ELA 2019 G8:M3:U1

The Holocaust: Build Background Knowledge

Each unit is made up of a sequence of between 10-18 lessons. The Unit-at-a-Glance charts, available on the grade-level landing pages, break down each unit's lessons, showing CCS standards, agenda breakdown, daily learning targets, and ongoing assessments. The charts also indicate which lessons include mid- and end of unit assessments and the performance task.

View the unit overview

Lesson 1Discover Our Topic: The Holocaust
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – L.8.4b (5 minutes) 2. Work Time A. Infer the Topic – RI.8.1 (20 minutes) B. Introduce the Performance Task and Module Guiding Questions (10 minutes) 3. Closing and Assessment A. Launch Independent Research Reading – RI.8.10 (10 minutes) 4. Homework A. Read and Reflect: Students read and reflect on the guiding questions for the module and discuss them with their families. They should consider how the guiding questions make them feel. They can sketch or write about their ideas. B. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.	I can infer the topic of this module from the resources. (RI.8.1) I can select a research reading text that I want to read. (RI.8.10)	Opening A: Entrance Ticket (L.8.4b) Work Time A: Infer the Topic: I Notice/I Wonder note-catcher (RI.8.1)

Lesson 2Read a Graphic Novel and Build Background Knowledge
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – RL.8.1 (5 minutes) 2. Work Time A. Introduction: How to Read a Graphic Novel (10 minutes) B. Preview Maus I – RL.8.1 (10 minutes) C. Read Maus I, Chapter 1 (15 minutes) 3. Closing and Assessment A. Exit Ticket: Text-Dependent Questions, Maus I, Chapter 1 – RL.8.3 (5 minutes) 4. Homework A. Preread “The Holocaust: An Introductory History”: Students preread Homework: “The Holocaust: An Introductory History” in preparation for reading the text in the next lesson.	I can read a text in graphic novel format. I can answer questions about a text and cite evidence to support my analysis. (RL.8.1)	Opening A: Entrance Ticket (RL.8.1) Work Time C: Gist on sticky notes, Maus I, chapter 1 Closing and Assessment A: Exit Ticket: Unit 1, Lesson 2 (RL.8.3, RL.8.4)

Lesson 3Read “The Holocaust: An Introductory History”
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner (5 minutes) 2. Work Time A. Introduce the Holocaust Glossary – L.8.4c (10 minutes) B. Read “The Holocaust: An Introductory History” – RI.8.4 (25 minutes) 3. Closing and Assessment A. Pair Share: Build Background Knowledge – SL.8.1 (5 minutes) 4. Homework A. Preread Anchor Text: Students preread Maus I, chapter 1 in preparation for studying this chapter in the next lesson.	I can deepen my understanding of the Holocaust by determining the meaning of words and phrases using a glossary. (RI.8.4, L.8.4c)	Opening A: Entrance Ticket Work Time A: Holocaust Glossary (L.8.4c) Work Time B: "The Holocaust: An Introductory History" note-catcher (RI.8.4, L.8.4c)

Lesson 4Close Read: Maus I, Pages 11–23
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – RL.8.4 (5 minutes) 2. Work Time A. Close Read: Maus I, Pages 11–23 – RL.8.3 (20 minutes) B. Culminating Task – RL.8.3 (10 minutes) 3. Closing and Assessment A. Track Gist, Plot, and Character – RL.8.2 (10 minutes) 4. Homework A. Preread Anchor Text: Students preread Maus I, chapter 2 in preparation for studying this chapter in the next lesson.	I can analyze how dialogue between characters and incidents in Maus I reveal aspects of Vladek's character or provoke a decision. (RL.8.1, RL.8.3) I can analyze how specific word choices impact meaning and tone in Maus I. (RL.8.1, RL.8.4) I can track gist, plot, and characterization in Maus I. (RL.8.2)	Opening: Entrance Ticket (RL.8.4) Work Time A: Close Reading note-catcher (RL.8.1, RL.8.3, RL.8.4) Work Time B: Culminating Task (RL.8.3, RL.8.4)

