DAY: 1 SUBJECT: World Literature and Composition GRADE: 10th
QCC’s: 30, 32, 33, 38 CORE SKILLS: 11, 15, 23
GENERAL OBJECTIVES:
(Adapted from IRA/NCTE Standards)
Students will:
¨ read a wide range of literature to build an understanding of themselves and the cultures of the world, to acquire new information, and for personal fulfillment. Among these texts are fiction and non-fiction works. (#1)
¨ apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. (#3)
¨ apply their knowledge of language structure, language conventions, media techniques, figurative language, and genre to create, critique, and discuss texts. (#6)
¨ conduct research on issues and interests by generating ideas and questions, and by posing problems. They will gather, evaluate, and synthesize data from a variety of sources to communicate their discoveries in ways that suit their purpose and audience. (#7)
¨ use a variety of technological and information sources (e.g., libraries, databases, computer networks, video) to gather and synthesize information to create and communicate knowledge. (#8)
¨ use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). (#12)
INTRODUCTION:
To start this class I will ask the students what they already know about the Holocaust. I will write their answers on a transparency so the same answers will not be repeated.
SPECIFIC OBJECTIVES:
(Adapted from Georgia’s Quality Core Curriculum)
Students will:
¨ understand social problems by role-playing. (LA 10.33)
¨ adapt writing style to appeal or persuade various audiences. (LA 10.30)
¨ organize, select, and relate ideas and develop them into coherent multi-paragraph composition. (LA 10.32)
¨ develop effective way of telling about literature. (LA 10.38)
¨ use inferential comprehension skills. (Core Skills #11)
¨ writes standard American English sentences with correct verb forms, punctuation, capitalization, possessives, plural forms, and other mechanics, word choice, and spelling (Core Skills #15)
¨ speaks so others can hear and understand (Core Skills #23)
PROCEDURES AND TEACHER’S NOTES:
Journal Question for the day:
Have you ever heard or read about something you knew was true but still could not conceive or believe? Explain.
Step 1:
After the journal entry and introduction the class will be split up into three groups:
Group A: 1/6th of the class (representing the Nazis)
Group B: 2/3rd of the class (representing the German people)
Group C: 1/6th of the class (representing the Jews)
- The groups will not be told who they represent, although they should figure it out by the end of the class.
Step 2:
I will pull Group A aside and tell them they are responsible for telling the rest of the class the assignment. I will give them a handout of instructions. (see attached)
Step 3:
After fifteen to twenty minutes Group A will collect the assignments and the students will come back together as a class.
A teacher led discussion will tie together what happened.
Two key facts will be focused on in the discussion:
-That one group was superior to the other, and both groups knew it.
-The order of how things went in the classroom:
-The two groups were separated
-One group was marked
-Some were oppressed (blue ink)
-Then all were oppressed (lower grade)
-Then the group was separated
In addition the feelings of each group will be expressed.
Step 4:
Group A will then lead a discussion of the history of the Holocaust. (They will have been studying the attached handout and share their interpretation of the text with the class.)
Step 5:
The students will then write a one-page essay discussing one of the following topics:
- A law was passed taking away your citizenship
- A law was passed saying you could not associate with those who are not citizens.
- A law was passed saying you could not go to work or go to public school.
- You hear that all the people with your color hair in a nearby town were killed.
The students would be reminded to think about their family, their allegiance to their country, their religious faith, ect. (Adapted from Kurt’s page)
CLOSING:
Today we took a broad overview of the Holocaust and you got to walk in someone else’s shoes for a while. Ask them if they know who was the leader of this movement? If they don’t guess tell them. Then tell them that tomorrow we will be looking at his philosophy and why he did what he did to the Jews.
EVALUATION:
Group Project – participation grade
One page paper – daily grade
(see syllabus)
MATERIALS:
- construction paper (orange)
- scissors
- tape
- board, markers
ASSIGNMENTS:
They will have time to write the one-page essay in class but if they do not finish, it will be assigned for homework to be turned it the next day.
EXTENDER/BACK-UP MATERIALS:
Read from Sky if time allows.
PROVISIONS FOR INDIVIDUAL DIFFERENCES:
Have the handouts in bigger print for the student that does not see well. Make sure he is at the front of the class so he can see the board.