ELA 2019 G8:M3:U2

The Holocaust: Voices of Victims and Survivors

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 1Write an Informative Essay: Analyze a Model
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – W.8.2 (5 minutes) 2. Work Time A. Read and Analyze a Model – W.8.2 (15 minutes) B. Analyze Criteria: Informative Writing Checklist – W.8.4 (10 minutes) C. Introduce Gerunds and Infinitive Phrases – L.8.1a (10 minutes) 3. Closing and Assessment A. Debrief: Analyze Text Structures – RL.8.5 (5 minutes) 4. Homework A. Answer Constructed and Selected Response Questions: Students complete Homework: Gist, Theme, and Infinitive Phrases to answer selected and constructed response questions about language and meaning in “Often a Minute” and the model essay.	I can identify the parts of a model literary analysis essay and explain the purpose of each. (W.8.2) I can determine criteria for an effective literary analysis essay. (W.8.2, W.8.4) I can explain the function of gerund and infinitive phrases. (L.8.1a)	Opening A: Entrance Ticket Work Time A: Annotated, color-coded Model Literary Analysis Essay: Relationship of Structure to Meaning (W.8.2, W.8.4) Work Time B: Annotated Informative Writing Checklist (W.8.2, W.8.4) Work Time C: Selected and Constructed Response Questions: Gerund and Infinitive Phrases (L.8.1a)

Lesson 2Close Read: “Often a Minute”
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – RL.8.5 (5 minutes) 2. Work Time A. Close Read: “Often a Minute” – RL.8.4 (20 minutes) B. Language Dive: “Often a Minute” Lines 15–16 – RL.8.4 (10 minutes) 3. Closing and Assessment A. Group Discussion: Structure and Theme: Maus I – RL.8.5 (10 minutes) 4. Homework A. Read a Poem and Answer Questions: Students complete Homework: Language, Structure, and Theme to answer questions about “Often a Minute” and Maus I.	I can determine the theme of a new poem and analyze its development over the course of the text. (RL.8.2) I can identify structural elements of a text and analyze how the structure contributes to its meaning and style. (RL.8.5) I can determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings, and analyze the impact of specific word choices on tone and meaning. (RL.8.4, L.8.5)	Opening A: Entrance Ticket Work Time A: Close Read: "Often a Minute" note-catcher (RL.8.1, RL.8.2, RL.8.4, RL.8.5, L.8.5) Work Time B: Language Dive note-catcher (RL.8.4, L.8.1a, L.8.5a)

Lesson 3Write an Informative Essay: Plan Introduction and Body Paragraphs
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – L.8.1a (5 minutes) 2. Work Time A. Introduce the Literary Analysis Essay Prompt – W.8.4 (5 Minutes) B. Analyze a Model and Plan Introduction – W.8.2a (10 minutes) C. Analyze a Model and Plan Proof Paragraphs 1a and 1b – W.8.2b (20 minutes) 3. Closing and Assessment A. Pair Share: Evidence and Elaboration – W.8.5 (5 minutes) 4. Homework A. Read a Poem and Answer Questions: Students complete Homework: Structure and Meaning: “The Owl” to answer selected and constructed response questions about structure and meaning.	I can identify the purpose of each part of the introduction of a model literary analysis and use this understanding to plan the introduction of my own literary analysis. (W.8.2) I can identify the structure and purpose of each part of a Proof Paragraph and use this understanding to plan the Proof Paragraphs of my own literary analysis. (W.8.2)	Opening A: Entrance Ticket Work Times B and C: Informative Writing Plan graphic organizer (W.8.2) Work Time C: Analyze a Model: Proof Paragraphs 1a and 1b (W.8.2) Closing and Assessment A: Informative Writing Checklist (W.8.2)

