Voices of World War II: Interdisciplinary Unit Plan 11th Grade Language Arts Classroom

Voices of World War II Unit Plan Pacing Calendar Week 1

Monday

Tuesday/Wednesday Thursday (Block Day)

Friday

Introduction to WWII power point

Week 2

Found poetry first draft due. Work time.

Reading articles individually and annotating with FQR + V model, prepare informal presentation on article in groups. Found poetry final due by the end of the class.

Presentations on WWII article.

Introduce Found poetry assignment and allow for work time. Begin I Will Plant you a Lilac Tree read aloud. Introduce Episodic Notes and Soundtrack assignment Lilac Tree

Hang up poems around room, have a gallery walk through in groups.

Week 3

Lilac Tree and discussion

Week 4

Begin Winter in Wartime

Lilac Tree and discussion. Show clip from Swing Kids. WiW

Lilac Tree

WiW

WiW / Soundtrack assignment due

Voices of World War II: Interdisciplinary Unit Plan 11th Grade Language Arts Classroom Voices of World War II: IA Common Core Standards and Fulfilling Assignments RI.11-12.2. Determine two or more central Reading non-fiction articles in groups ideas of a text and analyze their about World War II in groups.
development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. RI.11-12.3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. IA.1. Employ the full range of researchbased comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summarizing, and monitoring for comprehension. IA.2. Read on-level text, both silently and orally, at an appropriate rate with accuracy and fluency to support comprehension.

History 9-12
Understand concepts such as chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among patterns of historical change and continuity. Understand significant historical periods and patterns of change within and across cultures, such as the development of ancient cultures and civilizations, the rise of nation states, and social, economic, and political revolutions. Understand patterns of social and cultural continuity in various societies.

L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. Analyze nuances in the meaning of words with similar denotations. L.11-12.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vary syntax for effect, consulting references (e.g., Tuftes Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

Found Poetry Assignment

Voices of World War II: Interdisciplinary Unit Plan 11th Grade Language Arts Classroom
SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. 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. Work with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish individual roles as needed. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. SL.11-12.3. Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. History 9-12 Understand how and why people create, maintain, or change systems of power, authority, and governance. Understand the purpose of government and how its powers have been acquired, used, and justified. Understand different political systems from historical periods. Understand from a historical perspective the purpose and effects of treaties, alliances, and international organizations that characterize today's interconnected world.

Read Aloud of I will Plant you a Lilac Tree by Laura Hillman with Episodic Notes: To be completed to help with Soundtrack assignment.

Voices of World War II: Interdisciplinary Unit Plan 11th Grade Language Arts Classroom
History 9-12

Soundtrack Assignment

Understand the significance of important people, their work, and their ideas in the areas of political and intellectual leadership, inventions, discoveries, and the arts. Understand the role the values of specific people in history played in influencing history. Understand the significant religious, philosophical, and social movements and their impacts on society and social reform. Understand the effect of "chance events" on history. W.11-12.4. 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 13 above.) W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Voices of World War II: Interdisciplinary Unit Plan 11th Grade Language Arts Classroom

Non-fiction topics about World War II: Find specific articles to fit each topic. Group 1: Kristallnacht: Susans Story author unknown Group 2: Treblinka Death Camp: One Year in Treblinka Jankiel Wiernik Group 3: The Nazi Perspective: Commanding a Concentration Camp by Rudolf Hoss Group 4: Anne Frank: Section from The Diary of Anne Frank by Anne Frank Group 5: Liberation: Liberation by Lucille Eichengreen and Night by Elie Wiesel Steps for reading articles in groups: 1. Split class into five groups with 3-6 people in each group. 2. Explain Fact, Question, Response + Vocabulary model to entire class. One student in each group picks F, Q, R, or V to read their article. If there are less than four people, everyone does F, Q, R AND V. If more than four students, they can double up on the options. Ask them to highlight and take active notes. For facts, students will highlight important facts. For questions, students will ask questions whenever they want more information. For Responses, students will respond with their own thoughts or opinions. For vocabulary, students will highlight words they might not understand or think others might not understand. 3. Share findings in groups. Walk around and encourage discussion by asking probing questions. 4. Prepare posters divided into four sections, ask students to fill out posters with one and prepare for presentations. 5. Hang posters around the room and have each group present their findings. Have non-presenting students listen actively by taking notes and preparing questions to ask when presenting group has completed.

