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MISD Thematic Units to Teach Michigan’s ELA GLCEs—Unit 8.2 Appendix RevisedDisposition: Reflective Inquiry—Theme: Who you are depends on perspective.

1a. Disposition, Theme, and Essential Question(s) [Lesson 1, 2]1b1-3. The Holocaust Questionnaire [Lesson 1]1c. Quick Write Procedure [Lesson 1]2a. Unit 8.2 Unit Focus Questions[Lesson 2]2b1-5. “A Short History of Nearly Everything,” Informational Text/Bookmark, Two Column Notes, and

Getting the Most from Discussions and Presentations [Lesson 2]2c1-6. Close and Critical Reading Explanation, Close and Critical Student Sheet, Model, Rubric, Think Aloud Strategy, and Strategies That Work [Lesson 2] 2d. Genre: Historical Fiction [Lesson 2]2e. Genre: Historical Fiction Student Bookmark [Lesson 2]2f. The Devil’s Arithmetic Story Elements Part I [Lesson 2]2g. The Devil’s Arithmetic Story Elements Answer Key [Lesson 2]2h. Character Silhouette [Lesson 2, 11]2i. Vocabulary in Context Strategy [Lesson 2, 3, 4, 5, 6, 7, 8, 9, 10, 11]2j The Passover Night – A basic information guide about Passover [Lesson 2]2k. A Portrait Poem [Lesson 2]2l. Old Man Poem [Lesson 2]3a1-3. Reflective Inquiry – Close and Critical Reading Chapter 4 – pages 22-31 [Lesson 3]3b1-3. Grammar Research and Inquiry Grammar Lesson Plan and Participial Worksheet [Lesson 3] 4a1-4. Ellipses [Lesson 4]4b. Focus Question #1 [Lesson 4]4c1-2. Focus Question Rubric and Directions [Lesson 4]5a. The Devil’s Arithmetic Story Elements Part II [Lesson 5]5b. Character Description Matching [Lesson 5]5c. Family Traditions Poster [Lesson 5]5d. Poster Project: My Family Tradition Rubric [Lesson 5]5e1-2. Infinitives [Lesson 5] 6a1-2. Context Clues [Lesson 6]6b1-2. The History of the Holocaust [Lesson 6]6c1-2. Highlight directions for The History of the Holocaust [Lesson 6]7-8a1-4.Reader’s Theater for The Devil’s Arithmetic [Lesson 7-8]7-8b. Quick Write #2 [Lesson 7-8]9a. Simile and Metaphor—Shame by Vivian Gilbert Zabel [Lesson 9]9b1-2. Metaphor Activity [Lesson 9]10. “SKIN (Sara Beth)” recorded by Rascal Flatts [Lesson 10]11. Focus Question #2 [Lesson 11]12a1-3. Reflective Inquiry – Close and Critical Read Chapter 14 – pp. 112-121 [Lesson 12]12b1-3.“Why Genocide Matters” by: Nicholas Kristof Highlighted Reading [Lesson 12]13a. “Obama remembers the Holocaust” by: Foon Rhee [Lesson 13]13b1-2.Talking to the Text Procedure and Rubric15. Focus Question #3 [Lesson 15]16a1-4. History of Darfur [Lesson 16]16b. Venn Diagram [Lesson 16]16c. Persuasive Writing Organizer [Lesson 16]16d1-4.ACT Persuasive Rubrics [Lesson 16]17. Enrichment Activities [Lesson 17]

17a. Children of the Holocaust [Enrichment]17b1-3. Novel/Movie Comparison [Enrichment]17c. KWL Family Tree [Enrichment]17d. Introduce Poetry: Haiku and Quatrain [Enrichment]17e. Poetry task [Enrichment]17f. “A Genetics Primer” by: National Institutes of Health [Enrichment]17g1-3. “Elemental Composition of the Human Body” [Enrichment]

MS 8.2 The Devil’s Arithmetic Appendix 1 © Macomb Intermediate School District 2009

Disposition, Theme, and Unit Focus Questions

Disposition: Reflective Inquiry

Theme: Who you are depends on your perspective.

Grade Level Essential Questions:

How do I learn to learn?

How do I discover new knowledge?

How do I pursue a problem to the solution?

How do I apply my learning?

How do I see all situations in a bigger context?

How do I respond to new situations or individuals different from myself?

Unit Focus Questions:1. What elements do you need to succeed (e.g. good home, loving parents,

stable environment, and praise to build self-esteem)?

2. What are some vital physical components and emotional components in your life?

3. When you are pulled from your comfort zone, how do you react? (e.g. house, neighborhood, school)

4. How do negative situations in your life affect your future?

Appendix #1a


Name___________________________

The HolocaustQuestionnaire

Directions: Imagine yourself under the following conditions. Then, using a pen or pencil, answer the questions asked by checking either A or B, or filling in the blank for C.

1. Let’s suppose that your existing democratic government is suddenly overtaken by a new dictatorship-type of government. The new government in control decides that from now on the right to speak and worship freely is forbidden. Should you choose not to obey the new regulations, you will be severely punished, jailed, or put to death.

How would you respond to such harsh regulations?

____(A) I would obey the new regulations just a the new government decreed.

____(B) I would not obey them despite the risks involved.

____(C) I would do the following:__________________________________ _______________________________________________________

2. Heavily armed soldiers have arrived and completely encircled your house. Everyone is ordered to get out of the house and told to congregate on the street. Afterwards an order is given to start marching toward the railroad station. On the way to the station, you notice that your other neighbors of the same religious faith are also ordered to march to the railroad station, while the neighbors and friends that are of a different religious faith are left safely behind at their homes without any harm being brought upon them.

While the neighbors that are left safely behind do not wish that any harm come upon you or your family, they make no attempt to help or protest to the authorities regarding the forced deportations.

What should your neighbors have done?

____(A) My neighbors had no moral obligation to protest or help me.

____(B) My neighbors should have protested and offered help.

____(C) They should have done the following:_________________________________

________________________________________________________________

Appendix #1b1


3. You, your family, and other people of the same religious faith as yours are ordered to get into a totally enclosed, cattle-type freight train. The guards close and lock the doors.You are given no food or water nor told of the journey’s destination. After several days of traveling, the train comes to a stop. Armed soldiers unlock and open the doors and you are ordered off the train. Without any warning you are forcibly separated from your family and place with an adult group. You see armed soldiers beating other children who resisted being separated from their parents. You cannot understand why they are so brutal, but you have no time to think about it because your main concern now is how you are going to survive this horrible ordeal.

Seeing what is happening, would you attempt to complain to the authorities about the harsh treatments and risk being punished for it, or would you just remain silent and do what they tell you to do?

____(A) I would complain about the harsh treatments , even at risk of being punished for it.

____(B) I would do what I was told to do for fear of being punished.

____(C) I would do the following: _____________________________________________ __________________________________________________________________

4. You are placed in a work group where you march about eight miles to work, work all day building air raid shelters, and then march eight miles back to camp. There are two guards with sub-machine guns for every work group of 12 people. The guards shoot people who pass out from exhaustion.

What would you do if you found yourself in this situation?

____(A) I would try to escape while I was away from the camp.

____(B) I would try to hold out hoping for the end of the war and release.

____(C) I would do the following:_____________________________________________

_________________________________________________________________

Appendix #1b2


5. After over fourteen months of imprisonment, you are finally liberated and have returned home. Upon arrival, you find out that you are the only one from your family

who survived the horrors in captivity. All others have perished in the death camps.

What actions would you take?

____(A) I would do everything possible to bring the murderers to justice.

____(B) I would take justice into my own hands.

____(C) I would attempt to make a new beginning.

____(D) I would attempt to end my life.

____(E) I would do the following:_____________________________________________

__________________________________________________________________

6. Years later, many books and articles are written stating that ordeals such as you went through in the camps really did not happen.

How would you respond and react to that?

____(A) I would remain silent.

____(B) I would counteract that by telling what I had seen and experienced.

____(C) I would do the following:____________________________________________

_________________________________________________________________

Appendix #1b3


Quick Write ProcedureWhat is it?Quick writes are most often used to develop fluency. In quick writes, students write rapidly and without stopping in response to literature and for other types of impromptu writing. Quick writes, provide students with a means of quickly representing their thinking. Rather than being concerned with correct spelling, punctuation, and word usage, the student is more interested in simply responding to the prompt in a personal way. Students reflect on what they know about a topic, ramble on paper, generate words and ideas, and make connections among the ideas. Young children often do quick writes in which they draw pictures and add labels. Some students do a mixture of writing and drawing.

Students do quick writes for a variety of purposes: Learning logs:

Immediately following a particular lesson, engaging activity, or discussion, pause and allow students to reflect in their learning logs or journals. Share responses.

Constructed response to literature:--to activate prior knowledge--to reflect on a theme of a story and how it relates to them personally--to describe a favorite character

Reflections on new learning:--students write an explanation of what something means --to define or explain a word on the word wall

How to do a quick write1. The teacher selects a purpose for the students. This prompt should be tied to a

content area and elicit a personal response from the student.

2. After listening to the prompt, the student is instructed to write a response by jotting down whatever comes to mind. The time limit should be no longer than 5-10 minutes in length. When students are first doing quick writes, start with 2 minutes of writing and increase the time gradually. Students write until instructed to stop. They are allowed to only finish their thought when “time” is called.

3. Quick writes may be used several times in a day. They may provide a “nugget” for a more extended piece of writing.

4. When it is time to share, students read their writing to a small group of four or five students. Volunteers could also share with the whole group.

Appendix #1c


Unit 8.2 – Unit Focus Questions

1. What elements do you need to succeed (e.g. good home, loving parents, stable environment, and praise to build self-esteem)?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

__________________________________________________________________________________

2. What are some vital physical components and emotional components in your life?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

__________________________________________________________________________________

3. When you are pulled from your comfort zone (e.g. house, neighborhood, school), how do you react?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

__________________________________________________________________________________

4. How do negative situations in your life affect your future?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Appendix #2a


A Short History of Nearly Everything By Bill Bryson (ISBN 0-7679-0818-X)

Welcome. And congratulations. I am delighted that you could make it. Getting here wasn’t easy, I know. In fact, I suspect it was a little tougher than you realize.

To begin with, for you to be here now trillions of drifting atoms had somehow to assemble in an intricate and intriguingly obliging manner to create you. It’s an arrangement so specialized and particular that it has never been tried before and will only exist this once. For the next many years (we hope) these tiny particles will uncomplainingly engage in all the billions of deft, cooperative efforts necessary to keep you intact and let you experience the supremely agreeable but generally underappreciated state known as existence.

Why atoms take this trouble is a bit of a puzzle. Being you is not a gratifying experience at the atomic level. For all their devoted attention, your atoms don’t actually care about you-indeed, don’t even know that you are there. They don’t even know that they are there. They are mindless particles, after all, and not even themselves alive. (It is a slightly arresting notion that if you were to pick yourself apart with tweezers, one atom at a time, you would produce a mound of fine atomic dust, none of which had even been alive but all of which had once been you.) Yet somehow for the period of your existence they will answer to a single overarching impulse: to keep you you.

The bad news is that atoms are fickle and their time of devotion is fleeting-fleeting indeed. Even a long human life adds up to only about 650,000 hours. And when that modest milestone flashes past, or at some other point thereabouts, for reasons unknown your atoms will shut you down, silently disassemble, and go off to other things. And that’s it for you.

Still, you may rejoice that it happens at all. Generally speaking in the universe it doesn’t, so far as we can tell. This is decidedly odd because the atoms that so liberally and congenially flock together to form living things on Earth are exactly the same atoms that decline to do it elsewhere. Whatever else it may be, at the level of chemistry, life is curiously mundane: carbon, hydrogen, oxygen, and nitrogen, a little calcium, a dash of sulfur, a light dusting of other very ordinary elements-nothing you wouldn’t find in any ordinary drugstore-and that’s all you need. The only thing special about the atoms that make you is that they make you. That is of course the miracle of life.

Appendix #2b1


Genre: Informational Text

Informational text gives factual information on a specific topic or event.Definition:

Informational text is “..designed primarily to explain, argue or describe rather than to entertain.” (from Harris, et al. The Literacy Dictionary, IRA, 1995)

“The main function of expository text is to present the reader information about theories, predictions, persons, facts, dates, specifications, generalizations, limitations, and conclusions.” (Michael F. Graves and Wayne H. Slater. “Research on Expository Text: Implications for Teachers” in Children’s Comprehension of Text, K. Denise Muth, editor, IRA, 1989.)

Purpose: To acquire information To satisfy curiosity To understand our world more fully To understand new concepts and expand vocabulary To make connections to our lives and learning To write good nonfiction To have fun(from Stephanie Harvey. Nonfiction Matters, Stenhouse, 1998)

Form and Features:Informational text uses a number of forms of organization including:

Sequence of events Description by categories Process description Comparison/contrast Problem and solution Cause and effect

Informational text… gives information, gives necessary explanations to understand the information, shows what is and is not important, and often uses narrative(story) elements to make it interesting.(from Barbara Reed and Elaine Weber. Expository Text: What Is A Teacher To Do? ABC Publishing, 1990.)

Informational text may have some or all of the following features: Table of contents and Index Photographs and realistic, accurate illustrations Captions to describe photographs, illustrations, etc. Maps and diagrams Glossary (words with definitions) Footnotes Bibliographies

Appendix #2b2


Informational Text Bookmark Informational Text Bookmark Informational Text BookmarkGives facts or information on a specific topic or event Gives facts or information on a specific topic or event Gives facts or information on a specific topic or event

Name: Name: Name:

Title: Title: Title:

List the page number and a brief reminder of the genre characteristics you find as you read.



Gives information/facts. Gives information/facts. Gives information/facts.

p. p. p.

p. p. p.

p. p. p.

p. p. p.

Organized by sequence, problem/solution, cause/effect, compare/contrast, position/support, etc.



p. p. p.

p. p. p.

p. p. p.

p. p. p.

Features include: index/contents, photographs/captions, maps/diagrams, glossary, bibliography, etc.



p. p. p.

p. p. p.

p. p. p.Copyright 2005, MacombISD All Rights Reserved. Copyright 2005, MacombISD All Rights Reserved. Copyright 2005, MacombISD All Rights Reserved.

Appendix #2b3


TWO-COLUMN NOTESText: Date:

EVIDENCEWhat I read in the text

INTERPRETATIONQuestions I have…


Appendix #2b4

Getting the Most From Discussions and PresentationsGroup Discussion Guidelines Be attentive and civil.

Gain the floor politely.

Pose appropriate questions.

Tolerate lack of consensus.

How to get the most out of listening…

Monitor message for clarity and understanding.

Ask relevant questions.

Provide verbal and nonverbal feedback.

Notice cues such as change of pace and emphasis that indicate a new point is about to be made.

Take notes to organize essential information.

How to be a good team member… Fulfill roles and

responsibilities.

Pose relevant questions.

Give and follow instructions.

Acknowledge and build on ideas of others.

Offer dissent courteously.

What to do in discussions… Pose questions.

Listen to others.

Contribute ideas.

Reflect on and revise initial responses.


Appendix #2b5

What is Close and Critical Reading?

Close and critical reading is the ability to comprehend information, analyze how it is presented, determine the purpose and perspective of the author, establish what it means, and apply it to your life.

Dr. Elaine Weber

The following four questions are used to move students from comprehending the information to the final application to their own lives. These four steps or modes of analysis are reflected in four types of reading and discussion:

What a text says – restatement What a text does – description What a text means – interpretation What does the text mean to me (So what?) – application

You can distinguish each mode of analysis by the subject matter of the discussion:

What a text says – restatement – talks about the same topic as the original (summary or restatement)

What a text does – description – discusses aspects of the discussion itself (choices of content, language, and structure)

What a text means – interpretation — analyzes the text and asserts a meaning for the text as a whole (putting the message in a larger context and determine theme)

So what does it mean to me – application of the text to my life (finding the relevance of the bigger meaning/theme to my life)

The Tools of Critical Reading: analysis and inference.

1. What to look for (analysis) - involves recognizing those aspects of a discussion that control the meaning

2. How to think about what you find (inference) - involves the processes of inference, the interpretation of data from within the text.


Appendix #2c1

8.2 Close and Critical Reading—“A Short History of Nearly Everything”—StudentDisposition: Reflective Inquiry— Theme: Who you are depends on your perspective

What does the text say? (Briefly summarize the excerpt from “A Short History of Nearly Everything” at the literal level.)

