The Butterfly Integrated Social Studies Unit

By: Stacy Wald EDEL 453:01 Spring 2010 Dr. Christine Kolar

Table of Contents
Subject Title Page Table of Contents Theme and Grade Central piece of literature and Summary Brainstorming NCSS Themes CEF Objectives Lesson Plans Resources Reflection The End Page 1 Page 2 Page 3 Page 4-6 Page 7 Page 8 Page 9-11 Page 12-22 Page 23 Page 24 Page 25
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Pages

Theme/Grade
This unit is on Social Responsibility & Friendship. The book, The Butterfly is about the French Resistance against the Nazis during the World War II. This unit is designed for 5th to 6th graders. Because of the content and history of WWII this subject should be taught in some of the older grades. However, increasingly, educators are incorporating Holocaust studies into younger grades, although many disagree over what specific grade levels are appropriate. (pbs.org) There are lots of excellent children's literature that can be used to teach students about this part in history.
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The Butterfly By Patricia Polacco

The Butterfly, By Patricia Polacco is a true story that took place in a small French village during WWII. This story is about a little girl named Monique, her heroic mother, and a young Jewish girl named Servine. Monique becomes friends with Servine, later to find out that she has been living under her house for quite some time. Servine and her family are hiding from the Nazis with tall boots. One night they get caught playing-which puts Servine and her family s life at risk. They immediately have to flee to another safe place. This sad story ends up turning into a true tale of friendship from the French Resistance.
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This story is about a true friendship during the World War II.

Brainstorming for: The Butterfly By Patricia Polacco

Social Studies:
What makes a good friend Geography of France Jewish Culture Human relationship/friendship Jewish Holidays War vs. Children Religion

Science:
The Butterfly Cycle Moon Phases Animals/Comfort Digging up artifacts Seasons- Gardening

Language:
Vocabulary Words Symbolism Hebrew Language German Language French Language

Math:
Symmetry of a butterfly Star of David-Geometry Counting Patterns

Literature:
Write a Letter to Monique as if you were Servine Students write in a journal about their feelings after reading the book Write a poem in remembrance of a child

Reading:
Read poems of holocaust survivors Read a journal or diary of a child during the holocaust

Health:
Nutrition importance of vitamin C,D, and human interaction Candy Breakfast Healthy/filling meals

Other Children s Literature:

Always Remember Me The Cans in Krasinski Square T4 Anne Frank Elly: My True Story of the Holocaust Hidden Child The Secret of Priest Grotto The Lilly Cupboard Brudibar Yellow Star Hana s Suitcase Four Perfect Pebbles Escaping into the night I never saw another Butterfly

Art/Music/PE
Paint a Butterfly for a child victim of the holocaust Draw a picture of you and your best friend Run-a-thon for Best Buddies Research music that was made during WWII through out the world Flowers/Garden growing Tea Party/Dress up play Walking 3 Miles- Trying not to be seen

NCSS Themes
Culture: Servine and her family learn to adapt to the different areas that they are placed in. (Countries, towns, homes, ect ) Servine and Monique display some of their values, traditions and beliefs in this story. People, Places, and Environment: Students learn about the Jewish culture, Nazi s, France, language, and people who survived during WWII. They also learn about the environment for the Jewish people hiding and those who were being social responsible. Individual Development and Identity: Student learn that Servine s identity along with Monique are shaped at such a young age because of what they are exposed to. Servine has to hide because she is Jewish. Monique sees such awful things happen to dear people in her life. Time, Continuity and Change: Things that happened during the WWII have drastically changed. Students learn about what it was like for people during that time in history. Students also learn about history and get to think about the current condition we are in.
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CEF Objectives- Social Studies

Social Studies

This is expected that students will:

H3.5.3 Describe ways individuals display social responsibility. G6.5.3 Provide examples of cultural identity in communities or regions from different perspectives. G5.5.6 Derive geographic information from photographs, maps, graphs, books, and technological resources. 10.5.3 W Identify major news events on the local, state, national, and world level .G 4.5.6; G 4.5.9

CEF Objectives- Language Arts

Language Arts

This is expected that students will:

(5) 2.3 1. recall details/facts [PS/NS 2.5.3] (5) 2.3 6. evaluate text (e.g., draw conclusions, make inferences) [PS/NS 2.5.3] (5) 2.3 8. connect, compare, and contrast story elements (5) 4.3 D. explain a cause and its effect on events and/or relationships [PS/NS 4.5.3] (5) 5.2 B. participate in daily writing (e.g., journals, learning logs, summaries, lists, computer generated documents) (5) 4.4 C. compare language, oral traditions, and literature that reflect customs and cultures (5) 4.5 B. make connections to self, other text, and/or the world [PS/NS 4.5.5] (5) 6.3 A. write poetry (e.g., acrostic, couplet, haiku, cinquain, free verse) [NS 6.5.3] (5) 8.3 E. read aloud and/or recite (e.g., literary, expository, and original works) (5) 6.7 A. write a variety of communications in appropriate formats for 1. personal communications (e.g., email, letter) [PS 6.5.7] (5) 3.6 A. identify words and phrases that reveal tone [PS/NS 3.5.6] (5) 7.3 A. expand vocabulary through listening [NS 7.5.3] (5) 8.2 B. use specific vocabulary and apply Standard English to communicate ideas [NS 8.5.2] (5) 1.4 A. comprehend, build, and extend vocabulary using 1. context clues (e.g., definitions, examples) [PS/NS 1.5.4] (5) 1.5 D. participate actively in reading from a variety of literary genres and expository selections (e.g., stories, plays, poetry, biographies, myths, articles, manuals, encyclopedias, realistic fictions, electronic resources) 10