Voices of World War II: Interdisciplinary Unit Plan 11th Grade Language Arts Classroom

Voices of WWII: Found Poetry

Directions: Read through your assigned article and circle strong diction and powerful phrases. Compile a list of your chosen words/phrases and create a found poem. Found poetry is shaped by using words and phrases from other sources and putting them together by playing with the lines and spaces while adding more text and deleting others. The focus of your poem should be centered on article and evoke empathy. Learning Target: I can create a found poem from a non-fiction article to convey strong emotions and empathy. Points ____/5 Annotated article with FQR model, (choice facts, questions, responses.)

____/5

Meaning: It uses figurative language/ sound devices and relates to article. Poem includes best phrases from text. Reflects facts and emotions of events/people. Style: Point of view is consistent. Creative arrangement and use of diction. Minimum of 8 lines long. Poem is typed and titled with no spelling or grammatical errors.

____/5

Total: ____/15 Extra Credit: Inclusion of a minimum of two vocabulary words from your article. Teacher Comments:

Voices of World War II: Interdisciplinary Unit Plan 11th Grade Language Arts Classroom

I will Plant You a Lilac Tree

by Laura Hillman
Novel Soundtrack Assignment DUE: ___________________

Learning Target: I can actively listen to a text and take detailed notes. Directions: Fill out the episodic notes sheet during the read aloud of I will Plant You a Lilac Tree, by Laura Hillman. Fill each square with a drawing of a specific scene or event from the novel and write down a description on the lines provided. Try and fill out one section each day to make sure you have plenty of scenes with which to work. Learning Target: I can create a soundtrack for a novel based on specific scenes and events. Directions: As you fill out the episodic notes, think of a song that could represent your chosen scene. You need one song for each event on the notes for a total of 6 songs. Compile a document for all of the song lyrics you choose. Print a copy to turn in with explanations. For each song write a paragraph (3-5 sentences) explaining why this song was chosen and how it connects to the chosen scenes from I Will Plant You a Lilac Tree. Try to convey the feeling of the scene and match it to a song that gives you the same feeling. You do not need to actually make a CD with the music, just create a list of the songs and their artists with supporting paragraphs. Include quotes.

____________________________________________ Example: Scene: Prologue Song: UNI by Ed Sheeran Lyrics: (May include all six songs in one Word document.) Explanation: The prologue leaves the reader feeling hopeless and unsure of the future as Hannelore finds herself entering Auschwitz and not Schindlers camp. In the song UNI, a young man finds himself hopeless at the prospect of never getting back together with a girl he loves. He explains, And I don't get waves of missing you anymore; they're more like tsunami tides in my eyes, never getting dry. The feeling of overwhelming sadness reflects both Sheerans song and Hannelores journey, though their situations are so very different.

Voices of World War II: Interdisciplinary Unit Plan 11th Grade Language Arts Classroom

Rubric
Excellent
Read aloud

Fair
Mostly present for all readaloud sessions 3-5 scenes from text (Lilac) Average detail Drawings attempt to be meaningful

Needs Work
Missed portions of read-aloud and did not make up 0-2 scenes from text (Lilac) Little detail Incomplete or minimal drawings Songs selected do not connect to chosen scenes from text (Lilac) Song titles and artists names are spelled incorrectly No printed copies of lyrics Each paragraph does not explain why each song was chosen for scenes Some paragraphs lack comparison to text (Lilac) No quotes included Not typed nor edited

***
Episodic Notes (Drawings) /10

Present or made up all read-aloud sessions 6 scenes from text (Lilac) Excellent detail Accurate and meaningful drawings Songs selected connect to chosen scenes from text (Lilac) Song titles and artists names are spelled correctly Printed copies of all lyrics Paragraphs for each scene explain why each song was chosen Each paragraph develops a strong comparison to the text (Lilac) Quotes included Typed and error-free

Song Selections (All lyrics included)

/12 Supporting Paragraphs (Typed, proofed)

/18

Songs selected somewhat connect to chosen scenes from text (Lilac) Song titles and artists names are spelled incorrectly Some printed copies of lyrics Paragraphs for each scene somewhat explain why each song was chosen Each paragraph attempts a comparison to the text (Lilac) Some quotes Typed, minimal errors

*** Students must be present during reading or make up read-aloud sessions.

Total: _______/40 Teacher Comments: