The Holocaust: Voices of Upstanders
Lessons
1 Voices of Upstanders: Johtje and Aart Vos
2 Voices of Upstanders: Carl Lutz
3 Voices of Upstanders: Marek Edelman
4 Voices of Upstanders: Miep Gies
5 Mid-Unit 3 Assessment: Language Assessment: Correct Punctuation and Verb Voice and Mood
6 Commemorate Upstanders with Graphic Panels
7 Analyze a Model Narrative Interview
8 Plan a Narrative: Create a Fictional Upstander Profile
9 Plan a Narrative: Pacing, Dialogue, and Sensory Details
10 Plan a Narrative: Use Reflection and Descriptive Details
11 End of Unit 3 Assessment: Write a Narrative in Interview Form
12 Revise Narrative Interview and Analyze Model Graphic Panels
13 Performance Task: Create Graphic Panels
14 Performance Task: Create Prompt Cards
15 Performance Task: Create and Present a Graphic Panel Depiction of a Fictional Holocaust Upstander
Designated ELD Lessons for G8M3 Unit 3
These are DRAFT materials developed by OUSD teachers for OUSD teachers, not yet a complete core ELD program.
Please consider filling out the Designated ELD for EL Ed Lesson Feedback Form to help us improve the Designated ELD lessons, units and modules.
G8-M3-U3-L2- Language Dive Sentence Level
G8-M3-U3-L4 - Text Reconstruction
G8-M3-U3-L5-L6- Language Dive- Sentence Level
G8-M3-U3-L9-Language Dive-Paragraph Level
G8-M3-U3-L10-L11-Language Dive -Sentence Level
G8-M3-U3-L13-Language Dive -Sentence Level
Unit Description
In Unit 3, students read informational accounts of upstanders during the Holocaust in order to learn more about how and why many people took action against Hitler and the Nazis during the Holocaust. Students write reflections about how these individuals took action and what makes them upstanders. Students also participate in mini lessons on and practice with how to use punctuation such as commas, ellipses, and dashes. This work prepares students for their mid-unit assessment, in which they will be presented with a reflection paragraph and will answer selected and constructed response questions about the use of punctuation and verb voice and mood.
In the second half of Unit 3, students will create a graphic panel to present one of the summaries they wrote and will observe one another's work in order to scaffold towards their performance task. Students will discuss common traits of upstanders that they saw across the texts they read and will analyze a model narrative of a fictional interview with an imaginary upstander in order to be able to write their own. Students will plan a narrative of their own by creating a profile of a fictional upstander, creating interview questions and answers, and planning an "explode the moment" with sensory details and figurative language to slow down the pacing of a key moment of the narrative. This will prepare students for their end of unit assessment, in which they will draft their narrative.
To prepare for their performance task, students will peer review one another's narrative and provide feedback; they will then analyze a model performance task that includes a graphic panel to visually represent elements of the narrative and a reflection on the narrative and panel. Students will then plan their own panel and reflection, draft these elements, and prepare to present. For their performance task, students will present their graphic panel to an audience and will answer questions about their work in order to share their learning and honor the memory of those who lived, died, and took action during the Holocaust.
Habits of Character/Social-Emotional Learning Focus
Central to the EL Education curriculum is a focus on "habits of character" and social-emotional learning. Students work to become effective learners, developing mindsets and skills for success in college, career, and life (e.g., initiative, responsibility, perseverance, collaboration); work to become ethical people, treating others well and standing up for what is right (e.g., empathy, integrity, respect, compassion); and work to contribute to a better world, putting their learning to use to improve communities (e.g., citizenship, service).
In this unit, students continue to focus on working to become ethical people as they build empathy and compassion for the individuals and groups who took action and stood up for what was right during the Holocaust. These are incredibly emotional texts that may evoke strong responses, and students will need to practice respect for the emotions of both others and themselves. Students will build empathy and compassion as they show respect and care for students who may feel connected to or impacted by issues presented within the text. Students will practice respect and empathy when they discuss this complex topic with their peers. Students will also practice working to become effective learners as they persevere through the planning and drafting of their narratives, graphic panels, and reflections and collaborate to get and give feedback. Students will work to contribute to a better world by sharing their work with an audience as they reflect upon and remember the Holocaust.
Texts
Maus I
by Art Spiegelman
one per student
Preparation and Materials
Prepare vocabulary logs and independent reading journals.
Ensure that families are aware of the sensitive content of the nonfiction texts about upstanders, and prepare students who may be affected by this content in advance.
The following materials are introduced in this unit and referenced throughout both the module and the school year:
Criteria for an Effective Text Reflection anchor chart
Punctuation anchor chart