CEF Objectives- Visual Arts

Visual Arts

This is expected that students will:

(5)4.12 create a work of art that shows the influence of a particular historical period or culture [NS 4.5.3] (5)4.4 draw; using varied media, techniques, and processes [NS 1.5.3] (5)4.5 paint; using varied media, techniques, and processes [NS 1.5.3] (5)4.2 demonstrate design concepts and principles: repetition, pattern, symmetry, geometric shape, color theory (mix complementary colors and tones/hues), scale, contrast, overlapping, contours, emphasis, composition, organic shape, unity/harmony, negative shape/space, balance, movement, rhythm [NS 2.5.4] (5)1.3 interpret works of art, e.g., describe possible meanings by examining the treatment of subject matter, symbols and/or ideas; associate visual characteristics with possible responses to the artwork [NS 5.5.3]

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Day 1
Objectives: Students will read, The Butterfly, by Patricia Polacco. Students will be introduced to the theme of this unit, by understanding that Friendship is a way to display Social Responsibility. Students will make self to text connections and discuss ways to befriend someone. Activities: Read the Butterfly as a class. (20 minutes, Reading-Social Studies) In groups students will discuss ways to display Social Responsibility- based on the book. Each group will be assigned a roll (ex. The Illustrator, the Passage Picker ect) and present their idea to the class (20 minutes, Social Studies) Students will write in their Journal about a time they helped or befriended someone. (20 minutes, Language Arts ) Standards that will be met:  H3.5.3 Describe ways individuals display social responsibility.  (5) 5.2 B. participate in daily writing (e.g., journals, learning logs, summaries, lists, computer generated documents)  (5) 4.5 B. make connections to self, other text, and/or the world [PS/NS 4.5.5]

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Day 2
Objectives:  Students will learn what symbols are used in The Butterfly by Patricia Polacco. Students will understand the meaning of symbolism.  Students will be able to describe meaning of symbols found in the illustration of The Butterfly by Patricia Polacco. Activities:  As a whole class we will discuss what symbolism means. Then as a class we will come up with different symbols that they are familiar with and discuss what they mean to them. (10 minutes, Language Arts)  As a class we will discuss the meaning behind the Butterfly. (There are no right or wrong answers) Teacher will reference back to the book, in parts that it discusses the Butterfly. (15 minutes, Language Arts/Social Studies)  Each student will record in their Journal what they think the are some Key Symbols in the story are and what they mean to them. (at least 3). (20 minutes) Standards that will be met: (5)1.3 interpret works of art, e.g., describe possible meanings by examining the treatment of subject matter, symbols and/or ideas; associate visual characteristics with possible responses to the artwork [NS 5.5.3]  (5) 2.3 1. recall details/facts [PS/NS 2.5.3] (5) 5.2 B. participate in daily writing (e.g., journals, learning logs, summaries, lists, computer generated documents)
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Lesson Plan 1
Please see attached Lesson Plan and KWL chart.

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Day 3
Objectives: Students will locate on a map places that Servine visited during her hiding from the Nazis. Students will locate France on a map, and know what the Flag looks like. Students will learn about some of the Jewish holidays and their culture. Activities:  Students will search in the book to find the different places that Servine visited. They will then use an Atlas to label their own map. Students will color in a flag of France. (20 minutes, Geography- Social Studies)  Students will learn about some of the Jewish Holidays. (20 minutes, Social Studies  Students will write a post card from one of the places Servine went to and tell Monique about a holiday that is coming up. Standards that will be met:  G6.5.3 Provide examples of cultural identity in communities or regions from different perspectives. (5) 2.3 1. recall details/facts [PS/NS 2.5.3]  (5) 6.7 A. write a variety of communications in appropriate formats for 1. Personal communications (e.g., email, letter) [PS 6.5.7] G5.5.6 Derive geographic information from photographs, maps, graphs, books, and technological resources.
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Day 4
Objectives:  Students will learn about symmetry by looking at the Friendship Butterfly. Students will understand the meaning of symmetry and be able to find other things that are symmetrical. Activities:  Students will study pictures of butterflies to see that they are uniquely designed with mirror images. Students will then re-create the flag of France by using their symmetry knowledge. ( 20 minutes, Social Studies/Math)  Students will then color a butterfly. They will be doing this for a friend of theirs. This Butterfly will symbolize their friendship. On the back they will write a note using a certain tone. (20 Minutes, Art/Language) Standards that will be met:  (5)4.3 represent concepts of congruency, similarity, and/or symmetry using a variety of methods including dilation (enlargement/reduction) and transformational motions [NS 4.5.2]  (5)4.2 demonstrate design concepts and principles: repetition, pattern, symmetry, geometric shape, color theory (mix complementary colors and tones/hues), scale, contrast, overlapping, contours, emphasis, composition, organic shape, unity/harmony, negative shape/space, balance, movement, rhythm [NS 2.5.4] 16 (5) 3.6 A. identify words and phrases that reveal tone [PS/NS 3.5.6]

