Crista  Austin  &  Laurie  Olson  

Literacy Project: The Holocaust during WWII

Alternative Text Collection

Ø GLEs:

SS3bL06- Knowledge of continuity and change in the history of the

world- Cause and consequences of economic theories and

practices

SS6FGH06- Knowledge of relationships of the individual and

groups to institutions and cultural traditions

Ø Reading from the perspective of a person from a non-white-European

background:

Massaquoi, H.J. (2001). Destined to witness: Growing up black in

Nazi Germany. New York, NY: Harper Perennial.

-This book is from the perspective of a black man who grew up in

Germany during WWII. He was the son of an African diplomat and

grew up on the wrong side of Nazi racial ideology. He uses his

story as a witness to racial inequality.

Ø Reading from the perspective of a woman:

Frank, A. (1989). The diary of a young girl (reprint edition). New

York, NY: Everyman’s Library.

-This is an autobiographical diary of Anne Frank, a teenage Jew

during the Holocaust. She tells stories about what she and her

family went through while hiding from the Nazis.

Ø Two magazine articles:

McGeary, J., Booth, C., Dowell, W., Rivera, E., Zagorin, A. (1997,

February 24). Echoes of the Holocaust. Time, 149(8).

-This article takes a look back at the Holocaust. In an effort to

recover Jewish assets deposited in Swiss bank accounts before

and during the war, the owners of these accounts tell stories about

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the Holocaust as they are reminded of the terrors as they go

through the assets.

Unknown. (1945, December 10). The chalice of Nürnberg. Time,

46(24).

-This article gives details of the Holocaust from different witnesses’

accounts.

Ø Two newspaper articles:

Winerip, M. (1988, June 7). Our towns; For 8th graders, a sobering

view of the Holocaust. The New York Times. Retrieved from

http://www.nytimes.com

-This is an article written by a teacher about a field trip that a group

of students went on to a Holocaust museum. It describes the

students’ emotions and actions as they learn about the horrific

events.

Kilgannon, C. (2004, January 14). Something in common: Horror;

Survivors describe the evils of genocide. The New York

Times. Retrieved from http://www.nytimes.com

-This article is about people who survived during horrendous times.

One man survived during the Holocaust in Poland by hiding with his

family under a pigsty for 20 months. One woman survived attacks

in Rwanda. The interviewees discuss the horrors of genocide.

Ø Three nonfiction books:

Zullo, A. (2009). Escape: Children of the Holocaust. New York, NY:

Scholastic.

-This book tells the stories of 7Jewish children who lived during the

Holocaust.

Greenfield, H. (1997). The hidden children. New York, NY:

Houghton Mifflin Publishing Company.

-This book tells of the experiences of 15 children who survived the

Holocaust in hiding. It is a historical context of the Nazi rise to

power and World War II.

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Lobel, A. (1998). No pretty pictures: A child of war. New York, NY:

HarperCollins.

-This book is Lobel’s memoir of surviving the Holocaust. She tells

about being in hiding from age 5 to age 10 and then being moved

from camp to camp.

Ø Three novels:

Lowry, L. (1989). Number the stars. New York, NY: Houghton

Mifflin Publishing Company.

-Set in Nazi-occupied Denmark in 1943, this 1990 Newbery winner

tells of a 10-year-old girl who undertakes a dangerous mission to

save her Jewish best friend.

Heigi, U. (1994). Stones from the river. New York, NY: Simon &

Schuster.

-This book is the story of a dwarf who lives in the fictional small

town of Burgdorf, Germany, through the first half of the twentieth

century. The novel is an intimate look at what it was like for ordinary

people to live through the rise of Adolf Hitler and the devastation

wrought by the Third Reich.

Matas, C. (1993). Daniel’s story. New York, NY: Scholastic.

- The book takes place in Poland and Germany during Hitler's reign

of terror. The timeframe of the story is from March of 1933 through

Germany's surrender in May of 1945. Daniel is eighteen at the end

of the book, but through flashbacks, the author takes the reader all

the way back to Daniel's sixth birthday.

Ø One poem:

Kosek, M. (1943). It all depends on how you look at it. In H.

Valavkova (Ed.), I never saw another butterfly: Children’s

drawings and poems from Terezin concentration camp (p.

13). New York, NY: Shocken Books, Inc.

-This poem was written by a boy at a concentration camp during

WWII.

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Ø One graphic novel:

Heuvel, E., van der Rol, R., Schippers, L. (2009). The search. New

York, NY: Farrar, Straus and Giroux.

-This graphic novel tells the story of Esther, a fictional Jewish

survivor of the Holocaust.