How does it say it? In other words, how does the author develop the text to convey his/her purpose? (What are the genre, format, organization, features, etc.?)

What does the text mean? (What message/theme/concept is the author trying to get across?)

So what? (What does the message/theme/concept mean in your life and/or in the lives of others?Why is it worth sharing/telling? What significance does it have to your life and/or to the lives ofothers?


Appendix #2c28.2 Close and Critical Reading—“A Short History of Nearly Everything”—TeacherDisposition: Reflective Inquiry—Theme: Who you are depends on your perspective.

What does the text say? (Briefly summarize the excerpt from “A Short History of Nearly Everything” at the literal level.) The author/speaker is delighted that the person can make it. He realizes it was difficult to make it and probably more difficult than the person realizes. Trillions of atoms must connect in just the right way to create a person. However, these atoms do not have any investment in the person. In fact, they are mindless particles. If a person were to pick himself/herself apart one atom at a time, he/she would produce a pile of atomic dust. The person’s atoms will work together to keep the person alive. However, ultimately the atoms will shut down and go on “to other things.” Yet, there is reason to rejoice as only on Earth do atoms join together in such a way as to create life.

How does it say it? In other words, how does the author develop the text to convey his/her purpose? (What are the genre, format, organization, features, etc.?) First the title promises humor: “A Short History of Nearly Everything.” The words “short” and “history” are incongruent, and the words “of Nearly Everything” only further expand the absurdity. The genre is a speech or at least the format of a speech. The author’s lead is a traditional welcome, but given the topic it is tongue-in-cheek humor. Note the introduction in the first paragraph: “Welcome. And congratulations. I am delighted you could make it.” The author’s words have two layers of meaning. The author is glad for the audience making it to the speech, but he is also glad that the audience was able to make it to existence. The organization of the speech is a thesis with proof. The thesis: “Getting here wasn’t easy, I know. In fact, I suspect it was a little tougher than you realize.” The proof is the rest of the speech. In the second paragraph of the speech, the author switches from first person to second person. The author’s tone is familiar, and he creates a mood of humor. He uses description to convey the miracle or accidental creation of “you.” For example, “trillions of drifting atoms” were able to create “an arrangement so specialized and particular that it has never been tried before and will only exist this once.” The author’s word choice is specific and emphasizes the “puzzle” of existence. The impersonal and accidental creation of “you” is emphasized through the author’s words: “For all their devoted attention, your atoms don’t actually care about you-indeed, don’t even know that you are there. They don’t even know that they are there.” The author provides the reader with visual images that make his point: “…if you were to pick yourself apart with tweezers, one atom at a time, you would produce a mound of fine atomic dust….” The author uses parentheses to make conversational side notes to the reader/audience: (we hope). The author’s constant use of “you” smacks of instruction and lecture.

What does the text mean? (What message/theme/concept is the author trying to get across?)Who you are depends on your perspective.

So what? (What does the message/theme/concept mean in your life and/or in the lives of others?Why is it worth sharing/telling? What significance does it have to your life and/or to the lives ofother? Answers will vary but might resemble the following. I have always thought this way about cooking but have never thought about it in terms of human life. It is amazing that you mix egg, flour, butter, etc. then bake the ingredients which result in a cake. Two people can use the same ingredients and create different results. There is a spark to creation that cannot completely be described by science. However, given the miracle of each of us and the uniqueness of each human being, one cannot help but


wonder about those lost to the gas chambers of the Holocaust. Perhaps those that walked through the gates of Auschwitz contained a Nobel Peace Winner, the scientist who would have cured cancer, or the woman who would have given birth to the first female president of the United States of America. We will never know, because they will never again exist. So, to extend the concept, one could say that humanity is more than its members. When we hurt one of us, we hurt all of us. Appendix #2c3


MISD ELA Unit Assessment: Close and Critical Reading Rubric (R.CS.07.01, W.PR.07.01-05)Questions 3 (meets assignment) 2 (partially meets) 1 (minimally meets) Score

What does the text say? (Briefly summarize the story.)R.CM.07.02

Answer is accurate, significant, and relevant with many details and examples.Details support point.Word choice and conventions support meaning.

Answer is accurate, significant, and relevant but has few details to support or explain the answer.Attempts at organization are partially successful.Word choice and errors in conventions do not distract from meaning.

Answer is inaccurate or a misinterpretation with little or no relevance to text or question. Ideas and content are not developed with details or appear random.Word choice and errors in conventions may distract from meaning.

__/3

How does it say it? In other words, how does the author develop the text to convey his/her purpose? (What are the genre, format, organization, features, etc.?)R.NT.07.02, R.NT.07.04, R.IT.07.01, R.IT.07.02, R.IT.07.03

Answer is relevant with many details and examples.Details support point.Word choice and conventions support meaning.

Answer is relevant but has few details to support or explain the answer.Attempts at organization are partially successful.Word choice and errors in conventions do not distract from meaning.

Answer contains misinterpretation and has little or no relevance to text, question, or genre. Ideas and content are developed with few or no details.Word choice and errors in conventions may distract from meaning.

__/3

What does the text mean? (What theme/concept is the author trying to get across?) R.NT.07.04, R.IT.07.01, R.CM.07.03

Answer is relevant with many details and examples.Details support point.Word choice and conventions support meaning.


Answer contains misinterpretation and little or no relevance to text or question or is a retelling or summary. Ideas are not developed with details.Word choice and errors in conventions may distract from meaning.

__/3

So what? (What does the message/theme/concept mean in your life and/or in the lives of others? Why is it worth sharing/telling? What significance does it have to your life and/or to the lives of others?) R.CM.07.01, R.CM.07.03

Answer is relevant and/or insightful with many details and examples.Details support point.Word choice and conventions support meaning.


Answer contains misinterpretation and has little or no relevance to text or question. Answer appears random or inappropriate. Ideas and content are not developed with details.Word choice and errors in conventions may distract from meaning.

__/3

Adapted from MISD Thematic Literature Units, 2007 Appendix #2c4

Total___/24Total___/24Total___/24Total___/24Total___/24Total___/24

Total__/12

Think Aloud ProcedureMaking Thinking Public

The Literacy Dictionary (Harris and Hodges, 1995, IRA) defines a think aloud as “1. oral verbalization, 2. in literacy instruction - a metacognitive technique or strategy in which the teacher verbalizes aloud while reading a selection orally, thus modeling the process of comprehension (Davey, 1983).”

Put another way, a think aloud is making thinking public. A teacher models what an expert would be thinking as s/he were reading, visualizing, listening; or preparing to write, speak or visually represent. The goal of thinking aloud is to graphically show students what they might do to understand what they are reading, viewing or listening to, as well as, plan for writing or speaking.

Following is an example of a think aloud for figuring out the meaning of an unfamiliar word in context:

“It’s important while we read to be able to figure out the meaning of an unfamiliar word. When I come to a word I don’t know the meaning of, I read the words and sentences around that word to try to figure out what the word might mean.

The other day I was reading this great mystery, The Westing Game by Ellen Raskin. I read the following paragraph with lots of challenging words:

‘Sam Westing was not murdered, but one of his heirs was guilty – guilty of some offense against a relentless man. And that heir was in danger. From his grave Westing would stalk his enemy and through his heirs he would wreak his revenge.’

It was a paragraph about Sam Westing who had just died and left a challenge behind to find his killer(s). I knew most of the words. I knew ‘relentless’ meant that Sam Westing never gave up until he got what he wanted. I knew that ‘stalk his enemy’ meant that even after death, Sam Westing would somehow go after and find his enemy. But I wasn’t sure what ‘wreak his revenge’ meant. I knew that revenge meant Sam Westing would get even with his enemy, so I figured that “wreak” must be a stronger way to say, ‘get his revenge.’

I’ve heard the word ‘wreak’ before, and now I’ll keep it in my mind and may be able to use it in writing sometime. I will know it when I see it in print”.

Appendix #2c5

Strategies that WorkStrategies That Work by Stephanie Harvey and Ann Goudvis

asking questions visualizing determining importance synthesizing inferring making connections repairing comprehension

Asking questions means stopping while reading to ask questions like, ‘What is the author’s purpose or theme for this selection?’ or ‘Why did the author include that information or that event?’

Visualizing means to make pictures in your mind about what’s going on in the selection so you can understand the selection better.

Determining importance is asking what is most important in a selection as opposed to the details. Synthesizing means combining new ideas from what I have read with what I already know to learn

something that will help me understand a selection or my own life better. Inferring means ‘reading between the lines’ or filling in ideas and meaning that the author leaves

out. It is using what you know to figure out what the author does not come right out and tell you. Making connections means putting things together from what I know, other stories I have read

and/or what I have experienced and know about the world, to help me understand what I read better Repairing comprehension means to use strategies to make sense when comprehension is interrupted.

You might say something like the following: ‘As good/expert readers read, they monitor their comprehension; they repair their comprehension when it breaks down. Being aware of this monitoring/repairing and knowing and using strategies, helps readers to better understand and remember what they read. Expert readers use some or all of the following strategies when reading is not making sense:

slow down—adjust reading rate, stop and think—make connections to own knowledge and experience, to related text(s)

and/or to the larger world, reread—try to find the thread of meaning, continue reading—look for cues and/or use context clues, retell or summarize—think through or briefly write what has been discovered so far in

reading, reflect in writing—make comments about what reader feels about what he/she has learned

so far, visualize—see in one’s mind what is happening or described in the text, ask questions of the author—then predict answers and read to confirm, use text patterns or text resources, and/or consult another student or the teacher.

Appendix #2c6

Genre: Historical Fiction

History is the study of change over time. Historical fiction brings history to life by placing appealing characters in accurately described historical settings. Historical fiction is realistic fiction set in a time remote enough from the present to be considered history. Although the story is imaginary, it is within the realm of possibility that such events could have occurred. In these stories, historical facts blend with imaginary characters and plot (Lynch-Brown, 1999). The historical fiction genre uses imaginative and figurative language to entice students into historical explorations. Students are exposed to a study of history on an emotional and cognitive level through the interaction of character, drama, and facts of the past. According to Nilsen and Donelson (2001), “As with any literary form, there are standards for judging historical novels. They should be historically accurate and steeped in the sense of time and place. We should recognize totems and taboos, food, clothing, vocations, leisure activities, customs, smells, religions, literature, and all that goes into making one time and one place unique from another.” Historical novels allow us the courage needed to face conflict as they identify with characters dealing with conflict in a historical period. from www.coe.ufl.edu/faculty/pace/english_ed/ genre %202/ historical .pdf Definition:

A narrative (story) of past events and characters, partly historical but largely imaginative. (from Harris, et al. The Literacy Dictionary, IRA, 1995)

Purpose: To entertain To involve the reader in the lives of historically realistic characters and real events from

history.Form and Features:

Opens with the background information needed to understand the story and introduces characters in a setting, conflict, problem or goal.

The middle of a piece of historical fiction (realistic fiction) develops the plot including the story’s events, the characters reactions to these events, and the roadblocks the characters encounter. The plot builds to a climax (the point at which the conflict reaches its greatest height and the crisis or turning point occurs).

Historical fiction ends with a resolution to the conflict or problem or a conclusion. Plot : the sequence of events usually set in motion by a problem that begins the action or causes

the conflict that is realistic for that period in history (from Cornett, C. Integrating Literature and the Arts Through the Curriculum, Simon and Schuster, 1999.)

Conflict, the tension that exists between the forces in the character’s life, is important in historical fiction and can be in four forms:

- Person – against – self - Person – against – person - Person – against – nature - Person – against – society Historical fiction is realistic fiction; so, the characters must seem like real people, the actions of

the characters must seem real and the setting must also be realistic and historically accurate. Features of historical fiction: - setting is a specific time and place in history, - real events are mixed with fictional events,

- historical characters are mixed with fictional characters, and- the dialogue shows character’s perspectives, moves the plot along, and shows what

people knew and thought about at that time in history. Appendix #2d

http://www.coe.ufl.edu/faculty/pace/english_ed/genre%202/historical.pdf

http://www.coe.ufl.edu/faculty/pace/english_ed/genre%202/historical.pdf

Historical Fiction Bookmark Historical Fiction Bookmark Historical Fiction BookmarkBased on historical fact with details from the author’s mind or imagination

Based on historical fact with details from the author’s mind or imagination

Based on historical fact with details from the author’s mind or imagination

Name: Name: Name:

Title: Title: Title:




Based on fact with details from author’s imagination Based on fact with details from author’s imagination Based on fact with details from author’s imagination

p. p. p.

p. p. p.

p. p. p.

p. p. p.

Set in a historical period Set in a historical period Set in a historical period

p. p. p.

p. p. p.

p. p. p.

Real characters and events are mixed with fictional characters and events.



p. p. p.

p. p. p.

p. p. p.

Copyright 2005, MacombISD All Rights Reserved. Copyright 2005, MacombISD All Rights Reserved. Copyright 2005, MacombISD All Rights Reserved.

Appendix #2e

Name:_________________________Period#:_____________________

The Devil’s ArithmeticStory Elements

Time Period/Place Time Period/Place Time Period/Place

Characters

Characters

Setting

Problem

Events

Appendix #2f

Name:_________________________Period#:_____________________


Time Period/PlaceApril, New Rochelle, NY, present time

Time Period/Place Time Period/Place

Characters HannahHannah’s MotherGrandpa WillGrandma BelleAunt EveHannah’s FatherAunt Rose

Setting New Rochelle, NYBronx

Problem Hannah vs. Family TraditionsGPA Will vs. NazisHannah vs. idea of family

Events Passover Seder

Appendix #2g

Character Silhouette

Appendix #2h

Vocabulary in Context Strategy

Learning vocabulary in context is much more powerful and effective. Students understand the words better, will remember them, and will more often recognize the word and its meaning when next encountered. This is a simple vocabulary strategy that only involves dictionary work as a last resort.

Procedures:

Assign or let students choose partners. Display the vocabulary words with page numbers. Tell students in partners to:

1. find each listed word,2. read the sentences (context) around the word, then try to figure out

what the word means,3. check their definitions with the dictionary (if necessary), and4. jot down their “working definition” in their own words, and5. also write down why this word is important to the selection.

Encourage students to begin to keep a personal dictionary of new words that they might use in conversation and in writing.

Appendix #2i

The Passover Seder Night - A Basic Information Guide About Passover by Dorit Sasson

Passover celebrates the journey of the Israelites from Egyptian slavery, probably in the 1200s B.C.E. The story of Passover (Pesach in Hebrew) is told in the Bible in Chapter 12 of the Book of Exodus. It begins with the death of Joseph and the rise of a new Egyptian Pharaoh, which brings in an era of slavery for the Israelites.

The celebration of Passover begins after sundown on the 14th day of Nissan, the first month of the Jewish year. The central activity of the Pesach celebration is the telling of the story of the Exodus (long journey from captivity in Egypt) to future generations. Jewish families gather in their homes at a ceremonial feast called the Seder, which means 'order' in Hebrew. At the Seder, Jews read the story of the journey of the Israelites from a significant book known as the Haggadah. The Haggadah not only tells the story of Passover, but also gives procedures for conducting the seder. There are also special foods, which symbolize the journey from Egypt which have their place on the Passover seder plate and are referred to in the Haggadah.

Passover SymbolsThere are special symbols on the Passover Seder plate. Each symbol has special significance to the theme of religious freedom for the Jewish people.

Matzah - otherwise known as unleavened bread. According to the Bible, when the Israelites fled from religious persecution, they did not have time to let their bread rise. They made flat, unleavened bread instead. Therefore, Jews eat matzot. (plural form for matzah).

Horseradish - This food underscores the bitterness of the Jewish experience. Haroset (Hebrew) - A combination of chopped nuts and apples (called Haroset in Hebrew)

symbolizes the building mortar used by the Hebrew slaves in their forced labor. Karpas - a vegetable, usually parsley, is dipped in salt water and eaten. The vegetable symbolizes

the beginnings of the Jews; the green 'Parsley' represents the fields of Goshen while the salt water symbolizes the tears due to the years in bondage.

Maror - or bitter herbs. Sometimes romaine lettuce is used but most Jews use raw horseradish to symbolize the bitterness of slavery. The maror is dipped in charoset for building the hope for sweeter times for the Jewish people.