Lesson 4Write an Informative Essay: Plan Body Paragraphs and Conclusion
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner (5 minutes) 2. Work Time A. Analyze a Model and Plan Proof Paragraphs 2a and 2b – W.8.2b (20 minutes) B. Analyze a Model and Plan Conclusion – W.8.2f (10 minutes) 3. Closing and Assessment A. Pair Share: Introduction and Conclusion – W.8.2 (10 minutes) 4. Homework A. Read a Poem and Answer Questions: Students complete Homework: Structure and Theme: “In Flanders Fields” to answer selected and constructed response questions about language, structure, and meaning.	I can identify the structure and purpose of each part of a Proof Paragraph and use this understanding to plan the Proof Paragraphs of my own literary analysis. (W.8.2b) I can identify the purpose of each part of the conclusion of a model literary analysis and plan the conclusion of my own literary analysis. (W.8.2f)	Work Time A: Analyze a Model: Proof Paragraphs 2a and 2b (W.8.2) Work Times A and B: Informative Writing Plan graphic organizer (W.8.2, W.8.2f, W.8.5) Closing and Assessment A: Informative Writing Checklist (W.8.2)

Lesson 5Draft an Informative Essay and Peer Critique (Lessons 5-6)
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – W.8.2a (10 minutes) 2. Work Time A. Draft Informative Essay – W.8.2 (45 minutes) B. Peer Critique – W.8.5 (20 minutes) 3. Closing and Assessment A. Revise Informative Essay – W.8.5 (15 minutes) 4. Homework A. Read a Poem and Answer Questions: Students complete Homework: Structure and Theme: “We Wear the Mask” to answer selected and constructed response questions about text and structure.	I can write an explanatory essay to examine and analyze the structure of two texts and the impact of structure on theme. (RL.8.5, W.8.2) I can give kind, helpful, and specific feedback to my partner. (W.8.5, SL.8.1) I can revise my writing based on peer feedback. (W.8.5)	Opening A: Entrance Ticket Work Time A: Informative Writing Checklist (W.8.2) Work Time A: Informative Writing Plan graphic organizer (W.8.2)

Lesson 7Mid-Unit 2 Assessment: Compare and Contrast Structure and Meaning in a New Poem and Maus I
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner (5 minutes) 2. Work Time A. Mid-Unit 2 Assessment: Compare and Contrast Structure and Meaning in a New Poem and Maus I (30 minutes) 3. Closing and Assessment A. Collaborative Discussion – RL.8.2 (10 minutes) 4. Homework A. Preread Text: Students complete Homework: Preread “Abe’s Story: Excerpts and Synopsis” in preparation for studying the text in the next lesson.	I can determine the theme of a new poem and analyze its development over the course of the text. (RL.8.2) I can compare and contrast how the structural elements of two texts contribute to their meaning. (RL.8.5) I can determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings, and analyze the impact of specific word choices on tone and meaning (RL.8.4, L.8.5)	Opening A: Entrance Ticket Work Time A: Gist on sticky notes Work Time A: Compare and Contrast Structure and Meaning in a New Poem and Maus I (RL.8.1, RL.8.2, RL.8.4, RL.8.5, RL.8.10, L.8.1a, L.8.5a)

Lesson 8Voice from the Ghettos
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – L.8.1c (5 minutes) 2. Work Time A. Read Excerpt of “Abe's Story: Excerpts and Synopsis” and Track Gist, Plot, Character, and Theme – RL.8.2 (20 minutes) B. Write an Objective Summary: Excerpt of “Abe's Story: Excerpts and Synopsis” – RL.8.2 (10 minutes) 3. Closing and Assessment A. Grammar Mini Lesson – L.8.1c (10 minutes) 4. Homework A. Answer Questions: Verb Mood and Voice: Students complete Homework: Verb Mood and Voice: Abe’s Story to answer selected response questions about verb mood and voice. B. Preread Text: Students complete Homework: Preread Night, Pages 23–24 in preparation for studying the text in the next lesson.	I can determine a theme and analyze its development in an excerpt of "Abe's Story: Excerpts and Synopsis." (RL.8.1, RL.8.2) I can write an objective summary of an excerpt of "Abe's Story: Excerpts and Synopsis." (RL.8.2) I can use verbs in different moods to achieve particular effects. (L.8.1c, L.8.3a)	Opening A: Entrance Ticket Work Time A: Track Gist, Plot, Character, and Theme: "Abe's Story: Excerpts and Synopsis" (RL.8.1, RL.8.2, RL.8.3) Work Time B: Objective Summary: "Abe's Story: Excerpts and Synopsis" (RL.8.1, RL.8.2) Closing and Assessment A: Verb Mood organizer (L.8.1c, L.8.3a)

