Grade: 8
Quarter 3: Week 1-Week 4
Gary CSC School District
English Language Arts Standards Guide
Indiana Academic State Standards
Unit : Holocaust
Quarter _3__ District Benchmarks
Week 1-Week 4 Suggested Anchor Text(s)
Night by Elie Wiesel
“The Diary of Anne Frank Act I and Act II” Prentice Hall Literature
“Introduction to the Holocaust” Holocaust Encyclopedia
The Boy in the Stripped Pajamas by John Boyne
Big Ideas
Essential Questions
Recognize the use and abuse of power along with the roles and
responsibilities of individuals, organizations, and nations when confronted
with civil rights violations and/or policies of genocide.
(Incorporate Real World Connections)
What choices do people make in the face of injustice? What choices do people make that allow
collective violence to happen? Who decides how laws or rules are applied? How can we ensure that
laws and rules are applied to everyone in the same way?
“I Can Statements”
ISTEP Level
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(8.RL.2.1) I can cite several pieces of text evidence that most strongly support analysis of what a text says explicitly as well as inferences
drawn from the text.
(8.RL.2.2 ) I can analyze the development of a theme or central idea over the course of a work of literature including its relationship to the
characters, setting, and plot.
(8.RL.2.2 ) I can provide a detailed summary that supports the analysis.
(8.RL.2.3) I can analyze how particular lines of dialogue or incidents in a work of literature propel the action, reveal aspects of a character, or
provoke a decision.
(8.RN.2.1) I can cite text evidence that most strongly supports an analysis of what a text says explicitly as well as inferences drawn from the
text.
(8.RN.2.2) I can analyze a central idea over the course of a text, including its relationship to supporting ideas.
(8.RN.2.2) I can provide a detailed, objective summary of the text.
(8.RN.2.3) I can analyze how a text makes connections and distinctions among individuals, events, and ideas.
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(8.RV.2.1) I can use context to determine or clarify the meaning of words and phrases.
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(8.RV.2.2) I can use the relationship between particular words (e.g., synonym/antonym) to better understand each of the words.
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(8.RV.2.3) I can distinguish among the connotations of words with similar denotations.
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(8.RV.2.5) I can select reference materials, both print and digital, to find the pronunciation of a word or determine or clarify its precise
meaning, part of speech, or origin.
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(8.RV.3.1) I can analyze the meaning of words and phrases as they are used in works of literature, including figurative and connotative
meanings.
(8.RV.3.1) I can analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
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(8.RV.3.2) I can determine the meaning of words and phrases as they are used in a nonfiction text, including figurative, connotative, and
technical meanings.
(8.RV.3.2) I can analyze the impact of a specific word choice on meaning and tone including analogies or allusions to other texts
(8.RV.3.3) I can interpret figures of speech (e.g. verbal irony, puns) in context.
(8.W.3.3) I can write narrative compositions in a variety of forms. My writing will:
1. Engage the reader by establishing a context and point of view and introducing a narrator and/or characters.
2. Organize an event sequence (e.g., conflict, climax, resolution) that unfolds logically, using a variety of transition words, phrases, and
clauses to show sequence from one time frame or setting to another.
3. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
4. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and
events.
5. Provide an ending that follows from and reflects on the narrated experiences or events.
Do (Verb)
Skill (Noun)
How?
Instructional Strategies
Cite (8.RL.2.1,8.RN.2.1)
What a text says explicitly
By referring to details and examples from the text.
Questioning
Text Mapping
Cooperative learning
Analyze(8.RL.2.2,8.RL.2.3 Key details from the text
8.RN.2.2,8.RN.2.3 )
Determine(8.RV.2.1,)
Meaning of words
Write(8.W.3.3)
A narrative composition
Subgroups
English
Learners
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By referring to details and examples from the text.
Questioning
Small group guided practice
Graphic organizers
Quick writes
By using context clues
Modeling through think alouds
Graphic organizers
Sorting activities
By introducing narrator/characters, organizing an event Narrative writing graphic organizer
sequence, using techniques such as dialogue, pacing,
Guided Practice
description and reflection; using precise words/phrases; Modeling
providing an ending.
Differentiation/Scaffolding
Identify cognates as they pertain to discussion/reading selections. Identify multiple meaning words from text. Provide visual representation of
unfamiliar terms when available. Activate/build background knowledge through introduction of lesson(s) that incorporate both discussion and visuals.
Model proper responses both oral and written.
Tier I (Below)
Activate/build background knowledge through discussion and providing visuals. Have students represent their understanding through various modes:
orally, written, and non-linguistic representations. Implementation of cooperative learning small group learning activities.
Tier II (On)
Use of graphic organizers and active engagement learning strategies. Implementation of small group learning activities.
Tier III (GATE)
Extend learning activities to incorporate creation /real world application relative to the topic/theme.
Reading Selection(s): Unit 5- Holocaust
Text Complexity Range:
Suggested Anchor Texts:
Night by Elie Wiesel
Informational
570L
“The Diary of Anne Frank Act I and
Act II” Prentice Hall Literature
Informational
Lexile N/A
“Introduction to the Holocaust”
Holocaust Encyclopedia
Informational
Lexile N/A
The Boy in the Stripped Pajamas by
John Boyne
Literary
1080L
8th Grade
955
1155
Despite warnings about German
The events take place in Amsterdam, Provides readers with an initial
The Boy in the Striped Pajamas is a
intentions towards Jews, Elizer’s
Holland, during the years of World understanding of what the
fictional tale of the unlikeliest of
family and other Jews in the small
War II and immediately thereafter. Holocaust was, how the “final
friends: the son of a Nazi commandant
town of Sighet fail to flee the country The scenery remains the same
solution” was carried out and how it and a Jewish concentration camp
when they had the chance. As a
throughout the play. It is the top floor finally ended.
inmate. The novel, set in Nazi
result the entire Jewish population is of a warehouse and office building in
Germany, begins when nine-year-old
sent to concentration camps. Elizer Amsterdam. There are three rooms
Bruno and his family must move from
struggles to survive against starvation on the top floor and a small attic
their home in Berlin to a new house in
and abuse.
space, accessed by a narrow flight of
an unfamiliar place. Bruno comes upon
stairs up the back. The Frank Family
a fence that he follows until he sees a
and the Van Daan Family would stay
young boy sitting on the other side of
here in hiding from the Nazis.
the fence. The shoeless boy is wearing
striped pajamas and a cloth cap. Bruno
also notices that the boy is wearing an
armband with a star on it. Bruno
makes fast friends with the boy,
Shmuel.
Self-Selected Text (teacher):
Suggested Supporting Media (e.g., Web addresses/URLs that support the implementation of your unit)
http://remember.org/
http://www.holocaustsurvivors.org/data.show.php?di=list&da=photos&so=title
http://www.oskarschindler.com/
http://annefrank.com/
Cross-Curricular Connections
Science
Social Studies
Mathematics
Research the nutritional needs of the average human on a Research key historical figures that came to the aid of Jewish Use problem solving skills to determine a mathematical
daily basis to sustain life and compare/contrast that to what people during the Holocaust.
method of graphically representing the number 6 million that
was given to Jewish people in concentration camps.
represents the Jewish lives lost in the Holocaust.
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