Lesson 5Maus I: Dialogue, Tone, and Character
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – L.8.4 (5 minutes) 2. Work Time A. Read Maus I, Chapter 2: Track Gist and Plot (15 minutes) B. Language Dive: Maus I, Chapter 2 – RL.8.4 (10 minutes) 3. Closing and Assessment A. Text-Dependent Questions and Characterization – RL.8.3 (15 minutes) 4. Homework A. Preread Anchor Text: Students preread chapter 3 in Maus I in preparation for reading the chapter in the next lesson.	I can analyze how dialogue between characters and incidents in Maus I reveal aspects of character or provoke a decision. (RL.8.1, RL.8.3) I can analyze how specific word choices impact meaning and tone in Maus I. (RL.8.1, RL.8.4) I can track gist, plot, and characterization in Maus I. (RL.8.2)	Opening A: Entrance Ticket (L.8.4) Work Time A: Gist on sticky notes, Maus I, chapter 2 Work Time B: Language Dive: Maus I, Page 36, Panel 3 note-catcher (RL.8.3, RL.8.4, L.8.1b, L.8.3a) Closing and Assessment A: Text-Dependent Questions, Maus I, chapter 2 (RL.8.3, RL.8.4)

Lesson 6Maus I: Dialogue, Tone, and Character (cont.)
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – L.8.4 (5 minutes) 2. Work Time A. Read Maus I, Chapter 3: Track Gist and Plot – RL.8.1 (15 minutes) B. Text-Dependent Questions: Character and Theme – RL.8.3 (20 minutes) 3. Closing and Assessment A. Sketch Graphic Panels (5 minutes) 4. Homework A. Revise Graphic Panels: Students continue to sketch out their ideas for their graphic panel representing them asking Vladek a question. B. Preread Anchor Text: Students preread chapter 4 in Maus I in preparation for reading the chapter in the next lesson.	I can analyze how dialogue between characters and incidents in Maus I reveal aspects of character or provoke a decision. (RL.8.1, RL.8.3) I can analyze how specific word choices impact meaning and tone in Maus I. (RL.8.1, RL.8.4) I can track gist, plot, characterization, and emerging theme ideas in order to track the development of theme in Maus I. (RL.8.2)	Opening A: Entrance Ticket (L.8.4, RL.8.4) Work Time A: Gist on sticky notes, Maus I, chapter 3 Work Time B: Text-Dependent Questions, Maus I, chapter 3 (RL.8.3, RL.8.4)

Lesson 7Mid-Unit 1 Assessment: Analyze Character, Dialogue, and Word Choice: Maus I, Chapter 4
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner (5 minutes) 2. Work Time A. Read Maus I, Chapter 4 (10 minutes) B. Mid-Unit 1 Assessment: Analyze Character, Dialogue, and Word Choice: Maus I, Chapter 4 – RL.8.3 (20 minutes) 3. Closing and Assessment A. Track Gist, Plot, Character, and Emerging Theme: Maus I, Chapter 4 – RL.8.2 (10 minutes) 4. Homework A. Preread Anchor Text: Students preread chapter 5 in Maus I in preparation for reading the chapter in the next lesson. B. Analyze Voice: Students complete Homework: Selected and Constructed Response Questions: Analyze Voice: Maus I, Chapter 5 to answer questions about active and passive voice.	I can analyze how dialogue between characters and incidents in Maus I reveal aspects of character or provoke a decision. (RL.8.1, RL.8.3) I can analyze how specific word choices impact meaning and tone in Maus I. (RL.8.1, RL.8.4) I can track characters, plot, and emerging themes in order to track the development of theme in Maus I. (RL.8.2)	Opening A: Entrance Ticket Work Time A: Gist on sticky notes Work Time B: Mid-Unit 1 Assessment: Analyze Character, Dialogue, and Word Choice: Maus I, Chapter 4 (RL.8.1, RL.8.3, RL.8.4, RL.8.10)

