grade 08 unit 04 unit template - syracuse city school district 08-unit04... · the culminating...
TRANSCRIPT
Page 1
Unit Description:
This unit focuses on literature and non-fiction texts that highlight examples of persecution experienced during WWII, with a predominate
focus on the Jews in Nazi Germany. As students read the main text, Night, they should be encouraged to ask questions such as, “Why
did this happen? Why didn’t anyone stop this? Could this happen again?” As the unit progresses, students will be asked to craft a
research question, one which they seek to answer. Students should continuously be directed to think of the multiple perspectives for
each situation they encounter. In addition to the main text, the resources in the unit template can be used to support whole class
instruction, as well as student independent research. The culminating project for student research is a two voice poem. This product is
meant to be performed with a partner during an oral read (mid to late June). Each partner would represent a different perspective,
crafted around the research question. For example, a pair of students may decide to research the question, “Why wouldn’t German
citizens stand up for the Jews?” One perspective could be of a German citizen fearful for the safety of his/her family versus a Jewish
prisoner in a concentration camp.
Reading and writing is integrated throughout this unit, instead of writing as a separate unit. Reading, research, and writing will go hand-
in-hand and many of the teaching points can carry through multiple days. The teaching points in this unit are not designed to be
taught in a linear order, as has been in the past. Teachers have to be thoughtful about choosing teaching points that match the
specific sections of text students are encountering or researching. Teachers should use the pacing guide below to map out chunks of
text to read, days for research, and days to write. A suggested pacing guide has been offered as an example of what this could look
like.
Revised:9/28/2016 SYRACUSE CITY SCHOOL DISTRICT Grade 08 Unit 04 Unit Template
Reading Standards: RL.8.1, RL.8.2, RL.8.5, RL.8.6, RL.8.7 RI.8.1, RI. 8.2, RI.8.3 , RI.8.5, RI.8.6, RI.8.7
Writing Standards: W.8.2, W.8.4, W.8.5, W.8.6, W.8.7, W.8.8, W.8.9
Page 2
Planning suggestions:
Main Text Selection: Before students can begin to grapple with a research question, they need to have read a large chunk of the main
text selection. This text should spur ideas and questions to which students want answers. Teachers should encourage students to take
notes while reading either through roadmapping in a notebook/ sticky notes/ Cornell notes or using any of the organizers suggested in
the unit template.
Resource selection: Teachers should preview each of the linked resources and choose carefully which resources they will use whole
class to support instruction, guide questions, or build background. Some of the resources can be shared with students for starting points
to dig deep for research. Some of the information and images are intended for mature audiences and teachers need to choose
carefully what students can maturely handle and plan thoughtful, appropriate discussions around these resources.
Teachers should seek the assistance of the school librarian, instructional coach, and social studies teachers if support is needed.
Technology: Teachers may want to work with the school librarian to secure technology access for students to either research or publish
the final writing product. As teachers identify technology needs, they should be purposeful in choosing resource information for
students. When looking at the reading material in the unit, they should think “would this resource be a good text for all students to read
or will I direct some students to this resource for individual research?”
*If technology will present a road block, teachers are encouraged to consider using research folders for students to use. Teachers
could selectively choose resources and group them in folders. As students dig deep for research, they would refer to the documents
within the folders the teacher has gathered.
Performance of final product:
A two voice poem is meant to be performed with two different voices. Students can partner early in the research process to identify a
common question, select research information, and plan the two perspectives identified. Each student should choose one
perspective, knowing that they may take on a perspective with which they do not necessarily agree. This can be performed simply
within a class period to peers or to a larger audience, such as a poetry reading inviting building staff and parents. The performance
can be planned at the teachers’ discretion.
Spiraled Reading Standards: RL.8.3, RL.8.4, RI.8.4, RI.8.8, RL.8.9, RI.8.9, RL.8.10, RI.8.10, RL.8.11
Embedded Writing Standards: W.8.10
Page 3
Assessment Links Rubrics and Scoring Guide Links
The two voice poem will serve as a performance-based
assessment for this unit.
Two Voice Poem Rubric
Two Voice Poem Performance Rubric
Recommended Texts
Resources *Disclaimer: Some of the information and images below are intended for
mature audiences, and may be considered by some to be offensive or
frightening. Please be sure to preview all resources to make informed
choices as to what your students can handle and discuss in an
appropriate manner. Some of these resources can be used whole-class
or as research materials when students branch off into their respective
questions.
