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Final work:



Most recent: 12/1



Unit Plan ideas:

For 11/4: Unit Theme: **Peace, prejudice, and the Holocaust**

1. Who/what/why/when/where is prejudice? 2. What types of literature emerged about/following the holocaust? 3. how do people respond to the same literature differently? 4. WRITING QUESTION?
 * 3-5 Organizing Questions**

1.SWBAT communicate their thoughts about the literature they’re reading via dialogic journals. 2. SWBAT explain what prejudice is, give examples of prejudice that has taken place over history, and write their own narrative about an experience where they faced prejudice. 3. SWBAT Write an expressive poem
 * 3-5 Goals**


 * 5-10 Unit objectives**

**essentially all of NCSCOS goal 1 is covered**
 * 1.01** Narrate a personal account which:
 * creates a coherent, organizing structure appropriate to purpose, audience, and context.
 * establishes a point of view and sharpens focus.
 * uses remembered feelings.
 * selects details that best illuminate the topic.
 * connects events to self/society.
 * 1.04** Reflect on learning experiences by:
 * evaluating how personal perspectives are influenced by society, cultural differences, and historical issues.
 * appraising changes in self throughout the learning process.
 * evaluating personal circumstances and background that shape interaction with text.

4.01 Competency Goal 5: The learner will respond to various literary genres using interpretive and evaluative processes. · Read novels; literature circles—each group reading a different book. · Incorporate journals between members of different groups; same prompts, respond and exchange · Multigenre project · Analyze propaganda, discuss how Hitler’s views spread so rapidly · Analyze/compse poetry (toward end of unit) 5.01 5.02

Possible materials and supplementary texts: Novels: · Diary of Anne Frank · Night · The boy in the striped pajamas · Number the stars · Yellow Star – Jennifer Roy (WWII poetry anthology) · Daniel’s story – Carol Matas

Ideas for these: · Roll of thunder, hear my cry o Online activity: [] · Prejudice: a story collection by Dana Muse (anthology) · I hadn’t meant to tell you this : Jacqueline Woodson · Other: · Poetry / find the poem that goes with the reaction to the ww2 photograph (in Milner text) · Movie clips / propaganda videos · Find something on Japanese internment in the US / Pearl Harbor
 * locate other books dealing with prejudice throughout history, racism in the US, Japanese internment, Indian-americans, native Americans, Hispanic Americans.

· Literature circles · Journals / dialogic logs · Narrative writing · Writing workshop · Poem writing / crafting · Class discussion · Video making? / presentations / book talks? · Multigenre project???
 * List of possible learning activities**

Look at other instances of oppression, more modern society -other countries and places


 * -when have they felt oppressed or judged/discriminated against?**
 * -what kind of feelings are associated with that happening?**
 * -have they ever judged?**
 * -stereotyped**
 * >>could this be a hook?**

-read a play?

-discussions / seminars


 * 15 days: Monday of week 1-Friday of week 3**


 * Narrative Outline:**

Monday: · right now, my CT starts Mondays with independent reading for 15 or so minutes, so I’d really like to continue that tradition. After that, I’ll have students respond to a journal question posted on the overhead that says: o What is prejudice? Have you ever experienced or witnessed prejudice? Tell me about it if so—how did it make you feel? · I’ll probably give them 5-10 minutes to respond, and I’ll respond at this time, too. After that, I’ll ask students to volunteer to share their responses and we’ll have a small informal discussion about their experiences with prejudice. · Next, I’ll go through a prezi/guided presentation about prejudice. I’ll have a formal definition, ask students if they can think of any times during history where prejudice occurred, ask if they can think of anything they’ve read that involved prejudice, etc. · I’ll include slides about instances of prejudice in history: black/white racism in US, anti-arab feelings post 9/11, limitation of women’s rights, etc.  · End the presentation with information about the holocaust o Homework: independent reading

