Holocaust Literature
holocaust_packet_2014-15.pdf | |
File Size: | 1101 kb |
File Type: |
Holocaust Links
nazi_ghettos.ppt | |
File Size: | 1355 kb |
File Type: | ppt |
nazi_concentration_camps.ppt | |
File Size: | 1426 kb |
File Type: | ppt |
End-of-the-Unit Movie:
At the end of the Holocaust unit, we will be watching The Boy in the Striped Pajamas. This film is rated PG-13, and I encourage you to read the review by Focus on the Family below.
Standards Addressed
RSL 10.11. Interpret, analyze, and evaluate narratives, poetry, and drama, aesthetically and ethically by making connections to: other texts, ideas, cultural perspectives, eras, personal events and situations.
RSL 10.11.a. Self-select text to respond and develop innovative perspectives.
RSIT 10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RSIT 10.1. a. Develop factual, interpretive, and evaluative questions for further exploration of the topic(s).
RSIT 10.7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
RSIT 10.9.a. Read, annotate, and analyze informational texts on topics related to diverse and non- traditional cultures and viewpoints.
WS 10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument.
WS 10.1.a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
WS 10.1.b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
WS 10.1.c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
WS 10.1.d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
WS 10.1.e. Provide a concluding statement or section that follows from and supports the argument presented.
WS 10.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
WS 10.3.a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
WS 10.3.b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
WS 10.3.c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
WS 10.3.d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
WS 10.3.e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
WS 10.3.f. Adapt voice, awareness of audience, and use of language to accommodate a variety of cultural contexts.
WS 10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
WS 10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
WS 10.7.a. Explore topics dealing with different cultures and world viewpoints.
WS 10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
WS 10.11. Create literary texts that demonstrate knowledge and understanding of a wide variety of texts of recognized literary merit.
WS 10.11.a. Engage in a wide range of prewriting experiences, such as using a variety of visual representations, to express personal, social, and cultural connections and insights.
WS 10.11.b. Identify, analyze, and use elements and techniques of various genres of literature.
WS 10.11.c. Develop critical and interpretive texts from more than one perspective, including historical and cultural.
WS 10.11.d. Create poetry, stories, plays, and other literary forms (e.g. videos, art work).
SLS 10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
SLS 10.1.a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
SLS 10.1.b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
SLS 10.1.c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
SLS 10.1.d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
SLS 10.1.e. Seek to understand other perspectives and cultures and communicate effectively with audiences or individuals from varied backgrounds.
SLS 10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
LS 10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
LS 10.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
LS 10.2.c. Spell correctly.
LS 10.4.a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
LS 10.5.b. Analyze nuances in the meaning of words with similar denotations.
LS 10.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
RSL 10.11. Interpret, analyze, and evaluate narratives, poetry, and drama, aesthetically and ethically by making connections to: other texts, ideas, cultural perspectives, eras, personal events and situations.
RSL 10.11.a. Self-select text to respond and develop innovative perspectives.
RSIT 10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RSIT 10.1. a. Develop factual, interpretive, and evaluative questions for further exploration of the topic(s).
RSIT 10.7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
RSIT 10.9.a. Read, annotate, and analyze informational texts on topics related to diverse and non- traditional cultures and viewpoints.
WS 10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument.
WS 10.1.a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
WS 10.1.b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
WS 10.1.c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
WS 10.1.d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
WS 10.1.e. Provide a concluding statement or section that follows from and supports the argument presented.
WS 10.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
WS 10.3.a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
WS 10.3.b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
WS 10.3.c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
WS 10.3.d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
WS 10.3.e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
WS 10.3.f. Adapt voice, awareness of audience, and use of language to accommodate a variety of cultural contexts.
WS 10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
WS 10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
WS 10.7.a. Explore topics dealing with different cultures and world viewpoints.
WS 10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
WS 10.11. Create literary texts that demonstrate knowledge and understanding of a wide variety of texts of recognized literary merit.
WS 10.11.a. Engage in a wide range of prewriting experiences, such as using a variety of visual representations, to express personal, social, and cultural connections and insights.
WS 10.11.b. Identify, analyze, and use elements and techniques of various genres of literature.
WS 10.11.c. Develop critical and interpretive texts from more than one perspective, including historical and cultural.
WS 10.11.d. Create poetry, stories, plays, and other literary forms (e.g. videos, art work).
SLS 10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
SLS 10.1.a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
SLS 10.1.b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
SLS 10.1.c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
SLS 10.1.d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
SLS 10.1.e. Seek to understand other perspectives and cultures and communicate effectively with audiences or individuals from varied backgrounds.
SLS 10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
LS 10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
LS 10.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
LS 10.2.c. Spell correctly.
LS 10.4.a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
LS 10.5.b. Analyze nuances in the meaning of words with similar denotations.
LS 10.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.