Main Text:
Night by Elie Wiesel
Supportive Texts:
“The Boys Who Fought The Nazis” by Kristen Lewis (Scholastic
Scope, April 8, 2013, Vol.16, No.9)
The Diary of Anne Frank (Drama) by Frances Goodrich and Albert
Hackett (Glencoe pgs. 758-849)
from Anne Frank: The Diary of a Young Girl by Anne Frank
(Glencoe pgs. 853-863)
from Sky by Hanneke Ippisch (Glencoe pgs. 865-870)
Hitler Youth: Growin Up in Hitler’s Shadow
The Holocaust: The Fire That Raged
Museum Quotations: You are My Witnesses from the United States
Holocaust Memorial Museum
Poetry:
At First They Came for the Communists
The Butterfly
Websites:
United States Holocaust Memorial Museum
The Holocaust History Project
Timeline
Different examples of persecution during the Holocaust
The Rise of Adolf Hitler
Timeline of Adolf Hitler’s life
Excerpts from Hitler’s speech to the Reichstag on the Jewish
Question
Videos:
Opera Winfrey’s Interview with Elie Wiesel:
Part 1, Part 2, Part 3, Part 4, Part 5, Part 6
Historical Film Footage
Concentration Camp Liberation
Hitler’s Youth Rally Speech
Photos:
Concentration Camp Photos (Elie Wiesel appears in #10)
Page 4
Homesick
Fear
Children’s Books:
Benno and the Night of Broken Glass by Meg Wiviott
Rose Blanche by Roberto Innocenti
Star of Fear, Star of Hope by Jo Hoestlandt & Johanna Kang
Terrible Things by Eve Bunting (can be found in the old Bridges to
Literature)
The Yellow Star: The Legend of King Christian X of Denmark by
Carmen Agra Deedy
Nazi Propaganda
Japanese-American Internment Camps:
General Information
War Relocation Authority Camps in Arizona (site includes map of
concentration camp locations in the US)
Internment History (This is a resource that documents Roosevelt’s
Executive Order for Japanese-American citizens to relocate to the
concentration camps, as well as other historical documents,
timeline, and photos.)
The Japanese and “Money Trees” (excerpt from A Different Mirror
For Young People: A History of Multicultural America) by Ronald
Takaki
World War II and America’s Ethnic Problem (excerpt from A Different
Mirror For Young People: A History of Multicultural America) by
Ronald Takaki
America at War (chapter from A Young People’s History of the
United States) by Howard Zinn
“It Can’t Be Helped” by Jeannie Wakatsuki Houston (from Farewell
to Manzanar)
Website Resource for Teachers (actual url addresses for hyperlinks
above)-This may be helpful if teachers are directing students to
specific sites mentioned above for researching purposes.
Page 5
Big Ideas Essential Questions
● Connections to non-fiction and media can be made with
fictional works of literature.
● These connections help to create a complete picture
about a topic in the world.
● Readers read deeply and broadly about a topic,
determining some big ideas that authors put forth about a
topic.
● Readers begin to organize these big ideas and support
them with evidence from more than one text.
● Researchers use creative mediums to express
understandings about the world around them, especially
with complex issues.
● How do we use fiction, non-fiction, and media to develop
ideas about the world?
● What important ideas can we learn from the past?
Vocabulary Anchor Charts
● Credentials
● Impact
● Implicate
● Lens
● Perspective
● Primary
● Secondary
● Source
● Synthesize
● Valid
● Non-Fiction Roadmap
● Fiction Roadmap
● Poetry Roadmap
● Example of research center
Standard/
Outcome
Teaching Points
(Lesson Objectives)
Checks for Understanding
Supports and Scaffolds Instructional
Resources
& Tools
Build
Background
Knowledge
RL.8.1, RI.8.1,
RL.8.2, RI.8.2
A day or two should be devoted to
building background knowledge
around the topic as a whole. Use
non-fiction and/or media to
introduce the topic using the
Building Background Knowledge
Protocol.