Special Passover Traditions Hiding the Afikoman - Children love searching a piece of matzah that is hidden. Different families

have different traditions relating to the Afikoman. Some families give a special gift like money. A retelling of the story of the Exodus from Egypt and the first Passover. This begins with the

youngest person asking The Four Questions. The Four Questions are also known as Mah Nishtanah (Why is it different?), which are the first words of the Four Questions, and is often sung.

Preparing for PassoverPassover is a very difficult and enormous holiday to prepare for. Jews are not allowed to keep wheat, rye, barley, oats and spelt, which are typically used for bread making - otherwise known as 'chametz'. Chametz is sold to non-Jews. There should be no crumbs in the house. All areas that have contact with food must be cleaned from top to bottom. Observant Jews start cleaning their houses a few weeks before Passover. Pots and pans are literally disinfected.

Article Source: http://ezinearticles.com/?The-Passover-Sedar-Night---A-Basic-Information-Guide-About Passover&id=2135026

Appendix #2j

http://ezinearticles.com/?The-Passover-Sedar-Night---A-Basic-Information-Guide-About%20Passover&id=2135026

http://ezinearticles.com/?expert=Dorit_Sasson

A Portrait Poem from Art Belliveau

Poetry deals with the emotions, just as music. An autobiographical poem is personal—it reveals something about the person writing the poem. It does not have to rhyme. Below is a simple plan to write your own autobiographical poem. Just follow the steps and—before you know it—it’s done.

FormatI am (first and last name)Son/Daughter of (I've also used brother/sister of...)Sibling of…Who needs .. Who loves .. Who sees .. Who hates .. Who fears ..Who dreams of.. Resident of …(last name)

For example, our main character Hannah’s poem would be written this way.

I am Hannah.Daughter of mom and dad (no proper nouns were provided).

Sibling of Aaron.Who needs to fit in my social world and to find meaning in my family’s heritage.

Who loves Aaron, Rosemarie, and my family.Who sees a five digit number on my Grandpa Will’s arm.

Who hates family traditions, “not being normal”, remembering, and car rides.Who fears being embarrassed by my Grandfather’s anger.

Who dreams of following the norm and getting my braces off.Resident of New Rochelle, New York.

Stern

Appendix #2k

Old Man by Ricardo Sanchez

old man with brown skin talking of past when being shephard

in utah, nevada, colorado and new mexico was life lived freely;

old man, grandfather, wise with time running rivulets on face, deep, rich furrows, each one a legacy, deep, rich memories of life . . . "you are indio, among other things," he would tell me during nights spent so long ago amidst familial gatherings in albuquerque . . .

old man, loved and respected, he would speak sometimes of pueblos, san juan, santa clara, and even santo domingo, and his family, he would say, came from there: some of our blood was here, he would say, before the coming of coronado, other of our blood came with los españoles and the mixture was rich, though often painful . . .

old man, who knew earth by its awesome aromas and who felt the heated sweetness of chile verde by his supple touch, gone into dust is your body with its stoic look and resolution, but your reality, old man, lives on in a mindsoul touched by you . . .

Old Man . . . Appendix #2l8.2 Close and Critical Reading—The Devil’s Arithmetic, Chapter 4 —Student

Disposition: Reflective Inquiry— Theme: Who you are depends on your perspective.

What does the text say? (Briefly summarize the Chapter 4 from The Devil’s Arithmetic at the literal level.)



So what? (What does the message/theme/concept mean in your life and/or in the lives of others? Why is it worth sharing/telling? What significance does it have to your life and/or to the lives of others?)

Appendix #3a1

8.2 Close and Critical Reading—The Devil’s Arithmetic, Chapter 4 —TeacherDisposition: Reflective Inquiry— Theme: Who you are depends on your perspective.

What does the text say? (Briefly summarize the chapter at the literal level.) Hannah opens a door and sees a man walking toward the house. She asks her grandfather how he created this image, and when she turns around to hear his answer the house has changed. Hannah is being spoken to in Yiddish by a woman named Gitl. The man walking toward the house is named Shmuel. She discovers they consider themselves her aunt and uncle, as her parents died due to illness. Yet, she clearly remembers her past and her friends. So, at first Hannah thinks it is a trick, but then she begins to think she is in a dream. Gitl and Shmuel live together, though Shmule is getting married the next day to a woman named Fayge. Gitl and Shmuel call Hannah by the name of Chaya. Hannah remembers that Chaya is her Hebrew name. She is named after her Aunt Eva’s dead friend. Gitl had the opportunity to marry the butcher, but she turned him down as he just wanted someone to raise his children. Shmuel teases Gitl that she is waiting for a man she knows in America to write and send for her. However, Gitl intends to live and die in the shetel as her parents did. They eat dinner together and Gitl puts Hannah to bed. Gitl reminds Hannah that they are family.

How does it say it? In other words, how does the author develop the text to convey his/her purpose? (What are the genre, format, organization, features, etc.?) The genre is historical fiction; it is a chapter from a novel. The story is told from the point of Hannah, the protagonist of the story. The author appears to be using a time shift in this chapter. For example, Hannah is asking her grandfather a question, but when she turns around the room is transformed: “Behind her the elegant meal, with its many plates, goblets, glasses, and silverware, was gone. Instead there was a polished table on which a single wooden bowl sat between two ornate silver candlesticks.” Hannah appears to have time traveled to the past, as the man called Shmuel speaks of possessing “two fine workhorses.” In contrast, Hannah’s world is filled with “earphones” and “braces.” The door appears to be the portal: “Hannah looked out the door again, as if it could offer her some clue. Since she’d opened one door and entered this daydream, perhaps going through another would bring her home again.” The author uses italics three different ways. First, Hannah’s internal dialogue is italicized: “It must be the wine, Hannah thought. It’s giving me daydreams.” Second, the italics are used for foreign (Yiddish) words: “A goy zugt a vertl meant ‘As the peasant says….’” Third, italics are used to emphasize words: “For the more they talked, the more she realized they were not talking in English.” Quotation marks are used for dialogue; the three characters (Hannah, Shmuel, and Gitl) all have dialogue in the chapter. The author starts a new paragraph each time a new character speaks. The conflict in this chapter appears to be man against self, in other words, Hannah versus herself. The setting appears to be somewhere in Europe given the Yiddish and the country setting, and the working farm suggests that it is prior to the motorization of farm equipment. The author uses foreshadowing: “Chaya. But that’s my Hebrew name, Hannah thought. The one I was given to honor Aunt Eva’s dead friend. Weird.” Also, Gitl’s words give the reader a sense of foreshadowing: “‘I will live and die in the shtetl, as did our parents and as did their parents before them. That is how it should be.’” The author reveals the traits of the characters through their dialogue and actions. For example, Shmuel teases his sister Gitl and winks at Hannah when he does tease her. Shmuel and Gitl both use the same metaphor. Shmuel’s exact words are “All butchers are monsters to someone who refuses meat….” It is an interesting metaphor to use twice. It may also be an example of foreshadowing.

Appendix #3a2

What does the text mean? (What message/theme/concept is the author trying to get across?) Humanity is shaped by the past and humanity shapes the future.

So what? (What does the message/ theme/ concept mean in your life and /or in the lives of others? Why is it worth sharing/telling? What significance does it have to your life and or to the lives of others?) My daughter’s middle name is Marie. Her middle name was the same middle name as my great-aunt. I wanted to have Mid (my great-aunt) live on after her death. Yet, it was not just the name that made Mid live on through my daughter. It was the stories that went with the name, and the little sayings: “Pretty is as pretty does.” Mid is part of my daughter. Recently, my first grandchild was born. Her middle name is the same as mine. The story continues. I am part of the past, the present, and the future.

Appendix #3a3

Notes on Grammar Instruction

Writing Next: What does not work… (Graham, Steve, and Dolores Perin. Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools. A Report to Carnegie Corporation of New York. New York: Carnegie Corporation. 2007.)“Grammar instruction in the studies reviewed involved the explicit and systematic teaching of the parts of speech and the structure of sentences. The meta-analysis found an effect for this type of instruction for students across a full range of ability, but surprisingly, this effect was negative….Such findings raise serious questions about some educators’ enthusiasm for traditional grammar instruction as a focus of writing instruction for adolescents (p. 21).”

Writing Next: What does work…“. . . a recent study (Fearn and Farnam 2005) found that teaching students to focus on function and practical application of grammar within the context of writing (versus teaching grammar as an independent activity) produced strong and positive effects on students’ writing. Overall, the findings on grammar instruction suggest that, although teaching grammar is important, alternative procedures, such as sentence combining, are more effective than traditional approaches for improving the quality of students’ writing (p. 21).”

Jeff Anderson, Inquiry Grammar: http://www.writeguy.net/teachers.htmEditing instruction became an editing process. Just as writing process brought joy and clarity to my students’ writing, I knew an editing process had begun. All I had to see was all the good writing we shared in literature ripple through their words. When students encountered more and more beautiful text, this joy, this beauty ended up in their writing. And I knew. My students were writing under the influence—of literature, of powerful, effective, beautiful writing. Editing instruction starts with students observing how powerful texts work. What are the writers doing? What can we learn from their effectiveness-and, more often than not, their correctness? This way of editing is inquiry based, open-ended, and bound by meaning. Basic Inquiry Questions:

What do you notice?What else?How does it sound when we read it?What would change if we removed this or that?Which do you prefer? Why?

After studying brain research and learning theory, here are some basic tenets that build effective instruction. (Caine et. Al. 2004, Vygotsky 1986, Piaget and Inhelder 2000, Johnston 2004)

Pay attention to the affective dimension of learning. Provide opportunities for social interaction. Post, examine, and celebrate powerful models and visuals. Focus on patterns that connect rather than rules that correct.

Start instruction by examining sentences (chunks of meaning).But how do we find true sentences, sentences worthy of such focus? Read attentively, looking for sentences that address patterns or concepts you want students to walk away with. Choose literature that:

connects to students’ worlds—their interests, humor or problems. shows a clear pattern that is easy to observe, imitate, or break down. models writers’ craft and effective writing – powerful verbs, sensory detail or voice. you feel passionate about and enjoy, your enthusiasm is contagious.

http://www.writeguy.net/teachers.htm

Appendix #3b1An Inquiry Grammar Lesson Plan

Find a short piece of mentor text that illustrates the concept you wish to teach. A phrase, a sentence, a paragraph will do.

Have students discuss what they notice about the mentor text—e.g., “There sure are a lot of clauses in this sentence.” NOTICING-CALKINS

See if they can give the observed phenomenon a name. If not, supply it. This is your teachable moment. NAMING-CALKINS

Ask the question, “What does this structure do for the piece?” Makes it clearer, more interesting etc. CREATING THEORIES- CALKINS

With the teacher, look at several other examples from the text at hand.

Have the students find their own example from the text.

Have the students write their own original phrase, sentence, paragraph utilizing the structure from the lesson.

Make sure the student writes a sentence phrase or paragraph from the text into their writer’s notebook. Also have them put their original demonstration of the structure in their writer’s notebook.

Appendix #3b2

PARTICIPLE WORKSHEET from http://www.shanemcconnell.com/embedsyntaxwkshts/wkshtparticipial.doc

The ability to handle a participial phrase gracefully, especially at the beginning or conclusion of a sentence, shows confidence and sophistication, and lends prose a supple quality. Remembering that an introductory participle or participial phrase MUST be followed by its subject, combine the following sets of sentences into one sentence, subordinating one into a participle or a participial phrase, either opening or concluding: She was grotesquely tired. She vowed never to work all night again. Grotesquely tired, she vowed never to work all night again. [present participle] He had lived in Johannesburg for ten years. He knew all about smog. He knew all about smog, having lived in Johannesburg for ten years. [past participle] Combine the following pairs of sentences into one by using an introductory participial phrase. 1. He finished his work early. He turned on the television. 2. She was running hard to the rhythm of a rock tune she couldn’t get out of her head. She ran a half-mile past the finish line. 3. The sun had set. She put on a sweater. 4. He choreographed his own dance. He performed to an old blues song. 5. She was experienced at handling pressure. She continued to concentrate on her work. 6. He was a talented runner. He had a good chance at making the Olympic team. 7. She thought he was South African. She asked what town he was from. 8. She was born and brought up in Babanango. She knows the area well. 9. He used to drive a cab in New York. He encountered a broad range of humanity. 10. She appears sedate and demure. But she actually loves to party, especially in the summer.

http://www.shanemcconnell.com/embedsyntaxwkshts/wkshtparticipial.doc

Appendix #3b3

Grammar Girl here.

Today's topic is ellipsis. Too many people to name have written in asking me about ellipses--those little dot-dot-dots that you see a lot in e-mail messages. Here's an example:

Mitra from Michigan asked, “When is it appropriate to use '...' in writing? People use it all the time, and it seems like a way to make your writing more informal and conversational, as if you were pausing. Can you also use [the dot-dot-dot] for formal writing?”The answer is that you can use ellipses in formal writing in other ways, and you can use them as Mitra described in his e-mail, but you shouldn't overdo it.

The Omission Ellipsis

The most common and formal use of ellipses is to indicate an omission. If you're quoting someone and you want to shorten the quote, you use ellipses to show where you've dropped words or sentences.

Here's a quote from the book Our Mutual Friend by Charles Dickens: “I cannot help it; reason has nothing to do with it; I love her against reason.”

Now far be it from me to edit Dickens, but if I were a journalist under a tight word limit looking at that quote, I'd be tempted to shorten it to this: “I cannot help it . . . I love her against reason.” That middle part—“reason has nothing to do with it”—seems redundant, and taking it out doesn't change the meaning. Dot-dot-dot and it's gone, which saves me seven words. Clearly, literature and journalism are not the same thing.

Integrity is essential when using ellipses in this way. It's fine to use an ellipsis to tighten up a long quote by omitting unnecessary words, but it's important that you don't change the meaning. It's wrong to omit words to misrepresent what someone has said. For example, here's a quote I grabbed from a Bloomberg story about the movie sequels Pirates of the Caribbean, Spider-Man 3, and Shrek the Third.

“You're certainly seeing these three sequels opening big and then dropping big,'' Pandya said. ``The movies are not as good as the previous ones, so people are not liking them as much, and then there's the competition.''

Apparently, Pandya doesn't think the movies are doing very well, but it would be easy to use ellipses and omissions to make the quote sound as if he loved these movies. Here's the revised quote:

“You're certainly seeing these three sequels opening big,'' Pandya said. ``The movies are . . . good . . . people are . . . liking them.'' (I paused where I put in an ellipsis.) See? Chop off the qualifier at the end of the first sentence about sales dropping after the first week, use ellipses to turn “not good” into “good,” and you've got a completely different quote. Of course, that is an obvious and egregious example; you would never do that, but be careful not to introduce more subtle changes in meaning when you use ellipses (and when you are editing quotes in general).

Appendix #4a1

http://www.bloomberg.com/apps/news?pid=20601082&sid=ageGe.tRmXOM&refer=canada

The E-mail Ellipsis

Now, on to the other use of ellipses—the use that you frequently see in e-mail where the ellipsis is used to indicate a pause or a break in the writer's train of thought. I read a lot of complaints in e-mail groups and a lot of speculation about what these ellipses mean. However, speculation isn't necessary because a number of style guides note that ellipses can be used to indicate a pause or falter in dialog, the passage of time, an unfinished list, or that a speaker has trailed off in the middle of a sentence or left something unsaid (1, 2, 3, 4). For example, The Chicago Manual of Style states, “Ellipsis points suggest faltering or fragmented speech accompanied by confusion, insecurity, distress, or uncertainty.” The manual contrasts ellipses and dashes, which it states should be reserved for more confident and decisive pauses.

So, it is allowable to use ellipses to indicate pauses or breaks in the writer's train of thought as you see so frequently done in e-mail, especially where a break is meant to feel uncertain. Nevertheless (and this is a BIG nevertheless) most people who use ellipses in e-mail overdo it—a lot.

You should not replace all normal punctuation with ellipses. You should not allow the sweet lure of ellipses to muddle your ability to write a complete sentence. To quote the book Grammar for Dummies, “Using ellipses in this way can get annoying really fast.” As regular listeners will know, I like the book Punctuate it Right, and the author has this to say about writers who use ellipses to imply that they have more to say: “It is doubtful that they have anything in mind, and the device seems a rather cheap one.” So, use ellipses in these ways if you must, but use them sparingly, and know that although it's grammatically correct, it's considered by some to be annoying and cheap.

Finally, there are some other special circumstances where ellipses seem to be allowed.

