Calendar:
WWII Books
Assignment Description and Calendar
Individual Work
Each week, you will keep a four column journal for the section you have read. You will write a summary of the section in one column. In another column, you will write about your response to the events in the section. At the end of the week, a peer will respond to what you have written, and you will reply to their commentary.
Group Roles:
You will also be assigned a different type of task each week. At the end of the week, you will share what you did for your task with your group. You’ll have time to respond to the section as a group either in conversation or in writing.
You will have a chance to rotate through each of five types of tasks. Here are the five types of tasks:
Golden Line Finder
As you read, collect “golden lines” (significant quotes from the text that seem to stand out). Copy them from the book; include a citation with the author’s last name and page numbers where you found them. Write what you think each quote means.
Compare and Contrast Group
Fill out a Compare and Contrast chart for your section.
Cause and Effect Group
Fill out a Cause and Effect chart for your section.
Author’s Purpose Group
As you read, think about the author’s purpose in various sections of the book. Find one place each where the author tries to entertain, persuade, inform/explain, and express and emotion or idea
Discussion Question Writer
As you read, come up with good discussion questions and interesting comments (5 total for each meeting). Use page numbers where appropriate to help you remember what sparked your interest. Your group members will respond to your questions and comments either in conversation or in writing.
Create a Reading Schedule:
Meet in a group with the other students reading the same book as you. Determine how to best break the book into five sections. You will be responsible for reading one section each week. List the sections with their page numbers below:
Section 1: _____________ Finish reading by: ______ My role this week is: ____________________
Section 2 _____________ Finish reading by: ______ My role this week is: ____________________
Section 3: _____________ Finish reading by: ______ My role this week is: ____________________
Section 4: _____________ Finish reading by: ______ My role this week is: ____________________
Section 5: _____________ Finish reading by: ______ My role this week is: ____________________
Calendar:
January/February
|Pg #s Due |Monday |Tuesday |Wednesday |Thursday |Friday |
| |Jan. 24 |Jan. 25 |Jan. 26 |Jan. 27 |Jan. 28 |
| | | | | | |
| | | | | |End of Quarter |
| | | | | | |
| | | | | |Compare & Contrast/ |
| | | | | |Text Features CFA |
| |Jan. 31 |Feb. 1 | Feb. 2 |Feb. 3 |Feb. 4 |
| | | | | | |
| | | |ACT Day | | |
| | | |ER 12:30 | | |
| | | | | | |
| |Feb. 7 |Feb. 8 |Feb. 9 |Feb. 10 |Feb. 11 |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| |Feb. 14 |Feb. 15 |Feb. 16 |Feb. 17 |Feb. 18 |
| | | | | | |
| | | | | |Book 1 Due |
| | | |ACT Day | | |
| | | |ER 12:30 | |Cause and Effect CFA |
| |Feb. 21 |Feb. 22 |Feb. 23 |Feb. 24 |Feb. 25 |
| | | | | | |
| |NO SCHOOL |NO SCHOOL | | | |
| |Presidents’ Day |Midwinter Break | | | |
| | | | | | |
| |Feb. 28 |Mar. 1 |Mar. 2 |Mar. 3 |Mar. 4 |
| | | | | | |
| | | |ACT Day | | |
| | | |ER 12:30 | | |
| | | | | | |
End of reading everybody does:
Author’s Tone
Describe how the author feels about the “enemy” or the “oppressor” (Farewell: U.S. Government; Milkweed: Nazis; Codetalkers: Japanese)
Letter to author
• Which sentence is an opinion…
• What is most likely the author’s purpose…
• Which opinion can be supported with information…
• Which word best describes the author’s attitude/opinion
Thursday
Gallery Walk with WWII pix
Post quotes around the pod
Monday and Tuesday: One Survivor Remembers video (39 minutes)
Wed. Jan. 13 and Thursday Jan. 14: Compare Contrast: Rabbit story and First They Came for the Jews