Notice Wonder Chart
It Says, I Say, and So
Chart
Building
Background
Knowledge
Protocol
Mystery piece
Page 6
Standard/
Outcome
Teaching Points
(Lesson Objectives)
Checks for Understanding
Supports and Scaffolds Instructional
Resources
& Tools
Building
Background Lesson
Plans:
Deconstructing
the Familiar:
Photo Activity
Photo Narrative
Activity
Timeline Activity
Critically Read
RL.8.1, RL.8.2,
RL.8.3, RL.8.4,
RL.8.6
RI.8.1, RI.8.2,
RI.8.3, RI.8.4,
RI.8.6
4.1 Readers identify, track, and
analyze text evidence by creating
a roadmap. They roadmap for
theme/central idea, patterns,
character motivations, author’s
perspective, and the interaction of
story elements.
*This teaching point will carry
throughout the reading of the main
any text in the unit. Additional
teaching points can be paired with
this one, as appropriately identified
by the section of text being tackled
daily.
Think-Pair-Share or Quick
Write:
What have I chosen to
include in my roadmap?
What is the gist of this
section?
Other potential Quick-Write
Questions:
What interests me about this
idea or topic?
Do I know enough about the
idea or topic to ask good
questions?
Am I interested enough in
the idea or topic to
investigate it?
Students use Cornell
notes with
chapter/page number
in the left column and
their roadmap
comments in the right
column.
3-2-1 Summarizer
Organizer (from 25
Quick Formative
Assessements for a
Differentiated
Classroom)
GIST Activity
Resources for Text-
Dependent
Questions:
Night Teacher
Resource Guide
Night Discussion
Questions for
Students
Standards-
based TDQ and
vocabulary
Text Graffiti
Quotations:;
Beginning
Middle
End
4.2 Readers look for patterns by
asking themselves, “Why does this
Think-Pair-Share or Quick
Write:
Conferencing
Question:
Page 7
Standard/
Outcome
Teaching Points
(Lesson Objectives)
Checks for Understanding
Supports and Scaffolds Instructional
Resources
& Tools
Critically Read
RL.8.1, RL.8.2,
RL.8.3, RL.8.4,
RL.8.6
RI.8.1, RI.8.2,
RI.8.3, RI.8.4,
RI.8.6
keep coming up? What might the
author be showing us with these
patterns?”
How is this information
contributing to my
understanding of the topic?
What am I beginning to
wonder about the topic?
What is this mostly
about?
What is the author
saying about this
topic?
Which events are
important to the
theme/ central idea?
4.3 Readers analyze characters’
motivations by asking themselves,
“Why would a character say, do, or
think that?”
Students complete an open
mind portrait to portray their
understanding of the main
character/ person in the
main text.
*Students should focus on
details that describe the
character’s traits,
motivations, and changes. In
addition to symbols and
pictures, students can
include words or phrases. This
can be done a second time
towards the end of the book,
so highlight how the
character changes from
beginning to end.
Conferencing
Questions:
How did the character
say that?
How did the character
look?
What idea do I have
about who the
character is?
Open Mind Portrait
4.4 Readers study a central idea
through its relationship to supporting
ideas. As they do this, they ask, “In
what ways do these ideas support
the central idea?”
Students complete a graphic
organizer, identifying central
idea and supporting ideas.
Four More Organizer
(from 25 Quick
Formative
Assessements for a
Differentiated
Page 8
Standard/
Outcome
Teaching Points
(Lesson Objectives)
Checks for Understanding
Supports and Scaffolds Instructional
Resources
& Tools
Classroom)
4.5 Readers pay attention to
author’s perspective and point of
view by noticing the emotional
impact of the author’s choice of
words.
Students should dig for words
with emotional connotations
that are related to the
author’s perspective. They
record these words on post-it
notes, explaining the impact
these words can potentially
have on the reader’s
perspective on the topic.
Once students have
compiled a bank of words,
class participates in a Board
Relay or Pass the Plate
activity to share out words
identified as having an
emotional impact.
Conferencing
Questions:
What emotions are you
feeling now?
Is the author taking a
neutral stance on the
issue or making you
feel more for one side
than another?
Are you able to see
multiple sides of the
topic or is the author
slanting the
perspective to only
one side?
Directions to Board
Relay and Pass the
Plate
Night Vocabulary
Glossary
Generate
Research
Question
W.8.7
4.6 Research writers read some text
to get enough ideas and generate
thoughts for their research question
by asking:
What do I find most interesting
about this topic?