The Comic Strip Ellipsis

I wouldn't consider this formal writing, but comic strip writers have been known to use ellipses instead of periods. I'm speculating here, but it seems as if the ellipses are being used as a way to draw you into the next frame—as if they are saying, “Keep going; there's more to come.” For example, Charles Schulz always used ellipses instead of periods at the end of sentences in Peanuts.

The Gossip and Show Business Column Ellipsis

Next, I was surprised to see that The Associated Press Stylebook allows the use of ellipses for what they call “special effects”: The stylebook states, “Ellipses also may be used to separate individual items within a paragraph of show business gossip or similar material.”

Some famous newspaper writers have used ellipses instead of periods to separate their rambling thoughts. Larry King heartily used ellipses in his USA Today column, as did Herb Caen in his San Francisco Chronicle column. In fact, Herb Caen is reported to have coined the phrase “three-dot journalism” to describe such writing, and he was so beloved in San Francisco that when he died the city named a street after him—and included an ellipsis in the name: Herb Caen Way . . . (5). There's a picture of the sign at the Grammar Girl web site.

Appendix #4a2

I found myself wondering which came first, the columnists using ellipses or the AP rule allowing the style. I haven't found the answer, but I suspect the rule is a response to the columnists--essentially AP saying, “Fine, do it your way, but only in gossip or show business columns.” I hope some journalism professor or AP editor out there will know the answer. If so, please post a comment on the blog.

Formatting Ellipses

So, now that you know how to use ellipses, you need to know how to make them. An ellipsis consists of exactly three dots called ellipsis points—never two dots, never four dots—just three dots.

Most style guides call for a space between the dots. Typesetters and page designers use something called a thin space or a non-breaking space that prevents the ellipsis points from getting spread over two lines in a document (6). Also, many fonts have an ellipsis symbol that you can insert, but for everyday purposes, it's fine to use regular spaces between the ellipsis points. Type period-space-period-space-period (7).

Also, there should always be a space on each side of an ellipsis. the ellipsis is usually standing in for a word or sentence, so just imagine that it's a word itself, and then it's easy to remember to put a space on each side.

If you're omitting something that comes after a complete sentence, meaning that your ellipsis has to follow a period, put the period at the end of the sentence just like you normally would, then type a space, and then type or insert your ellipsis. Again, you're treating the ellipsis as if it were a word. This will result in four dots in a row with spaces in between each dot, but this is not a four-dot ellipsis—there's no such thing. It is a period followed by a regular three-dot ellipsis.

Oddly, you don't treat an ellipsis as a word if it comes at the end of a sentence that requires terminal punctuation like a period, question mark, or exclamation point. In that case you still put a space on each side of the ellipsis (8). For example, if your original sentence is “Aardvark is coming home on Thursday!” and you wanted to make it shorter, you would write it like this: “Aardvark is coming home . . . !”

Fortunately, most style guides don't call for an ellipsis when you omit something at the end of a quote, so you don't have to deal with it too often. (Putting an ellipsis at the beginning of a quote is also usually not necessary, but again it is a matter of style.)

That's all.

My e-mail address is [email protected], and my voice-mail line is 206-338-GIRL. Thanks for listening.

Appendix #4a3

mailto:%[email protected]

References

1. Shaw, H. Punctuate It Right. New York: Harper Paperbacks, 1993, p. 105.2. The Chicago Manual of Style. Fourteenth Edition. Chicago: University of Chicago Press, 1993, p. 368.3. Goldstein, N. ed. The Associated Press Stylebook and Libel Manual. Reading: Perseus Books, 1998, p. 272.4. Woods, G. English Grammar for Dummies. Hoboken: Wiley Publishing, 2001, p. 331.5. Ellar, J. “ Herb Caen Gets His Way .” SFGate.com. June 14, 1996 . (accessed May 26, 2007).6. Walsh, B. Lapsing Into a Comma. Chicago: Contemporary Books., 2004, p. 82.7. Straus, J. The Blue Book of Grammar and Punctuation. Ninth Edition. Mill Valley: Jane Straus, 2006, p. 31.8. Lutz, G. and Stevenson, D. Grammar Desk Reference. Cincinnati: Writer's Digest Books, 2005, p. 268.

http://grammar.quickanddirtytips.com/ellipsis.aspx

This podcast is sponsored by GoToMyPC. http://gotomypc.com/podcast

Appendix #4a4

http://gotomypc.com/podcast

http://grammar.quickanddirtytips.com/ellipsis.aspx

http://www.sfgate.com/cgi-bin/article.cgi?file=/g/a/1996/06/14/ellar960614.DTL

Focus Question #1 Hannah is frustrated with her situation. At the end of the chapter, Hannah thinks to herself, “Argument was useless.” What does she mean?

Answer Plan:1. Restate the question.2. Give details from the chapter that show why Hannah is frustrated.3. End by telling why Hannah was thinking that it was not worth it to

argue.

Possible Answer:[1]Hannah has become frustrated with her situation. [2] She has traveled into another time, and no one believes who she really is and where she is really from. No matter how many times she tells them that she is from New Rochelle, they do not get it straight because they know she is from Lublin. They think she is still sick. Gitl and Shmuel don’t know about things from Hannah’s time like television, and they seem to be humoring her or kidding with her. Hannah was just getting nowhere in convincing Gitl and Shumuel that she is from another time, so she decides to be quiet and not argue. She even surprises herself by helping in the kitchen. [3]Hannah decides it’s not worth arguing, as it has not been a successful strategy, and her vastly different background seems too far beyond their comprehension.

Appendix #4b

Macomb ELA Genre Units: Focus Question Rubric

3 (complete) 2 (partial) 1 (minimal)Traits:Content

Answers the question. Uses relevant details from

text to support the answer. Stays on topic.

Develops a relevant answer with many details and examples.

Develops a relevant answer but has few details to support or explain the answer.

Answers the question with misinterpretation. Develops little or no relevance to the text or the question. Does not develop or connect ideas and content.

Organization Restates the question

(beginning). Provides details in support

(middle). Concludes (end).

Restates the question in his/her own words. Provides details that support points. Writes a response in a logical sequence that makes connections.

Restates the question in the answer. Retells events in a somewhat disconnected structure.

Answers either “yes,” “no,” or “I agree” without reference to the question. Writes a response that lacks sequence.

Style/Voice Uses quotes to support. Concludes with prediction

of characters’ feelings, opinions, etc.

Uses precise words.Uses quotations effectively. Develops a conclusion that engages the reader.

Uses a basic vocabulary.May use quotations, but reference is unclear.Develops a partially successful conclusion.

Uses a limited vocabulary.Does not use quotations.Develops a conclusion that is ineffective or does not exist.

Conventions/Presentation Writes neatly. Uses proper conventions

Presentation makes the writing inviting. Shows control over conventions.

Writing is readable.Includes errors in conventions that do not distract from meaning.

Writing may not be legible.Includes errors in conventions that distract from meaning.

Appendix #4c1 ©Macomb Intermediate School District 2009

Focus Question DirectionsStudents need to be explicitly taught to answer response to literature (open-ended,

constructed response) questions. Explicit teaching involves modeling (To: showing),

practice (With: guiding), and independence (By: independence). The following are

suggestions for moving students from guided practice to independence:

Teacher uses Answer Plan and Possible Answer to model answering Focus

Questions. (for 1 or 2 Focus Questions on the basis of student understanding)

Students work with partners using the Answer Plan, write a shared answer then

consult the Possible Answer and revise answer to Focus Question. (for 4+ Focus

Questions)

Students work with partners building an Answer Plan, write a shared answer,

consult the Possible Answer and revise. (for 2+ Focus Questions)

Students work individually to build Answer Plan and answer question. (Option:

Students could consult the Answer Plan and the Possible Answer to score their

own or other’s papers.)

Have students answer Focus Questions in discussion form. After students have

had a brief discussion, have them individually answer Focus Questions using the

Answer Plan.

Appendix #4c2

Name:_________________________Period#:________________________


Time Period/PlaceApril, New Rochelle, NY, present time

Time Period/Place Time Period/Place

Characters HannahHannah’s MotherGrandpa WillGrandma BelleAunt EveHannah’s FatherAunt Rose

Hannah becomes ChayaGitlShmuelYitchakFaygeRachelShirfeEstherYente

Setting New Rochelle, NYBronx

Shtetl

Problem Hannah vs. Family TraditionsGPA Will vs. NazisHannah vs. idea of family

Events Passover Seder

Appendix #5a

Character DescriptionsMatching

Hannah Fayge RachelGitl YenteShmuel EstherYitchak Shirfe

_____ Young girl whom Chaya meets. Quiet, pale freckled and has eyelashes.

_____ Shmuel’s fiancé

_____Chaya’s aunt. Very strict. Runs the household.

_____Chaya’s uncle, Gitle’s brother. Fun-loving, kind, gruff, hard-working.

_____The outspoken girl whom Chaya meets. Quiet, pale freckled and has eyelashes.

_____The village butcher who is widowed with two children. Big, gruff, hard-working

_____Main character that is transported back in time.

_____Young girl whom Chaya meets. Plump with rosy cheeks.

_____Young girl whom Chaya meets. Pretty face with a sharp chin and nose, yellowish complexion.

Appendix #5b

Family Traditions Poster

My Family TraditionsInformation Collection Sheet

From http://alex.state.al.us/lesson_view.php?id=7000What is my family tradition and who began the tradition?

When did the tradition begin?

Where did the tradition begin?

How has the tradition been passed down?

How will I present my tradition to the class?

Where did I find my information?Appendix #5c

http://alex.state.al.us/lesson_view.php?id=7000

Poster Project: My Family TraditionTeacher Name: _______________Student Name: ___________________

CATEGORY 4 3 2 1

Content Includes all required details. Provides excellent visual samples.

Includes essential details. Visual samples are good.

Includes essential details but there are 1-2 details left out.

Content is minimal OR there are several errors.

Mechanics No misspellings or grammatical errors.

Three or fewer misspellings and/or mechanical errors.

Four misspellings and/or grammatical errors.

More than 4 errors in spelling or grammar.

Attractiveness Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.

Makes good use of font, color, graphics, effects, etc. to enhance the presentation.

Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.

Use of font, color, graphics, effects etc. but these often distract from the presentation content.

Oral Presentation

Interesting, well-rehearsed with smooth delivery that holds audience attention.

Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention.

Delivery not smooth, but able to hold audience attention most of the time.

Delivery not smooth and audience attention lost.

Date Created: 6/19/03Copyright. © 2002, 2001, 2000, 1999, 1998, 1997 ALTec, the University of Kansas

Appendix #5d

http://altec.org/

Grammar Girl here. Today, I'm gonna get crazy. I said that if people wrote reviews at iTunes, I would split infinitives, and you wrote a lot of reviews. So, to say thank you, I'm going to purposefully split as many infinitives as I can! My secret, though, is that splitting infinitives actually isn't such a wild and woolly endeavor. I know it might come as a surprise, but Grammar Girl isn't actually that adventurous. So although you've probably heard that it's bad to split infinities, it just isn't true. You could even call it a grammar myth. To understand, we first have to clearly define the word infinitive. Wikipedia defines infinitive as the unmarked form of a verb, but you really need examples to understand what that means. In English, there are two kinds of infinitives: full infinitives and bare infinitives. Bare infinitives are the kind of verbs you usually see in a dictionary, such as

go make run define split

On the other hand, full infinitives are made up of two words, usually putting the word to in front of the bare verb. For example:

to go to make to run to define to split

The logic behind the 19th-century rule about not splitting infinitives rests on comparing English to Latin, because in Latin there is no two-word form of the infinitive. They don't have to deal with full verbs versus bare verbs. Therefore, it's impossible to split infinitives in Latin. For some reason, many grammarians in the 19th century got the notion that because it is impossible to split infinitives in Latin, it shouldn't be done in English either.

Appendix #5e1

But notions change over time, and today almost everyone agrees that it is OK to split infinitives, especially when you would have to change the meaning of the sentence or go through writing gymnastics to avoid the split. English isn't Latin after all.So here's an example of a sentence with a split infinitive: EXAMPLE: Steve decided to quickly remove Amy's cats. In this case, the word quickly splits the infinitive to remove: to quickly remove. If you try to just unsplit the verb, you actually change the meaning. For example, you might try to say: EXAMPLE: Steve decided quickly to remove Amy's cats. Now, instead of saying that Steve removed Amy's cats quickly (zip zip) while she stepped out for a minute, you're saying that he made the decision to remove the cats quickly. You could rewrite the sentence without the split infinitive to make the same point. For example: EXAMPLE: Steve decided to grab Amy's cats and set them free before she got back from the corner market. But that isn't really necessary. The bottom line is that you can usually avoid splitting infinitives if you want to, but there's no reason to go out of your way to avoid it, and certainly don't let anyone tell you that it's forbidden. And here's a bonus bit: If you want to remember what a split infinitive is, just remember what might be the most famous example: Star Trek's “to boldly go where no man has gone before.” To boldly go, is a split infinitive. That's all. As always, this is Grammar Girl, striving to be your friendly guide in the writing world. You'll find a transcript of this podcast at www.quickanddirtytips.com. In this transcript split infinitives are in italics. If you'd like to call in with a question or comment the number is 206-338-GIRL.

http://grammar.quickanddirtytips.com/split-infinitives.aspx

Appendix #5e2

http://grammar.quickanddirtytips.com/split-infinitives.aspx

http://www.quickanddirtytips.com./

Practice Context Clues Read each sentence below and write down the closest meaning type of context clue (contrast/antonym, restatement/synonym, example or general knowledge) that helps you define the meaning of the word.

1. Joan loves to buy exotic foods: vegetables and herbs from China, spices from India, olives from Greece, and cheeses from France.

expensive seasonings rare from other places

2. Emotionally disturbed people may be troubled by morbid thoughts. For instance, they may often think about suicide or murder.

disturbing dealing with death psychologically ill scary

3. At first, the surgery seemed to be successful. But several hours later, the patient’s condition began to deteriorate, and it continued to worsen over the next few days.

stabilize surprise everyone change decay or

decline

4. In Dickens’ A Christmas Carol, the miserly Ebenezer Scrooge is visited by three spirits who changed him into a generous man.

cheapskate single and elderly unhappy wealthy

5. Raul is an indulgent father. For instance, he lets his daughter stay up as late as she likes and he never insists that she does her homework.

lazy and caring stupid and kind strict and mean lenient and tolerant

6. Languages evolve over time, as you can see if you open a page of The Canterbury Tales, written about six hundred years ago by the English poet Chaucer. It is barely recognizable as English today.

develop age increase complexity regress

7. The decision Veronica made to study instead of going out for pizza with her friends was prudent. She got an A on the exam, while her friends all got D’s.

anti-social careful and wise selfish calculating

8. Whenever something bad happens to Jane, she ways it’s the fault of destiny. But I prefer to take charge of my own life rather than simply blaming fate.

Appendix #6a1

bad luck evil caused by someone poor planning event that happens

regardless

9. My father died when I was a baby, but Mom told me so many stories about him that I feel I knew him well. For example, one anecdote was about how he cried with joy when I was born.

medicine or cure biographical account example joke

10. Ivan is a wonderful piano player. But Jerri is more versatile; she sings, acts, paints and writes poetry, and also plays the piano.

talented show off superior skills many abilities

11. This third grade was full of precocious children. One child had learned to read at two and another could do algebra at age 6.

backward active ahead pretty

12. I expected truthfulness from a doctor; I was shocked by his mendacity.

duplicity meanness candidness knowledge

13. When my grandfather meets someone with that much knowledge in a field, he finds that their erudition frightens him and he is inclined to withdraw.

rudeness scholarliness illiteracy age

14. When going to an office party you should show your best decorum, for example, dress your best, drink and eat moderately, and be sure to thank the host before you leave.

civility decorations party moves rudeness

15. We thought that the mother would be very distraught at hearing of her husband's accident; however, she took the news quite calmly.

tranquil angry disgusted anxious

16. It is refreshing to see students so excited, so zealous in doing their homework.

zany dedicated indifferent jealoushttp://www.montgomerycollege.edu/~steuben/practice_context_clues.htm

Appendix #6a2

http://www.montgomerycollege.edu/~steuben/practice_context_clues.htm

The History of the Holocaust

The Holocaust refers to the state-sponsored persecution and annihilation of an estimated six million European Jews by Adolph Hitler and the Nazi regime during World War II. The word holocaust comes from the Greek word holokauston, which means "that which is completely burnt." The persecution of the Jews in Germany began with the Nazi rise to power in 1933. Nazi ideology proclaimed that Aryans (Germans) were racially superior and that the Jews were a plague on the people of Germany. Although the Nazis targeted other groups such as Roma (Gypsies), the disabled, homosexuals, communists, social democrats, Jehovah's Witnesses, trade unionists and some people of Slavic origins such as Poles and Russians, no group was more severely affected than the Jews.