Day 5/6
Objectives:  Students will talk about why Monique s mother was being Social Responsible during WWII.  Students will learn the general idea/ plan that the Nazi s had, causing the Holocaust. Students will read about a child that was affected by the holocaust. Students will paint a butterfly in remembrance of a child. Activities:  Students will have the opportunity to read about a child that was alive during the holocaust. (30 minutes, Social Studies-History/Reading) Students will paint a butterfly for that child. On a separate sheet of paper the student will answer questions about what they have learned. (30 minutes, Art) Standards that will be met:  10.5.3 W Identify major news events on the local, state, national, and world level .G 4.5.6; G 4.5.9  H3.5.3 Describe ways individuals display social responsibility.  (5)4.5 paint; using varied media, techniques, and processes [NS 1.5.3] (5)4.12 create a work of art that shows the influence of a particular historical period or culture [NS 4.5.3]
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Lesson Plan 2
Please see attached Lesson Plan and Worksheet.

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Day 7
Objectives:  Students will learn various vocabulary words from the book, The Butterfly by Patricia Polacco. Activities:  Students will learn what some of the French words and other vocabulary words mean. The teacher will create a power point of vocabulary words. There will be a simple definition, a sentence, a picture, and sign for the students to remember it. As a class we will go over it. (40 minutes, Language Arts/Social Studies ) Then each student will get a crossword puzzle to complete on their own. (20 minutes, Language Arts) Standards that will be met: (5) 7.3 A. expand vocabulary through listening [NS 7.5.3] (5) 8.2 B. use specific vocabulary and apply Standard English to communicate ideas [NS 8.5.2]  (5) 1.4 A. comprehend, build, and extend vocabulary using 1. context clues (e.g., definitions, examples) [PS/NS 1.5.4]

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Day 8/9
Objectives: Students will write an I am poem as if they were a character in the book, The Butterfly by Patricia Polacco. Students will share either a journal entry or their poem to share with the class. Activities:  Students will discuss within their group some of the things they wrote about in their journal, about their child that they were assigned, and about what they thought about the book we read. (15 minutes, Social Studies)  Students will create an I am poem as if they were a character in the book. Students will get a chance to present a journal entry or a poem that they wrote. (45 minutes, Language Arts/Social Studies) Standards that will be met: (5) 4.5 B. make connections to self, other text, and/or the world [PS/NS 4.5.5] (5) 6.3 A. write poetry (e.g., acrostic, couplet, haiku, cinquain, free verse) [NS 6.5.3] (5) 8.3 E. read aloud and/or recite (e.g., literary, expository, and original works) (5) 5.2 B. participate in daily writing (e.g., journals, learning logs, summaries, lists, computer generated documents)

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Lesson Plan 3
Please see attached Lesson Plan.

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Day 10-Optional
Objectives: Students will get a chance to read other text sets that have to do with the Holocaust/World War II Activities: Students will compare and contrast The Butterfly with another piece of literature. Standards that will be met: (5) 1.5 D. participate actively in reading from a variety of literary genres and expository selections (e.g., stories, plays, poetry, biographies, myths, articles, manuals, encyclopedias, realistic fictions, electronic resources)

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Resources
Adair, Nancy. (1999). #1193. Teaching the Holocaust through the Arts. March 23, 2010. http://teachers.net/lessons/posts/1193.html A Teachers Guide to the Holocaust. (n.d) April 5, 2010. http://fcit.usf.edu/holocaust/activity/activity.htm Children of the Holocaust April 18, 2010. http://www.graceproducts.com/fmnc/main.htm pbs.org (April 2006). Thematic Teaching, Studying Genocide: Activity Ideas. March 22, 2010. http://www.pbs.org/teachers/thismonth/genocide/index1.html Polacco, P. (2000). The Butterfly. New York, NY: Philomel Books. Polacco, Patricia(n.d) The Butterfly. March 22, 2010. http://www.patriciapolacco.com/books/butterfly/butterfly_navigations.html Powell, K. & Lambert, Y. (August 2009). http://beatty.ccsd.net/tabs/standardsCEF.htm Ushmm.org (n.d) March 30, 2010. http://www.ushmm.org/education/ Ushmm.org (n.d) Rescue and Resistance. April 15, 2010. http://www.ushmm.org/outreach/en/article.php?ModuleId=10007738 Ushmm.org (n.d) Nazi Rule. April 15, 2010. http://www.ushmm.org/outreach/en/article.php?ModuleId=10007669
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Reflection
After teaching this I will reflect on what went well and what didn t go so well. From here I will make changes, and look for more resources if need be.

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The End

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