Rationale
Implementation:
As I take on the new role of Middle/High school Literacy Specialist, I hope to use these text-set in a co-teaching scenario with an English Language Arts Teacher as well as a Social Studies/History teacher.
Essential Questions:
- Why should we study the Holocaust or any Holocaust/Genocide?
- What can Holocausts and Genocide teach us about humanity?
- Why do people risk their lives for others?
- How do we move forward after facing adversity?
- How important is identity?
Reasons Behind the Theme:
The main reason I chose this topic for my text set is because I believe it is important to teach about the Holocaust and other Genocides so that students have a better understanding of how horrific events like this happen and ways to prevent them from occurring in the future. Through examining forms of propaganda, discussions about the power of words, reviewing images and videos which show real footage of victims and persecutors, I hope to provide students with information on the power of fear and persuasion and how damaging it can be.
In addition, I think that teaching about the Holocaust allows students to gain a deeper understanding of what human beings are capable of, both good and evil, and the power of hope and courage. By exploring this topic and examining other Genocides in history, I hope to instill in students the importance of standing up for what is right regardless of who the bully is. By including several artifacts in the set that have characters or real people, both adults and children, who were willing to risk their lives to help those around them, I hope to show students that even during dark times in history there were still heros/heroines and people who weren't willing to be bystanders.
Overall, I want this text set not only to educate students about a horrible time in our world's history, but also to serve as a springboard to explore current events, ethics, and themes that students can all relate to such as identity, family, relationships, bullying, loss of innocence, adolescence, and so on.
.
Topic Overview:
- fascism
- genocide
- refugees/displacement
- propaganda
- courage
- resiliency
- stereotyping
- bullying
- bystanders
- persecution
- sterilization
- racism
- scapegoats
- conformity
- identity
- adversity
- family
- secrets
- friendship
- relationships
- vulnerability
- intolerance
- ingenuity
- perseverance
- hope
- innocence
- death
- loss
- the power of words
- heroism
- victims
- community
- camps
- ghettos
- liberators
- gentiles
Vermont Grade Expectations (8th Grade):
R8: 7 Uses comprehension strategies (flexibly and as needed) while reading literary and informational text.
R8: 8 Demonstrates ability to monitor comprehension and adjust reading rate and strategy use for different types of text and purposes during reading by…
• Using a range of self-monitoring and self-correction approaches (e.g., rereading, adjusting rate, subvocalizing
consulting resources, questioning, flexible note taking/ mapping systems, skimming, scanning, etc.)
R8: 10 Demonstrate initial understanding of elements of literary text by...
• Identifying, describing, or making logical predictions about character, setting, problem/solution, or
plots/subplots, as appropriate to text; identifying any significant changes in character or setting over time;
identifying rising action, climax, or falling action
• Paraphrasing or summarizing, with major events sequenced, as appropriate to text
• Identifying the characteristics of a variety of types of text (e.g., literary texts: poetry, plays, fairy tales,
fantasy, fables, realistic fiction, folktales, historical fiction, mysteries, science fiction, legends, myths, short
stories, epics [poems, novels, dramas])
• Using a range of self-monitoring and self-correction approaches (e.g., rereading, adjusting rate, subvocalizing
consulting resources, questioning, flexible note taking/ mapping systems, skimming, scanning, etc.)
R8: 11 Demonstrate initial understanding of author’s craft used in literary texts by…
• Identifying literary devices as appropriate to genre: rhyme schemes, alliteration, simile, dialogue, imagery,
metaphors flashback, repetition, personification, or hyperbole
R8: 12 Demonstrate initial understanding of informational texts (expository and practical texts) by…
• Obtaining information from text features (e.g., transitional devices, table of contents, glossary, index, bold or
italicized text, headings, graphic organizers, charts and graphs, illustrations, or subheadings)
• Using information from the text to answer questions or to state the central idea or provide supporting details
• Organizing information to show understanding or relationships among facts, ideas, and events (e.g.,
representing key points within text through charting, mapping, paraphrasing, summarizing, comparing/
contrasting, or outlining)
R8: 13 Analyze and interpret elements of literary texts, citing evidence where appropriate by…
• Describing characterization (e.g., stereotype, antagonist, protagonist), motivation, or interactions, citing
thoughts, words, or actions that reveal characters’ personalities or their changes over time
• Making inferences about cause/effect, internal or external conflicts (e.g., person versus self, person versus
person, person versus nature/society/fate), or the relationship among elements within text (e.g., describing the
interaction among subplots)
• Explaining how the narrator’s point of view affects the reader’s interpretation
• Explaining how the author’s message or theme (which may include universal themes) is supported within the text
R8: 14 Analyze and interpret author’s craft (citing evidence where appropriate) by…
• Demonstrating knowledge of use of author’s style or use of literary elements and devices (i.e., imagery,
repetition, flashback, foreshadowing, personification, hyperbole, symbolism, or use of punctuation) to analyze
literary works
R8: 15 Generates a well-developed and grounded personal response to what is read through a variety of means and through…