Quick Write: Do Films Make an Impact and Bring history alive (we have a cool overhead)
Friday Jan. 15
Challenge Day Video
Begin of Anne Frank 484-519 (58 columns of reading) 522-540 (35 columns of reading)
Tuesday Jan. 19
Begin of Anne Frank 484-519 (58 columns of reading) 522-540 (35 columns of reading)
1. Read Pg. 485 Read Background
2. Split the 4 groups; explain plan
3. Begin reading aloud
Vocabulary will be homework (extraneous, diachronic, antecedent, contradict)
Reading Sections
Week 1 (Jan. reading: 14 columns reading (Act 1; scene 1 and 2) P. 486-496
Week 2 reading: 30 columns reading (Act 1; scene 3 and 4) P.497- 512
Week 3 reading: 26 columns reading (Act 1; scene 5 and Act 2; scene 1) P. 513-519 and 522-529
Week 4 reading: 23 columns reading (Act 2; scene 2-5) P. 529-540
Performance of scene 1
Show video clip of report of Miep’s death 1/11/10 and information about what she did for the Franks during WWII
End: Quick write prompt on 484 (also has overhead in Transparency book)
How Will You Make an Impact (we have a cool overhead)
Story Performers
Week 1 (Jan. reading: 14 columns reading (Act 1; scene 1 and 2) P. 486-496
Week 2 reading: 30 columns reading (Act 1; scene 3 and 4) P.497- 512
Week 3 reading: 26 columns reading (Act 1; scene 5 and Act 2; scene 1) P. 513-519 and 522-529
Week 4 reading: 23 columns reading (Act 2; scene 2-5) P. 529-540
Compare and Contrast Group
Week 1: Compare the Jim Crow laws in the U.S. during the early 1900s to the ways in which Jewish people were treated in Pre-WWII and WWII Europe and Germany
Possible resources:
Key events timeline from One Survivor Remembers
Great website for explaining what Jim Crow Laws were.
This website actually shows you the documents of Jim Crow Laws.
This gives you an clear idea of what the Jim Crow laws were.
Week 2: Compare the Van Daans to the Franks using the Compare/Contrast Chart
Week 3: Compare and Contrast Hanukkah to Christmas
Week 4: Compare and Contrast Mr. Frank in the first scene of the play to the last few scenes of the play
Cause and Effect Group
Week 1: Fill out a cause and effect chart with Jewish people having to wear the yellow Star of David “Jude” as the event. You will need to complete research to find out the causes and effects of this event. Make sure the details you provide are specific and that you give the source of your information
Week 2: Fill out a cause and effect chart with Mr Dussel’s arrival as the event. Use specific text details as your causes and effects. Be sure to cite the author’s name and page numbers.
Week 3: Fill out a cause and effect chart with Carl blackmailing Mr. Kraler as the event. Use specific text details as your causes and effects. Be sure to cite the author’s name and page numbers.
Week 4: Fill out a cause and effect chart with the Gestapo find the Franks, Van Daans and Dussel in the Annex as the event. Use specific text details as your causes and effects. Be sure to cite the author’s name and page numbers.
Research Expert Group (topic will be selected for you)
Week 1 Research the life of Otto Frank after WWII. Create a text feature poster as a group and be
prepared to share the information you found.
Week 2 Research Switzerland’s policy of neutrality during WWII. Create a text feature poster as a group and be prepared to share the information you found.
Week 3 Research rationing in Europe during WWII. Create a text feature poster as a group and be prepared to share the information you found.
Week 4 Read the stories on page 544-552. Complete the chart of page 544. Share your findings with the class.
EXTRA
Fill out a cause and effect chart with Anne selecting and giving gifts for Hanukkah to her annex-mates as the event in the middle. Your answer should include information about specific gifts she gave, why she gave them (causes) and the specific effects they have on people. Be sure to include the author’s name and page numbers for your details.