When the Nazis came to power in 1933, the Jewish population in Europe totaled more than nine million people, according to the United States Holocaust Memorial Museum. Germany had a Jewish population of around 650,000, however, as the Nazi Empire grew, the number of Jews under Nazi control rose dramatically. By 1944, at the height of Nazi control over Europe, more than 7 million Jews fell under Nazi tyranny. By 1945, nearly two out of three European Jews had been murdered by the implementation of Hitler's "final solution to the Jewish question."

The Holocaust began in earnest in the late hours of November 9, 1938. On this night, Nazi led mobs destroyed Jewish businesses and burned synagogues in several German cities. "The Night of Broken Glass" was reported by the Nazi government as retaliation against the Jewish community for the murder of a German embassy attaché in Paris by a young Polish-German Jew. Appendix #6b1

http://www.holocaustarchive.com/search.aspx?search=%22The%20Night%20of%20Broken%20Glass%22

http://www.holocaustarchive.com/search.aspx?search=%22The%20Night%20of%20Broken%20Glass%22

http://www.holocaustarchive.com/search.aspx?search=%22final%20solution%20to%20the%20Jewish%20question%22

http://www.holocaustarchive.com/search.aspx?search=Russians

http://www.holocaustarchive.com/search.aspx?search=Poles

http://www.holocaustarchive.com/search.aspx?search=%22trade%20unionists%22

http://www.holocaustarchive.com/search.aspx?search=Jehovah%20Witnesses

http://www.holocaustarchive.com/search.aspx?search=%22social%20democrats%22

http://www.holocaustarchive.com/search.aspx?search=communists

http://www.holocaustarchive.com/search.aspx?search=homosexuals

http://www.holocaustarchive.com/search.aspx?search=disabled

http://www.holocaustarchive.com/search.aspx?search=Roma%20OR%20Gypsies

http://www.holocaustarchive.com/search.aspx?search=%22World%20War%20II%22

http://www.holocaustarchive.com/search.aspx?search=%22Adolph%20Hitler%22

http://www.holocaustarchive.com/search.aspx?search=Jews

http://www.holocaustarchive.com/search.aspx?search=Holocaust

In reality, the murder simply gave the Nazis the opening they needed to begin their outright repression of the Jews on a mass scale, although the Nazi persecution of German Jews had begun as far back as 1933, with a boycott decreed by Hitler. By early 1939, the Nazis had implemented the use of concentration camps to imprison Jews and other groups targeted by the Nazis. An order from Reinhard Heydrich implied that these camps should be close to railroads for the future implementation of the "final solution". By the time World War II began, the Nazis and their collaborators had created these camps as well as ghettos, transit camps and forced labor camps. In 1940, the Nazis opened the first, and most infamous, death camp at Auschwitz in occupied Poland. This would be followed by the opening of death camps at Madjanek and Chelmno in 1941. By the end of World War II, the Nazis had six dedicated death camps.

However, the murder of Jews and people of other groups were not limited to those in death camps. Beginning in 1941, the SS Einsatzgruppen, mobile killing units, were sent in behind the advancing German army to exterminate Jews in the Soviet Union and other occupied territories. These groups were responsible for the deaths of more than one million people in occupied territory. During the final months of the war, SS guards began forcing concentration camp inmates into death marches to prevent their liberation by advancing Allied forces.

The Soviet army liberated the concentration camp at Madjanek on July 24, 1944, and Auschwitz six months later. By the time of the German surrender on May 7, 1945, the Nazis had murdered more than 6 million Jews, along with millions of (Roma) Gypsies, Slavs, homosexuals, political dissidents, disabled and members of other religious and political groups, making the Holocaust the single largest atrocity in the history of man. Although the 20th century saw many instances of genocide, none reached even one-fifth of the number of deaths caused by the Nazi death machine.

The Holocaust was an event like no other in human history that led not only to the development of the State of Israel, but to an international pledge to punish those who commit genocide. It created the legal precedent for the trial of government officials for "crimes against humanity," led to increased protections for refugees and brought more attention to the cause of international human rights. The Holocaust shaped the world we live in today in many ways and will undoubtedly continue to influence our world in the future. http://www.holocaustarchive.com/History.aspx

Appendix #6b2

Highlighted Reading for Middle and High School

http://www.holocaustarchive.com/History.aspx

http://www.holocaustarchive.com/search.aspx?search=%22crimes%20against%20humanity%22

http://www.holocaustarchive.com/search.aspx?search=Madjanek

http://www.holocaustarchive.com/search.aspx?search=%22SS%20Einsatzgruppen%22

http://www.holocaustarchive.com/search.aspx?search=Chelmno

http://www.holocaustarchive.com/search.aspx?search=Madjanek

http://www.holocaustarchive.com/search.aspx?search=Auschwitz

http://www.holocaustarchive.com/search.aspx?search=%22final%20solution%22

http://www.holocaustarchive.com/search.aspx?search=%22Reinhard%20Heydrich%22

http://www.holocaustarchive.com/search.aspx?search=%22Reinhard%20Heydrich%22

http://www.holocaustarchive.com/search.aspx?search=%22concentration%20camps%22

By Elaine WeberPurpose:

Engage students in printDevelop fluent scanningHighlight most important informationPrepare text for substantive conversation

Materials:A copy of the textA highlighter pen

Planning:1. Select an article or piece of text that is accessible to all the students.2. Identify the vocabulary that needs to be taught in advance.3. Determine a context for the information that could frame it for the students’ prior

knowledge.4. Consider what kind of discussion you want to come out of the reading of the text.5. Select the appropriate information to be highlighted based on the goal for the

discussion.6. Map out the text paragraph by paragraph with prompts to highlight the

information.

Procedure: Build the context for the reading by activating prior knowledge. When you come to the vocabulary words in the highlighting process, give

definition, have students say the word 5 times and continue highlighting process. As you read the prompts or questions you prepared for each paragraph, have the

students scan through the text, highlighting the answers. (Like finding Waldo) Have students go back to the text with partners to determine the meaning from

context or from their prior knowledge. Have students share their results. Use the definitions for your reference as students share their results.

Summary Activities: Three-sentence pyramid summary Determine Importance: (1) Circle the most important word or phrase in the text.

(2) Underline the most important things written about this word or phrase, and (3) Write a summary statement. Write two to three supporting sentences.

One-syllable-word summary: Working in a group of three or four students develop a summary of the article using only one-syllable words.

Appendix #6c1

Highlighted Reading—Teacher Suggestions “The History of the Holocaust”

Vocabulary: As you read, point out the following words the following vocabulary words and develop meaning:

Genesis - the coming into being of something; the originSimultaneously - happening, existing, or done at the same timeStifle - to interrupt or cut offTempered - having a specified temper or disposition.Incestuous - resembling incest as by excessive intimacySerendipity - the faculty of making fortunate discoveries by accidentAmbiguity - doubtfulness or uncertainty as regards interpretation

Highlight the following: Have students highlight with you as you read aloud at a medium to fast pace. Use the following directions to move the students through the text.

1st Paragraph Holocaust comes from a Greek word meaning what?Nazi ideologyOther targeted groups

2nd paragraphJewish population number in 1933Number of Jews murdered by Nazis by 1945

3rd paragraphWhat was the “Night of Broken Glass”?Beginning of Nazi persecutionImportance of the order by Reinhard Heydrich“Final Solution” death camps

4th paragraphRole of the SS EinsatzgruppenSS Einsatzgruppen responsible for how many deaths?Death marches during final months of the war

5th paragraphLiberation of the campsOther groups murdered by NazisWhat made the Holocaust the single largest atrocity?

6th paragraphHolocaust led to what two things?What legal precedent was created?Effect on the cause of international human rights?

Appendix #6c2

Reader’s Theater for The Devil’s ArithmeticChapter 9, (pp. 65-73)

By Jane Yolen

Narrator: The villagers gathered uneasily within the half-circle of soldiers and waited to be let into the shul. There was hardly any talking, but Yitzchak’s young son, Reuven, began to whimper. To quiet him, Yitzchak lifted the boy onto his shoulders. Rabbi Boruch, Shmuel, and another man Hannah did not know conferred hastily with the Nazi chief, the one with all the medals. They spoke in swift, hurried bursts of words that Hannah could not distinguish, but she could see Shmuel’s fists clenching and unclenching behind his back. They were a violent punctuation to all those undistinguishable sentences, as if Shmuel wanted to shake his fist in the Nazi’s face but didn’t dare. At last the argument was done and Shmuel came over to them.

Schmuel:(gently)

They insist that we go with them in those trucks.

Hannah:(in a whisper)

No!

Schmuel Their argument is persuasive. They say all Jews are being resettled. It is government policy.

Yitzchak: I heard that too--Government policy. They have been settling villages closer to the big cities. I thought out here they would leave us alone.

Another man:(arguing)

What does a goyish government have to do with us?

Still another man: A kick in the face and a hand in the pocket.Shmuel: (soft but grim)

Wait, wait, remember those guns.

Narrator: Fayge moved silently into the protection of his arms.Fayge:(plaintively)

What about our wedding?

Shmuel: We will be married, Fayge. Your father will marry us. Maybe not here, in your shul. Maybe not even under a wedding canopy.

Fayge:(shocked)

Not under a canopy?

Shmuel:(adamantly)

We will be married, in God’s sight. I promise you that nothing will keep us apart.

Hannah:(voice rising)

The Nazis will, they’ll take you from here and put you in a concentration camp. Then they’ll put you in gas ovens and kill you.

Gitl:(sharply)

Chaya! The soldiers will hear.

Narrator: Turning in Shmuel’s arms, Fayge stared at Hannah, her beautiful face sharp, her eyes nearly all pupil.

Fayge: How can you talk like that? Your words will fly up to heaven and call down the Angel of Death, Lilith’s bridegroom, with his poisoned sword.

Appendix #7-8a1

Gitl: Nonsense! You talk like one of the old women in the village—angels and poisoned swords. Why not flying chariots and the finger of the Lord? Chaya does no such thing. How could she? She is only a child, as you are no longer. She is a child with too much imagination and stories filling her head. She has just been recalled by a miracle from the doors of death. Shame, shame, Fayge, to make her into some kind of monster.

Rachel: Tante Gitl, I think I know what Chaya is talking about. She told us a story this morning. About two children named, yes, Hansel and Gitl.

Hannah:(corrected)

Gretel

Rachel: Yes, Gretel. And there is a witch who shoves little boys into ovens and eats them. A fairy tale.

Hannah: The gas ovens I mean are no fairy tale.Narrator: Gitl raised her chin, squinted her eyes and, ignoring Hannah.Gitl: See, my almost sister-in-law, the child was just reciting a story. And

surely we have more important things to worry about than bobbe meinses, tall tales.

Fayge: And what could be more important than such a curse, my sister Gitl?Gitl:(smiled)

Are your mother and grandmother not important? Where are they? Why have they not come out to greet us?

Fayge:(looked around)

Gitl, you are right. Where are they? And where is Tante Sarah and Tante Devorah and, all the rest, where are they?

Shmuel:(in a flat voice)

The colonel informed us that they have been sent for resettlement already. We will meet them there.

Hannah:(cried)

You can’t believe that!

Shmuel: What else can we believe? Gas ovens? Lilith’s bridegroom? Poisoned swords? The Angel of Death?

Narrator: Just then Reb Boruch cleared his throat loudly and all the little knots of people who had been talking fell silent.

Reb Boruch:(loudly)

My friends, my neighbors, my children, it seems we have no choice in this matter. The government has decreed that we are to be relocated for the duration of this war. This war in which we Jews take no parts. So it is with governments. My wife, my mother, my sister—and all of yours—those who were waiting here in Viosk for our return from the forest, those who were getting ready for the wedding, they have been sent ahead. They have taken with them what clothing and household goods we shall need in the resettlement camp.

Yitzchak: But what of our clothes and our goods, those of us who are not from Viosk?

Rabbi: We will share what we have. For are we not all neighbors and friends? Are we not all brothers and sisters in God’s eye? Are we not…

Nazi colonel:(smoothly)

All will be taken care of. You will want for nothing.

Appendix #7-8a2

Voice: We wanted for nothing except to be left alone here in Viosk.Nazi colonel:(smiling)

In this matter, we will make the ruling. When you get to your new homes, anyone who wants to work will be treated humanely. The tailor will sew, the shoemaker will have his last. And you will be happy you have followed the government’s orders.

Badchan:(murmured)

The snake smiles but it shows no teeth.

Narrator: Hannah wondered if anyone else heard him.Rabbi:(raising his hands)

The colonel has assured me that some of his soldiers will remain billeted here to guard our stores and houses and schools from harm while we are gone. At my request, the soldiers will pay special attention to the shul to make sure the peasants do not desecrate it.

Badchan: Better the fox to guard the hens and the wolves to guard the sheep.Narrator: This time he was heard, and there were murmurs in the crowd.Man:(called out)

But Reb Boruch, why would they billet soldiers here if they are needed elsewhere for the war?

Rabbi: Am I a general to answer such questions? Am I the head of state? I only know that they have promised me this, so this I believe. They say the war is almost over, and we will not be gone from Viosk for long.

Badchan: How long is eternity?Narrator: Hannah tried to speak again, but this time Gitl’s hand covered her entire

mouth.Gitl:(whispered)

Be still, child. Whatever your objections, be still. This is not one of your stories that ends happy-ever-after. There are not imaginary bullets in those guns. Listen to the rabbi. He is right to calm us. If we go quietly, no harm will come.

Narrator: Suddenly remembering the pictures on television, the ones that made her grandfather so crazy, Hannah shook her head. But she shook it silently, as Gitl commanded. She wanted to cry. She knew she’d feel better if she could. But no tears came. Drawing a deep breath, she heard the rabbi begin to pray aloud.

Rabbi: “Shema Yisrael, Adonai eloheynu, Adonai echod. Hear, O Israel the Lord our God, the Lord is One.

Appendix #7-8a3

Narrator: The others joined in. Even Hannah. They climbed into the trucks in family groups, reluctant to be parted. Since Shmuel would not let go of Fayge’s hand despite the rabbi’s fierce stare, the rabbi was forced to climb into the truck with them, standing next to Hannah. Yitzchak handed his children up to Gitl one at a time, and she kept her arms tight around the little girl, Tzipporah. There were finally so many villagers packed into each truck, there was no room to sit down. So they stood, the children up on the men’s shoulders. They looked like holidayers off on a trip. But they felt to Hannah, all crushed together, like cattle going to be slaughtered for the market. The trucks barreled down the long, winding road, their passengers silenced by the dust deviling up and by the heat. After a bit, to keep the children in her truck from crying, Gitl began to sing. First she tried a lullaby called “Yankele” to quiet them, then several children’s songs. But as the truck continued without a stop, carrying them farther and farther from Viosk, onto roads most of them had never see, she broke into a song that, for all its wailing minor notes and the lalala chorus, sounded angry. Hannah tried to make out the words above the noise of the truck. They were about someone called a chaper, a snatcher or kidnapper, who dragged men off to the army.

Gitl: Sir, give me a piece of bread,Look at me, so pale and dead.

Narrator: It hardly seemed a song to calm the children. But first Shmuel, then Yitzchak, then several of the other men in their truck joined in, singing at the top of their voices. The children on their perches clapped in rhythm. At last, even Fayge and her father began to sing. Hannah listened to the growing chorus in wonder, as the song leaped from truck to truck down the long road. Didn’t they know? Didn’t they guess? Didn’t they care? She kept remembering more and more, bits and pieces of her classroom discussions about the Holocaust. About the death camps and the crematoria. About the brutal Nazis and the six million dead Jews. Was knowing—or not knowing—more frightening? She couldn’t decide. A strange awful taste rose in her mouth, more bitter even than the Seder’s bitter herbs. And they were for remembering. She fought the taste down. She would not, she could not be sick. Not here. Not now. She opened her mouth to catch a breath of air, and found herself singing. The sound of her own voice drowned out the steady drone of the tires on the endless, twisting road.

Appendix #7-8a4

Quick Write #2

If you were Hannah (Chaya), what would you do with the information that you remember from history? What would you do to convince those around you what was happening and that you were telling the truth?

