Understanding by Design

Unit 4 – Tragedies & Triumphs

Unit Title: Tragedy & Triumphs Grade Level(s): 8th

grade

Subject/Topic Area(s): Reading and Language Arts

Key Words: Universal theme, Survival, WWII, plot

Designed By: Jenny Bernardi, Julie

Giordano, Michele Jones, Jay

Waggoner, Catherine Jackson, Hanna

Poist, Karen Carroll, Lindsay Heatwole

Time Frame: 9 weeks

School District: Wicomico

Unit Description (including curricular context and unit goals):

This unit incorporates stories that deal with tragedies and triumphs of people

who endured changes during times of war. One of the main studies will incorporate

Anne Frank and her life through drama. Skills addressed in this unit are theme,

dramatic elements, plot, and the importance of informational text.

Materials and Resources: Short Works

“The Diary of Anne Frank” p. 832 (drama)

“The Diary of a Young Girl” p. 917 (diary)

“Walking With Living Feet” p. 948 (Essay)

“Camp Harmony” p. 512 (Autobiography)

“from My Childhood Under Fire” p. 923 (diary)

“A Tragedy Revealed” p. 929 ( article)

“The Dying Cowboy” p. 722 (ballad)

“From Beowulf” p. 727 (epic)

“The Wise Old Woman” p. 207 (folk tale)

“The Fog Horn” p. 444 (short story)

Extended Works

Hiroshima

Understanding by Design

Stage 1: Desired Results

What content standards are addressed? Note: still need to add things

1.D.3.a Use context to determine the meanings of words (above grade-level words used in

context & words with multiple meanings)

1.E.4.a Identify and explain the main idea from the text or a portion of the text

1.E.4.b Identify and explain information already directly stated in the text

1.E.4.c Draw inferences and/or conclusions and make generalizations

1.E.4.d Confirm, refute, or make predictions

1.E.4.e Summarize or paraphrase the text or a portion of the text

1.E.4.f Connect the text to prior knowledge or personal experience

2.A.1.a Read, use and identify the characteristics of primary and secondary sources of

academic information such as textbooks, trade books, reference and research materials,

periodicals, editorials, speeches, interview, articles, non-print materials, and online

materials, other appropriate content-specific texts

2.A.3.c Analyze shifts in organizational patterns

2.A.4.d Summarize or paraphrase the text or a portion of the text

3.A.3.a Distinguish among types of grade-appropriate narrative such as short stories,

folklore, realistic fiction, science fiction, historical fiction, fantasy, essays, biographies,

autobiographies, personal narratives, plays, and lyric and narrative poetry

3.A.3.c Analyze details about the setting, the mood created by the setting and ways in

which the setting affects the characters

3.A.3.d Analyze characterization

3.A.3.h Analyze the author’s approach to issues of time in a narrative

3.A.5.a Use structural features to distinguish among types of plays

3.A.5.b Analyze structural features of drama that contribute to meaning

3.A.5.c Analyze how dialogue and stage directions work together to create characters

and plot

3.A.6.c Summarize and Paraphrase

3.A.6.d Reflect on and explain personal connections to the text

3.A.6.e Explain the implications of the text for the reader and/or society

3.A.7.a Analyze how specific language choices contribute to meaning

3.A.7.b Analyze language choices that create tone

3.A.7.c Analyze the appropriateness of a particular tone

3.A.7.d Analyze and evaluate figurative language that contributes to meaning and/or

creates style

3.A.7.e Analyze imagery that contributes to meaning and/or creates style

3.A.7.f Analyze imagery elements of style and their contribution to meaning

3.A.7.f Analyze elements of style and their contribution to meaning

3.A.8.b Analyze and evaluate the extent to which the text contains ambiguities,

subtleties, or contradictions

3.A.8.c Analyze and evaluate the relationship between a literary text and its historical

social, and/or political context

3.A.8.d Analyze the relationship between the structure and the purpose of the text.

