Multi-Text Study

RE 4030Beth Gaster

Fall 2008

MilkweedBy Jerry Spinelli

Ten Amazing People and How They Changed the WorldBy Maura D. Shaw

Why I Chose to Have My Students Read Milkweed:

Milkweed, written by Jerry Spinelli, is set in Warsaw, Poland and

begins in the year 1939. Spinelli follows the history of the Nazi

Holocaust through the character of a young orphan boy. I chose this

book for two main reasons. First, I chose this book because of its

setting and storyline in World War II Poland, primarily the Warsaw

ghetto. The setting of the book fits nicely with the 6th grade Social

Studies curriculum that focuses on Europe. Spinelli provides the heart

breaking story of the Holocaust through the eyes of a young child while

providing appropriate content without being too graphic.

Secondly, I chose this book because of the many themes that are

represented within it. Spinelli does a wonderful job of addressing ideas

such as identity, survival, friendship, family, innocence, and maturity.

The main character, Misha, lives each of the themes from the

beginning of the novel throughout. One of my favorite themes of the

book is identity. It is especially important for this age group. As the

book progresses Misha’s identity changes several times and for several

reasons; just as the students’ identities while not by name, as in

Misha’s case, will change several times over the next few years. By

seeing the changes that occur in Misha, I think that it could help them

be more aware of the changes within themselves. The other themes in

the book are also important for students at this age to connect with.

As a supplementary text, I chose the book Ten Amazing

People and How They Changed The World. Within this book there

is a brief biography of Janusz Korczak. Spinelli uses Korczak in

Milkweed, he is also a real person who lived in the Warsaw

ghetto and ran an orphanage there. I felt like it was important for

the students to see some goodness in the midst of all of the

horrible things that were happening at that time. Doctor

Korczak’s story was a good way to bring some light to the

darkness that overshadows the story.

The accompanying activities will serve to get the students

engaged in the reading and to gain greater knowledge and

insight into the author’s purpose for writing the book. Many of

the activities also help the students to develop vocabulary

knowledge as well as understand literary elements such as

setting, plot, and author’s craft (simile, metaphor, onomatopoeia,

etc.)

I hope that after reading this book, my student will have a

better understanding of this time in history and can connect it

with the things that they will learn in their social studies class.

Texts:

Spinelli, Jerry. Milkweed. New York: Laurel Leaf, 2003.

Reading Level: 5th grade

Shaw, Maura D. Ten Amazing People and How They Changed the

World. Woodstock, Vermont: Sky Light Paths Publishing,

2002.

Reading Level: 3rd grade

North Carolina Standard Course of Study

6 th Grade Language Arts

North Carolina Standards Activities

1.01 Narrate an expressive account (e.g. fictional of autobiographical) which:

Tells a story or establishes the significances of an event or events

Students write their own versions of stories from the text, rewrite a story from a different perspective, and predict the significance of characters in the story.

1.02 Explore expressive materials that are read, heard, and/or viewed by:

Monitoring comprehension for understanding of what is read, heard and/or viewed

Making connections between works, self and related topics

Throughout the book, students are continuously questioned about the happenings of the story. Students are also asked to write about their feelings on the reading several times throughout the unit.

2.01 Explore informational materials that are read, heard, and/or viewed by:

Determining the importance and accuracy of information

Making connections between works, self and related topics/information

When learning about Janusz Korczak, the students will study an informational text with a brief biography, timeline, and artistic representations. By studying this book they will discover the impact Janusz Korczak had on the Warsaw ghetto and connect the information they learn about Korczak to his character in Milkweed.

5.01 Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by:

Reading literature and other materials selected by the teacher

Discussing literature in teacher-student conferences and small group discussions

Taking an active role in whole class seminars

Discussing and analyzing the effects on text of such literary devices as figurative language, dialogue, flash back and sarcasm

Interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style

Recognizing underlying messages in order to identify themes with and across works

Exploring relationships between and among characters, ideas, concepts, and/or experiences

Milkweed was a teacher selected book that will help the students improve fluency, comprehension, and insight through reading a book that is on their reading level and having teacher supported activities to connect with. Literature circle roles are provided as a discussion tool for the students to use to increase their comprehension and understanding of the book. After completing the internet workshop, there will be a class seminar in which they discuss the connections between their research and the reading. The students will specifically study author’s craft and figurative language through an exploration of simile, metaphor, personification and onomatopoeia. By completing the comic strip activity, the students will study the elements of the story and the significance of understanding those elements as well as how they affect the story.This book is loaded with underlying themes that will be pointed out through the activities that will be completed. The characters in this book create strong bonds and tell the story of true events through their

interactions with one another. Students will be able to discuss the relationships and ideas throughout the unit and within several activities such as the point of view writing activity.

5.02 Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through:

Exploring what impact literary elements have on the meaning of the text such as influence of setting or the problem and its resolution

This book is set in WWII Poland at a time when the Nazis have established a ghetto in Poland. The problems that the characters face are direct results of the setting that they are placed in. This historical fiction book accurately portrays the events of the Holocaust while engaging young readers in the story of a young boy who is on a quest to find himself.

6.01 Demonstrate an understanding of conventional written and spoken expression by:

Extending vocabulary knowledge by learning and using new words

The vocabulary activities within this unit help the students to expand their knowledge of words to better understand the reading as well their vocabulary knowledge in general.