Example
Example (you may not use this one): Cause: Anne is noisy and it annoys Mr. Dussel. In the text Dussel says “Every night she twists and turns. I don’t sleep. I spend half my nights shushing her.” (Goodrich & Hackett 509)
Week 2 Assignments
Compare and Contrast Group
Week 2: Compare the Van Daans to the Franks using the Compare/Contrast Chart. Be sure to use specific details and cite the author’s last name with the page number.
Cause and Effect Group
Week 2: Fill out a cause and effect chart with Mr Dussel’s arrival as the event in the middle. Use specific text details as your causes and effects. Be sure to cite the author’s name and page numbers.
Research Expert Group (topic will be selected for you)
Week 2: Research Switzerland’s policy of neutrality during WWII. Create a text feature poster as a group and be prepared to share the information you found.
The group will put together a text feature poster showing the information they found. Each group member will be responsible for adding one text feature to the poster and sharing the information he/she contributed at the end of the week. Here are the text features that need to be represented:
1. text box
2. bulleted list
3. map with key and caption
4. chart with key and caption
5. graph with key and caption
6. picture with meaty captions that are informative
7. glossary
8. timeline
Story Performers
Week 2 reading: Act 1; scenes 3 and 4; P.497- 512
Each member of the story performer group will be assigned one or two parts (two parts if they’re short) of the play. They will be responsible for reading the story aloud as the rest of the class reads along silently.
The story performers will also select parts of scenes to perform at the end of the week. They will act out the parts of scenes selected, using props and reading with expression as though they are performing. It will not be necessary to memorize lines, but it will be apparent that you have practiced. In addition to performing selected scenes, each group member needs to write a paragraph that 1) summarizes what happens in the scenes selected (2-3 sentences) and 2) explains why these parts are significant.
Vocabulary for “diachronic” is homework: see tmsthompson.
Week 4 Assignments
Compare and Contrast Group
Week 4: Compare and Contrast Group
Week 1: Compare the Jim Crow laws in the U.S. during the early 1900s to the ways in which Jewish people were treated in Pre-WWII and WWII Europe and Germany
Possible resources:
Key events timeline from One Survivor Remembers
Great website for explaining what Jim Crow Laws were.
This website actually shows you the documents of Jim Crow Laws.
This gives you an clear idea of what the Jim Crow laws were.
Week 2: Compare the Van Daans to the Franks using the Compare/Contrast Chart
Week 3: Compare and Contrast Hanukkah to Christmas
Week 4: Compare and Contrast Mr. Frank in the first scene of the play to the last few scenes of the play
Cause and Effect Group
Week 1: Fill out a cause and effect chart with Jewish people having to wear the yellow Star of David “Jude” as the event. You will need to complete research to find out the causes and effects of this event. Make sure the details you provide are specific and that you give the source of your information
Week 2: Fill out a cause and effect chart with Mr Dussel’s arrival as the event. Use specific text details as your causes and effects. Be sure to cite the author’s name and page numbers.
Week 3: Fill out a cause and effect chart with Carl blackmailing Mr. Kraler as the event. Use specific text details as your causes and effects. Be sure to cite the author’s name and page numbers.
Week 4: Fill out a cause and effect chart with the Gestapo find the Franks, Van Daans and Dussel in the Annex as the event. Use specific text details as your causes and effects. Be sure to cite the author’s name and page numbers.
Research Expert Group (topic will be selected for you)
Week 1 Research the life of Otto Frank after WWII. Create a text feature poster as a group and be
prepared to share the information you found.
Week 2 Research Switzerland’s policy of neutrality during WWII. Create a text feature poster as a group and be prepared to share the information you found.
Week 3 Research rationing in Europe during WWII. Create a text feature poster as a group and be prepared to share the information you found.
Week 4 Read the stories on page 544-552. Complete the chart of page 544. Share your findings with the class.
EXTRA
Fill out a cause and effect chart with Anne selecting and giving gifts for Hanukkah to her annex-mates as the event in the middle. Your answer should include information about specific gifts she gave, why she gave them (causes) and the specific effects they have on people. Be sure to include the author’s name and page numbers for your details.