Lesson 9Voice from the Trains
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – L.8.1c (5 minutes) 2. Work Time A. Read Excerpt from Night, Pages 23–24, and Identify Development of Theme – RL.8.2 (20 minutes) B. Write an Objective Summary: Excerpt from Night, Pages 23–24 – RL.8.2 (10 minutes) 3. Closing and Assessment A. Selected and Constructed Response Questions: Verb Mood and Voice – L.8.3a (10 minutes) 4. Homework A. Verb Mood: Students complete Homework: Verb Mood: Objective Summary to answer selected response questions about verb mood in a summary of an excerpt from Anne Frank’s The Diary of a Young Girl. B. Preread Text: Students complete Homework: Preread Night, Pages 29–34 in preparation for studying the text in the next lesson.	I can determine a theme and analyze its development in an excerpt from Night by Elie Wiesel. (RL.8.1, RL.8.2) I can write an objective summary of an excerpt from Night by Elie Wiesel. (RL.8.2) I can use verbs in different moods to achieve particular effects. (L.8.1c, L.8.3a)	Opening A: Entrance Ticket Work Time A: Track Gist, Plot, Character, and Theme: Night, Pages 23-24 note-catcher (RL.8.1, RL.8.2, RL.8.3) Work Time B: Objective Summary: Night, Pages 23-24 (RL.8.1, RL.8.2) Closing and Assessment A: Selected and Constructed Response Questions: Verb Mood and Voice (L.8.1b, L.8.1c, L.8.1d, L.8.3a)

Lesson 10Voice from the Concentration Camps
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner– L.8.1d (5 minutes) 2. Work Time A. Read: Excerpt from Night, Pages 29–34, and Identify Development of Theme – RL.8.2 (25 minutes) B. Write an Objective Summary: Excerpt from Night, Pages 29–34 – RL.8.2 (10 minutes) 3. Closing and Assessment A. Mini Language Dive: Excerpt from Night, Pages 29–34 – L.8.3a (5 minutes) 4. Homework A. Verb Mood: Students complete Homework: Verb Mood: Objective Summary: Night to answer selected and constructed response questions about verb mood. 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 determine a theme and analyze its development in an excerpt from Night. (RL.8.1, RL.8.2) I can write an objective summary of an excerpt from Night. (RL.8.2) I can use verbs in different moods to achieve particular effects. (L.8.1c, L.8.3a)	Opening A: Entrance Ticket Work Time A: Track Gist, Plot, Character, and Theme: Night, Pages 29-34 note-catcher (RL.8.1, RL.8.2, RL.8.3) Work Time B: Objective Summary: Night, Pages 29-34 (RL.8.1, RL.8.2) Closing and Assessment A: 5-Minute Mini Language Dive note-catcher: Excerpt from Night, Pages 29-34 (L.8.1c, L.8.3a)

Lesson 11Voices of Other Survivors
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – L.8.1b (5 minutes) 2. Work Time A. Read Texts of Survivors and Identify Development of Theme – RL.8.2 (20 minutes) B. Write an Objective Summary – RL.8.2 (10 minutes) 3. Closing and Assessment A. Peer Feedback and Revisions – W.8.5 (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 independently determine a theme and analyze its development in a text. (RL.8.1, RL.8.2) I can write an objective summary of a text. (RL.8.2) I can give kind, helpful, and specific feedback to my partner and revise my writing based on feedback. (W.8.5, SL.8.1)	Opening A: Entrance Ticket Work Time A: Track Gist, Plot, Character, and Theme: The Other Victims, Excerpts 1 and 2 note-catcher (RL.8.1, RL.8.2, RL.8.3) Work Time B: Objective Summary: Text of Your Choice (RL.8.1, RL.8.2)