Ø Two children’s picture books:

Adler, D. (1994). A picture book of Anne Frank. New York, NY:

Holiday House.

- A chronicle of the life of Anne Frank introduces young readers to

the young Jewish girl who kept a diary during her family's attempts

to hide from the Nazis.

Adler, D. (1995). Child of the Warsaw ghetto. New York, NY:

Holiday House.

- A harrowing true tale of the Warsaw Ghetto shows the tragic

historical events of the Holocaust through the eyes of young Froim

Baum, born in 1936 and sent to the Dachau death camp before

being liberated by American soldiers.

Ø Two websites:

Holocaust Encyclopedia (2011). Research/Informational sites.

Retrieved from http://www.ushmm.org/wlc/en/

- Organized by theme, this site uses text, historical photographs,

maps, images of artifacts, and audio clips to provide an overview of

the Holocaust.

The Holocaust History Project (2011). Research/Informational sites.

Retrieved from http://www.holocaust-history.org/

-This site is a free archive of documents, photographs, recordings,

videos and essays regarding the Holocaust, including direct

refutation of Holocaust-denial.

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Word Sort Zullo, A. (2009). Escape: Children of the Holocaust. New York, NY: Scholastic. GLEs: SS6H06: Identify how personal and group experiences influence people’s perceptions and judgments of events. CAR1E06: Develop vocabulary through text, using roots and affixes, context clues, glossary, dictionary, and thesaurus. Directions: Here is a list of words that you will sort into different categories. Review the words and then decide which category is appropriate. Jews Germans Synagogue Terrified Townspeople

Route Denounce Gestapo Allies Trench

Hope Threadbare Parachute Vacated Anti-Semitism

Auschwitz Ghetto Hasidic Reich Torah

Word Sort

People/Groups of People (7)

Unidentified group of words That go along w/ the text (5)

Feelings (3)

Places (5)

Jews denounce terrified Synagogue Germans threadbare hope route

townspeople parachute Anti-Semitism trench Gestapo vacated Auschwitz

allies Torah ghetto Hasidic Reich

When and Why it would be used in classroom: We would use this word sort in our classroom as a pre-reading activity. The students could then become aware of the words in the story that they need to focus on. If the students do not know a word this activity will help them become acquainted with the word before reading.

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Vocabulary Self Collection Lowry, L. (1989). Number the stars. New York, NY: Houghton Mifflin Publishing

Company. GLEs: Social Studies- 3b,L,M,O 3b: knowledge of continuity and changes in the history of the world. L: Causes and consequences of economic theories and practices. M: Causes, comparisons and results of major twentieth century wars. O: Causes and consequences of major demographic changes. Comm Arts GLEs: Reading Vocabulary- E2CA 2,3,1.5,1.6 C

Developing vocabulary through text using glossary, dictionary and thesaurus.

Directions: You are to create a Vocabulary Self- Awareness chart with words from our reading. They must come from our book Number The Stars. This should include words that you know, words that you sort of know and words that you have no idea what they mean. You are to write them in the first column. Then put a + next to the words you know well and give an example and a definition of that word. Then place a √ next to any words that you can write only a definition or an example, but not both. Then put a – next to any words that are new to you

Word + - ✔ Example Definition Soldiers + Army Soldier A person who serves in

the armed forces to protect their country.

Pride + American pride To be exceptionally proud of something.

War + World War II An armed hostile conflict between states

or nations. Jews + Anne Frank People of the Jewish

faith. Mission + The soldiers had

a mission to protect the people

of our country.

An important assignment carried out for political, religious or commercial purposes.

Relocated + Many of our Joplin residents have had to be

relocated to new houses because of the tornado.

To be moved to a new location.

Nazi + The soldiers that worked for Hitler and played out his horrible acts

against the Jewish people.

A member of the National Socialist

German Workers' Party

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When and Why it would be used in classroom: This would be used with the unit over the book Number The Stars. This is a great activity to get students to think about what they know and what they need to know. This activity allows me to access my student’s background knowledge. I can also use this as an assessment tool. After completion of the unit I would use this as a template to make an assessment of the vocabulary words that the students learned.

