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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