What enduring understandings are desired (and what misunderstandings will be addressed)

Note: Should address essential question? Literature can influence my awareness of the value of human life.

Reading about tragedies and triumphs of others encourages us to empathize with their

situations.

Decisions can have far-reaching effects on other people.

People need each other for support and companionship.

Good readers check for understandings and use appropriate strategies to clarify meaning.

The description of the setting in a particular text allows the reader to experience a variety

of feelings as its plot unfolds.

What essential questions will guide this unit and focus teaching/learning? What is literature’s affect on humanity?

Why is it important to look at the big picture when making decisions?

Why do we need relationships with other people?

How does the author’s description of the setting affect the reader?

What topical questions will guide this unit and focus teaching/learning?

How do I know if I understand what I read? What do I do if I didn’t understand the text?

How does identifying the main idea of a text help me to understand what I read?

How does summarizing check understanding within a text?

Why should a reader make inferences and/or draw conclusions?

How does the setting affect the mood in a piece of text?

How does the author create tone to create a message?

What is the affect that the characters, setting, and events of the plot have on one another?

What key knowledge and skills will students acquire as a result of this unit? Knowledge of:

Main Idea

Details of the text (directly stated)

Summarize and paraphrase

Inferences

Characters

Settings

Plot

Conflict

Mood

Tone

Skills:

Identify and explain main idea

Identify and explain information directly stated in the text

Summarize and paraphrase the text or a portion of the text

Make inferences

Identify and analyze the events of the plot, including conflict

Analyze details about the setting, the mood created by the setting and ways in which

the setting affects the characters

Analyze language choices that create tone

Analyze characterization

Understanding by Design

Stage 2: Acceptable Evidence of Understanding

What evidence will show that students understand?

Performance Tasks*

Congratulations, you’ve made it through middle school. Your legacy project is to

create an ABC Middle School Survival Guide for upcoming middle school

students. Your guide will be compiled of information such as academic skills,

advice, experiences, and/or memories that accurately depict the life of a middle

school student in the form of a book.

For each letter of the alphabet, students must provide a word or phrase that

begins with that letter, an illustration that represents the word or phrase, and a

detailed explanation of why that word or phrase was meaningful. Please think

very carefully about each letter. Remember, this guide represents your years as a

middle school student and will be passed on and viewed by other students.

*Complete a Performance Task Blueprint for each task (next page).

Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc.): See Standardized Test Preparation Workbook to select appropriate selections and

questions relating to the knowledge and skills of the unit

See Collection Resource workbooks to identify appropriate selection assessments

Use questions in the textbook.

See journal suggestions offered for each selection.

See side margins for good discussions of the skills that have been taught.

Story Maps

Graphic Organizers

Student Self-Assessment:

In a warm-up or for a journal topic, have the kids write about the performance task. Have

them explain what they liked about the task, didn’t like about the task, how it could be

changed.

Performance Task Blueprint

Task Title: Middle School Alphabet

Survival Guide

Approximate Time Frame: 2 weeks

What desired understandings/content standards will be assessed through this task? Identify and analyze the events of the plot, including conflict

Analyze details about the setting, the mood created by the setting and ways in which

the setting affects the characters

Characterization

Summarizing

What criteria are implied in the standard(s) understanding(s) regardless of the task

specifics?

Time Management

Brainstorming

Planning

Through what authentic performance task will students demonstrate understanding?

Congratulations, you’ve made it through middle school. Your legacy project is to

create an ABC Middle School Survival Guide for upcoming middle school

students. Your guide will be compiled of information such as academic skills,

advice, experiences, and/or memories that accurately depict the life of a middle

school student in the form of a book.

For each letter of the alphabet, students must provide a word or phrase that

begins with that letter, an illustration that represents the word or phrase, and a

detailed explanation of why that word or phrase was meaningful. Please think

very carefully about each letter. Remember, this guide represents your years as a

middle school student and will be passed on and viewed by other students.

What student products/performances will provide evidence of desired understandings?