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QAR Lowry, L. (1989). Number the stars. New York, NY: Houghton Mifflin Publishing

Company. GLE’s: Social Studies- 3b,L,M,O 3b: knowledge of continuity and changes in the history of the world. L: Causes and consequences of economic theories and practices. M: Causes, comparisons and results of major twentieth century wars. O: Causes and consequences of major demographic changes. Comm. Arts – R1H3a,e,f,g,i R1H: Develop and apply skills and strategies to the reading process. Apply post reading skills to demonstrate comprehension. 3a: answer basic comprehension questions 3e: reflect 3f: draw conclusions 3g: analyze 3i:summarize

Directions: Answer the questions in the boxes using information from the text as well as information from your head. Right There (from the text)

1. Name a time that Annemarie lied to protect Ellen. When the Nazi officers were at the apartment and she told them she was her sister. (chapter 5 page 47)

2. What is going on in Denmark that is making things hard to get (certain foods, household items, etc.) The Holocaust, WWII, Hitler, etc.

Think and Search (from the text) 1. Can you find at least 2 other

times that a lie was told to protect someone in the text? Momma told the girls that Great Aunt Birte passed away. And there was to be a funeral that night. (chap 8 Page 72). Momma tells the office that Aunt Birte has dies of typhus and that is why the casket it closed. (chap 10 page 85)

2. Find two things that Annemarie’s family is going without during this time. Bread, and sugar were something that they had been without for a very long time. (chapter 1 page 9)

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Author and you (in your head) 1. How has the author shown you

that lying saved people’s lives in this story? Throughout this story the author has shown us just how mean the Nazi’s were through their actions. He also lets us see how the lives of many were saved by telling lies to protect them. We now that lying for the most part is bad, but in this case it the outcome showed us it was better to lie than to tell the truth.

2. How has the author shown you that war affects everyday life? The war affected the way the girls walked home from school. They were stopped for just running down the street being silly.(Chapter 1 page 2) The war has also changed people. It turned them from fun loving and laughing people to people who seemed tired and defeated. (Chapter 2 page 17)

On your own (in your head) 1. Think of a time you had to lie or

not be totally honest to protect someone. Why did you do it? I told a lie to help keep my best friend from getting into trouble for being somewhere she was not supposed to be. We were supposed to be going to the movies and we went out to see if her boyfriend was at another girl’s house. I lied when her parents asked if we went to the movies and not to anywhere else. Her father was a very controlling man and we were both scared of him. So I thought I was doing the right thing to lie for her so she would not get in trouble with him.

2. What are some of the comforts of everyday life that you take for granted? Which ones do you think you would miss the most if you had to live during a time of war and many resources were in short supply and why? I take toilet paper, electricity, and toothpaste, milk, and running water for granted. I would probably miss electricity and running the most because I know that I use them several times each day without even realizing it.

When and Why it would be used in classroom: We think that using QAR in the classroom is a great way to get students thinking and to push them beyond the basic knowledge and regurgitation of facts. The types of questions used in this technique are a great way to get students thinking. This type of questioning would take a lot of time to teach and for students to understand, but once it has been taught it will be a great way to keep students actively learning. When we use this technique in the classroom we will have to model and demonstrate how to write effective questions before letting them loose on a piece of text.

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Graphic Organizer Zullo, A. (2009). Escape: Children of the Holocaust. New York, NY: Scholastic. GLE’s: Social Studies- World History 3b06: L, M, O 3b: Knowledge of continuity and changes in the history of the world L: Causes and consequences of economic theories and practices M: Causes, comparisons and results of major twentieth century wars O: Causes and consequences of major demographic changes Communication Arts- R1G06: b, f, g During reading, utilize strategies to b. self-monitor comprehension f. paraphrase g. summarize Directions: Create a Matrix Graphic organizer covering information about 3 of the 7 children from our text. Name of Child

David Wolkowitz

Halina Litman

Judi Beker

Hometown Leipzig, Germany Zaleszczyki, Poland

Kovno, Lithuania

Family History

only child Father: Abraham-musician; killed in gas chamber at

Auschwitz Mother: Regina-pianist & music teacher; killed in gas chamber at

Auschwitz Grandparents: murdered in

Warsaw Ghetto

Younger sister: Ewa; didn’t know she was Jewish

until war was over Father: Ignacy; fled Poland to protect family; ended up in

Russia before being reunited after the war Mother: Olga; worked in a kitchen at a