Lesson 12End of Unit 2 Assessment: Language Assessment: Correct Verb Mood
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – (5 minutes) 2. Work Time A. End of Unit 2 Assessment: Language Assessment: Correct Verb Mood (20 minutes) 3. Closing and Assessment A. Share Independent Research Reading – RI.8.10 (20 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 use verbs in different moods and voices. (L.8.1, L.8.3a)	Opening A: Entrance Ticket Work Time A: End of Unit 2 Assessment: Language Assessment: Correct Verb Mood (L.8.1c, L.8.1d, L.8.3)

Lesson 13Create a Commemorative Poster: Visual Representations of Holocaust Survivors and Victims
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – L.8.4 (5 minutes) 2. Work Time A. Analyze a Model Poster and Review Criteria – RL.8.2 (10 minutes) B. Select Visual Representations of Theme and Summary – W.8.6 (10 minutes) 3. Closing and Assessment A. Create a Commemorative Poster– RL.8.2 (20 Minutes) 4. Homework A. Review and Revise Holocaust Commemorative Poster: Students continue to revise their Holocaust Commemorative Poster, based on feedback received in Closing and Assessment A and/or their own observations. 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 determine criteria for an effective commemorative poster honoring a voice of the Holocaust. (RL.8.2) I can use visuals and text effectively in a commemorative poster to highlight the themes and honor a voice of the Holocaust. (RL.8.2, W.8.6)	Opening A: Entrance Ticket Work Time A: Holocaust Commemorative Poster Criteria (RL.8.2) Closing and Assessment A: Commemorative Poster (RL.8.2)

Lesson 14Honor and Remember Voices of the Holocaust: Silent Commemorative Poster Share
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner and Set Tone for Commemorative Poster Share – SL.8.1 (5 minutes) 2. Work Time A. Silent Commemorative Poster Share – RI.8.1 (25 minutes) B. QuickWrite: Reflect on Commemorative Posters – W.8.10 (5 minutes) 3. Closing and Assessment A. Group Share – SL.8.1 (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 deepen my understanding of Holocaust victims' and survivors' experiences by recording notices and wonders of Holocaust voices. (RI.8.1) I can reflect on the commemorative posters presented in the Commemorative Poster Share and name connections or new learning that increased my empathy for the Holocaust voices shared. (W.8.10) I can thoughtfully participate in a discussion that commemorates voices of the Holocaust. (SL.8.1)	Opening A: Entrance Ticket Work Time A: Commemorative Poster Share note-catcher Work Time B: QuickWrite: Reflect on Commemorative Posters (RI.8.1, W.8.10)

EL Education Curriculum

ELA 2019 G8:M3:U2

The Holocaust: Voices of Victims and Survivors

Lesson 1Write an Informative Essay: Analyze a Model

Lesson 2Close Read: “Often a Minute”

Lesson 3Write an Informative Essay: Plan Introduction and Body Paragraphs

Lesson 4Write an Informative Essay: Plan Body Paragraphs and Conclusion

Lesson 5Draft an Informative Essay and Peer Critique (Lessons 5-6)

Lesson 7Mid-Unit 2 Assessment: Compare and Contrast Structure and Meaning in a New Poem and Maus I

Lesson 8Voice from the Ghettos

Lesson 9Voice from the Trains

Lesson 10Voice from the Concentration Camps

Lesson 11Voices of Other Survivors

Lesson 12End of Unit 2 Assessment: Language Assessment: Correct Verb Mood

Lesson 13Create a Commemorative Poster: Visual Representations of Holocaust Survivors and Victims

Lesson 14Honor and Remember Voices of the Holocaust: Silent Commemorative Poster Share

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