What do I want to know more
about?
What opposing perspectives can be
analyzed around this topic?
*Now that students have built
background knowledge and done
some preliminary reading in the
Turn and Talk: With a partner,
share the research question
that has been generated.
Discuss the question and
possible ideas that can be
explored with the question
and topic.
In writing, respond to the
following questions:
Can my question be
answered through
investigation and research?
What do I expect to find in
Mini Lesson: Teacher
and class generate a
concept map around
the unit topic.
Students complete a
notice wonder note-
catcher, as they begin
to form questions
around the topic.
Teachers Guide to
Crafting Research
Questions
Inside Outside Circle
Notice Wonder
Resource
Page 9
Standard/
Outcome
Teaching Points
(Lesson Objectives)
Checks for Understanding
Supports and Scaffolds Instructional
Resources
& Tools
fiction text, students will generate a
question to focus their reading and
research. Teachers can begin to
introduce non-fiction and media
texts to help students create the
complete picture of the topic.
my research?
*An alternative to a turn and
talk could be an inside-
outside circle.
Gather and
Respond
to Facts and
Information
RL.8.6, RL.8.7,
RL.8.8, RL.8.9,
RL.8.10
4.7 Researchers gather information
by reading multiple texts (print and
digital) on a topic with their research
questions in mind. Then they begin
to focus their research questions into
one that is relatively specific and
manageable.
*This teaching point may extend for
multiple days as students research
information and read multiple texts
with their research questions in mind.
Three column chart: Students
will collect research ideas on
a three column chart, around
the research question they
have generated.
Factual Text Evidence/
Connections to the Main
Text/ What this is telling me
about my research question?
Mini Lesson: identifying
central idea and
supporting ideas;
finding the gist of each
chunk of text; keeping
track of information.
Open Sentence Frames
“In this book, it
says_____, but this text
makes In me think …”
“This fits/doesn’t fit…”
“Another important
idea seems to be …”
“From this book, I could
add/change…”
Three Column Chart
Student Research
Resources
Reciprocal
Teaching Lesson
Plan (using the
Oprah Interview
videos)
4.8 As researchers collect ideas from
multiple sources (both primary and
secondary), they make decisions
about how much and what kind of
information to record from each
source.
*This teaching point may extend for
multiple days as students research
Three column chart: Students
will collect research ideas on
a three column chart, around
the research question they
have generated.
Factual Text Evidence/
Connections to the Main
Text/ What this is telling me
about my research question?
Reflective Notetaking
Notes on Main Ideas
and Supporting
Evidence
Noting What I’ve
Learned Organizer
(from 25 Quick
Additional websites
for student research
Page 10
Standard/
Outcome
Teaching Points
(Lesson Objectives)
Checks for Understanding
Supports and Scaffolds Instructional
Resources
& Tools
RI.8.6, RI.8.7,
RI.8.8, RI.8.9,
RI.8.10
information and read multiple texts
with their research questions in mind.
(Continuation of 5.7)
Formative
Assessements for a
Differentiated
Classroom)
4.9 Researchers remain alert to
authors’ biases and think about how
an author may be manipulating our
emotions by asking… “Is the image
or story the author is sharing stirring
up my emotions and making me
feel more sympathetic to a certain
side of the issue?
What “loaded words” or
visuals are the authors using
that may be causing the
reader to feel strongly one
way or the other?
Prezi Presentation on
Author’s Bias
Revise Research
Question
W.8.5, W.8.7, W.8.9
4.10 Research writers look at the
original question and evaluate
whether the evidence collected
supports the question, leads to a
different question, or has sparked
their interest in another direction.
*Due to the nature of the finished
product, students should begin to
think about pairing up with someone
who has a similar research question.
Students would continue to research
independently, but would agree on
a question. The partners would
contribute to the final product later
in the unit after extensive reading
and research has occurred.
After students have selected
their topics, they will need to
focus or make the question
more specific. Ask these
questions:
Can the topic be limited to
an event or place?
Can the topic be limited to a
short period of time?
Can the topic be limited to
one person, one group, or
one example?
Can the topic be limited to
one aspect of the general
topic?