German camp

Sister: Rachel; escaped w/ Judi

Brother: Abe; transferred to

camp in Munich; immigrated to

Canada Mother: Mina; killed in a gas chamber at

Stutthof

Age when he/she escaped Nazis

13 years 10 years 15 years

From where he/she

Orphanage in France

Tluste, Poland; where she, her

Danzig, Poland at Stutthof death

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escaped Nazis

mother, and sister had been

transferred from their hometown

camp during a death march

Where he/she was & what he/she did after escaping until the war ended

Stayed with a priest in Villard-

de-Lans, France; worked on a farm;

member of a resistance group

With her mother and sister, they

escaped to Jaroslaw, Poland

by “becoming Catholics”. She went to school and her mother

worked while they lived with a nice

lady

The worked for an abusive woman until making it to Denmark where

they were treated and freed

Where he/she ended up

At age 16 his aunt and uncle got him to come live with them in New York

In 1947 her family immigrated to

England

She lived in Denmark until

1949, then immigrated to North America

Something I want to remember

David loved music and missed it

badly

Halina nearly lost her hand from a bomb that hit her

house

To ease hunger pains, Judi

sometimes ate grass

When & Why it would be used in classroom: Although there isn’t a “perfect” time to use graphic organizers, we think this one would be most beneficial during reading. That way, as students read about each child, they could figure out key things that they want to include in their Matrix and complete it as they go. We think it is a great tool to show comprehension, paraphrasing, and summarizing. Also, this graphic organizer will make the students really dig into the text to figure out what exactly it is they deem important enough to include in their Matrix.

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Note Making/Taking Frank, A. (1989). The diary of a young girl (reprint edition). New York, NY: Everyman’s Library. GLE’s: Social Studies- World History 3b06: L, M, O 3b: Knowledge of continuity and changes in the history of the world L: Causes and consequences of economic theories and practices M: Causes, comparisons and results of major twentieth century wars O: Causes and consequences of major demographic changes Communication Arts- R1G06: b, c, e, f, g During reading, utilize strategies to b. self-monitor comprehension c. question the text e. visualize f. paraphrase g. summarize Directions: As you have read through the first month in Anne Franks’ diary, take notes using the Cornell note-taking method. Write down 15-20 notes or facts that you find important in the first column, and then write a response or question to each note or fact in the next column. Name: _____________________ Date: ______________

Story: The Diary of a Young Girl

Notes: 1.) Anne got her diary on her 13th birthday (6/12/42) and wants to tell it everything 2.) Born in Frankfurt, Germany in 1929, moved to Holland in 1933 3.) Nazis occupied Holland in 1940 4.) Jews have to wear yellow stars to identify themselves 5.) Jews cannot ride in streetcars and have to go to certain schools 6.) Anne sees a boy named Hello often 7.) Anne’s father tells her that they will probably have to go into hiding soon so they ask their friends to store their

Response/Question: 1.) It is good to write down things especially with what was going on at the time with the war. 2.) This probably prolonged her life. 3.) 4.) Why did they Jews have to identify themselves? I don’t think I will understand the reasons behind Hitler and his thinking. 5.) This is silly because they should have not had to be segregated. 6.) It is good that she focused on friends 7.) I wonder what I would feel like if my father told me we had to go into hiding

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belongings 8.) Her family moves to a secret hiding place just a few days later with no luggage just wearing as many layers as possible 9.) They are hiding in a secret annex upstairs from an office that is hidden behind a big gray door 10.) The annex is full of cardboard boxes that had been sent over time 11.) Anne says this is an enormous change for her life and she didn’t really have time to think about it 12.) Anne writes that living in the annex is similar to being on vacation in a strange boarding house 13.) Anne has her movie posters plastered in her bedroom in the annex 14.) The van Daans family is coming to live with them, Anne looks forward to it 15.) Anne is very upset that she cannot go outside 16.) She is terrified that they will be discovered and shot

and leave everything I have ever known. 8.) They didn’t want people to think they were leaving or moving, they wanted to appear that they were living like they always did. 9.) How did they make it so long without being found? 10.) They worked for a long time before they actually went into hiding 11.) She really didn’t have time to think about it, she and her family had to go fast. It is hard to accept but isn’t change sometimes like that? 12.) I don’t know that I would look at it as a vacation. But it is something different than her everyday life. 13.) I think it is to remind her of what life is like outside of the annex. It gives her a sense of normalcy. 14.) She is excited to see people other than her family. 15.) It is hard to not be able to go outside, but if she were to go out there is a real chance that she will be found by the Nazis. 16.) Her fears are very real. Nazis would kill Jews on the spot

Summary: Anne is thoughtful, confident, and creative. She writes more about her family, friends, and school than she does about the war going on around her. Although she is innocent of the situation she knows a little about what is going on. But, she uses her diary as a way to escape what is going on around her. It helps her block out the bad things and remember the good things. As the reader we really get a good look at what her life was like because she is such a good writer. When and Why it would be used in classroom: This would be used during reading. It could be used in every section of the book, or different ones. It is a great way for students to organize their thoughts about the text for when we have class discussion.