6.02 Identify and edit errors in spoken and written English by:

Producing final drafts that demonstrate accurate spelling and the correct use of punctuation and capitalization

When writing the Cinquain poems the students were given the opportunity to proofread their work before creating a final draft.

Additional Texts

Reference List:

Propp, Vera W. When the Soldiers Were Gone. New York:

Scholastic, 1999.

This book is the story of a young Jewish boy who lives with

a family of Christian farmers and believes he is there son.

After the war is over, the boy learns his true identity and

that his real parents are Jewish. The book follows his

transition into his birth family. This book would give the

students insight into another aspect of the war as well as

give them another opportunity to explore the theme of

identity.

Orlev, Uri. The Island on Bird Street. New York: Houghton Mifflin

Company, 1981.

This book is the translation of a true story of the survival of

a young Jewish boy in the Warsaw ghetto. In this book, the

students would be able to see a true story that takes place

in the same setting as Milkweed.

Glatshteyn, Yanker. Emil and Karl. New York: Square Fish, 2006.

This book is based around the story of two friends, one

Jewish, one not, before the beginning of World War II. The

book allows readers to see what life was like in the pre war

period and the issues that people faced in the beginning of

the war. This book would give the students and opportunity

to see what the world was like before Nazi power, and

would connect to the story of friendship in Milkweed.

…I Never Saw Another Butterfly…:Children’s Drawings and Poems from

Terezin Concentration Camp 1942-1944. New York: McGraw Hill

Book Company

This book is a compilation of poems and drawings that

were written and drawn by children within the

concentration camp. This would give the students a look at

what happened after Jews were shipped out of the ghettos.

It would also help them connect to the children that were

in the concentration camps by reading their words of

sorrow, fear, and hope.

Bunting, Eve. Terrible Things: An Allegory of the Holocaust.

Philadelphia: The Jewish Publication Society, 1989.

This book is an allegory of the Holocaust. It would help to

answer the question “Why didn’t anyone help the Jews?”

Schroeder, Peter W. and Dagmar Schroeder-Hildebrand. Six Million

Paper Clips: The Making of a Children’s Holocaust Memorial.

Minneapolis: Kar-Ben Publishing, 2004.

This book is written about a Tennessee school’s efforts to

establish a Holocaust memorial at their school. It would

help students to see the importance of remembering the

Holocaust and those who lost their lives.

Adler, David A. Child of the Warsaw Ghetto. New York: Holiday House,

1995.

This book is the story of a boy born in Warsaw Poland. After

the deaths of his parents he was placed in the orphanage

ran by Janusz Korczak. By reading this story, students

would be able to connect to Doctor Korczak more.

Hesse, Jaren. The Cats in Kransinski Square. New York: Scholastic

Press, 2004.

This book is the story of a girl’s plan to help the people of

the Warsaw ghetto escape their fate at the concentration

camps by using the stray cats to distract the dogs at the

train stations so that the people can run away. This book

would help students to see the efforts of the people to

escape the Nazi terror.

Hoestlandt, Jo. Star of Fear, Star of Hope. New York: Walker and

Company, 1993.

This book is the story of two young girls who are best

friends, one Jewish, one not. At the beginning of the

Holocaust the Jewish girl is required to wear an armband

with the Star of David on it. The story is from the

perspective of the other girl who regrets her final words to

her friend as she lives to go warn her family of the

approaching Germans. “You’re not my friend anymore.”

This book would allow students to see the effects of the

Holocaust in areas other than Warsaw, because of its

setting in France. It would also allow them to see, once

again, the importance of friendship.

Lowry, Lois. Number the Stars. New York: Houghton Mifflin, 1981.

This book once again follows the theme of friendship

during the Holocaust. This book, set in Denmark, would

allow students to see the effects of the Holocaust in yet

another area of Europe and to see how non-Jews tried to

help.

Teacher Resources:

Totten, Samuel. Holocaust Education: Issues and Approaches. Boston:

A Pearson Education Company, 2002.

Meinbach, Anita Meyer and Miriam Klein Kassenoff. Memories of the

Night: Studies of the Holocaust.

Rozakis, Laurie; PhD. “Milkweed: Teacher’s Guide.” Illinois:

Permabound, 2006.

Echoes and Reflections: A Multimedia Curriculum on the

Holocaust. Dana and Yassie Hollander. New York, 2005.

“The Nazi Holocaust: Documentary Photo Aids.” Florida, Documentary

Photo Aids Inc.

Janusz Korczak Communication Center.

http://korczak.com/Biography/Kap-o.htm

Milweed Classroom Activities.

http://www.teachervision.fen.com/holocaust/world- war-

2/26421.html?wtIAC=lm0104%252Cemail-h

United States Holocaust Memorial Museum website.

http://www.ushmm.org

Each of the book selected to supplement the multi text study will

help to expand the students understanding of the Holocaust as well as

to help them comprehend that the Holocaust was not only real but that

it also expanded over several countries in Europe. These readings will

help the students to see that children of all ages were affected by the

horrific things that happened and that Jews and non-Jews were affected

as well. These books will also help them to further explore themes that

are presented in Milkweed. Having these books available will also

broaden their reading option son the topic in case they so not connect

with Milkweed.