Example
Example (you may not use this one): Cause: Anne is noisy and it annoys Mr. Dussel. In the text Dussel says “Every night she twists and turns. I don’t sleep. I spend half my nights shushing her.” (Goodrich & Hackett 509)
Week 2 Assignments
Compare and Contrast Group
Week 2: Compare the Van Daans to the Franks using the Compare/Contrast Chart. Be sure to use specific details and cite the author’s last name with the page number.
Cause and Effect Group
Week 2: Fill out a cause and effect chart with Mr Dussel’s arrival as the event in the middle. Use specific text details as your causes and effects. Be sure to cite the author’s name and page numbers.
Research Expert Group (topic will be selected for you)
Week 2: Research Switzerland’s policy of neutrality during WWII. Create a text feature poster as a group and be prepared to share the information you found.
The group will put together a text feature poster showing the information they found. Each group member will be responsible for adding one text feature to the poster and sharing the information he/she contributed at the end of the week. Here are the text features that need to be represented:
9. text box
10. bulleted list
11. map with key and caption
12. chart with key and caption
13. graph with key and caption
14. picture with meaty captions that are informative
15. glossary
16. timeline
Story Performers
Week 2 reading: Act 1; scenes 3 and 4; P.497- 512
Each member of the story performer group will be assigned one or two parts (two parts if they’re short) of the play. They will be responsible for reading the story aloud as the rest of the class reads along silently.
The story performers will also select parts of scenes to perform at the end of the week. They will act out the parts of scenes selected, using props and reading with expression as though they are performing. It will not be necessary to memorize lines, but it will be apparent that you have practiced. In addition to performing selected scenes, each group member needs to write a paragraph that 1) summarizes what happens in the scenes selected (2-3 sentences) and 2) explains why these parts are significant.
Vocabulary for “diachronic” is homework: see tmsthompson.
Week 1 Assignments
Compare and Contrast Group
Week 1: Compare the Jim Crow laws in the U.S. during the early 1900s to the ways in which Jewish people were treated in Pre-WWII and WWII Europe and Germany
Possible resources:
Key events timeline from One Survivor Remembers
Great website for explaining what Jim Crow Laws were.
This website actually shows you the documents of Jim Crow Laws.
This gives you an clear idea of what the Jim Crow laws were.
Cause and Effect Group
Week 1: Fill out a Cause and Effect Chart with Jewish people having to wear the yellow Star of David “Jude” as the event. You will need to complete research to find out the causes and effects of this event. Make sure the details you provide are specific and that you give the source of your information
Research Expert Group (topic will be selected for you)
Week 1 Research the life of Otto Frank after WWII. Create a text feature poster as a group and be
prepared to share the information you found.
The group will put together a text feature poster showing the information they found. Each group member will be responsible for adding one text feature to the poster and sharing the information he/she contributed at the end of the week. Here are the text features that need to be represented:
17. text box
18. bulleted list
19. map with key and caption
20. chart with key and caption
21. graph with key and caption
22. picture with meaty captions that are informative
23. glossary
24. timeline
Story Performers
Week 1 (Jan. reading: 14 columns reading (Act 1; scene 1 and 2) P. 486-496
Each member of the story performer group will be assigned one or two parts (two parts if they’re short) of the play. They will be responsible for reading the story aloud as the rest of the class reads along silently.
The story performers will also select parts of scenes to perform at the end of the week. They will act out the parts of scenes selected, using props and reading with expression as though they are performing. It will not be necessary to memorize lines, but it will be apparent that you have practiced.
Possible resources:
Key events timeline from One Survivor Remembers
Great website for explaining what Jim Crow Laws were.
This website actually shows you the documents of Jim Crow Laws.
This gives you an clear idea of what the Jim Crow laws were.