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Shared Reading Kosek, M. (1943). It all depends on how you look at it. In H. Valavkova (Ed.), I

never saw another butterfly: Children’s drawings and poems from Terezin concentration camp (p. 13). New York, NY: Shocken Books, Inc.

GLE’s: Social Studies- World History 3b06: L 3b: Knowledge of continuity and changes in the history of the world L: Causes and consequences of economic theories and practices Communication Arts- R1G06: b, c, e During reading, utilize strategies to b. self-monitor comprehension c. question the text e. visualize

Text Teacher Commentary

Strategies Modeled/ Practiced

Terezin is full of beauty. It’s in your eyes now clear And through the street the tramp Of many marching feet I hear.

I know that Terezin was a Jewish concentration camp, so I don’t understand how it can be beautiful. Millions of Jews were murdered at this camp. The speaker must be hearing the marching of Jews throughout the camp, perhaps a death march.

Comprehension: background knowledge, questioning

In the ghetto at Terezin, It looks that way to me, Is a square kilometer of earth Cut off from the world that is free.

The speaker is obviously inside the ghetto. He says that Terezin is cut off from a free world. To me, it seems that he is looking around and he feels trapped,

Comprehension: inference, questioning, visualizing Text features: Compare/ Contrast, descriptive

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like a slave. There is only a small area that he is in. He refers it to being like a square kilometer, which would be a little bigger than a square mile. Imagine being trapped in that small of an area, probably not much bigger than our school, and you know you are not allowed to leave that area. I know that a consequence for trying to escape the ghetto is being killed on the spot. I couldn’t imagine what it was like to be trapped in an area this small and know that I could be killed at any moment. I am still curious as to how he says there is beauty in this place. I think we have a very optimistic speaker.

Death, after all, claims everyone, You find it everywhere. It catches up with even those Who wear their noses in the air.

Who are those who wear their noses in the air? Are they people who think they are better than others? Do they really think they can escape death? Because after all as the poem says it claims everyone.

Background knowledge, questioning

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The whole, wide world is ruled With a certain justice, so That helps perhaps to sweeten The poor man’s pain and woe.

Knowing that there is a certain justice for all, does that sweeten things for me? Does that make me look at things differently? I can see how knowing what happens to everyone could help ease a poor man woe. It helps to know that in the end we all face the same fate.

Descriptive

When and Why it would be used in classroom: We would use shared reading in a class that we are required to read material that is maybe sometimes hard to understand. It is a tool that would help get the class thinking and sharing about a topic that sometime is not easy to discuss.

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Constructed Response Writing Modeled Writing

Zullo, A. (2009). Escape: Children of the Holocaust. New York, NY: Scholastic. GLE’s:

Social Studies- World History 3b06: L 3b: Knowledge of continuity and changes in the history of the world L: Causes and consequences of economic theories and practices Communication Arts- W2B06: a & b Compost text with a. strong, controlling idea b. relevant, specific details Directions for Model Writing: 1. Select a favorite text and read it aloud to students. 2. Show students the specific structures that the author used to create the text. These can be common text structures such as cause/effect or problem/solution. 3. Ask students to use the model and write their own pieces. Provide time for students to share their writing and reinforce that there is a wide range of writing possible from any given model. 4. Using sentence frames that you've created encourage students to complete the writing. A sample frame, with a specific focus provides the scaffold needed.

I Took a Walk

One crisp morning I went for a walk along the fence line only in a square…

I stood in the bright sun

and looked beyond the links in front of me.

I saw…

streetcars buzzing by children laughing, dancing happily

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a bird flying high all freedoms

I will never know. When and Why it would be used in classroom: This activity could be used at anytime during the lesson over the Holocaust. It would be a way to see student understanding of the text in their own words.

Constructed Response Questions

Lowry, L. (1989). Number the stars. New York, NY: Houghton Mifflin Publishing Company. GLE’s: Social Studies- World History 3b06: L, M, O 3b: Knowledge of continuity and changes in the history of the world L: Causes and consequences of economic theories and practices M: Causes, comparisons and results of major twentieth century wars O: Causes and consequences of major demographic changes

Comm. Arts – R1H3abfi R1H- Apply post reading skills to demonstrate comprehension of text: a. Answer basic comprehension questions. b. Identify and explain the relationship between the main idea and

supporting detail. f. Draw conclusions i. Summarize

Directions: Read and answer the following questions over chapters 15-17. Multiple Choice Questions

1. Who was Blossom? a. A horse b. A dog c. A cow d. A flower

2. Why did Momma and Kristi have to go to the hospital with the doctor? a. Momma broke her arm b. Kristi had a broken ankle c. Momma was sick d. Momma hurt her ankle

3. What was the purpose of the handkerchief? a. To blow a nose b. To mess up the dogs’ sense of smell c. To be a decoration for the ladies d. To remind them of home

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4. How long was it after Annemarie makes her journey did the war end? a. 2 years b. 4 years c. 6 years d. 8 years

Constructed Response Questions Directions: Questions 1 and 2 need to be answered in a paragraph. Number 3 you may list the events with one event in each box.