Product: ABC Middle School Survival

Guide

Performance: Students will create an ABC

Middle School Survival Guide that displays

their experiences as a middle school student.

3 2 1

Illustrations

The illustrations are a great

representation of the word or phrase for

the letters.

The illustrations somewhat

represent the word or phrase

for the letters.

The illustrations do not

represent the phrase or word

for each letter.

Explanation

The student gave a detailed explanation

as to why that word or phrase was meaningful.

The student somewhat

explained why that word or

phrase was meaningful

The student gave a vague

description of why the word or

phrase was meaningful.

Appearance

Extraordinarily constructed,

extremely attractive,

and eye catching

Well

constructed; neatly done

Sloppily constructed,

messy, lacking

in appeal

Grammar & Mechanics

Error-free in terms

of grammar, usage, and mechanics.

Few errors in terms of

grammar, usage, and mechanics.

Several errors in terms of

grammar, usage, and mechanics.

Understanding by Design

Stage 3: Plan Learning Experiences and Instruction

Suggested Learning Plan ~ Unit 4

1. Introduce/define the core vocabulary words to be used throughout the unit as the story is read. These

words can be found at the beginning of each story under “Academic Vocabulary”.

2. Use questions from each text (Literary Perspective, Literary Focus, etc) to assess students on information

that is directly stated from the text.

a. All text can be used

3. Hook- This unit encompasses many literature works that refer to events from World War II. Most

students have little or no background on this subject matter. Before any works are introduced, we

recommend building background with students by showing a ten minute United Streaming video clip

entitled “In Memoriam: The Holocaust”. An alternative to the video could be teacher selected information

from articles and/or websites such as http://www.world-war-2.info/.

4. Give students a list of words (Appendix A) and have students categorize them into either the Tragedy or

the Triumph column. Explain that there is not a right or wrong answer as long as they can explain why

they believe that their word belongs in that specific column. After students finish categorizing their words,

hold a class discussion as to why they placed the words in that particular category.

5. Explain to the students that the stories that they read in this unit have a common theme. As the stories are

read and analyzed, the common theme will help the reader relate to a more universal theme. Pass out

Thematic Web worksheet (see Appendix B) and tell students they will refer back to this sheet after

several readings from this unit. The middle has been filled in with this unit’s title, Tragedies & Triumphs,

as the universal theme. As students read the literature works, have them fill in the title of the story, along

with the story’s theme. Have students check to be sure the theme they select fits under the universal

theme of Tragedies & Triumphs.

A suggested website to go to is: www.pbs.org/independentlens/politicaldrseuss or see notes (see

Appendix C). This website refers to many Dr. Seuss books that have some of the common themes of

WWII, such as thirst for power (Yertle the Turtle) and racism/anti-Semitism (The Sneetches). A possible

activity is to read the various Seuss books aloud and have students try to determine the theme of the story.

6. In order to review point of view, it is suggested to use “Walking With Living Feet” p. 949. This also

serves as another building background reading for WWII events. Point out to students that the article is

written in first person point of view. Discuss how this point of view makes the essay so powerful. Have

students complete a Quick Write thinking about how the essay would change had it been written in a

different point of view.

7. Prior to reading the play “The Diary of Anne Frank”, review the skill of summarizing by reading the

“Build Background” on p. 835-836 (see Appendix D). Students will write down four important ideas

from the selection and generate a summary based on those ideas. In a class discussion, have volunteers

share their summaries.