Tuesday: · Journal opener about what they’re reading independently—what is the conflict in your story? Etc. ask for volunteers to share · New seats? Do a minilesson on literature circles activity o Each group (of 4-6?) will be reading a different novel about prejudice (or about the Holocaust specifically) o They will have discussions within their group o They will be responsible for deciding how much they read each night/in class so that they finish the book by the assigned due date. This will be a signed contract by each group member o There will be different roles in the group o Journaling will take place either IN the groups or BETWEEN DIFFERENT members of different groups · So, a reader of Anne Frank will journal with a reader of David’s Story for example · Introduce students to each of their books · Have groups create reading contract · Homework: reading

Wednesday: · Independent reading at opening of the day · Journal: what are your initial thoughts on your book? What sparked your interest? · Share journals · Minilesson / rebrief on literature circles from previous day. Explain that at the end we’ll be creating a project · In-class reading: students can read in a group aloud, independently, listen to it on audio (If I can find the cds) · Homework: independent reading, 40 book challenge reading

Thursday: · Break into groups immediately · Journal will be posed for their dialogic journal: introduce your partner to your novel; what is it about? What are your likes and dislikes so far? Why? What do you think will happen? What type of prejudice are they experiencing if you have been shown it or know in advance what is going to happen · Collect the journals · Independent/group reading · Redistribute journals at the end of class · Homework: read?

Friday: · Independent reading · Distribute partner journals: students are assigned to read and respond meaningfully to what their partner has shared, as well as respond to a new prompt o New prompt will be…? · Introduce narrative assignment…just to get their brains flowing. Brainstorming activity? · Homework: reading?

Monday: · Independent reading · Journal activity o Prompt? · Small group discussions: o Have quotes from their books that they are to discuss the significance of ? · Homework: reading

Tuesday: · Put a photograph up on the overhead and ask students to respond do it, what’s going on, what feelings does it evoke, why, how so? Etc. o This poem will be an actual one from WWII that an author wrote a poem to  o Ask students to volunteer their opinions (write them on the board?) o I’ll put up the real poem next and read it aloud, probably twice o We will take time dissecting the poem and ask what it’s saying · Talk about poetry a little bit, different types, minilesson on found poetry o Individual activity: found poetry at their desks—each student is given words from the book they’re reading that will be cut up, they’ll be asked to form them into a poem (have music playing here?) and then record it in their journals. · Swap journals · For homework: respond to journal? **Is it safe to take these home? And read independently**

Wednesday · Give journals back to owner · Read their response, respond if you want, and answer a new prompt · Share their prompt with their group · Read in class? · Do a check-up to make sure everyone will be finished in the next week · Homework: read?

Thursday: · Opener: prewriting activity about prejudice · Narrative assignment o Have students outline their story of prejudice in their life, can this be fictional too? · Share their outline with a partner · Give feed back: o 1 thing you like o 1 thing you’d change o 1 question you have § Turn this in* · Homework: continue reading

Friday: · Journals: tell me whats going on in your book, what do you think the theme is so far? Tell me about the characters, who is your favorite? Do you feel a connection to the book? · Begin writing first draft of narrative assignment o Use this narrative later for found poetry · Independent reading if they finish first draft before class is over · Homework: read, make sure you’re on track to have book done on Tuesday; finish first draft. Bring a legible 1st draft copy on Monday to peer review

Monday: · Independent reading · Journal activity warm up  · Mini-lesson on peer reviewing o Peer review their stories in partners o **bring different colored pens for kids to use, NOT RED**
 * o Need something to turn in here…? To make sure they gave active and constructive feedback **
 * · Independent reading **
 * · Homework: finish book, write a 2nd draft of their paper (too much??) **


 * Tuesday:**
 * · Small group discussions about their book **
 * · Likes, dislikes, as a group develop a small presentation **
 * o Summary **
 * o Theme? **
 * o Favorite parts? **
 * o Dislikes? **
 * o Did it keep you interested, how? **
 * o Where did you see prejudice? **
 * o Recommendation? How many stars? **
 * · Students will present these to the class **
 * · Homework: read 40 book challenge **

is this how I will assess that each group member read? That and their journals??