1. Put yourself in Annemarie’s shoes. Would you have been able to do what she did? Would you react the same way she did when the soldier stopped her? Explain your answer using details from the story to support why or why not you would have done what she did in your answer.

2. Explain why it was so important for Annemarie to keep and wear Ellen’s Star of David necklace?

3. Explain the sequence of important events that took place in Chapters 14, 15, and 16 of the book. You must show at least important three events with at least one from each chapter. Place your answers in the chart below.

Answers and grading for Constructed Response 1. C 2. D 3. B 4. A Constructed Response

1. 2 points - student has explained how they would have reacted to meeting up with the soldiers and used two examples or more examples to support how they would have acted.

1 point – student has only used one example to support how they would have reacted to meeting up with the soldiers

Event  1  

Event  2  

Event  3  

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0 points- student has used no examples to support how they would have reacted to meeting up with the soldiers. Sample answer: 2 points: If I were to meet up with a soldier on my journey I think I would have been very scared. I would not have been able to handle myself as calmly as Annemarie did. If the dogs had sniffed me like they did her I would have probably started crying. She was very brave to stand there and let the soldiers search her basket. The soldiers are scary and mean and I would not want to meet up with them. I think part of the reason Annemarie was able to stay so calm was that she really did not know what she was caring in her basket. The handkerchief that she was caring seemed like nothing when in reality it was the most important thing she had one her. 1 point : If I were to meet up with a soldier on my journey I think I would have been very scared, I would not have been able to handle myself as calmly as Annemarie did. If the dogs had sniffed me like they did her I would have probably started crying. She was very brave to stand there and let the soldiers search her basket. 0 points: If I were to meet up with a soldier on my journey I would have been very scared.

2. 2 points- student has fully explained why the necklace was so important. They have touched on the meaning of friendship and how it is a symbol of the girl’s friendship. As well as how important the necklace was to Ellen to begin with.

1 point- student has briefly told about the meaning of friendship or why it is important to Ellen. 0 points- nothing is said about friendship or why it is important to Ellen. 2 Points: The necklace was very important in the fact that it symbolizes the girl’s friendship. It helps solidify the bond they had to each other. The necklace was their connection. It would hopefully be what brings them back together one day. They had a very special friendship that was made stronger by what they endured to keep Ellen safe. As for the importance of the necklace to Ellen, I think it symbolized her faith. It made her religion real for her. She was proud to be a Jew in a time when it was deadly to be one. 1 point: The necklace was important to Ellen because it symbolized her faith. It made it real to her. She was proud to be a Jew in a time when it was deadly to be one. 0 points: It was just a necklace.

3. 2 points- students have put 3 important events in the correct order. 1 point – student has 2 events in order. 0 points – student has less than 2 events.

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When and Why it would be used in classroom: This would be used in the classroom at the end of a lesson for summative assessment. It is a way for us to see that our students understand and comprehend the text, as well as know their learner target. The goal is for the student to know the learner target, so that is what this would accomplish.

Minilesson: Holocaust

Event  1:  The  girls  started  their  journey  along  the  path  to  the  river.  

Event  2:  The  girls  are  confronted  by  the  soliders.  They  are  questioned  about  what  they  are  doing  and  where  they  are  going.  

Event  3:  The  girls  make  it  to  the  waters  edge  to  deliver  the  package  that  was  needed  to  make  it  safe  for  the  trip  across  the  water.      

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QAR  Name: Critsa Austin and Laurie Olson Grade Level: 6th Content: Social Studies Lesson: Number The Stars

Lowry, L. (1989). Number the stars. New York, NY: Houghton Mifflin Publishing

Company. Content Objective(s): After teacher modeling and guided practice, students will be able to read and answer questions from the text given to them on the QAR sheet. GLE:

Social Studies- 3b,L,M,O 3b: knowledge of continuity and changes in the history of the world. L: Causes and consequences of economic theories and practices. M: Causes, comparisons and results of major twentieth century wars. O: Causes and consequences of major demographic changes.