8. The play, “The Diary of Anne Frank” p.839-912, provides an excellent opportunity to review many skills

that have been covered throughout the year. Through this play, students learn a lot about characters,

conflict, and setting and how they relate to one another. Also, the elements of plot, especially climax and

resolution, play an important role in this drama. Lastly, this drama provides many opportunities for

students to make inferences about the character’s personalities and actions. Because this play is over 70

pages, it is suggested to break up the reading by scenes. Have the students read a scene, then partner read

or class read aloud for understanding. Below is a list of web resources that coincide with the story of

Anne Frank:

http://www.sfusd.k12.ca.us/schwww/sch546/AnneFrankElit/1SATIntro.html - provides before, during, and after reading activities.

http://litplans.com/authors/Anne_Frank.html (lesson plans)

http://members.tripod.com/BKoch_2/annefrank/ (Web Quest)

http://www.teachervision.fen.com/holocaust/activity/9381.html

http://www.ncsu.edu/project/middletech/spotlight/laurieint/franklesson/lessonplans.html

http://www.whps.org/IT/profdevelopment/instructional%20resources/anne_frank_.htm

9. Students will now be able to read a selection from the actual diary of Anne Frank, “The Diary of Young

Girl” p. 919. Students will also get to read another diary selection from a girl who grew up during a war

in the 1990’s entitled “from My Childhood Under Fire, A Sarajevo Diary” p.923. Reading the two diaries

allows the students an opportunity to compare characters and conflicts within each selection. While

reading the diaries, have students complete the Character/Conflict Chart (see Appendix E). Once they

have completed the chart and shared their ideas, have students come up with a general statement

answering the question, how might a person’s diary help him or her cope in a time of war?

10. Word Choice is an important part of any author’s writing that contributes not only to the meaning of the

writing, but also the organization of the text. Have students read “A Tragedy Revealed” p. 929 to analyze

the word choice of the author. This literary work refers to the life of Anne Frank in a far less dramatic

account, along with thoughts from the author. Throughout the text, have students search for various

details that fit a certain organizational pattern and complete the Why Those Words? worksheet (see

Appendix F). In the last column, have students fill in why they think the author included those

details/organizational pattern in the text. a. Camp Harmony p. 512 (optional text)

11. Survival is a key concept that is touched upon in many of the previous reading selections. In order for students to

prepare for their final performance task, have them think about the ideas of survival. For example, Anne and her

family were forced to leave their hiding location, never to return. They could only take a limited amount of items

with them that fit in their suitcase. Prompt the students to think if they were forced to abruptly leave their home,

what items would they take (see Appendix G). Students can write or draw items that are important to them. This

serves as a good transition into the Middle School Survival Guide performance task.

A Name: _______________________________ Date:_____________________ Period:____________

Directions: Categorize the following words into the two columns provided. Briefly explain why each word

belongs in either the Tragedy or the Triumph column.

Tragedy Triumph

Hero Survival Government Industrialism Revolution

War Suffering Victory Punishment Religion

Diversity Leadership Military Artillery Immigration

B

Thematic Web

C

The Political Dr. Seuss

A selection of little known World War II-era political cartoons by the famed

children's author Dr. Seuss will be on display from March 11 through October 16, 2000

at the Connecticut Valley Historical Museum in the special exhibition The Political Dr.

Seuss. (left: Pay Your Income Tax Here, Political cartoon by Dr. Seuss, from the newspaper PM,

May 27, 1942)

More than 200 of the cartoons were assembled for the first time in the book Dr. Seuss Goes to War:

The World War II Editorial Cartoons of Theodor Seuss Geisel by Richard H. Minear. Minear is a

professor of history at the University of Massachusetts, Amherst, and one of the country's leading

historians of Japan during World War II. This exhibit, guest-curated by Minear, is based in part on

his book and is the first exhibit to examine the political side of Dr. Seuss.

Minear said that there is "a disconnect between what we usually think of as Dr. Seuss

and the content of the cartoons." However, many Dr. Seuss's whimsical children's

books also contain serious themes. Yertle the Turtle, for example, is a cautionary tale

against dictators. The Lorax contains a strong environmental message. The Sneetches is

a plea for racial tolerance. Horton Hears a Who is a parable about the American Occupation of

Japan. And The Butter Battle Book pillories the Cold War and nuclear deterrence. Even the Cat in the

Hat's famous red-and-white-striped hat has a political predecessor in the top hat Uncle Sam wears in