Lesson 8Analyze a Model Whole-Book Literary Summary
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – RL.8.2 (5 minutes) 2. Work Time A. Read Maus I, Chapter 5 (15 minutes) B. Track Gist, Plot, Character, and Theme: Maus I, Chapter 5 – RL.8.2 (15 minutes) 3. Closing and Assessment A. Analyze a Model Whole-Book Literary Summary – RL.8.2 (10 minutes) 4. Homework A. Preread Anchor Text: Students preread chapter 6 in Maus I in preparation for reading the chapter in the next lesson.	I can track characters, plot, and emerging themes in Maus I. (RL.8.2) I can identify characteristics of an effective whole-book literary summary. (RL.8.1, RL.8.2)	Opening A: Entrance Ticket Work Time A: Gist on sticky notes Closing and Assessment A: Analyze a model whole-book literary summary (RL.8.1, RL.8.2)

Lesson 9Plan a Whole-Book Literary Summary of Maus I
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – RL.8.2 (5 minutes) B. Mini Language Dive: Model Whole-Book Literary Summary – L.8.3a (5 minutes) 2. Work Time A. Read Maus I, Chapter 6 (15 minutes) B. Track Gist, Plot, Character, and Theme: Maus I, Chapter 6 – RL.8.2 (10 minutes) 3. Closing and Assessment A. Plan a Model Whole-Book Literary Summary – RL.8.2 (10 minutes) 4. Homework A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.	I can form and use active and passive voice to achieve particular effects. (L.8.1b, L.8.3a) I can track characters, plot, and emerging themes in Maus I. (RL.8.2) I can plan an effective literary (whole-book) summary of Maus I. (RL.8.1, RL.8.2)	Opening A: Entrance Ticket (RL.8.2) Opening B: 5-Minute Mini Language Dive note-catcher (L.8.1b, L.8.3a) Work Time A: Gist on sticky notes Closing and Assessment A: Whole-Book Literary Summary Writing Plan graphic organizer (RL.8.1, RL.8.2)

Lesson 10End of Unit 1 Assessment: Analyze Passive Voice and Active Voice and Summarize Maus I
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner (5 minutes) 2. Work Time A. End of Unit 1 Assessment: Analyze Passive Voice and Active Voice and Summarize Maus I (20 minutes) B. Discuss Development of Theme in Maus I – RL.8.2 (10 minutes) 3. Closing and Assessment A. Share Independent Research Reading – RI.8.10 (10 minutes) 4. Homework A. Determine Gist: Students complete Homework: Read a Poem and Determine Gist.	I can use the passive voice in my writing. (L.8.1b, L.8.3a) I can write an effective literary summary of a novel. (RL.8.1, RL.8.2)	Opening A: Entrance Ticket Work Time A: End of Unit 1 Assessment: Analyze Passive Voice and Active Voice and Summarize Maus I (RL.8.1, RL.8.2, W.8.9a, W.8.10, L.8.1b, L.8.3a)

EL Education Curriculum

ELA 2019 G8:M3:U1

The Holocaust: Build Background Knowledge

Lesson 1Discover Our Topic: The Holocaust

Lesson 2Read a Graphic Novel and Build Background Knowledge

Lesson 3Read “The Holocaust: An Introductory History”

Lesson 4Close Read: Maus I, Pages 11–23

Lesson 5Maus I: Dialogue, Tone, and Character

Lesson 6Maus I: Dialogue, Tone, and Character (cont.)

Lesson 7Mid-Unit 1 Assessment: Analyze Character, Dialogue, and Word Choice: Maus I, Chapter 4

Lesson 8Analyze a Model Whole-Book Literary Summary

Lesson 9Plan a Whole-Book Literary Summary of Maus I

Lesson 10End of Unit 1 Assessment: Analyze Passive Voice and Active Voice and Summarize Maus I

Get updates about our new K-5 curriculum as new materials and tools debut.

Help us improve our curriculum.