• Comparing stories or other texts to related personal experience, prior knowledge, or other texts or ideas
R8: 16 Analyze and interpret informational text, citing evidence as appropriate by…
• Explaining connections about information within a text, across texts, or to related ideas
• Drawing inferences about text, including author’s purpose (e.g., to inform, explain, entertain, persuade) or
message, explaining how purpose may affect the interpretation of the text; or forming and supporting warranted
opinions/ judgments and assertions about the text that are relevant
• Distinguishing fact from opinion, identifying possible bias/ propaganda or conflicting information within or across texts
W8: 5 In response to literary or informational text, students show understanding of plot/ideas/concepts by…
• Selecting and summarizing key ideas to set context
• Connecting what has been read (plot/ideas/concepts) to prior knowledge, other texts, or the broader world of ideas
W8: 6 In response to literary or informational text, students make and support analytical judgments about text by…
• Stating and maintaining a focus (purpose), a firm judgment, or a point of view when responding to a given question
• Using specific details and references to text or relevant citations to support focus or judgment
• Making inferences about the relationship(s) among content, events, characters, setting, theme, or author’s craft
W8: 8 In reports, students organize information/concepts by…
• Obtaining information from multiple locations or sources when appropriate
• Listing and citing sources, using accepted format, if appropriate
W8: 10 In reports, students demonstrate use of a range of elaboration strategies by…
• Including facts and details relevant to focus/controlling idea, and excluding extraneous information
• Including sufficient details or facts for appropriate depth: naming, describing, explaining, comparing, use of visual image
W8: 15 In persuasive writing, students define a significant problem, issue, topic, or concern by…
• Establishing necessary context, taking audience into account, as needed
• Stating and maintaining a clear position on the problem or issue (purpose)
W8: 16 In persuasive writing, students present and coherently support judgments or solution(s) by....
• Arranging supporting evidence persuasively • Providing and elaborating on with convincing and appropriate facts and details
• Addressing the reader’s potential concerns or counterarguments
• Drawing a conclusion by synthesizing the persuasive argument
W8: 17 In reflective writing, students make connections between personal experiences and ideas by…
• Using a variety of techniques for reflecting on thoughts and feelings: questioning, comparing, connecting,
interpreting the experience, analyzing, or using figurative language
W8: 18 In writing poetry, demonstrate awareness of purpose by…
• Writing poems that express mood, thought, or feeling
As I take on the new role of Middle/High school Literacy Specialist, I hope to use these text-set in a co-teaching scenario with an English Language Arts Teacher as well as a Social Studies/History teacher.
Essential Questions:
- Why should we study the Holocaust or any Holocaust/Genocide?
- What can Holocausts and Genocide teach us about humanity?
- Why do people risk their lives for others?
- How do we move forward after facing adversity?
- How important is identity?
Reasons Behind the Theme:
The main reason I chose this topic for my text set is because I believe it is important to teach about the Holocaust and other Genocides so that students have a better understanding of how horrific events like this happen and ways to prevent them from occurring in the future. Through examining forms of propaganda, discussions about the power of words, reviewing images and videos which show real footage of victims and persecutors, I hope to provide students with information on the power of fear and persuasion and how damaging it can be.
In addition, I think that teaching about the Holocaust allows students to gain a deeper understanding of what human beings are capable of, both good and evil, and the power of hope and courage. By exploring this topic and examining other Genocides in history, I hope to instill in students the importance of standing up for what is right regardless of who the bully is. By including several artifacts in the set that have characters or real people, both adults and children, who were willing to risk their lives to help those around them, I hope to show students that even during dark times in history there were still heros/heroines and people who weren't willing to be bystanders.
Overall, I want this text set not only to educate students about a horrible time in our world's history, but also to serve as a springboard to explore current events, ethics, and themes that students can all relate to such as identity, family, relationships, bullying, loss of innocence, adolescence, and so on.
.
Topic Overview:
- fascism
- genocide
- refugees/displacement
- propaganda
- courage
- resiliency
- stereotyping
- bullying
- bystanders
- persecution
- sterilization
- racism
- scapegoats
- conformity
- identity
- adversity
- family
- secrets
- friendship
- relationships
- vulnerability
- intolerance
- ingenuity
- perseverance
- hope
- innocence
- death
- loss
- the power of words
- heroism
- victims
- community
- camps
- ghettos
- liberators
- gentiles
Vermont Grade Expectations (8th Grade):
R8: 7 Uses comprehension strategies (flexibly and as needed) while reading literary and informational text.
R8: 8 Demonstrates ability to monitor comprehension and adjust reading rate and strategy use for different types of text and purposes during reading by…
• Using a range of self-monitoring and self-correction approaches (e.g., rereading, adjusting rate, subvocalizing
consulting resources, questioning, flexible note taking/ mapping systems, skimming, scanning, etc.)
R8: 10 Demonstrate initial understanding of elements of literary text by...
