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  • LESSON ​ ​PLAN:​ ​Passing​ ​Creative ​ ​Writing​ ​Activity ​ ​-​ ​Irena ​ ​Sendler

    Title ​:​ ​Passing ​ ​Creative ​ ​Writing ​ ​Activity​ ​- ​ ​Irena ​ ​Sendler

    Est.​ ​Time ​: ​​ ​60-90 ​ ​minutes Grade ​ ​Levels ​: ​​ ​6th-12th

    Standards ​: National ​ ​Core ​ ​Arts​ ​Standards Anchor​ ​Standard ​ ​#11:​ ​Generate ​ ​and ​ ​conceptualize artistic​ ​ideas​ ​and ​ ​work.

    Common ​ ​Core ​ ​Standards CCSS.ELA-LITERACY.W.6-12.3

    Write ​ ​narratives​ ​to ​ ​develop ​ ​real ​ ​or​ ​imagined experiences​ ​or​ ​events​ ​using ​ ​effective ​ ​technique, relevant​ ​descriptive ​ ​details,​ ​and ​ ​well-structured ​ ​event sequences.

    Objectives ​: Students​ ​will ​ ​apply​ ​their​ ​understanding ​ ​of​ ​“passing ​ ​“ to ​ ​write ​ ​a ​ ​creative ​ ​writing ​ ​piece ​ ​that​ ​describes​ ​the experience ​ ​of​ ​someone​ ​who ​ ​is​ ​passing.

    Materials ​: - Texts/videos​ ​about​ ​passing​ ​( ​provided​) - 5W’s​ ​and ​ ​1H ​ ​prewriting​ ​template ​ ​( ​provided​)

    Description​: 1. Describe ​ ​to ​ ​students​ ​that​ ​the ​ ​children ​ ​Irena ​ ​Sendler​ ​and ​ ​others​ ​helped ​ ​had ​ ​to ​ ​pass​ ​as​ ​Christians.​ ​Ask

    What​ ​does​ ​it​ ​mean ​ ​to ​ ​pass? ​ ​What​ ​did ​ ​these ​ ​children ​ ​have ​ ​to ​ ​do ​ ​to ​ ​pass​ ​as​ ​Christians? ​ ​Are ​ ​there other​ ​ways​ ​people ​ ​can ​ ​pass?

    2. Purpose ​ ​setting ​:​ ​Explain ​ ​that​ ​while ​ ​the ​ ​film​ ​did ​ ​not​ ​shed ​ ​considerable ​ ​light​ ​on ​ ​the ​ ​experience ​ ​of passing,​ ​it​ ​was​ ​a ​ ​huge ​ ​concern ​ ​for​ ​many​ ​parents​ ​when ​ ​deciding ​ ​whether​ ​to ​ ​give ​ ​their​ ​children ​ ​up ​ ​to people ​ ​of​ ​a ​ ​different​ ​religion,​ ​language,​ ​and ​ ​culture.​ ​This​ ​activity​ ​will ​ ​help ​ ​students​ ​consider​ ​the perspective ​ ​of​ ​someone ​ ​who ​ ​feels​ ​the ​ ​need ​ ​to ​ ​pass​ ​as​ ​a ​ ​different​ ​identity.

    3. Have ​ ​students​ ​explore ​ ​a ​ ​story​ ​of​ ​passing.​ ​There ​ ​are ​ ​texts​ ​and ​ ​videos​ ​below​ ​to ​ ​choose ​ ​from.​ ​Students can ​ ​then ​ ​complete ​ ​the ​ ​5 ​ ​W’s​ ​and ​ ​1H​ ​graphic​ ​organizer​ ​for​ ​any​ ​text​ ​or​ ​video ​ ​they​ ​choose.

    https://www.newyorker.com/books/page-turner/a-tale-of-racial-passing-and-the-u-s-mexico-border

    http://www.npr.org/sections/codeswitch/2014/10/07/354310370/a-chosen-exile-black-people-passing-in-whit

    e-america

    https://www.youtube.com/watch?v=CIulfoJPnq0

    https://www.vice.com/en_us/article/5gkxgq/when-youre-transgender-you-realize-what-gender-privilege-looks

    -like-205

    4. Tell ​ ​students​ ​that​ ​they​ ​are ​ ​going ​ ​to ​ ​write ​ ​a ​ ​creative ​ ​piece ​ ​from​ ​the ​ ​perspective ​ ​of​ ​someone ​ ​who ​ ​is passing.​ ​Help ​ ​students​ ​focus​ ​their​ ​writing ​ ​by​ ​asking ​ ​students​ ​to ​ ​describe ​ ​the ​ ​following:​ ​the ​ ​reason why​ ​the ​ ​narrator​ ​feels​ ​the ​ ​need ​ ​to ​ ​pass​ ​(historical/social ​ ​background),​ ​how​ ​the ​ ​narrator​ ​passes,​ ​how it​ ​feels​ ​to ​ ​pass,​ ​and ​ ​the ​ ​long-term​ ​effects​ ​of​ ​passing.

    5. Have ​ ​students​ ​use ​ ​another​ ​5 ​ ​W’s​ ​and ​ ​1H​ ​graphic​ ​organizer​ ​as​ ​a ​ ​prewriting ​ ​exercise.​ ​Consider​ ​having students​ ​trade ​ ​their​ ​papers​ ​to ​ ​solicit​ ​feedback​ ​from​ ​a ​ ​partner.

  • 6. Allow​ ​students​ ​to ​ ​write ​ ​their​ ​piece ​ ​using ​ ​the ​ ​prewriting ​ ​organizer​ ​as​ ​a ​ ​guide.​ ​Consider​ ​having students​ ​peer-edit​ ​these ​ ​and/or​ ​present​ ​them​ ​to ​ ​the ​ ​class​ ​when ​ ​finished.