Comm. Arts – R1H3a,e,f,g,i R1H: Develop and apply skills and strategies to the reading process. Apply post reading skills to demonstrate comprehension. 3a: answer basic comprehension questions 3e: reflect 3f: draw conclusions 3g: analyze 3i:summarize

Modifications: Mixed-level groups will be assigned so students are able to assist each other. When grouping, students who do not speak English will be paired with someone who has the same L1 if available. Materials/Media/Resources: Number the Stars book and QAR worksheet Anticipatory Set: The year is 1943. And this story takes place during the reign of Hitler. Who can tell me a little bit about what is going on at this time? Correct this is the time when Hitler decided he wanted to take over Denmark as well. That is the setting for this story. Someone else tell me a little bit about this story. Yes this is the story of Annemarie and her journey to say her friend’s life. Instructional Input: Explain how to use a QAR worksheet to answer questions about the story Number The Stars.

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The QAR format is a way for us to take information from the book and add them to things we already know and formulate answers to questions. Now that we have read the book I want us to think about what is going on in the story and things we know about the War that was taking place and see if we can answer the questions on our worksheet. Modeling/Demonstrating: Let’s take a look at the first Question in the right there box on the QAR I am going to read the question and then show you how to find the answer. Name a time that Annemarie lied to protect Ellen.

When the Nazi officers were at the apartment and she told them she was her sister. (chapter 5 page 47)

Guided Practice: Now let’s look at the first question in the Author and you box.

3. How has the author shown you that lying saved people’s lives in this story? Let’s come up with an answer together. Work with your table partner and see if you can come up with an answer. We will then discuss the answers and see if we can come up with a common answer. Throughout this story the author has shown us just how mean the Nazi’s were through their actions. He also lets us see how the lives of many were saved by telling lies to protect them. We now that lying for the most part is bad, but in this case it the outcome showed us it was better to lie than to tell the truth.

Checking for Understanding: The teacher will walk around the classroom and pay close attention to the student’s conversations. The teacher will ask questions to the students to make sure they comprehend what the question is asking. Independent Practice: Student’s will finish the QAR worksheet on their own. Closure: Once finished students will share their answers in a group discussion. We have already answered the first question so let’s start with the 2nd question under the right there box. Who would like to start us off? (Pick a student and allow them to answer). Do we all agree with this answer? (Allow for discussion and other answers to be given). Continue this until all questions have been answered. Evaluation/Assessment: After class discussion all papers will be collected and evaluated by the teacher.

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QAR Worksheet Directions: Answer the questions in the boxes using information from the text as well as information from your head. Right There (from the text)

3. Name a time that Annemarie lied to protect Ellen. When the Nazi officers were at the apartment and she told them she was her sister. (chapter 5 page 47)

4. What is going on in Denmark that is making things hard to get (certain foods, household items, etc.) The Holocaust, WWII, Hitler, etc.

Think and Search (from the text) 3. Can you find at least 2 other

times that a lie was told to protect someone in the text? Momma told the girls that Great Aunt Birte passed away. And there was to be a funeral that night. (chap 8 Page 72). Momma tells the office that Aunt Birte has dies of typhus and that is why the casket it closed. (chap 10 page 85)

4. Find two things that Annemarie’s family is going without during this time. Bread, and sugar were something that they had been without for a very long time. (chapter 1 page 9)

Author and you (in your head) 4. How has the author shown you

that lying saved people’s lives in this story? Throughout this story the author has shown us just how mean the Nazi’s were through their actions. He also lets us see how the lives of many were saved by telling lies to protect them. We now that lying for the most part is bad, but in this case it the outcome showed us it was better to lie than to tell the truth.

5. How has the author shown you that war affects everyday life? The war affected the way the girls walked home from school. They were stopped for just running down the street being silly.(Chapter 1 page 2) The war has also changed people. It turned them from fun loving and laughing people to people who seemed tired and defeated. (Chapter 2 page 17)

On your own (in your head) 3. Think of a time you had to lie or

not be totally honest to protect someone. Why did you do it? I told a lie to help keep my best friend from getting into trouble for being somewhere she was not supposed to be. We were supposed to be going to the movies and we went out to see if her boyfriend was at another girl’s house. I lied when her parents asked if we went to the movies and not to anywhere else. Her father was a very controlling man and we were both scared of him. So I thought I was doing the right thing to lie for her so she would not get in trouble with him.

4. What are some of the comforts of everyday life that you take for granted? Which ones do you think you would miss the most if you had to live during a time of war and many resources were in short supply and why? I take toilet paper, electricity, and

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toothpaste, milk, and running water for granted. I would probably miss electricity and running the most because I know that I use them several times each day without even realizing it.

