right thigh, between the knee and the hip, but did not break the leg. Another piece hit my back, on the left side, but didn’t go in very far. Both have been removed. I am now sewed up, no bones were broken, and I feel OK. They were really very slight wounds, and nothing at all to worry about. ... I should be up and walking around shortly, and enjoying these white sheets and nice beds. I’m in a general hospital ... It is luxurious, to say the least. Don’t worry.
 * Dear Mother and Dad:
 * Dear Mother and Dad:

Love, Paul ||



T'was the night before christmas. He lived all alone, In a one bedroom house. Made of plaster and stone. I had come down the chimney With presents to give And to see just who In this home did live   I looked all about A strange sight I did see No tinsel no presents Not even a tree   No stocking by mantle Just boots filled with sand On the wall hung pictures  Of far distant lands   With medals and badges Awards of all kinds A sober thought Came through my mind   For this house was different It was dark and dreary I found the home of a soldier Once I could see clearly   The soldier lay sleeping Silent alone Curled up on the floor In this one bedroom home   The face was so gentle The room in such disorder Not how i pictured A new zealand soldier   Was this the hero Of whom I'd just read? Curled up on a poncho The floor for a bed? I realized the families That I saw this night Owed their lives to these soldiers Who were willing to fight   Soon round the world The children would play And grownups would celebrate A bright christmas day   They all enjoyed freedom Each month of the year Because of the soldiers Like the one lying here   I couldn't help wonder How many lay alone On a cold christmas eve In a land far from home   The very thought brought A tear to my eye I dropped to my knees And started to cry   The soldier awakened And I heard a rough voice "Santa don't cry, This life is my choice;   I fight for freedom  I don't ask for more  My life is my god My country, my corps   The soldier rolled over And drifted to sleep I coundn't control it I continued to weep   I kept watch for hours So silent and still And we both shivered From the cold night's chill   I didn't want to leave On that cold dark night This guardian of honor So willing to fight   Then the soldier rolled over With a voice soft and pure Whispered "carry on santa It's christmas day all is secure."   One look at my watch And I knew he was right "Merry Christmas my friend And to all a good night."
 * The Soldier's Christmas Poem **
 * - Grant Hays **