The Holocaust 5-Day SIOP Lesson Plan

Calendar Summary of Activities for 5-Day Lesson on the Holocaust Day 1 Activity Students will be given a handout of a timeline of the Holocaust and key people involved in the war. From this they will develop their own timeline in a way that is easiest for them to understand and write down the key people in their glossary journal Day 2 Activity Students will learn about the propaganda used during the Holocaust and WWII. They will then create a political cartoon based on the information they obtained. Day 3 Activity Students will spend today learning about the biggest concentration camp that the Jews were sent to during The Holocaust; Auschwitz. During this time they will go on a virtual tour of Auschwitz. I obtained this tour through remember.org. A very credible website dedicated to educating the youth about The Holocaust. Day 4 Activity Students will have a map of Europe and with the use of yarn and thumbtacks, place the thumbtacks on areas where there were major concentration camps and connect them together using yarn, this will show the students how much of Europe was taken over. Day 5 Activity Students will spend today creating a collage of Marcel Solliliage and The French Underground organization. These two subjects were huge pieces in the book The Butterfly. This collage should have pictures with one-sentence captions underneath each photograph

SIOP LESSON PLAN DAY 1: HOLOCAUST TIMELINE

Date: July 2, 2011 Grade/Class/Subject: Grade 6/Social Unit/Theme: The Holocaust Studies/Holocaust Content Objective(s): 1. Students will be able to correctly label a timeline of the Holocaust and include at least 8 major key events that took place during the time period. Language Objective(s): 1. Students will WRITE out a timeline of the Holocaust and define key people in the Holocaust in their glossary journal. 2. Students will be able to EXPLAIN why these key events took place and what each person did to contribute to each event. Nevada Standards: H4.[6-8].7 Identify the causes of World War II and the reasons for U.S. entry into the war.

Key Vocabulary: The Holocaust Hitler Nazi Jewish Star of David Concentration Camp Genocide

Preparation X Adaptation of content X Links to background Links to past learning X Strategies incorporated Integration of Processes X Listening X Speaking X Reading X Writing

X X X X X X X X X

SIOP Features Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement

Grouping Options X Whole Class Small groups Partners X Independent Assessment X Individual Group X Written Oral

Lesson Sequence: 1. To begin this five-day lesson I will read out loud a wonderful book by Patricia Polacco called, The Butterfly. This will begin the lesson for the day and will be used as a hook to get the students excited about the upcoming unit on the Holocaust. 2. After reading the book out loud, I will give each student a handout of a timeline of the Holocaust and key people involved in the war. 3. As a class we will go over the handout and I will answer any questions the students have. 4. From there, the students will develop their own timeline in a way that is easiest for them to understand. 5. They will then write down the key people involved in the war in their glossary journal. 6. We will then discuss as a class a couple of students timelines and why they chose to create theirs the way that they did. 7. Students will then turn their timelines in to me so I can go over them to make sure that they understood the assignment and to get some insight on where the students stand so far.

Supplementary Materials: The Butterfly by Patricia Polacco Holocaust timeline handout Pencil Paper Glossary Journal Reflections: I feel like the first day of this five-day lesson plan will go very well. I think the students will really enjoy the book The Butterfly by Patricia Polacco and it will get them hooked right away. I believe that using a time line for the first lesson will put the entire unit in to perspective for the students and it will get them excited for the information they are about to learn in the next few days. I think having the students make their own time line based off of a more advanced one will get them more engaged in the lesson and they will be able to understand the material they have been given much better. Overall, I think day one will be very successful.

SIOP LESSON PLAN DAY 2: Political Cartoon Date: July 2, 2011 Grade/Class/Subject: Grade 6/Social Unit/Theme: The Holocaust Studies/Holocaust Content Objective(s): 1. Students will be able to create a political cartoon based off of propaganda used during the Holocaust and WWII. Language Objective(s): 1. Students will WRITE out a sentence using political jargon to describe what is happening in their political cartoon.

2. Students will EXPLAIN in front of the class why they chose to create a cartoon with that specific political issue. 3. Students will LISTEN to their classmates as they explain their cartoons and give positive feedback to them. Nevada Standards: C15.[6-8].5 Identify propaganda and persuasion in political advertising and literature. C15.[6-8].4 Identify the influence of the media in forming public opinion.