Cause and Effect Group
Week 1: Fill out a Cause and Effect Chart with Jewish people having to wear the yellow Star of David “Jude” as the event. You will need to complete research to find out the causes and effects of this event. Make sure the details you provide are specific and that you give the source of your information
Research Expert Group (topic will be selected for you)
Week 1 Research the life of Otto Frank after WWII. Create a text feature poster as a group and be
prepared to share the information you found.
The group will put together a text feature poster showing the information they found. Each group member will be responsible for adding one text feature to the poster and sharing the information he/she contributed at the end of the week. Here are the text features that need to be represented:
25. text box
26. bulleted list
27. map with key and caption
28. chart with key and caption
29. graph with key and caption
30. picture with meaty captions that are informative
31. glossary
32. timeline
Story Performers
Week 1 (Jan. reading: 14 columns reading (Act 1; scene 1 and 2) P. 486-496
Each member of the story performer group will be assigned one or two parts (two parts if they’re short) of the play. They will be responsible for reading the story aloud as the rest of the class reads along silently.
The story performers will also select parts of scenes to perform at the end of the week. They will act out the parts of scenes selected, using props and reading with expression as though they are performing. It will not be necessary to memorize lines, but it will be apparent that you have practiced.
Compare and Contrast Group
Week 1: Compare the Jim Crow laws in the U.S. during the early 1900s to the ways in which Jewish people were treated in Pre-WWII and WWII Europe and Germany
Possible resources:
Key events timeline from One Survivor Remembers
Great website for explaining what Jim Crow Laws were.
This website actually shows you the documents of Jim Crow Laws.
This gives you an clear idea of what the Jim Crow laws were.
Week 2: Compare the Van Daans to the Franks using the Compare/Contrast Chart
Week 3: Compare and Contrast Hanukkah to Christmas
Compare and Contrast Group
Week 1: Compare the Jim Crow laws in the U.S. during the early 1900s to the ways in which Jewish people were treated in Pre-WWII and WWII Europe and Germany
Possible resources:
Key events timeline from One Survivor Remembers
Great website for explaining what Jim Crow Laws were.
This website actually shows you the documents of Jim Crow Laws.
This gives you an clear idea of what the Jim Crow laws were.
Week 2: Compare the Van Daans to the Franks using the Compare/Contrast Chart
Week 3: Compare and Contrast Hanukkah to Christmas
Week 4: Compare and Contrast Mr. Frank in the first scene of the play to the last few scenes of the play
Cause and Effect Group
Week 1: Fill out a cause and effect chart with Jewish people having to wear the yellow Star of David “Jude” as the event. You will need to complete research to find out the causes and effects of this event. Make sure the details you provide are specific and that you give the source of your information
Week 2: Fill out a cause and effect chart with Mr Dussel’s arrival as the event. Use specific text details as your causes and effects. Be sure to cite the author’s name and page numbers.
Week 3: Fill out a cause and effect chart with Carl blackmailing Mr. Kraler as the event. Use specific text details as your causes and effects. Be sure to cite the author’s name and page numbers.
Week 4: Fill out a cause and effect chart with the Gestapo finding the Franks, Van Daans and Dussel in the Annex as the event. Use specific text details as your causes and effects. Be sure to cite the author’s name and page numbers.
Possible resources:
Key events timeline from One Survivor Remembers
Great website for explaining what Jim Crow Laws were.
This website actually shows you the documents of Jim Crow Laws.
This gives you an clear idea of what the Jim Crow laws were.
Week 2: Compare the Van Daans to the Franks using the Compare/Contrast Chart
Week 3: Compare and Contrast Hanukkah to Christmas
Week 4
Research Expert Group (topic will be selected for you)
Week 1 Research the life of Otto Frank after WWII. Create a text feature poster as a group and be
prepared to share the information you found.
Week 2 Research Switzerland’s policy of neutrality during WWII. Create a text feature poster as a group and be prepared to share the information you found.
Week 3 Research rationing in Europe during WWII. Create a text feature poster as a group and be prepared to share the information you found.