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Minilesson: Holocaust Graphic Organizer

Name: Crista Austin and Laurie Olson Grade Level: 6 Content: Social Studies Lesson: Holocaust Text: Zullo, A. (2009). Escape: Children of the Holocaust. New York, NY:

Scholastic. Content Objective: Students will be able to fill out a graphic organizer over their assigned character and teach their group about that character on a Matrix graphic organizer. GLE’s:

Social Studies- World History 3b06: L, M, O 3b: Knowledge of continuity and changes in the history of the world L: Causes and consequences of economic theories and practices M: Causes, comparisons and results of major twentieth century wars O: Causes and consequences of major demographic changes Communication Arts- R1G06: b, f, g During reading, utilize strategies to b. self-monitor comprehension f. paraphrase g. summarize Modifications: Have students groups diverse by abilities (different abilities in each group). Materials/Media/Resource: Escape, blank matrix graphic organizer worksheet Anticipatory Set: We have been learning about the Holocaust and World War 2 for several days now. We have read several different texts from several different viewpoints about the horrible things that happened during that time. We have learned about concentration camps, Nazis, and America’s part in the war. Yesterday everyone received a copy of Escaped. Everyone was assigned a specific character from our book to read about according to what group you were in. Now we are going to do an activity with our groups by making a graphic organizer about the different characters. Instructional Input: Have students get in their groups (6) according to their assigned character; pass out graphic organizer worksheets (that I made).

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Everyone look at this graphic organizer. A graphic organizer is a way for us as readers to organize our thoughts about what we are reading. This way, we can write things down that we want to remember in an organized way. I have picked out certain details about each character that are important. Such as, name, hometown, how they escaped, and so on. What you are going to do with your group is fill out the matrix for your character. Modeling/Demonstrating: As an example, I will do the first few criteria on the graphic organizer for the first character in the book (that everyone was assigned) on the SmartBoard. Guided Practice: Now together we are going to find the rest of the information for this character. I will ask the required questions on the graphic organizer and as a class we will figure out the answers together. Checking for Understanding: With your group, you need to fill this out for your assigned character (every group has a different character). I will be coming around and checking to make sure each group is doing OK. As I walk around the room, I will listen for questions or concerns that students might have and work accordingly. Independent Practice: Jigsaw groups. Now each group will have an expert on each character. They will teach the other students about their character as they all fill out their Matrix about the different characters. Closure: We have learned about so many different Holocaust survivors the last few days. We have learned about what they went through and what they had to do to survive. Some of the stories were sad, but some were stories of hope. Doing this Matrix graphic organizer was a way for us to learn about more of the horrific things that happened during World War 2. It is a way for us to organize important facts and thoughts so that we are able to comprehend what we are reading. Evaluation/Assessment: Students will get credit for working with their groups and being an expert to other groups as they teach about their assigned character. I will do formative assessment by going around the room observing.

Matrix Graphic Organizer Directions: Create a Matrix Graphic organizer covering information about children from our text. Name of Child

David Wolkowitz

Halina Litman

Judi Beker

Hometown Leipzig, Germany Zaleszczyki, Poland

Kovno, Lithuania

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Family History

only child Father: Abraham-musician; killed in gas chamber at

Auschwitz Mother: Regina-pianist & music teacher; killed in gas chamber at

Auschwitz Grandparents: murdered in

Warsaw Ghetto

Younger sister: Ewa; didn’t know she was Jewish

until war was over Father: Ignacy; fled Poland to protect family; ended up in

Russia before being reunited after the war Mother: Olga; worked in a kitchen at a

German camp

Sister: Rachel; escaped w/ Judi

Brother: Abe; transferred to

camp in Munich; immigrated to

Canada Mother: Mina; killed in a gas chamber at

Stutthof

Age when he/she escaped Nazis

13 years 10 years 15 years

From where he/she escaped Nazis

Orphanage in France

Tluste, Poland; where she, her

mother, and sister had been

transferred from their hometown

Danzig, Poland at Stutthof death camp during a death march

Where he/she was & what he/she did after escaping until the war ended

Stayed with a priest in Villard-

de-Lans, France; worked on a farm;

member of a resistance group

With her mother and sister, they

escaped to Jaroslaw, Poland

by “becoming Catholics”. She went to school and her mother

worked while they lived with a nice

lady

The worked for an abusive woman until making it to Denmark where

they were treated and freed

Where he/she ended up

At age 16 his aunt and uncle got him to come live with them in New York

In 1947 her family immigrated to

England

She lived in Denmark until

1949, then immigrated to North America

Something I want to remember

David loved music and missed it

badly

Halina nearly lost her hand from a bomb that hit her

house

To ease hunger pains, Judi

sometimes ate grass

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