Student Answer:

Appendix #7-8b

Simile and Metaphor

Shame by Vivian Gilbert Zabel

I stand nude before the world, My faults and shortcomings Exposed for all to see. Like a tacky, tattered blanket, A cloud of despair smothers me. Layers of gray with streaks Of blinding black press me To the ground, a broken statue, Tarnished by relentless rain And worn by whimpering wind.

I cannot lift my head to watch In case others turn from me, Disdain displayed in their eyes. Shame turns confidence into Disgust for myself, burning Like a fire without warmth, Only a chill leaving no comfort. How can anyone love me When I remain disgraced in life By being who and what I am?

The preceding poem has two similes and one metaphor. The one simile states that a cloud of despair, like a tacky, tattered blanket, smothers the narrator. The other says that disgust burns like a fire without warmth. The metaphor compares the narrator to a broken statue. All help strengthen the emotion in the poem, enhancing the feeling of shame. Alliteration is also used: tacky, tattered; blinding black; relentless rain; worn, whimpering, wind; disdain displayed.

http://ezinearticles.com/?Emotion-in-Poetry:-Using-Metaphor-and-Simile&id=115598

DIRECTIONS: Make up at least three of your own similes, and write a short paragraph using three of your similes.

Appendix #9a

Practicing with Metaphors(from http://www.edhelper.com/language/Similes_and_Metaphors801.html )

http://www.edhelper.com/language/Similes_and_Metaphors801.html

http://ezinearticles.com/?Emotion-in-Poetry:-Using-Metaphor-and-Simile&id=115598

1. Mel has such great taste in furniture that I'm sure his home is beautiful.

The metaphor great taste: Mel works in a furniture store. Mel eats furniture. Mel knows how to pick out nice furniture.

2. Mike drives too fast and is a road hog.

The metaphor road hog: Mike drives all over the road. Mike eats too much in his car. Mike doesn't like to drive.

3. Jeffrey is an ox.

The metaphor is an ox.: Jeffrey is deaf. Jeffrey is weak. Jeffrey is strong.

4. Walter is a real couch potato.

The metaphor couch potato: Walter is always busy with some activity. Walter is lazy. Walter likes to go outside and play.

5. Jeff is a volcano after hearing his brother borrowed his car without permission.

The metaphor Jeff is a volcano: Jeff is angry. Jeff lives in Hawaii. Jeff has a triangle head.

6. Lori is the apple of her father's eye.

The metaphor Lori is the apple: Lori is loved by her father. Lori's father is mad at her. Lori has an apple tree in her yard.

Appendix #9b1

7. Marcy was feeling blue after her dog was hit by a car.

The metaphor :

Marcy didn't like cars. Marcy was sad. Marcy wore blue pants.

8. John is a giant in his class, towering a foot over his classmates.

The metaphor John is a giant: John is short. John is from a fairy tale. John is tall.

9. Will is a couch potato, so I'm surprised that he gets anything done.

The metaphor couch potato: Will bakes potatoes. Will is lazy. Will is energetic.

10. Joshua's brother is a rug rat.

The metaphor rug rat: Joshua's brother looks like a rat. Joshua's brother fell on the rug. Joshua's brother is a little boy.

Appendix #9b2

This song is called "SKIN (SARA BETH)" and it was recorded by Rascal Flatts.

Sara Beth is scared to deathTo hear what the doctor will sayShe hasn't been wellSince the day that she fellAnd the bruise, it just won't go awaySo she sits and she waitsWith her mother and dadAnd flips through an old magazineTil the nurse with the smileStands at the doorAnd says, "will you please come with me?"

Sara Beth is scared to deathCause the doctor just told her the news"Between the red cells and whiteSomething's not rightBut we're gonna take care of youSix chances in ten it won't come back againWith the therapy we're gonna tryIt's just been approved,It's the strongest there isAnd I think we caught it in time"And Sara Beth closes her eyes....

She dreams she's dancingAround and aroundWithout any caresAnd her very first loveIs holding her closeAnd a soft wind is blowing her hair

Sara Beth is scared to deathAs she sits, holding her mom

Cause it would be a mistakeFor someone to takeA girl with no hair to the PromFor just this morningRight there on her pillowWas the cruelest of any surpriseAnd she cried when she gathered it all in her handsThe proof that she couldn't denyAnd Sara Beth closes her eyes....

She dreams she's dancingAround and aroundWithout any caresAnd her very first loveWas holding her closeAnd a soft wind is blowing her hair

It's quarter to sevenThat boy's at the doorAnd her daddy ushers him inAnd when he takes off his cap,They all start to cry'Cause this morning where his hair had beenSoftly she touches just skin

And they go dancingAround and aroundWithout any caresAnd her very first true loveIs holding her closeAnd for a momentShe isn't scared.

What does your hair mean to you? Why do humans have such a connection to our hair? How do you express yourself with your personal appearance?__________________________________________________________________________________

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Appendix #10

Focus Question #2In Chapter 14, we are introduced to an important character, Rivka. Citing examples from the text, discuss some of the crucial "lessons" Rivka shares with the girls, and explain why she is important to Hannah (Chaya).

Answer Plan:1. Restate the question2. From the text, cite examples of important lessons/information that

Rivka shares with Hannah.3. Explain why you believe Rivka is an important character in the novel.

Possible Answer:(1) In Chapter 14, readers have been introduced to an important character, Rivka. (2) Rivka has been in the camp for a year and shares important information and lessons with Hannah, Esther, and Shifre. Rivka tells the girls about the Angel of Death and the “brutal arithmetic”: “It is a brutal arithmetic. But I-I am alive. You are alive. As long as we breathe, we can see and hear. As long as we can remember, all those gone before are alive inside us.” Rivka also told them the “rules”:

They call each other by their given names, but must remember their numbers.

People with lower numbers, have been there longer and can help do things like “organize” or get shoes.

You must know when to fight and when not. Don’t go near the building with the smokestack. Children must hide in the “midden” or garbage dump when the

commandant comes to inspect. Do not ask, “Why?”

(3) I think that Rivka is an important character in the novel because she is helping the girls now, and I predict that she will help them all to survive longer.

Appendix #11

8.2 Close and Critical Reading—The Devil’s Arithmetic, Chapter 14 —StudentDisposition: Reflective Inquiry— Theme: Who you are depends on your perspective.

What does the text say? (Briefly summarize The Devil’s Arithmetic, Chapter 14 at the literal level.)



So what? (What does the message/theme/concept mean in your life and/or in the lives of others? Why is it worth sharing/telling? What significance does it have to your life and/or to the lives of others?)

Appendix #12a1

8.2 Close and Critical Reading—The Devil’s Arithmetic, Chapter 14 —TeacherDisposition: Reflective Inquiry— Theme: Who you are depends on your perspective.

What does the text say? (Briefly summarize the chapter at the literal level.) Rivka teaches Hannah, Esther, and Shifre the rules of the camp. Rivka tells them to not worry, as it is night and the choosing is only done during the day. Rivka has been in the camp for a year, though she has lost the majority of her family. Esther asks Rivka what makes her an expert. Rivka replies that the number tattooed on her arm makes her an expert, and then she proceeds to say what each symbol stands for in that tattoo. The lowest number 0 stands for organize. She can organize things. In fact, she has organized shoes and sweaters for the girls. The first rule is to remember the numbers, though they may call each other by their names. At this point in the conversation, Esther walks away humming. Rivka tells the girls to let her go. She tells them that is one of the hard things about surviving, letting people go. The second rule is not to stand next to someone with a G in their number as Greeks do not understand Germans and do not survive long. She tells them that if they need medical supplies they go to Sarah, the Lubliner who used to be a professional singer. Rivka gives them Sarah’s number and information about her. She tells them about the door to “Lilith’s Cave.” She tells them that children under the age of fourteen must hide in the garbage dump and that it is the job of the older ones to help them. She tells them what happens to those with frostbite. She tells them to avoid the hospital, as the Dark Angel goes there first. Rivka then has Hannah tell what her number means. Hannah gives meaning to each letter and number. Esther starts explaining her number when Hannah is done. That night Hannah listens to the cries of the women. Hannah’s dreams are filled with sobs, but she cannot remember her dream.

How does it say it? In other words, how does the author develop the text to convey his/her purpose? (What are the genre, format, organization, features, etc.?) The genre is historical fiction. The novel is about the Holocaust. It is apparent that the characters are in a concentration camp: “‘Into the gas ovens,’ she whispered.” The setting is during World War II in a concentration camp. The story is told in third person: “She could not remember the dream.” Yet, it is a limited omniscient narrator, as the reader is only able to see what is happening in Hannah’s head: “Hannah’s dreams were filled with the sobs, but in the dreams they were cries of joy. She dreamed she was in a schoolyard where girls in blue dresses and blue pants with brightly colored sweaters hooked arms and laughed, shutting her out from their group.” The author uses dialogue and actions to reveal the traits of the characters. For example, the character of Esther appears fragile. Her actions reveal her inability to cope with the situation: “Esther walked away from them, shaking her head and humming loudly as if to drown out the sound of Rivka’s voice.” The author uses italics for three reasons. First, to highlight foreign words: “‘Now my brother Wolfe is left, but he is a Sonderkommando, one of the walkingdead.’” Note that the author incorporates the definition/translation of the foreign word in the same sentence in which the word is introduced. Thus, the reader through context clues can determine the meaning. Second, to convey the internal voices in Hannah’s head: “Hannah suddenly heard a child’s voice, as if from far away, saying, ‘Hannah, look where I hid. . . .’ She couldn’t think who the child was. Or who Hannah was. Her head hurt with trying to remember.” Third, the author uses them to emphasize a word: “If you are alive now, this minute, it is enough.” The author also uses a Biblical allusion or rather Talmudic allusion with the gate named “Lilith’s Cave, the cave of death’s bride.” In addition there are religious references to “God,” “Devil,” and “the Angel of Death.” The tattooed numbers on the characters’ arms are a reoccurring image/motif. They are referred to as the “Devil’s arithmetic,” the title of this text.

Appendix #12a2

The conflict appears to man against man (Germans against the Jews) or rather Man’s inhumanity to man. The author uses figurative language. For example, the author uses a simile in thefollowing sentence: “It was like a waterfall of information, Hannah thought.” The mood and tone of this chapter appear to be dark, in keeping with the building of suspense. For example, “There was a black handleless door. Beyond the fence loomed the smokestack. ‘We call that the door to Lilith’s Cave, the cave of death’s bride. If you go through that door, you do not come out again.’”

What does the Text mean? (What message/theme/concept is the author trying to get across?) Man’s ability to endure depends on his/her desire to live.

So what? (What does the message/ theme/ concept mean in your life and /or in the lives of others? Why is it worth sharing/telling? What significance does it have to your life and or to the lives of others?) I am in awe of those who survived the Holocaust. However, I am in awe as well of those from the Greatest Generation. My step-father was a freshman at U of M when Pearl Harbor was attacked. He and the rest of his class signed up the next day to serve in the war. He was in the architecture program. Only three of his class survived the war. I do not think a day goes by that he does not remember those men who died so long ago, and I think he feels a certain sense of responsibility to live his life well in order to honor them. I marvel at his physical, mental, and spiritual endurance at the age of eighty-seven. Yet, perhaps we are all walking survivors attempting to make meaning from our experiences and drawing on our resources to transcend the pain.

Appendix #12a3

Why Genocide Matters by Nicholas D. Kristof.It’s a fair question.

The number of people killed in Darfur so far is modest in global terms: estimates range from 200,000 to more than 500,000. In contrast, four million people have died since 1998 as a result of the fighting in Congo, the most lethal conflict since World War II. And malaria annually kills one million to three million people — meaning that three years’ deaths in Darfur are within the margin of error of the annual global toll from malaria.

So, yes, you can make an argument that Darfur is simply one of many tragedies and that it would be more cost-effective to save lives by tackling diarrhea, measles and malaria.But I don’t buy that argument at all. We have a moral compass within us, and its needle is moved not only by human suffering but also by human evil. That’s what makes genocide special — not just the number of deaths but the government policy behind them. And that in turn is why stopping genocide should be an even higher priority than saving lives from AIDS or malaria.Even the Holocaust amounted to only 10 percent of World War II casualties and cost far fewer lives than the AIDS epidemic. But the Holocaust evokes special revulsion because it wasn’t just tragic but also monstrous, and that’s why we read Anne Frank and Elie Wiesel. Teenage girls still die all the time, and little boys still starve and lose their parents — but when this arises from genocide, the horror resonates with all humans.Or it should. But for whatever reason, Sudan’s decision to kill people on the basis of tribe and skin color has aroused mostly yawns around the globe. Now Sudan is raising the stakes by starting a new military offensive in Darfur — and by eliminating witnesses.The government charged Paul Salopek, an ace Chicago Tribune correspondent, with espionage in an effort to keep foreign reporters away (on Saturday it released him after a month in prison). And even

African Union peacekeepers may be forced out of Darfur by the end of this month.Twelve aid workers have been killed since May — more than in the previous three years. These killings are forcing aid groups to pull back, and the U.N. warns that if the humanitarian operation collapses, the result will be “hundreds of thousands of deaths.” If all foreign witnesses are pushed out, the calamity is barely imaginable.We urgently need U.N. peacekeepers, even over Sudan’s objections. (If Sudan sees them coming, it will hurriedly consent.) The U.S. should also impose a no-fly zone from Chad and work with France to keep Chad and the Central African Republic from collapsing into this maelstrom.President Bush showed an important flash of leadership on Darfur early this year, but lately he has fallen quiet again. He should appoint a special envoy for Darfur and use his bully pulpit to put genocide on the international agenda — for starters, by employing his speech to the U.N. General Assembly this month to remind the world of the children being tossed onto bonfires in Sudan. He could also announce that the U.S. will choose candidates to support for U.N. secretary general based in part on their positions on the genocide.

Appendix # 12b1

Highlighted Reading for Middle and High School By Elaine Weber

Purpose:Engage students in printDevelop fluent scanningHighlight most important informationPrepare text for substantive conversation

Materials:A copy of the textA highlighter pen

Planning:1. Select an article or piece of text that is accessible to all the students.2. Identify the vocabulary that needs to be taught in advance.3. Determine a context for the information that could frame it for the students’ prior

knowledge.4. Consider what kind of discussion you want to come out of the reading of the text.5. Select the appropriate information to be highlighted based on the goal for the

discussion.6. Map out the text paragraph by paragraph with prompts to highlight the

information.

Procedure: Build the context for the reading by activating prior knowledge. When you come to the vocabulary words in the highlighting process, give

definition, have students say the word 5 times and continue highlighting process. As you read the prompts or questions you prepared for each paragraph, have the

students scan through the text, highlighting the answers. (Like finding Waldo) Have students go back to the text with partners to determine the meaning from

context or from their prior knowledge. Have students share their results. Use the definitions for your reference as students share their results.

Summary Activities: Three-sentence pyramid summary Determine Importance: (1) Circle the most important word or phrase in the text.

(2) Underline the most important things written about this word or phrase, and (3) Write a summary statement. Write two to three supporting sentences.

One-syllable-word summary: Working in a group of three or four students develop a summary of the article using only one-syllable words.Appendix #12b2

Highlighted Reading—Teacher SuggestionsArticle: “Why Genocide Matters”

Vocabulary—Before reading, have students highlight the following vocabulary words: Genesis- The coming into being of something; the originSimultaneously- Happening, existing, or done at the same timeStifle To interrupt or cut offTempered - Having a specified temper or disposition.Incestuous - resembling incest as by excessive intimacySerendipity - The faculty of making fortunate discoveries by accident.Ambiguity - Doubtfulness or uncertainty as regards interpretation:

Highlight the following: Have students highlight with you as you read aloud at a medium to fast pace. Use the following directions to move the students through the text.

1st paragraph Number killed in Darfur so far (as of September, 2006)

2nd paragraph Number killed by malaria each year

3rd paragraph What makes genocide special?Why does the Holocaust evoke special revulsion?

4th paragraphHow is Sudan raising the stakes?

5th paragraphU.N. warnings

6th paragraphThree things the U.S. can do now to stop the genocide

Then have students return to the vocabulary words they highlighted and work in partnerships to determine the meaning of each word from context and/or from prior knowledge. Have partnerships share their results with the whole group.