Key Vocabulary: The Holocaust Hitler Nazi Jewish Star of David Concentration Camp Genocide Propaganda

Preparation X Adaptation of content X Links to background X Links to past learning X Strategies incorporated Integration of Processes X Listening X Speaking X Reading X Writing Lesson Sequence:

X X X X X X X X X

SIOP Features Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement

Grouping Options X Whole Class Small groups Partners X Independent Assessment X Individual Group X Written X Oral

1. I will begin the day by briefly discussing the timelines the students created yesterday. 2. After answering any questions or concerns the students have, I will pass out some handouts with information on propaganda that was used during the Holocaust and WWII. 3. From there, I will explain to the class how to create a political cartoon. 4. After answering any questions the students have, they will create their own political cartoon based on the propaganda information I passed out to them earlier. 5. Each student will stand up in front of the class and discuss their political cartoon. 6. They will be turned into me for a grade and passed back the next day.

Supplementary Materials: Propaganda handouts Pencil Paper Crayons Examples from previous classes Reflections: I remember political cartoons being one of my favorite parts of my history class. I believe that my students will really enjoy creating their very own political cartoon because it will be something they can put a lot of creativity and thought into, while learning about political language and propaganda at the same time.

SIOP LESSON PLAN DAY 3: Virtual Tour of Auschwitz Date: July 2, 2011 Grade/Class/Subject: Grade 6/Social Unit/Theme: The Holocaust Studies/Holocaust Content Objective(s): 1. Students will be able to fill out the handout on the tour of Auschwitz and get at least 16 out of the 20 questions correct. 2. Students will also be able to write down five things they found the most interesting during their virtual tour and share them out loud with the class. Language Objective(s): 1. Students will WRITE what they found to be the most important facts about the concentration camp Auschwitz and EXPLAIN in detail why they chose these five issues to discuss. Finally, they will LISTEN as their classmates talk out loud about their personal experiences from the virtual tour and give them positive feedback. Nevada Standards: (5) 8.4 A. Students will contribute to conversations and discussions about a given topic (e.g., share ideas and opinions) [NS 8.5.4] B. respond to questions to clarify and extend ideas [NS 8.5.4] C. ask relevant questions to clarify information and extend ideas [NS 8.5.4] D. take a leadership role in conversations and discussions [NS 8.5.4] E. distinguish between relevant and irrelevant information [NS 8.5.4] F. participate in an impromptu discussion (5) 7.5 A. Students will listen to and evaluate constructive feedback [PS/NS 7.5.5] B. provide constructive feedback [PS/NS 7.5.5]

Key Vocabulary: The Holocaust

Hitler Nazi Jewish Star of David Concentration Camp Genocide Auschwitz

X X X X

Preparation Adaptation of content Links to background Links to past learning Strategies incorporated

X X X X X X X X X

Integration of Processes X Listening X Speaking X Reading X Writing Lesson Sequence:

SIOP Features Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement

Grouping Options X Whole Class X Small groups Partners X Independent Assessment Individual Group Written Oral

X X X X

1. After handing back the students political cartoons and shortly reviewing what they have learned the past two days I will hand out some information on the largest concentration camp during the Holocaust, Auschwitz. 2. I will then take the students to the computer lab and introduce them to the website remember.org, where they will be taking a virtual tour of Auschwitz. 3. This virtual tour will be done independently and after they have completed it, each student will fill out the worksheet based on what they learned about Auschwitz during the tour. 4. When we get back to the classroom the students will be split into small groups where they will discuss what they saw during the tour. 5. Each group will write down five things that they found the most interesting and read them out loud in front of the class. 6. That will wrap up the lesson for the day. Supplementary Materials: remember.org. Auschwitz virtual tour Paper Pencil Handouts Reflections: I think that the virtual tour will be the students favorite lesson throughout this entire unit. I think they

will really enjoy using the computers and it will get them engaged and involved in the assignment. It will make the students feel like they are really seeing Auschwitz and not just reading about it, which is extremely important. Overall, I believe day 3 will be the students favorite and most engaging day.

SIOP LESSON PLAN DAY 4: Concentration Camp Map Date: July 2, 2011 Grade/Class/Subject: Grade 6/Social Unit/Theme: The Holocaust Studies/Holocaust Content Objective(s): 1. Students will be able to thumbtack each major concentration camp on the map of Europe (from a handout they will be given) with 90% accuracy. 2. Students will be able to use yarn to connect each camp together with 100% accuracy. Language Objective(s): 1. After labeling each concentration camp from the map they created, the students will WRITE out a short response of how they would feel if there were concentration camps in todays society. Nevada Standards: Geography 5.0 The World in Spatial terms Students use maps, globes, and other geographic tools and technologies to locate and extrapolate information about people, places, and environments. G5.5.6 Derive geographic information from photographs, maps, graphs, books, and technological resources.