Week 4 Read the stories on page 544-552. Complete the chart of page 544. Share your findings with the class.
EXTRA
Fill out a cause and effect chart with Anne selecting and giving gifts for Hanukkah to her annex-mates as the event in the middle. Your answer should include information about specific gifts she gave, why she gave them (causes) and the specific effects they have on people. Be sure to include the author’s name and page numbers for your details.
Example
Example (you may not use this one): Cause: Anne is noisy and it annoys Mr. Dussel. In the text Dussel says “Every night she twists and turns. I don’t sleep. I spend half my nights shushing her.” (Goodrich & Hackett 509)
Week 2 Assignments
Compare and Contrast Group
Week 2: Compare the Van Daans to the Franks using the Compare/Contrast Chart. Be sure to use specific details and cite the author’s last name with the page number.
Cause and Effect Group
Week 2: Fill out a cause and effect chart with Mr Dussel’s arrival as the event in the middle. Use specific text details as your causes and effects. Be sure to cite the author’s name and page numbers.
Research Expert Group (topic will be selected for you)
Week 2: Research Switzerland’s policy of neutrality during WWII. Create a text feature poster as a group and be prepared to share the information you found.
The group will put together a text feature poster showing the information they found. Each group member will be responsible for adding one text feature to the poster and sharing the information he/she contributed at the end of the week. Here are the text features that need to be represented:
33. text box
34. bulleted list
35. map with key and caption
36. chart with key and caption
37. graph with key and caption
38. picture with meaty captions that are informative
39. glossary
40. timeline
Story Performers
Week 2 reading: Act 1; scenes 3 and 4; P.497- 512
Each member of the story performer group will be assigned one or two parts (two parts if they’re short) of the play. They will be responsible for reading the story aloud as the rest of the class reads along silently.
The story performers will also select parts of scenes to perform at the end of the week. They will act out the parts of scenes selected, using props and reading with expression as though they are performing. It will not be necessary to memorize lines, but it will be apparent that you have practiced. In addition to performing selected scenes, each group member needs to write a paragraph that 1) summarizes what happens in the scenes selected (2-3 sentences) and 2) explains why these parts are significant.
Vocabulary for “diachronic” is homework: see tmsthompson.
Week 1 Assignments
Compare and Contrast Group
Week 1: Compare the Jim Crow laws in the U.S. during the early 1900s to the ways in which Jewish people were treated in Pre-WWII and WWII Europe and Germany
Possible resources:
Key events timeline from One Survivor Remembers
Great website for explaining what Jim Crow Laws were.
This website actually shows you the documents of Jim Crow Laws.
This gives you an clear idea of what the Jim Crow laws were.
Cause and Effect Group
Week 1: Fill out a Cause and Effect Chart with Jewish people having to wear the yellow Star of David “Jude” as the event. You will need to complete research to find out the causes and effects of this event. Make sure the details you provide are specific and that you give the source of your information
Research Expert Group (topic will be selected for you)
Week 1 Research the life of Otto Frank after WWII. Create a text feature poster as a group and be
prepared to share the information you found.
The group will put together a text feature poster showing the information they found. Each group member will be responsible for adding one text feature to the poster and sharing the information he/she contributed at the end of the week. Here are the text features that need to be represented:
41. text box
42. bulleted list
43. map with key and caption
44. chart with key and caption
45. graph with key and caption
46. picture with meaty captions that are informative
47. glossary
48. timeline
Story Performers
Week 1 (Jan. reading: 14 columns reading (Act 1; scene 1 and 2) P. 486-496
Each member of the story performer group will be assigned one or two parts (two parts if they’re short) of the play. They will be responsible for reading the story aloud as the rest of the class reads along silently.
The story performers will also select parts of scenes to perform at the end of the week. They will act out the parts of scenes selected, using props and reading with expression as though they are performing. It will not be necessary to memorize lines, but it will be apparent that you have practiced.
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