• Identifying, describing, or making logical predictions about character, setting, problem/solution, or
plots/subplots, as appropriate to text; identifying any significant changes in character or setting over time;
identifying rising action, climax, or falling action
• Paraphrasing or summarizing, with major events sequenced, as appropriate to text
• Identifying the characteristics of a variety of types of text (e.g., literary texts: poetry, plays, fairy tales,
fantasy, fables, realistic fiction, folktales, historical fiction, mysteries, science fiction, legends, myths, short
stories, epics [poems, novels, dramas])
• Using a range of self-monitoring and self-correction approaches (e.g., rereading, adjusting rate, subvocalizing
consulting resources, questioning, flexible note taking/ mapping systems, skimming, scanning, etc.)
R8: 11 Demonstrate initial understanding of author’s craft used in literary texts by…
• Identifying literary devices as appropriate to genre: rhyme schemes, alliteration, simile, dialogue, imagery,
metaphors flashback, repetition, personification, or hyperbole
R8: 12 Demonstrate initial understanding of informational texts (expository and practical texts) by…
• Obtaining information from text features (e.g., transitional devices, table of contents, glossary, index, bold or
italicized text, headings, graphic organizers, charts and graphs, illustrations, or subheadings)
• Using information from the text to answer questions or to state the central idea or provide supporting details
• Organizing information to show understanding or relationships among facts, ideas, and events (e.g.,
representing key points within text through charting, mapping, paraphrasing, summarizing, comparing/
contrasting, or outlining)
R8: 13 Analyze and interpret elements of literary texts, citing evidence where appropriate by…
• Describing characterization (e.g., stereotype, antagonist, protagonist), motivation, or interactions, citing
thoughts, words, or actions that reveal characters’ personalities or their changes over time
• Making inferences about cause/effect, internal or external conflicts (e.g., person versus self, person versus
person, person versus nature/society/fate), or the relationship among elements within text (e.g., describing the
interaction among subplots)
• Explaining how the narrator’s point of view affects the reader’s interpretation
• Explaining how the author’s message or theme (which may include universal themes) is supported within the text
R8: 14 Analyze and interpret author’s craft (citing evidence where appropriate) by…
• Demonstrating knowledge of use of author’s style or use of literary elements and devices (i.e., imagery,
repetition, flashback, foreshadowing, personification, hyperbole, symbolism, or use of punctuation) to analyze
literary works
R8: 15 Generates a well-developed and grounded personal response to what is read through a variety of means and through…
• Comparing stories or other texts to related personal experience, prior knowledge, or other texts or ideas
R8: 16 Analyze and interpret informational text, citing evidence as appropriate by…
• Explaining connections about information within a text, across texts, or to related ideas
• Drawing inferences about text, including author’s purpose (e.g., to inform, explain, entertain, persuade) or
message, explaining how purpose may affect the interpretation of the text; or forming and supporting warranted
opinions/ judgments and assertions about the text that are relevant
• Distinguishing fact from opinion, identifying possible bias/ propaganda or conflicting information within or across texts
W8: 5 In response to literary or informational text, students show understanding of plot/ideas/concepts by…
• Selecting and summarizing key ideas to set context
• Connecting what has been read (plot/ideas/concepts) to prior knowledge, other texts, or the broader world of ideas
W8: 6 In response to literary or informational text, students make and support analytical judgments about text by…
• Stating and maintaining a focus (purpose), a firm judgment, or a point of view when responding to a given question
• Using specific details and references to text or relevant citations to support focus or judgment
• Making inferences about the relationship(s) among content, events, characters, setting, theme, or author’s craft
W8: 8 In reports, students organize information/concepts by…
• Obtaining information from multiple locations or sources when appropriate
• Listing and citing sources, using accepted format, if appropriate
W8: 10 In reports, students demonstrate use of a range of elaboration strategies by…
• Including facts and details relevant to focus/controlling idea, and excluding extraneous information
• Including sufficient details or facts for appropriate depth: naming, describing, explaining, comparing, use of visual image
W8: 15 In persuasive writing, students define a significant problem, issue, topic, or concern by…
• Establishing necessary context, taking audience into account, as needed
• Stating and maintaining a clear position on the problem or issue (purpose)
W8: 16 In persuasive writing, students present and coherently support judgments or solution(s) by....
• Arranging supporting evidence persuasively • Providing and elaborating on with convincing and appropriate facts and details
• Addressing the reader’s potential concerns or counterarguments
• Drawing a conclusion by synthesizing the persuasive argument
W8: 17 In reflective writing, students make connections between personal experiences and ideas by…
• Using a variety of techniques for reflecting on thoughts and feelings: questioning, comparing, connecting,
interpreting the experience, analyzing, or using figurative language
W8: 18 In writing poetry, demonstrate awareness of purpose by…
• Writing poems that express mood, thought, or feeling
* This text set is a work in progress. There will always be new resources to add and different subtopics that can be explored. In addition the strategies included in this text are just an example of a few ideas for the books/resources included.
Lastly the Common Core and other Grade Level Expectations will be dependent on the age group of students studying this topic*
Lastly the Common Core and other Grade Level Expectations will be dependent on the age group of students studying this topic*