Refining Research
Question Worksheet
Notetaking to Answer
Questions Worksheet
4.11 Research writers make a final
decision about their question and
Quick Write: Is the research I
have collected sufficient to
My Top Ten List Organizer
(from 25 Quick Formative
Page 11
Standard/
Outcome
Teaching Points
(Lesson Objectives)
Checks for Understanding
Supports and Scaffolds Instructional
Resources
& Tools
identify the evidence they have
collected. They think to themselves,
“Do I have enough support or do I
need to research further?”
answer my question or do I
need more?
Assessments for a
Differentiated
Classroom)
Organize,
Evaluate, and
Interpret
Information
RL.8.7, RL.8.8,
RL.8.9
RI.8.7, RI.8.8,
RI.8.9
W.8.6, W.8.8,
W.8.9
4.12 Readers evaluate sources by
checking facts, validating an
author’s credentials, noting the
publisher or website sponsor,
checking the publishing date.
How does the source or
author’s credentials impact
the information presented to
the reader? How is this
information impacting my
emotions and thinking about
the topic?
Source Comparison
Worksheet
Conferencing
Questions:
What are the different
positions or
perspectives we can
imagine existing within
this topic?
What are the extremes
of the topic? Are there
pros and cons?
Are there people or
others who are likely to
benefit from some
aspect of this topic? Or
are there people likely
to suffer or are upset
about this topic?
4.13 Research writers organize
chunks of information by using
boxes and bullets.
Graphic Organizer: Students
complete a boxes and
bullets organizer on the
information they have
collected thus far.
Gathering
Information for
Research Resource
4.14 Researchers give credit to their
sources by using quotation marks
With a partner, review
quotations and citations
Using Different Sources
Ideas for mini
lessons on
Page 12
Standard/
Outcome
Teaching Points
(Lesson Objectives)
Checks for Understanding
Supports and Scaffolds Instructional
Resources
& Tools
Organize,
Evaluate, and
Interpret
Information
RL.8.7, RL.8.8,
RL.8.9
RI.8.7, RI.8.8,
RI.8.9
W.8.6, W.8.8,
W.8.9
when writing down or quoting word
for word from the text.
made in research notes.
Check for accuracy in
format and usage. Teacher
can collect and redistribute
these to assure accuracy.
Mini Lesson on
plagiarism
plagiarism
4.15 Researchers keep careful track
of their sources by keeping a
running bibliography of the author,
title and page number(s) or the URL
of a digital source on index cards or
in a notebook.
Quick Write: In bulleted form,
have students respond to the
following questions:
What are all of the sources
that I have used thus far?
Which sources have been
most useful and valuable?
How did I locate these
sources?
What did I find within each
source?
How do I evaluate the
information that I have
found?
Bibliography Worksheet
and Examples
Mini Lesson on citation
Citation resource
4.16 Research writers synthesize
information by grouping similar bits
of information together, looking for
patterns or themes or trends and
identifying the key points.
Students continue to interact
with the three column chart,
refining the information they
are choosing to include in
the research. They may
highlight information that is
becoming more important.
They look for patterns that
may be emerging from their
notes.
4.17 Research writers organize
information they have collected in
Students continue to interact
with the three column chart,
Page 13
Standard/
Outcome
Teaching Points
(Lesson Objectives)
Checks for Understanding
Supports and Scaffolds Instructional
Resources
& Tools
Organize,
Evaluate, and
Interpret
Information
RL.8.7, RL.8.8,
RL.8.9
RI.8.7, RI.8.8,
RI.8.9
W.8.6, W.8.8,
W.8.9
subsections to best teach the
reader. They state the larger, more
general ideas before getting to the
more specific details.
refining the information they
are choosing to include in
the research. They may
highlight information that is
becoming more important.
They look for patterns that
may be emerging from their
notes.
4.18 Researchers wonder, think
deeper, make connections, and
consider the implications of what
they read by keeping their research
question as a lens with which they
read.
Quick Write: Have students
choose one or more
sentence frames to respond
in writing.
“This text made no impact
on my position on this subject
because…”
“I’d like to read more about
____ to fully make up my
mind.”
“This text changed my
position on this subject
because…”
4.19 Researchers consider how an
event or experience is portrayed in
both text and film. They think about
how faithful the film is to the original
text and event. They also consider
how whether or not the filmed
version enhances the presentation
of the topic.
Students complete a Venn
Diagram, tracking the
information Elie Wiesel
presents to Oprah versus the
information he shares in his
memoir.