    Extension​: A​ ​4-day​ ​extension​ ​activity​ ​with​ ​Nella ​ ​Larsen’s​ ​book​ ​​Passing ​. https://teachingpals.wordpress.com/2015/09/20/teaching-nella-larsens-passing/

  • Rubric

    Student:​ ​_______________________________________________

    1 2 3 4

    National ​ ​Core ​ ​Arts Standards

    Anchor​ ​Standard ​ ​#1: Generate ​ ​and conceptualize ​ ​artistic ideas​ ​and ​ ​work.

    The ​ ​student​ ​rarely clearly​ ​and creatively​ ​uses​ ​the topic​ ​of​ ​passing within ​ ​the ​ ​creative writing ​ ​piece.

    The ​ ​student​ ​mostly clearly​ ​and creatively​ ​uses​ ​the topic​ ​of​ ​passing within ​ ​the ​ ​creative writing ​ ​piece.

    The ​ ​student​ ​almost always​ ​clearly​ ​and creatively​ ​uses​ ​the topic​ ​of​ ​passing within ​ ​the ​ ​creative writing ​ ​piece.

    The ​ ​student​ ​always clearly​ ​and creatively​ ​uses​ ​the topic​ ​of​ ​passing within ​ ​the ​ ​creative writing ​ ​piece.

    CCSS.ELA-LITERACY.

    W.6-12.3

    Write ​ ​narratives​ ​to develop ​ ​real ​ ​or imagined ​ ​experiences or​ ​events​ ​using effective ​ ​technique, relevant​ ​descriptive details,​ ​and well-structured ​ ​event sequences.

    (Adapted ​ ​from​ ​the website ​ ​here: http://www.mswholesch

    ools.org/files/Maharrey.

    Handout.Grades_7-8_

    Elkgrove_Rubrics.pdf​)

    The ​ ​narrative ​ ​rarely addresses​ ​all aspects​ ​of​ ​the prompt,​ ​is organized ​ ​with ​ ​a clear​ ​event sequence,​ ​provides a ​ ​conclusion ​ ​that follows​ ​from​ ​and reflects​ ​on ​ ​the narrated

    experiences​ ​or events,​ ​and ​ ​uses correct​ ​and ​ ​varied sentence ​ ​structure.

    The ​ ​narrative mostly​ ​addresses all ​ ​aspects​ ​of​ ​the prompt,​ ​is organized ​ ​with ​ ​a clear​ ​event sequence,​ ​provides a ​ ​conclusion ​ ​that follows​ ​from​ ​and reflects​ ​on ​ ​the narrated

    experiences​ ​or events,​ ​and ​ ​uses correct​ ​and ​ ​varied sentence ​ ​structure.

    The ​ ​narrative almost​ ​always addresses​ ​all aspects​ ​of​ ​the prompt,​ ​is organized ​ ​with ​ ​a clear​ ​event sequence,​ ​provides a ​ ​conclusion ​ ​that follows​ ​from​ ​and reflects​ ​on ​ ​the narrated

    experiences​ ​or events,​ ​and ​ ​uses correct​ ​and ​ ​varied sentence ​ ​structure.

    The ​ ​narrative always​ ​completely addresses​ ​all aspects​ ​of​ ​the prompt,​ ​is organized ​ ​with ​ ​a clear​ ​event sequence,​ ​provides a ​ ​conclusion ​ ​that follows​ ​from​ ​and reflects​ ​on ​ ​the narrated

    experiences​ ​or events,​ ​and ​ ​uses correct​ ​and ​ ​varied sentence ​ ​structure.

    Teacher​ ​comments:

  • Free Printables for K-12 Education www.STUDENTHANDOUTS.com

  • LESSON ​ ​PLAN:​ ​Socratic ​ ​Seminar ​ ​-​ ​Irena ​ ​Sendler

    Title ​:​ ​Socratic​ ​Seminar​ ​- ​ ​Irena ​ ​Sendler

    Est.​ ​Time ​: ​​ ​90-120​ ​minutes Grade ​ ​Levels ​: ​​ ​6-12

    Standards ​: National ​ ​Core ​ ​Arts​ ​Standards Anchor​ ​Standard ​ ​#11:​ ​Relate ​ ​artistic​ ​ideas​ ​and ​ ​works with ​ ​societal,​ ​cultural,​ ​and ​ ​historical ​ ​context​ ​to deepen ​ ​understanding.

    Common ​ ​Core ​ ​Standards CCSS.ELA-LITERACY.RI.6.6-12.6

    Determine ​ ​an ​ ​author's​ ​point​ ​of​ ​view​ ​or​ ​purpose ​ ​in ​ ​a text​ ​and ​ ​analyze ​ ​how​ ​an ​ ​author​ ​uses​ ​rhetoric​ ​to advance ​ ​that​ ​point​ ​of​ ​view​ ​or​ ​purpose.

    CCSS.ELA-LITERACY.SL.6.1-12.1

    Engage ​ ​effectively​ ​in ​ ​a ​ ​range ​ ​of​ ​collaborative discussions​ ​(one-on-one,​ ​in ​ ​groups,​ ​and ​ ​teacher-led) with ​ ​diverse ​ ​partners​ ​on ​ ​grade ​ ​8-12 ​ ​topics,​ ​texts,​ ​and issues,​ ​building ​ ​on ​ ​others'​ ​ideas​ ​and ​ ​expressing ​ ​their own ​ ​clearly.

    Objectives ​: Students​ ​will ​ ​analyze ​ ​the ​ ​wor

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