 * Wednesday:**
 * · Independent reading opener **
 * · Workshop their 2nd draft. **
 * o I’ll start peer conferences. I can also do these at lunch, after, or before school. **
 * o Look during this edit for CONTENT. **
 * · Homework: make changes to their draft content-wise, bring in another draft tomorrow, read for 40 book challenge **


 * Thrusday:**
 * · Journal? **
 * · Jump right into peer editing. Look for grammar, spelling, punctuation. Give out “helping” hand out here for what to look for **
 * · Questions for me? Available for conferences and any other kind of help **
 * · Homework: final drafts due tomorrow. Please bring either a typed copy double spaced or a handwritten copy where you skip lines. **
 * o If you type it, please print TWO copies if possible **


 * If students didn’t type up their paper, I will type it up so that they can all do the found poetry activity**


 * Friday:**
 * · Journal: what have you learned about prejudice that you didn’t know before? How do you think prejudice affects the world we live in today? **
 * o Share? Discussion. **
 * · Found poetry: each student will be given a copy of their final draft of their paper and be asked to pick a paragraph or two of their choice, cut up the words and place them in a baggie. These baggies will be labeled with the authors name and then given out to another student who will be asked to arrange the paragraphs into a poem. They will have to be given them in pairs (child A has B’s words, B has A’s words.) **
 * o Write down the poem that they make **
 * · Homework: read 40 book challenge, if you can, type up a copy of your found poem **


 * Monday:**
 * · Independent reading **
 * · Get out your found poem, today we’re going to “craft” them. Use art tools, computers to type them up if you haven’t already **
 * · Decorate them **
 * · Mini lesson about performing poetry, show youtube video, perform one myself **


 * Tuesday**
 * · Poetry slam!! Have students share their poems (snaps! Be respectful!) (if they really didn’t want to perform it live, they can video tape themselves that morning, or Monday afternoon, or Monday at lunch/team time with my help) **
 * · Homework: read **


 * Tuesday:**
 * · Poets get back into pairs and share their poems again **
 * · Discuss eachother’s poems **
 * · Then exchange narratives, see what poem they formed from the narrative. Was it close to what was happening? Talk about this. **

First day lesson plan:

Objectives: **Students will be able to:** Materials:
 * · Read independently **
 * · Respond to a given writing prompt in writing and in informal discussion **
 * · Define prejudice, give examples of prejudice throughout history **
 * · Understand an overview of the holocaust **
 * · Novels **
 * · Overhead projector **
 * · Writing utensils **
 * · Paper **
 * · Powerpoint, prezi **
 * · Laptop **

Procedures:
 * Monday:**
 * · right now, my CT starts Mondays with independent reading for 15 or so minutes, so I’d really like to continue that tradition. After that, I’ll have students respond to a journal question posted on the overhead that says: **
 * o What is prejudice? Have you ever experienced or witnessed prejudice? Tell me about it if so—how did it make you feel? **
 * · I’ll probably give them 5-10 minutes to respond, and I’ll respond at this time, too. After that, I’ll ask students to volunteer to share their responses and we’ll have a small informal discussion about their experiences with prejudice. **
 * · Next, I’ll go through a prezi/guided presentation about prejudice. I’ll have a formal definition, ask students if they can think of any times during history where prejudice occurred, ask if they can think of anything they’ve read that involved prejudice, etc. **
 * · I’ll include slides about instances of prejudice in history: black/white racism in US, anti-arab feelings post 9/11, limitation of women’s rights, etc. **
 * · End the presentation with information about the holocaust **
 * o Homework: independent reading **

Assessment: **exit pass? 2 minute freewrite? Something you learned today.**

Modifications?:**

12/1/10 UPDATED UNIT PLAN