Appendix #12b3

Obama remembers the HolocaustEmail|Link|Comments (25) Posted by Foon Rhee, deputy national political editor April 23, 2009 05:54 PM

Speaking today at a Holocaust remembrance ceremony in the august Capitol rotunda, President Obama urged the world not to tolerate the hatred and injustice that can lead to such horror if even good people just stand by.

"We gather today to mourn the loss of so many lives and celebrate those who saved them, honor those who survived, and contemplate the obligations of the living," he said. "It is the grimmest of ironies that one of the most savage, barbaric acts of evil in history began in one of the most modernized societies of its time, where so many markers of human progress became tools of human depravity.

"Science that can heal, used to kill. Education that can enlighten, used to rationalize away basic moral impulses. The bureaucracy that sustains modern life, used as the machinery of mass death, a ruthless, chillingly efficient system where many were responsible for the killing, but few got actual blood on their hands."

The president also paid tribute to those who tried to save Jews and others, including five "righteous men and women" from Poland. "We are awed by your acts of courage and conscience. And your presence today compels each of us to ask ourselves whether we would have done what you did. We can only hope that the answer is yes," he said.

And he assailed those who deny the Holocaust happened and further hatred and intolerance.

"Today and every day we have an opportunity as well as an obligation to confront these scourges, to fight the impulse to turn the channel when we see images that disturb us or wrap ourselves in the false comfort that others sufferings are not our own," he said.

"Instead we have the opportunity to make a habit of empathy, to recognize ourselves in each other, to commit ourselves to resisting injustice and intolerance and indifference in whatever forms they may take, whether confronting those who tell lies about history or doing everything we can to prevent and end atrocities like those that took place in Rwanda, those taking place in Darfur. That is my commitment as president. I hope that is yours as well."

The event was sponsored by the US Holocaust Memorial Museum, which designated this year's theme as “Never Again: What You Do Matters.” A video of the ceremony is on its website.

“The notion that the Holocaust was the result of the actions of one man or a handful of leaders is false,” museum director Sara J. Bloomfield said in a statement. “The ability to carry out the genocide depended upon the participation of tens of thousands and the acquiescence of millions. This year, as we remember the victims of Nazi Germany and its collaborators, let us reflect on our own responsibilities in a world of rising antisemitism and continuing genocide.” While Obama mentioned the humanitarian crisis in Darfur, which the State Department has called a genocide, advocacy groups called today on Obama to do more to stop the killing.

Appendix #13a

http://www.ushmm.org/remembrance/dor/webcast/

http://www.boston.com/news/politics/politicalintelligence/2009/04/obama_remembers.html#comments

http://www.boston.com/news/politics/politicalintelligence/2009/04/obama_remembers.html

http://www.boston.com/news/politics/politicalintelligence/2009/04/obama_remembers.html

Talking To the Text

What is T4? Tending to tough teenagers? Taking time to tango? Teaching turtles time travel?

an acronym, one of those alphabetic abbreviations that can confuse but save time an RA reading strategy based on the process of Thinking Aloud thus, it is a metacognitive conversation that makes thinking visible an activity through which readers make meaning by considering the words, context,

schema, etc. of a passage not done with the mouth, not done with the eyes, it’s a brain function asks readers to question, predict, visualize, connect, summarize,and fix up a skill that can start tentatively and grow to increase understanding, becoming as

intense as a presidential debate

Steps to T4

First: Model and practice Think Alouds, with the bookmark in your packet, until students “get” the meaning of question, predict, visualize, connect, summarize, and fix up

Second: Show the models in this packet to your students. Then model T4 with a short piece of your content, from a textbook or an article.

Third: Assess student work with the rubric in your packet, on the overhead, Elmo, as a class, then in pairs. Then introduce the Self-Assessment.

Four: After three T4s, have students select their best effort and staple it with a self- assessment on top of the others, and turn them in to the teacher.

Five: Teacher keeps these in files in a classroom crate. At progress report time they are checked to see if there is improvement.

Six: Teacher puts the material on a quiz or test to see if the T4s are enhancing learning. Teacher can give extra credit points for evidence of T4 on tests.

Seven: Repeat, adding skills as students are ready for them.

Appendix #13b1

Talking To the Text (T4) RubricTalking to the text, thinking about your thinking, making the invisible visible, metacognition

You will earn a grade of 1-5 based on how well you critically think about the text and how well you show that thinking.

Student: ___________________________Text: ____________________

Score Explanation

0 Did not complete the assignment, made no attempt at metacognition.

1 Attempted very little talking to the text, difficult to see thought patterns.

2 Little evidence of interacting with the text, use of one or two strategies, perhaps only summarizing information, or just circling the “big words.”

3 Evidence of some interaction with the text, clearly trying to use strategies such as questioning and connecting, focus on surface or literal meaning. Struggling to “dig deep.”

4 Reasonable demonstration of thought process. Mature thinking is obvious. Two or more of these are clear: summarizing main ideas, questioning, commenting, connecting, predicting.

5 Reflective, thoughtful, insightful interaction with the text. Very clear and thorough demonstration of most or all of: synthesizing main ideas, questioning, commenting, connecting (text to me/text/world), predicting and confirming. T4 comments go beyond the text; graphic notes aid in thinking.(Courtesy of Amy Jo Yeokum UCS)

Appendix #13b2

Several ideas are presented in The Devil’s Arithmetic that could apply to our lives today. Some of the main concepts include “It couldn’t happen here, or to me,” “Fighting back,” “Passive resistance”, “self sacrifice”, and “As long as it doesn’t affect me, I shouldn’t get involved.”

Focus Question #3Some people say that history is in the past and doesn’t teach us anything today. What are some things we could learn from the historic event portrayed though the characters in these stories? Explain what importance we should place on learning history and how history can make a difference to our futures. Use specific details and examples from The Devil’s Arithmetic to support your answer.

Writing/Speaking: Either individually or in small groups, plan, outline, and deliver an informational presentation using precise and vivid language; organizing logically to prove either that history is in the past or that we can learn from history (See Focus Question #3.); applying persuasive non-verbal techniques; making use of rhetorical strategies to support the purpose of the presentation and to positively impact the intended audience.

Appendix #15

Darfur History

Since the eruption of conflict in 2003, Darfur, western Sudan, has been ravage by killings, torture, destruction and rape since 2003. Despite international outrage and demands around the globe to end the brutality, the deadly conflict continues. Darfur remains one of the world’s worst human rights and humanitarian catastrophes.

Civilians have become victims of egregious human rights violations, primarily at the hands of the government of Sudan and the Janjawid, an allied militia. Together, they have been responsible for killings, torture, rape, detentions, forceddisplacement, the burning of homes and villages, and the theft and deliberate destruction of crops and cattle. Rebel groups have also perpetrated killings, rape, looting, abductions, and other human rights abuses. Today:

300,000 men, women, and children have died 2.6 million have been displaced from their homes and live in camps for refugees or Internally

Displaced Person (IDPs) or wherever they can, in a courtyard, under a tree. An unknown number of women and girls have been abducted, raped, and abused A generation of children has reached school-age not knowing a home

The humanitarian crisis is exacerbated by the remoteness of the area, restrictions by the Sudanese government on humanitarian operations, press, and human rights monitors, and rampant insecurity on the ground. Attacks by armed assailants on aid workers have drastically reduced operations, and humanitarian aid groups no longer have access to some areas of Darfur. In many areas, roads are under

Appendix #16a1

the control of roaming Janjawid militias or factions of armed opposition groups. Government armed forces, police paramilitaries, Janjawid, and other armed groups, such as bandits, establish checkpoints where they often extort money. Humanitarian aid convoys are hijacked for the vehicles and supplies they carry, and the drivers are assaulted or kidnapped, and some have been murdered.

2003

In February 2003, two opposition groups called the Sudan Liberation Army (SLA) and the Justice and Equality Movement (JEM) emerged in Darfur and attacked government troops. The SLA and JEM stated their attacks were in protest of the government of Sudan’s (GOS) failure to protect local villagers from attacks by nomadic groups, and economic marginalization of the region. After initial indications that the GOS was seeking a peaceful solution, it chose instead to resolve the conflict by force, beginning in March 2003. Since that time the fighting has continued.

2004

In 2003 and 2004, Amnesty International supplied some of the earliest documentation – eyewitness testimony from the ground – that warned of the impending catastrophe in Darfur.

In July, the African Union Mission in Sudan (AMIS) began deployment. Charged with a mandate to monitor and report, it attempted to provide some measure of security for civilians and aid workers in Darfur. With a force of less than 7,000 deployed by the end of 2007, for a region the size of France, AMIS was under-equipped, with too few personnel on the ground and too limited a mandate to provide security for civilians.

On September 18, the UN Security Council passed Resolution 1564, which called for a Commission of Inquiry on Darfur to assess the conflict.

Chad brokered negotiations in N'Djamena between the Sudanese government and the two rebel groups, the JEM and the SLA, leading to the April 8 Humanitarian Ceasefire Agreement. Other signatories were Chad and the African Union. The ceasefire was to come into effect on April 11, 2004, but Janjawid and rebel attacks continued and have since.

2005

In January 2005, the UN Secretary-General's Commission of Inquiry on Darfur issued a well- documented report that indicated there were some 1.6 million internally displaced persons as a result of the ongoing violence and more than 200,000 refugees from Darfur in neighboring Chad. The report asserted that GOS forces and allied militia had committed widespread war crimes and crimes against humanity, including murder, torture, mass rape, summary executions, and arbitrary detention. The

Appendix #16a2

Commission also determined that the Janjawid militia operated alongside, or with ground or air logistical support from, the GOS’s armed forces.

2006

In 2006, the Darfur Peace Agreement was signed between the government of Sudan and one of the armed groups fighting in Darfur – the Sudan Liberation Army /Minni Minawi faction (SLA/MM). Only a few other armed factions have signed the peace agreement since. Though most of the peace agreement has not been implemented, the control of some government posts and areas of Darfur were handed over to the SLA/MM and to other factions (collectively known as “the signatories”) that accepted the Darfur Peace Agreement.

On August 31, the UN Security Council approved a resolution to send a new peacekeeping force of 17,300 to the region, but the GOS refused to consent to its implementation.

In November, the UN Secretary-General brokered a compromise for a joint UN-African Union peacekeeping mission.

2007

The International Criminal Court (ICC) indicted two Sudanese men, Ahmed Haroun, Sudan’s Minister of Humanitarian Affairs, and Ali Kushayb, a Janjawid militia leader, on 51 counts of war crimes and crimes against humanity committed in Darfur. The government of Sudan refused to cooperate with the ICC, and despite warrants out for their arrest, both men initially remained free in Sudan.

On July 31, the UN Security Council unanimously passed Resolution 1769 authorizing the deployment of 26,000 peacekeepers and police under a UN-African Union hybrid mission in Darfur (UNAMID). UNAMID deployment began soon after.

On September 25, the UN Security Council passed Resolution 1778 authorizing a European Union mission in eastern Chad and northeastern Central African Republic (EUFOR) supported by a small UN peacekeeping mission (MINURCAT). EUFOR/MIURCAT deployment has been very slow going. Widespread violence and insecurity persist throughout the broader conflict region.

2008

On January 1, there was a formal transfer of command from the African Union to UNAMID.

On May 10, Darfur rebels launched an attack on the capital of Khartoum, causing further instability

Appendix #16a3

within the region. The government of Sudan continues to carry out aerial and ground attacks with complete disregard for the protection of civilians.

In July, Chief Prosecutor Luis Moreno Ocampo submitted to the pre-trial chamber of the International Criminal Court an application for the issuance of an arrest warrant against Sudanese president Omar al Bashir for 10 counts of genocide, crimes against humanity and war crimes, saying that he had “masterminded” massacres in Darfur and that he should stand trial for genocide.

In October, the Sudanese Government announced that it had arrested militia leader Ali Kushayb, who had previously been charged by the ICC with war crimes and crimes against humanity, stating that it would conduct its own trials for war crimes suspects.

Through dozens of reports, Amnesty continued to help pressure the international community to respond to the massive human rights violations in Darfur, especially the perilous conditions for women and girls who are targeted by soldiers for rape and sexual violence. AI continues to campaign to end the violence, protect civilians, ensure the unimpeded and safe delivery of humanitarian aid, and hold perpetrators accountable for massive human rights abuses in Darfur.

Amnesty International and other human rights organizations are now focusing on achieving the full deployment of the UNAMID force, which Sudan continues to obstruct. Less than half of UNAMID is on the ground, while civilians from Darfur, eastern Chad, and the Central African Republic continue to suffer ongoing mass displacement, killings, rape, and other egregious human rights violations. Continued U.S. and international action is essential to ensure a full and speedy UNAMID deployment, unhindered humanitarian access, and attention to the broader conflict region.

http://www.amnestyusa.org/darfur/darfur-history/page.do?id=1351103# AFP/Getty Images

Appendix #16a4

http://www.amnestyusa.org/darfur/darfur-history/page.do?id=1351103#

Venn Diagram The Holocaust Both Darfur

Appendix #16b

Persuasive Essay OrganizerFrom http://www.timeforkids.com/TFK/media/hh/pdfs/ideaorganizers/persuasive_ideaorg.pdf

Use the organizer below to help you sort out the different viewpoints on your topic. Write your topic in the middle of the organizer. Complete the sentences on each side of the triangle to show different viewpoints on your topic.©2004 TIME For Kids. This page may be photocopied for use with students and teachers.Name__________________________________Date___________________________________

Appendix #16c

One opinion in support of the issue…

One opinion that doesn’t support the issue…

The issue or topic is…

My opinion on the issue is…

Appendix #27aAppendix #27aAppendix #27aAppendix #27aAppendix #27a

http://www.timeforkids.com/TFK/media/hh/pdfs/ideaorganizers/persuasive_ideaorg.pdf

ACT SCORING GUIDELINESScore = 6Essays within this score range demonstrate effective skill in responding to the task.

The essay shows a clear understanding of the task. The essay takes a position on the issue and may offer a critical context for discussion. The essay addresses complexity by examining different perspectives on the issue, or by evaluating the implications and/or complications of the issue, or by fully responding to counter-arguments to the writer’s position. Development of ideas is ample, specific, and logical. Most ideas are fully elaborated. A clear focus on the specific issue in the prompt is maintained. The organization of the essay is clear; the organization may be somewhat predictable or it may grow from the writer’s purpose. Ideas are logically sequenced. Most transitions reflect the writer’s logic and are usually integrated into the essay. The introduction and conclusion are effective, clear, and well developed. The essay shows a good command of language. Sentences are varied and word choice is varied and precise. There are few, if any, errors to distract the reader.

Score = 5Essays within this score range demonstrate competent skill in responding to the task.The essay shows a clear understanding of the task. The essay takes a position on the issue and may offer a broad context for discussion. The essay shows recognition of complexity by partially evaluating the implications and/or complications of the issue, or by responding to counterarguments to the writer’s position. Development of ideas is specific and logical. Most ideas are elaborated, with clear movement between general statements and specific reasons, examples, and details. Focus on the specific issue in the prompt is maintained. The organization of the essay is clear, although it may be predictable. Ideas are logically sequenced, although simple and obvious transitions may be used. The introduction and conclusion are clear and generally well developed. Language is competent. Sentences are somewhat varied and word choice is sometimes varied and precise. There may be a few errors, but they are rarely distracting.

Score = 4Essays within this score range demonstrate adequate skill in responding to the task.The essay shows an understanding of the task. The essay takes a position on the issue and may offer some context for discussion. The essay may show some recognition of complexity by providing some response to counter-arguments to the writer’s position. Development of ideas is adequate, with some movement between general statements and specific reasons, examples, and details. Focus on the specific issue in the prompt is maintained throughout most of the essay. The organization of the essay is apparent but predictable. Some evidence of logical sequencing of ideas is apparent, although most transitions are simple and obvious. The introduction and conclusion are clear and somewhat developed. Language is adequate, with some sentence variety and appropriate word choice. There may be some distracting errors, but they do not impede understanding.

Appendix #16d1

Score = 3Essays within this score range demonstrate some developing skill in responding to the task.The essay shows some understanding of the task. The essay takes a position on the issue but does not offer a context for discussion. The essay may acknowledge a counter-argument to the writer’s position, but its development is brief or unclear. Development of ideas is limited and may be repetitious, with little, if any, movement between general statements and specific reasons, examples, and details. Focus on the general topic is maintained, but focus on the specific issue in the prompt may not be maintained. The organization of the essay is simple. Ideas are logically grouped within parts of the essay, but there is little or no evidence of logical sequencing of ideas. Transitions, if used, are simple and obvious. An introduction and conclusion are clearly discernible but underdeveloped. Language shows a basic control. Sentences show a little variety and word choice is appropriate. Errors may be distracting and may occasionally impede understanding.