Teachers: Use the
linked video above
of Oprah Winfrey’s
interview with Elie
Wiesel and the text
Night.
Structure of 4.20 Writers consider the format and Think-Pair-Share: What is a Graphic organizers in Joyful Noises:
Page 14
Standard/
Outcome
Teaching Points
(Lesson Objectives)
Checks for Understanding
Supports and Scaffolds Instructional
Resources
& Tools
Product
W.8.2, W.8.4,
W.8.7, W.8.9
audience of a final product when
planning what information to
include.
two voice poem? the column to the right
walk students through
this process step by
step.
Poems for Two
Voices by Paul
Fleischman
Examples and
description of
product
Two Voice Poem
Step 1: Lesson
Step 2 is in Organize
Info
Step 3 is in Product
Development
“The Lunch Room”
student example
Organize Info
W.8.4, W.8.5
4.21 Researchers identify two
different perspectives that have
emerged from their research. They
organize the textual evidence by
perspective and begin to plan how
to use that information on their
product. For example, one partner
may take on the perspective of a SS
soldier, while another takes on the
perspective of a prisoner.
*At this point, partners should
decide on which perspective they
Quick Write: What are the
two perspectives that I have
identified? What differing
perspectives will my partner
and I portray in our poem?
Different Perspectives
Graphic Organizer
Step 2: Planning
Sheet
Two Voice Poem
Template 1,
Template 2
Page 15
Standard/
Outcome
Teaching Points
(Lesson Objectives)
Checks for Understanding
Supports and Scaffolds Instructional
Resources
& Tools
are choosing to write from. They
are each taking a different and
possibly opposing perspective. They
should understand that even
though they may disagree with this
perspective, it is their responsibility
to accurately represent that
perspective as they continue with
the product.
Product
Development-
Writing
W.8.4, W.8.5,
W.8.6, W.8.8,
W.8.9, W.8.10
Product
Development-
Writing
W.8.4, W.8.5,
W.8.6, W.8.8,
W.8.9, W.8.10
4.22 Writers show their expertise
about a topic by purposefully using
vocabulary that is specific to the
topic in their writing.
With partners, students
should review their research
notes and identify key
vocabulary words that are
relevant and stand out.
Partners create a list of
vocabulary words that are
specific to the topic. For
example, instead of saying
soldiers, students would
identify the term S.S. Officers.
Whole-Class Activity:
Teachers could use the
check for
understanding with the
whole class to
generate a larger list.
Step 3: Drafting
Sheet
4.23 Writers create product drafts by
using the organizers and plans they
have created.
Now that students have
created a draft of the two
voice poem, partners should
reread their poem and circle
any relevant vocabulary
they have used and think, “Is
this the best word to use
here?”
Revise and
Rehearse
W.8.4, W.8.5,
4.24 Writers revise their product by
considering the content, format,
voice, and audience. They do this
Students should assess their
own work using the rubric.
They identify gaps and areas
Have the partner pairs
who are evaluating
another group’s draft
Page 16
Standard/
Outcome
Teaching Points
(Lesson Objectives)
Checks for Understanding
Supports and Scaffolds Instructional
Resources
& Tools
W.8.6, W.8.10 with the rubric in hand by assessing
what areas need improvement.
that they need to improve.
They then make the
improvements in their draft.
Partner pairs now should find
another partner pair to
exchange drafts with. The
rubric will be used again to
evaluate progress.
offer constructive
feedback in the
following format:
3 things you did
well
2 areas you might
improve
1 question we
have
4.25 Writers rehearse final product
with their partner.
*When rehearsing, students should
focus on vocabulary terms that they
want to emphasize and intentional
pauses. It is important here that
they also focus on conveying the
two differing perspectives.
Think-Pair-Share:
What words are we
emphasizing?
Where are we pausing?
Are our different
perspectives clear?
Perform
SL.8.4, SL.8.6
4.26 Writers celebrate their works by
performing their two-voice poems.
*This can be performed simply
within a class period to peers or to a
larger audience, such as a poetry
reading inviting building staff and
parents. The performance can be
planned at the teachers’ discretion
Completed project and
performance.
Two Voice Poem
Performance Rubric
Open Mic Resource
Example of Live
Performance of
Two Voice Poem
Poetry
Performance Tips