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Holocaust Literature: Seeing with The Diary of Anne Frank and Night

Catherine Metzger 11/25/02. Holocaust Literature: Seeing with The Diary of Anne Frank and Night. Student Population . Ages: 13-15 Grade: 9-10 Race: 20% African American, 25% Latino, 35% White, 15% Asian, 5% Other Gender: 55% female, 45% male

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Holocaust Literature: Seeing with The Diary of Anne Frank and Night

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  1. Catherine Metzger 11/25/02 Holocaust Literature: Seeing with The Diary of Anne Frank and Night

  2. Student Population • Ages: 13-15 Grade: 9-10 • Race: 20% African American, 25% Latino, 35% White, 15% Asian, 5% Other • Gender: 55% female, 45% male • Language: 10% not “FEP’ed” (2 Ukanian, Hmong) • General reading level: Struggling: 5th grade Not struggling: 8th grade

  3. Topic of Study • English, language arts • Year-long goal: to invite students to passionately engage with human experience through literature; to significantly increase reading and writing skills • Unit goal: to provoke and sustain critical thinking about our world and ourselves by reading and writing about holocaust literature

  4. Background knowledge • Non-Jewish students • September 11 provides some parallel • Immigrant students may have firsthand experience • Journal writing and memory

  5. Materials • Night,Elie Wiesel • The Diary of a Young Girl:The Definitive Edition, Anne Frank et al. • MAUS: A Survivor’s Tale, Volumes I and II, Art Spiegelman • The Sunflower, Simon Wiesenthal • USHMM Identification Cards (37)

  6. How materials chosen • Fry readability graph for text difficulty DAF: 7.1; Night: 8.5; MAUS: 2.8; S: 7.1 • The Diary…13 y.o. author; emotionally gripping; CA reading list; copies for each • Night…12-15 y.o., Nobel-prize winner’s; emotionally disturbing; content challenges • Maus…graphic novel; provacative content • Sunflower…essays; philosophical; abstract

  7. Literacy diet • Comprehension: Jot down all questions raised by section of literary text • Writing: Reread text and then write response to question (essay or reflection) • Word Study: Vocabulary notebooks; word sort (for example: historical, Jewish and Nazi terminology) • Fluency: Miholic inventory; teach strategies

  8. Comprehension building • Pre-reading: KWL, CLOZE on history leading up to holocaust • During reading: Reading response journals; “write-along;” levels of questioning • Post-reading: Creating storyboard for “Public Service Announcement” on children’s rights during wartime; Reader-Writer Poster

  9. Graphic organizers TIMELINE • Compare Elie and Your Choice • Elie • . • Prisoner X • KWL: to assess prior knowledge, arouse interest • TIMELINE: holocaust & each character’s • VENN: compare Elie and Prisoner X from account of choice 6/12/29 1933 6/29/42 7/42 7/6/42 8/4/44 9/2/44 • Anne born Family moves Anne gets diary Frank family moves to “secret annex” Ann sent to Auschwitz • Frankfurt,Germany to Amsterdam Margot gets call to report to transit camp Franks arrested • VENN Elie Both interned Children Prisoner X

  10. Assessment Ex: Reader-Author Poster • Reader-Writer Poster Rubric (Formal) • PSA Rubric (Formal) • Exam--short answer essay (Formal) • Whole-class discussion/questions

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