Key Vocabulary: The Holocaust Hitler Nazi Jewish Star of David Concentration Camp Genocide Auschwitz

X X X X

Preparation Adaptation of content Links to background Links to past learning Strategies incorporated Integration of Processes

X X X X X

SIOP Features Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application

Grouping Options X Whole Class X Small groups Partners X Independent Assessment

X X X X

Listening Speaking Reading Writing

X X X X

Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement

X Individual X Group X Written Oral

Lesson Sequence: 1. After doing a short review on what the students have learned the past three days, I will split the class into small groups of four or five. 2. I will then give each group a map of Europe along with yarn and thumbtacks. 3. The students will then place a thumbtack on each area of Europe where major concentration camps were located. 4. After placing a thumbtack on each area, the students will use yarn to connect each thumbtack together, this will show the students how much of Europe was taken over by Nazi concentration camps. 5. Finally, I will have each student write a short response of how they would feel if there were concentration camps in todays society. Supplementary Materials: Map of Europe Yarn Thumbtacks Paper Pencil Handouts Reflections: I believe this lesson will be great for the students. It will help them learn about the world and will introduce them to basic map skills. It will help the students really understand where these events happened compared to where they live. It will also help them learn that even though these situations happened so far away, they are still important in our lives today.

SIOP LESSON PLAN DAY 5: Collage of Characters from The Butterfly Date: July 2, 2011 Grade/Class/Subject: Grade 6/Social Unit/Theme: The Holocaust Studies/Holocaust Content Objective(s): 1. Students will be able to create a collage using pictures and captions to describe the two major subjects in The Butterfly, Marcel Solliliage and The French Underground Organization. 2. Students will be able to share these posters in front of the class and will be able to describe each pictures caption in sufficient detail with at least 10 facts from the worksheets I passed out. Language Objective(s): 1. Students will WRITE out captions to each picture they put on the collage and each caption will show that they LISTENED and READ the handouts thoroughly.

2. Students will READ and EXPLAIN their collages out loud to the rest of the class. Nevada Standards: (5) 8.4 A. Students will contribute to conversations and discussions about a given topic (e.g., share ideas and opinions) [NS 8.5.4] B. respond to questions to clarify and extend ideas [NS 8.5.4] C. ask relevant questions to clarify information and extend ideas [NS 8.5.4] D. take a leadership role in conversations and discussions [NS 8.5.4] E. distinguish between relevant and irrelevant information [NS 8.5.4] F. participate in an impromptu discussion (5) 7.5 A. Students will listen to and evaluate constructive feedback [PS/NS 7.5.5] B. provide constructive feedback [PS/NS 7.5.5]

Key Vocabulary: The Holocaust Hitler Nazi Jewish Star of David Concentration Camp Genocide Auschwitz

Preparation X Adaptation of content X Links to background X Links to past learning X Strategies incorporated Integration of Processes X Listening X Speaking X Reading X Writing

X X X X X X X X X

SIOP Features Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement

Grouping Options X Whole Class X Small groups Partners X Independent Assessment Individual Group Written Oral

X X X X

Lesson Sequence: 1. Today will not be the last day of the unit, but it will be the fifth day. After once again doing a short review of what they have learned, I will bring out the book The Butterfly once again to remind students of the major character in the story, Marcel Solliliage and the French Underground Organization. 2. I will hand out some worksheets about Marcel Solliliage and The French Underground Organization, along with some pictures of each. 3. We as a class will have a discussion about both of these subjects, accompanied by a short

PowerPoint presentation of the material. 4. From there I will give the students a poster board with markers and they will use the pictures and information I gave them to create a collage of these two subjects. 5. Under each picture a one-sentence caption is required. 6. Finally, the students will share their collages with the rest of the class and discuss key features on each poster board. Supplementary Materials: Poster board Makers Pictures Paper Pencil Handouts Reflections: I think the students will really enjoy creating this collage. I believe that using pictures and captions to describe their work will be both creative and instructive at the same time. Although this is not the final day of the unit, it is a great wrap up to the book The Butterfly and it will allow them to gain more information about two key subjects of the Holocaust.