Score = 2Essays within this score range demonstrate inconsistent or weak skill in responding to the task.The essay shows a weak understanding of the task. The essay may not take a position on the issue, or the essay may take a position but fail to convey reasons to support that position, or the essay may take a position but fail to maintain a stance. There is little or no recognition of a counter-argument to the writer’s position. The essay is thinly developed. If examples are given, they are general and may not be clearly relevant. The essay may include extensive repetition of the writer’s ideas or of ideas in the prompt. Focus on the general topic is maintained, but on the specific issue in the prompt may not be maintained. There is some indication of an organizational structure, and some logical grouping of ideas within parts of the essay is apparent. Transitions, if used, are simple and obvious, and they may be inappropriate or misleading. An introduction and conclusion are discernible but minimal. Sentence structure and word choice are usually simple. Errors may be frequently distracting and may sometimes impede understanding.

Score = 1Essays within this score range show little or no skill in responding to the task.The essay shows little or no understanding of the task. If the essay takes a position, it fails to convey reasons to support that position. The essay is minimally developed. The essay may include excessive repetition of the writer’s ideas in the prompt. Focus on the general topic is usually maintained, but focus on the specific issue in the prompt may not be maintained. There is little or no evidence of an organizational structure or of the logical grouping of ideas. Transitions are rarely used. If present, an introduction and conclusion are minimal. Sentence structure and word choice are simple. Errors may be frequently distracting and may significantly impede understanding.

No ScoreBlank, Off-Topic, Illegible, Not in English or Void@ 2006 by ACT, Inc. All rights reserved

Appendix #16d2

ACT Persuasive Rubric – AnalyticTraits 6 5 4 3 2 1

Position andUnderstanding

of Task

The essay shows a clear understanding of the task. The essay takes a position on the issue and may offer a critical context for discussion.

The essay shows a clear understanding of the task. The essay takes a position on the issue and may offer a broad context for discussion.

The essay shows an understanding of the task. The essay takes a position on the issue and may offer some context for discussion.

The essay shows some understanding of the task. The essay takes a position on the issue but does not offer a context for discussion.

The essay shows a weak understanding of the task. The essay may not take a position on the issue, or the essay may take a position but fail to convey reasons to support that position, or the essay may take a position but fail to maintain a stance.

The essay shows little or no understanding of the task. If the essay takes a position, it fails to convey reasons to support that position.

Complexity The essay addresses complexity by examining different perspectives on the issue, or by evaluating the implications and/or complications of the issue, or by fully responding to counter-arguments to the writer's position.

The essay shows recognition of complexity by partially evaluating the implications and/or complications of the issue, or by responding to counter-arguments to the writer's position.

The essay may show some recognition of complexity by providing some response to counter-arguments to the writer's position.

The essay may acknowledge a counter-argument to the writer's position, but its development is brief or unclear.

There is little or no recognition of a counter-argument to the writer's position.

Focus andDevelopment

of Ideas

Appendix #16d3

Development of ideas is ample, specific, and logical. Most ideas are fully elaborated. A clear focus on the specific issue in the prompt is maintained.

Development of ideas is specific and logical. Most ideas are elaborated, with clear movement between general statements and specific reasons, examples, and details. Focus on the specific issue in the prompt is maintained.

Development of ideas is adequate, with some movement between general statements and specific reasons, examples, and details. Focus on the specific issue in the prompt is maintained throughout most of the essay.

Development of ideas is limited and may be repetitious, with little, if any, movement between general statements and specific reasons, examples, and details. Focus on the general topic is maintained, but focus on the specific issue in the prompt may not be maintained.

The essay is thinly developed. If examples are given, they are general and may not be clearly relevant. The essay may include extensive repetition of the writer's ideas or of ideas in the prompt. Focus on the general topic is maintained, but focus on the specific issue in the prompt may not be maintained.

The essay is minimally developed. The essay may include excessive repetition of the writer's ideas or of ideas in the prompt. Focus on the general topic is usually maintained, but focus on the specific issue in the prompt may not be maintained.

Organization The organization of the essay is clear: the organization may be somewhat predictable or it may grow from the writer's purpose. Ideas are logically sequenced. Most transitions reflect the writer's logic and are usually integrated into the essay. The introduction and conclusion are effective, clear, and well developed.

The organization of the essay is clear, although it may be predictable. Ideas are logically sequenced, although simple and obvious transitions may be used. The introduction and conclusion are clear and generally well developed.

The organization of the essay is apparent but predictable. Some evidence of logical sequencing of ideas is apparent, although most transitions are simple and obvious. The introduction and conclusion are clear and somewhat developed.

The organization of the essay is simple. Ideas are logically grouped within parts of the essay, but there is little or no evidence of logical sequencing of ideas. Transitions, if used, are simple and obvious. An introduction and conclusion are clearly discernible but underdeveloped.

There is some indication of an organizational structure, and some logical grouping of ideas within parts of the essay is apparent. Transitions, if used, are simple and obvious, and they may be inappropriate or misleading. An introduction and conclusion are discernible but minimal.

There is little or no evidence of an organizational structure or of the logical grouping of ideas. Transitions are rarely used. If present, an introduction and conclusion are minimal.

Language The essay shows a good command of language. Sentences are varied and word choice is varied and precise. There are few, if any, errors to distract the reader.

Language is competent. Sentences are somewhat varied and word choice is sometimes varied and precise. There may be a few errors, but they are rarely distracting.

Language is adequate, with some sentence variety and appropriate word choice. There may be some distracting errors, but they do not impede understanding.

Language shows a basic control. Sentences show a little variety and word choice is appropriate. Errors may be distracting and may occasionally impede understanding.

Sentence structure and word choice are usually simple. Errors may be frequently distracting and may sometimes impede understanding.

Sentence structure and word choice are simple. Errors may be frequently distracting and may significantly impede understanding.

No Score: Blank, Off-Topic, Illegible, Not in English, or Void

Appendix #16d4

Children of the Holocaust – Brief Life Historyhttp://www.graceproducts.com/fmnc/main.htm

After reading the “What is true about this book”, you understand that historical fiction pieces may have fictional characters. Although the characters in this book were fictional, the victims living in the concentrations camps were real. Take the opportunity to remember their stories; research one “real” victim of the Holocaust. Visit http://www.graceproducts.com/fmnc/main.htm for a list of children’s names.

1. Child’s Name: _______________________

2. Child’s Birthplace: _______________________

3. Child’s Birthdate: _______________________

4. Brief summary of how the Nazis located the family (age of child, who was taken, etc)-____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________5. Where was the child taken after being kidnapped? ________________________

6. How was the child’s life ended?____________________________________________________________________________

____________________________________________________________________________

______________________________________________

Appendix #17a

http://www.graceproducts.com/fmnc/main.htm

http://www.graceproducts.com/fmnc/main.htm

Name_____________________________Date_____________Period#___________

“The Devil’s Arithmetic”Novel/Movie Comparison

When a novel is adapted to a script for use as a movie, many of the details and situation are altered. The reason to alter the original story line may be due to time constraints and also because of the inability to capture the original story concept to the screen from the original prose.

Use the table below to record differences from the novel that YOU detect while viewing the screen adaptation of the “Devil’s Arithmetic”. In the journal portion of this paper write 1-2 paragraphs each day after viewing the film in class (you may write on the back of each sheet). Proper grammar and punctuation will be taken into account when you paper is graded.

Date Situation/Difference

JOURNAL

Appendix #17b1

DATE SITUATION/DIFFERENCE

JOURNAL

Appendix #17b2

DATE SITUATION/DIFFERENCE

JOURNAL

Appendix #17b3

K-W-L

What I know…. What I want to know…

What I learned….

Appendix #17c

HaikuMost popular definition, but there is more to haiku than meets the eye: Haiku (also called nature or seasonal haiku) is an unrhymed Japanese verse consisting of three unrhymed lines of five, seven, and five syllables (5, 7, 5) or 17 syllables in all. Haiku is usually written in the present tense and focuses on nature (seasons).

Example: (Copyright © Andrea)Pink cherry blossomsCast shimmering reflections On seas of Japan

QuatrainA Quatrain is a poem consisting of four lines of verse with a specific rhyming scheme.

A few examples of a quatrain rhyming scheme are as follows:#1) abab#2) abba -- envelope rhyme#3) aabb#4) aaba, bbcb, ccdc, dddd -- chain rhyme

Example:Lord of Deceit (Copyright © 2000 Theresa King)Trapped within a haze of fear,The Lord of Lies does appear.Clouded by so much that’s wrong,Truth gets twisted by his song.

Turning love and joy to pain,Hidden by the falling rain.Tragedy becomes the normWhen hate and fear begin to form.

Hurtful lies tear lives apartAnd cause more harm to a heart.Once the pain and hate begin,Nothing is the same again.

Once the lie has been revealed,Secrets are no more concealed.Then the healing can undoWhat he has done unto you.

Once the healing has begun,Love and happiness have won.With the truth, you can defeatThe spiteful Lord of Deceit.

Appendix #17d

Please create Haiku or Quatrain poetry as a reflection assignment for what you have learned about the Holocaust. Each poem must have its own main idea – Hitler, concentration camps, Jewish customs, Nazi, etc.

Example:My everyday bowl-

fluid, nutrition, cleansing.My death camp lifeline.

To my dismay, they took my namefor a number they said was the same.

They etched it in my skin;how could they create such a sin?

Haiku:___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

Quatrain:___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

Appendix #17e

A Genetics Primer

What is DNA?DNA or deoxyribonucleic acid is a molecule that contains all the information to determine who you are and what you look like.

The chemical compound that makes up DNA was first discovered by Friedrich Miescher in Germany around 1869. In 1953, Francis Crick and James Watson discovered that DNA is shaped like a ladder coiled into a “double helix” shape.

The “sides” of the ladder are a linked chain of alternating sugar and phosphate molecules. And the “rungs” of the ladder are attached to the sugar molecules. Each rung is made up of two chemicals called bases.

There are four different bases – adenine A, thymine T, guanine G, and cytosine C and they link together in pairs (A with T, C with G) to form a rung. The order of the bases and rungs creates a kind of code for the DNA information.

What does DNA do?You body is made up of many different chemicals. An important group of chemicals is the proteins, which build your body and help it to function.

Each protein is formed from more than 100 amino acids. There are 20 different types of amino acids that can be used to make proteins.

The code in the DNA ladder’s rungs is a recipe for building proteins. Tiny particles called ribosomes follow the DNA recipe to bind amino acids together and build proteins. Up to 1000 rungs might be needed to hold the recipe for just one protein.

A group of rungs that carries the recipe for one protein is called a gene. When many genes are linked together in a DNA “ladder”, they form a chromosome.

What is a genetics marker?A genetic marker is defined as a segment of DNA with an identifiable physical location on a chromosome and whose inheritance can be followed.

What is genetic testing?Genetic tests are tests done on blood and other tissues to find genetic disorders. About 900 such tests are available. People have many reasons for being or not being tested. For many, it is important to know whether a disease can be prevented or treated in a gene alteration is found. In some cases, there is no treatment. However, test results might help a person make life decisions, such as career choice, family planning or health behaviors.

Source: National Institutes of Health; CSIRO Double Helix Science Club

Appendix #17f

Elemental Composition of the Human BodyBy Ed Uthman, MD, Diplomate, American Board of Pathology

Posted St. Valentine's Day, 2000

The table below gives the amount of each chemical element found in the human body, from most to least abundant. For each element, there is the amount in mass units in an averge (70-kilogram) person, the volume of the element, and the length of the side of a cube that would contain that amount of the pure element. Volumes of solid and liquid elements are based on density at or near room temperature (where available). For the gaseous elements (oxygen, hydrogen, nitrogen, chlorine, and fluorine), I chose to use the density of each in the liquid state at the respective boiling point.

Raw data from which this table was made are from Emsley, John, The Elements, 3rd ed., Clarendon Press, Oxford, 1998. This is a great trove of information, which I highly recommend for anyone wishing to learn more about the elements.

ElementMass of elementin a 70-kg person

Volume ofpurified element

Element wouldcomprise a cubethis longon a side:

http://web2.iadfw.net/uthman/index.html

oxygen

43 kg 37 L 33.5 cm

Appendix #27a

carbon 16 kg 7.08 L 19.2 cmhydrogen 7 kg 98.6 L 46.2 cmnitrogen 1.8 kg 2.05 L 12.7 cmcalcium 1.0 kg 645 mL 8.64 cmphosphorus 780 g 429 mL 7.54 cm

potassium 140 g 162 mL 5.46 cm

sulfur 140 g 67.6 mL 4.07 cmsodium 100 g 103 mL 4.69 cmchlorine 95 g 63 mL 3.98 cmmagnesium 19 g 10.9 mL 2.22 cm

iron 4.2 g 0.53 mL 8.1 mmfluorine 2.6 g 1.72 mL 1.20 cmzinc 2.3 g 0.32 mL 6.9 mmsilicon 1.0 g 0.43 mL 7.5 mmrubidium 0.68 g 0.44 mL 7.6 mmstrontium 0.32 g 0.13 mL 5.0 mmbromine 0.26 g 64.2 µL 4.0 mmlead 0.12 g 10.6 µL 2.2 mmcopper 72 mg 8.04 µL 2.0 mmaluminum 60 mg 22 µL 2.8 mm

cadmium 50 mg 5.78 µL 1.8 mm

cerium 40 mg 4.85 µL 1.7 mmAppendix #17g1

barium 22 mg 6.12 µL 1.8 mmiodine 20 mg 4.06 µL 1.6 mmtin 20 mg 3.48 µL 1.5 mmtitanium 20 mg 4.41 µL 1.6 mmboron 18 mg 7.69 µL 2.0 mmnickel 15 mg 1.69 µL 1.2 mmselenium 15 mg 3.13 µL 1.5 mmchromium 14 mg 1.95 µL 1.3 mmmanganese 12 mg 1.61 µL 1.2 mm

arsenic 7 mg 1.21 µL 1.1 mmlithium 7 mg 13.1 µL 2.4 mmcesium 6 mg 3.2 µL 1.5 mmmercury 6 mg 0.44 µL 0.8 mmgermanium 5 mg 0.94 µL 1.0 mm

molybdenum 5 mg 0.49 µL 0.8 mm

cobalt 3 mg 0.34 µL 0.7 mmantimony 2 mg 0.30 µL 0.7 mmsilver 2 mg 0.19 µL 0.6 mmniobium 1.5 mg 0.18 µL 0.6 mmzirconium 1 mg 0.15 µL 0.54 mmlanthanium 0.8 mg 0.13 µL 0.51 mm

gallium 0.7 mg 0.12 µL 0.49 mmtellurium 0.7 mg 0.11 µL 0.48 mmyttrium 0.6 mg 0.13 µL 0.51 mmbismuth 0.5 mg 51 nL 0.37 mmthallium 0.5 mg 42 nL 0.35 mmindium 0.4 mg 55 nL 0.38 mmgold 0.2 mg 10 nL 0.22 mmscandium 0.2 mg 67 nL 0.41 mmtantalum 0.2 mg 12 nL 0.23 mmvanadium 0.11 mg 18 nL 0.26 mmthorium 0.1 mg 8.5 nL 0.20 mm

Uranium 0.1 mg 5.3 nL

0.17 mm

samarium 50 µg 6.7 nL 0.19 mmberyllium 36 µg 20 nL 0.27 mmtungsten

20 µg 1.0 nL 0.10 mm

Notes

Oxygen is the most abundant element in the earth's crust and in the body. The body's 43 kilograms of oxygen is found mostly as a component of water, which makes up 70% of total body weight. Oxygen is also an integral component of all proteins, nucleic acids (DNA and RNA), carbohydrates, and fats.

Rubidium is the most abundant element in the body (0.68 g) that has no known biological role (silicon, which is slightly more abundant, may or may not have a metabolic function).

Vanadium is the body's least abundant element (0.11 mg) that has a known biologic role, followed by cobalt (3 mg), the latter being a constituent of vitamin B12.

The last of the body's elements to be discovered was fluorine, by Moissan in 1886.

http://web2.iadfw.net/uthman/elements_of_body.html

Appendix #48g2

Appendix #17g2

http://web2.iadfw.net/uthman/elements_of_body.html

Appendix #17g3

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