Dr. Seuss's wartime cartoons. (left: What This Country Needs Is a Good Mental Insecticide, Political cartoon

by Dr. Seuss, from the newspaper PM,June 11, 1942)

Some of these characters, such as a Sneetch-type creature and a prototype of Yertle the

Turtle, made their first appearance not in Dr. Seuss's children's books, but in the some

400 political cartoons he drew for PM, a left-wing daily newspaper published in New

York from 1940 to 1948. Dr. Seuss worked as an editorial cartoonist for the paper from

1941 to 1943, drawing cartoons that lambasted isolationism, racism, anti-Semitism, Hitler,

Mussolini, the Japanese, and the conservative forces in American politics. (right: "Listen maestro...if

you want to get real harmony, use the black keys as well as the white!" Political cartoon by Dr. Seuss, from the

newspaper PM, June 29, 1942)

Dr. Seuss (born Theodor Seuss Geisel in Springfield, Massachusetts, in 1904) began his

career in the late 1920s, doing cartoons for the humor magazines Judge and Life. He

established a reputation as an advertising artist, best known for his illustrations promoting

Flit bug spray. His first cartoon for PM lampooned Virginio Gayda, editor of the fascist

publication Il Giornale d'ltalia. But, Minear wrote, "Hitler is the prime subject of all of

Dr. Seuss's World War II cartoons. Without him, Dr. Seuss might well have remained a

successful commercial artist with a sideline in children's literature." (right: America First, Political

cartoon by Dr. Seuss, from the newspaper PM, October 1, 1941)

The cartoons are all signed "Dr. Seuss," but even without the signature there would be no mistaking

the artist. The drawings are filled with his trademark contraptions and creatures, many of them eerily

similar to those in his children's books. Bizarre animals abound; he often used a dachshund to

represent Germany, and cats to represent Japan.

However, it is Dr. Seuss's portrayal of the Japanese that is most disturbing. His

Japanese characters don't represent Hirohito or any other well-known World War II

figure, in contrast to his obvious pictures of Hitler. Instead, Minear wrote, "...Dr. Seuss

draws 'Japan' - piggish nose, coke-bottle eyeglasses, slanted eyes, brush mustache, lips

parted (usually in a smile)." He went on to say, "Perhaps it is no surprise that American cartoonists

during the Pacific War painted Japan in overtly racist ways. However, it is a surprise that a person

who denounces anti-black racism and anti-Semitism so eloquently can be oblivious of his own racist

treatment of Japanese and Japanese Americans. And to find such cartoons - largely unreproached - in

the pages of the leading left newspaper of New York City and to realize that the cartoonist is the

same Dr. Seuss we celebrate today for his imagination and tolerance and breadth of vision: this is a

sobering experience." (left: What Have You Done Today To Help Save Your Country From Them?, Political

cartoon by Dr. Seuss, from the newspaper PM, March 5, 1942)

In addition to the PM cartoons, The Political Dr. Seuss exhibit contains a cartoon that appeared in

Judge. It slams prohibition, which put Dr. Seuss's father's Springfield brewery, Kalmbach and Geisel,

out of business. There are also World War II-era posters, a letter from the collection of Dartmouth

College in which Dr. Seuss discusses the political meaning of his cartoons, original pages from The

Lorax and The Butter Battle Book, critical reaction to The Butter Battle Book, an Art Buchwald

column in which Dr. Seuss calls for the resignation of Richard M. Nixon, and a reproduction of a

scrapbook where school students wrote their own final chapters to The Lorax, which, Minear said,

was Dr. Seuss's personal favorite among his books. Much of the label text in the display is in Dr.

Seuss's own words. Minear has also prepared an illustrated 12-page booklet to accompany the

exhibit.

D

E

Character/Conflict Chart

Character/ Writer

Historical Conflict

Character’s Opinions

Character’s Emotions

Anne

Nadja

How might a person’s diary help him or her cope in a time of war?

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

F

Why Those Words?

Organizational

Pattern

Text details that fit the

pattern

Why the author

included it?

G

My Survival Suitcase