UBD Unit Template

Unit Theme. Subject and Grade: Holocaust Research Subject 8th grade English

Curriculum Reading Standards

Standards
RL:8:1-Cite textual evidence that most strongly supports an
analysis of what the text says explicitly as well as inferences
drawn from the text.

RL:8:2-Determine a theme or central idea of a text and

analyze its development over the course of the text,
including its relationship to the characters, setting, and plot;
provide an objective summary of the text.

RL:8:4-Determine the meanings of words and phrases as

they are used in a text, including figurative and connotative
meanings; analyze the impact of specific word choices on
meanings; analyze the impact of specific word choices on
meaning and tone, including analogies or allusions to other
texts.

RL:8:9-Analyze how a modern work of fiction draws on

themes, patterns of events, or character types from myths
traditional stories, or religious works such as the Bible,
including describing how the material is rendered new.

RI:8:10-By the end of the year, read and comprehend literary

nonfiction at the high end of the grades 6-8 text complexity
band independently and proficiently.

Writing Standards

W:8:2-Write informative/explanatory texts to examine a topic

and convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content.

W:8:4-Produce clear and coherent writing in which the

development, organization, and style are appropriate to task,
purpose, and audience.

W:8:7-Conduct short research projects to answer a question

drawing on several sources and generating additional
related, focused questions that allow for multiple avenues of
exploration.

W:8:8-Gather relevant information from multiple print and

digital sources, using search terms effectively.
 W:8:9-Draw evidence from literary or informational texts to
support analysis, reflection, and research.

W:8:10 Write routinely over extended time frames for a

range of discipline-specific tasks, purposes, and audiences.

Speaking and Listening

SL:8:1- Engage effectively in a range of collaborative

discussions with diverse partners, etc.

SL:8:5- Integrate multimedia and visual displays into

presentations

Language
L:8:1-Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking

L:8:2-Demonstrate command of conventions of standard

English capitalization, punctuation, and spelling when
writing.

L:8:3-Use knowledge of language and its conventions when

writing, speaking, reading, or listening.

Understanding 1: Remembering is essential

s 2: Survival is key
3: Effective arguments aid in helping others see my point of view

Essential 1: Is survival at all cost humane?

Questions 2: How does a character change of time in the course of the text (how does
his will to survive change him)?
3: How does the Holocaust still impact us today?
Student will What the impact of the Holocaust is on the world both then and now.
know How a character can change throughout the course of a text

Students will Identify a claim, counter-claim, evidence and explanation of evidence.

be able to Reflect upon their funds of knowledge

Assessments Students will take a pre-assessment

Students will take a post assessment
Formative assessments: comprehension checks at the end of sections/
chapters.
Formative assessments: Claim Practice.
 Slide show of Persecution Assignment: In groups students will research a
group that preformed an illegal action, they will create a claim, find
evidence and explain their evidence. They will make a connection to
Prisoner B-3087 with their groups actions.
Webquest: Holocaust Live-binders
Map of Europe- Concentrations camps
Illustrated timeline of Jewish History
Class discussions
Exit tickets: reflections on the book, how Yanek is changing, how does his
will to survive fight with his desire to not allow the Nazis to change the
person he is, his values and beliefs about himself and the world.
How was the Doing the pre-assessment gave me insight into students learning and what
unit changed funds of knowledge they had about the holocaust, and what vocabulary
since your pre- needed to be taught. I also found that I needed to review the argument
planning based format and teach and model explicitly what a claim is and what the
on the difference between an arguable claim and one that is not.
information
gleaned from
the pre-
assessment and
knowledge of
students?
Daily Lesson Plan/ Learning Guide Day 3
Course, Unit English
Theme and Grade Holocaust and Argument
Level 8th grade
Reading Standards
Utah State Core
Standard and RL:8:1-Cite textual evidence that most strongly supports an analysis of what the text says explicitly as well as
inferences drawn from the text.
Objective
RL:8:2-Determine a theme or central idea of a text and analyze its development over the course of the text,
including its relationship to the characters, setting, and plot; provide an objective summary of the text.

RL:8:4-Determine the meanings of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of specific word choices on meanings; analyze the impact of
specific word choices on meaning and tone, including analogies or allusions to other texts.

RL:8:9-Analyze how a modern work of fiction draws on themes, patterns of events, or character types from
myths traditional stories, or religious works such as the Bible, including describing how the material is
rendered new.

RI:8:10-By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text
complexity band independently and proficiently.

Writing Standards

W:8:2-Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.

W:8:4-Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience.

W:8:7-Conduct short research projects to answer a question drawing on several sources and generating
additional related, focused questions that allow for multiple avenues of exploration.

W:8:8-Gather relevant information from multiple print and digital sources, using search terms effectively.

W:8:9-Draw evidence from literary or informational texts to support analysis, reflection, and research.

W:8:10 Write routinely over extended time frames for a range of discipline-specific tasks, purposes, and
audiences.

Speaking and Listening

SL:8:1- Engage effectively in a range of collaborative discussions with diverse partners, etc.

SL:8:5- Integrate multimedia and visual displays into presentations

Language

L:8:1-Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking

L:8:2-Demonstrate command of conventions of standard English capitalization, punctuation, and spelling

when writing.

L:8:3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Essential 1: Is survival at all cost humane?

Questions 2: How does a character change of time in the course of the text (how does
his will to survive change him)?
3: How does the Holocaust still impact us today?
How do In looking at the Holocaust students prior knowledge will be used to help
activities, them make connections between them and their experiences today. Today
materials etc. we will begin reading Prisoner B-3087.
Connect with Todays lesson will reflect upon the idea of is survival at all cost humane.
students prior Its the idea that We must choose do we all perish or only a few. Class
knowledge? Discussion today will be about the idea that people make choices based on
their experiences that we may not fully understand others choices, but in
this instant, we begin to see the idea that survival will be at a great cost to
others.

Assessments
(Formative Argument Claim graphic organizer
and/or Chapter comprehension questions
Summative)
Learning 20 Minutes- Finish Up timelines
Activities(Includ 25 Minutes- read/listen to chapters 7 and 8 answer comprehension
e description and questions. (encourage students to return to the text to locate answers to
time frames for questions. Complete sentences, good grammar and punctuation)
each activity) Chapter 7 questions:
The Nazis carry out the sick and older people out of the hospital and kill
them in the streets. What do you think that this move helped them to
accomplish?
Who do you think tried to come up to the familys rooftops while they
were in the chicken coop?
7,000 Jews were taken away. How many students attend our school? How
many schools would you have to have in order to get 7,000 students?
Chapter 8
How does Yaneks decision to go to a friends house after work change the
way this story is written?
What do you think happened to Yaneks family?
Why does Yanek make the decision to survive on his own?

25 Minutes- Claim Practice-Argument questions graphic organizer:

Which is better, that forty thousand of us remain, or that the whole
populations perish? We must choose! Do you agree or disagree with this
statement? (this is question is a difficult one it requires students to think
and make a judgment call that will aid in survival or will lead to death.
Class discussion: what is the cost of survival? Is it humane to do whatever
it takes to survive)?

Accommodations Students may pick a partner to work with on this graphic organizer. This
made for will allow students to pick someone that they feel comfortable working
struggling and with. Monitor students for complete ideas.
accelerated Struggling Learners: Have them do the claim, and one piece of evidence
learners from the book.
(grouping
patterns, content,
literacy
strategies)
Resources Prisoner B-3087
Appleslices4th.blogspot.com( Chapter questions)
United States Holocaust Memorial Museum
teachers pay teachers- ( argument organizers)

How has the prior In looking at how students reacted to the notes about Jewish persecution,
days instruction many were upset that nobody did anything sooner to help the Jewish
shaped your people.
instruction? Todays lesson should students come to realize that survival is key and
doing what it takes to survive is often at the cost of others.
Learning Day 1: Pre-assessment
Activities Intro to EQ: Is survival at all cost humane? (define humane)
Webquest and Map
Day 2: Finish Webquest
Introduce vocabulary: Stereotyping, discrimination, prejudice, Aryan, anti-
semantic (Semitism), The Third Reich, genocide, Kristallnacht, bar
mitzvah,
Day 3:
Before reading: Look at the cover What do you predict this book is about?
Why?
Open the first page. What do you think is going to happen in Krakow,
Poland? What do the dates and place tell you?
The book is dedicated to Jack, who survived Who do you think Jack is?
Read chapters 1-4 of Prisoner B-3087
Argument question graphic Organizer: And for the first time in my life, I
had begun to doubt my father. Is it ever okay to doubt authority?
Comprehension Check #1(stopping at the end of each chapter to answer
questions with a partner each partner should answer the questions on their
own paper)
Chapter #1
Who is Hitler?
Where do Yanek and his family live?
Who invades the town? Why?
Yanek says that he would have done more if he had known what the next 6
years would be. What are some things youre grateful in your own life?
Who do you think us means in the last word of the chapter?
Chapter #2
What are the laws that are set of the Jewish people?
What is the punishment for breaking these laws?
Chapter 3
In your opinion. What type of people are the Nazis?
How would you handle the changes being made for the Jews in Krakow?
Which character in the book do you relate to the most?
Chapter 4
Where do Yanek and his father go in the middle of the night? Why would
they risk their lives for this?
What is a Zloty?
Day 4:
Notes on Jewish Persecution: review with students.
Assignment: Create an illustrated timeline
Read Chapters 5-6
Chapter Questions:
Chapter 5
Why do you think Yaneks mother froze when the Judenrat and the Nazis
came to their apartment?
Why do you think the Nazis let Yaneks family stay?
Chapter 6
How does Yanek celebrate his 13th birthday?
Yaneks Dad shares this quote with him, Life is but a river. It has no
beginning, no middle and no end. All we are, all we are worth, is what we
do while we float upon it. How we treat our fellow man. What was his
reason of purpose for sharing this quote?
Day 5
Finish up timelines
Read chapters 7-8
Claim Practice: Argument questions graphic organizer: :Which is better,
that forty thousand of us remain, or that the whole populations perish? We
must choose! Do you agree or disagree with this statement?

Chapter 7 questions:
The Nazis carry out the sick and older people out of the hospital and kill
them in the streets. What do you think that this move helped them to
accomplish?
Who do you think tried to come up to the familys rooftops while they were
in the chicken coop?
7,000 Jews were taken away. How many students attend our school? How
many schools would you have to have in order to get 7,000 students?
Chapter 8
How does Yaneks decision to go to a friends house after work change the
way this story is written?
What do you think happened to Yaneks family?
Why does Yanek make the decision to survive on his own?

Post Assessment: