ELA 2019 G8:M3:U3

The Holocaust: Voices of Upstanders

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 1Voices of Upstanders: Johtje and Aart Vos
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner (5 minutes) 2. Work Time A. Read “Johtje Vos, 97; Sheltered Jews in Her Home in WWII Holland, Saving 36” and Identify Central Idea – RI.8.2 (20 minutes) B. Characteristics of a Holocaust Upstander (5 minutes) 3. Closing and Assessment A. Group Write: Text Reflection – RI.8.1 (15 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 determine a central idea and analyze its development in the article "Johtje Vos, 97; Sheltered Jews in Her Home in WWII Holland, Saving 36." (RI.8.2) I can generate characteristics of a Holocaust upstander. I can write a text reflection about "Johtje Vos, 97; Sheltered Jews in Her Home in WWII Holland, Saving 36." (RI.8.1, W.8.4)	Opening A: Entrance Ticket Work Time A: Track Central Idea: Voices of Upstanders note-catcher (RI.8.1, RI.8.2) Closing and Assessment A: Text Reflection: "Johtje Vos, 97; Sheltered Jews in Her Home in WWII Holland, Saving 36" (RI.8.1, W.8.4)

Lesson 2Voices of Upstanders: Carl Lutz
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 “The Forgotten Swiss Diplomat Who Rescued Thousands from Holocaust,” and Identify Central Idea – RI.8.2 (15 minutes) B. Write a Text Reflection – RI.8.1 (15 minutes) 3. Closing and Assessment A. Mini Lesson: Punctuation – L.8.2 (10 minutes) 4. Homework A. Practice Punctuation and Verb Voice and Mood: Students answer selected response questions on punctuation and verb voice and mood.	I can determine a central idea and analyze its development in the article "The Forgotten Swiss Diplomat Who Rescued Thousands from Holocaust." (RI.8.2) I can write a text reflection about "The Forgotten Swiss Diplomat Who Rescued Thousands from Holocaust." (RI.8.1, RI.8.2) I can use commas, dashes, and ellipses to indicate a pause, break, or omission. (L.8.2a, L.8.2b)	Opening A: Entrance Ticket Work Time A: Track Central Idea: Voices of Upstanders note-catcher (RI.8.1, RI.8.2) Work Time B: Text Reflection: "The Forgotten Swiss Diplomat Who Rescued Thousands from the Holocaust" (RI.8.1, W.8.4)

Lesson 3Voices of Upstanders: Marek Edelman
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – L.8.2a (5 minutes) 2. Work Time A. Read “Marek Edelman Obituary” Excerpt and Identify Central Idea – RI.8.2 (15 minutes) B. Write a Text Reflection – RI.8.1 (15 minutes) 3. Closing and Assessment A. Language Dive: “Marek Edelman Obituary” Excerpt, Paragraph 10 – L.8.2a (10 minutes) 4. Homework A. Punctuation and Verb Voice and Mood: Students complete Homework: Punctuation and Verb Voice and Mood: Text Reflection to answer selected response questions on punctuation and verb voice and mood.	I can determine a central idea and analyze its development in "Marek Edelman Obituary" Excerpt. (RI.8.2) I can write a text reflection about "Marek Edelman Obituary" Excerpt. (RI.8.1, RI.8.2) I can use commas, dashes, and ellipses to indicate a pause, break, or omission. (L.8.2a, L.8.2b)	Opening A: Entrance Ticket Work Time A: Track Central Idea: Voices of Upstanders note-catcher (RI.8.1, RI.8.2) Work Time B: Text Reflection: "Marek Edelman Obituary" Excerpt (RI.8.1, W.8.4) Closing and Assessment A: Language Dive: "Marek Edelman Obituary" Excerpt, Paragraph 10 note-catcher (L.8.1c, L.8.2a)

Lesson 4Voices of Upstanders: Miep Gies
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – L.8.2b (5 minutes) 2. Work Time A. Say Something: Read Text and Identify Central Idea – RI.8.2 (20 minutes) B. Write a Text Reflection – RI.8.1 (15 minutes) 3. Closing and Assessment A. Reflect on Learning Targets (5 minutes) 4. Homework A. Answer Questions about Punctuation: Students complete Homework: Selected and Constructed Response Questions: Punctuation.	I can determine a central idea and analyze its development in "Miep Gies." (RI.8.2) I can write a text reflection about "Miep Gies." (RI.8.1, RI.8.2)	Opening A: Entrance Ticket Work Time B: Track Central Idea: Voices of Upstanders note-catcher (RI.8.1, RI.8.2) Closing and Assessment A: Text Reflection: "Miep Gies" (RI.8.1, W.8.4)

Lesson 5Mid-Unit 3 Assessment: Language Assessment: Correct Punctuation and Verb Voice and Mood
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner (5 minutes) 2. Work Time A. Mid-Unit 3 Assessment: Language Assessment: Correct Punctuation and Verb Voice and 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 punctuation to indicate a pause or an omission. (L.8.2) I can use verbs correctly. (L.8.1)	Opening A: Entrance Ticket Work Time A: Mid-Unit 3 Assessment: Language Assessment: Correct Punctuation and Verb Voice and Mood (L.8.1b, L.8.1c, L.8.1d, L.8.2a, L.8.2b)

Lesson 6Commemorate Upstanders with Graphic Panels
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – W.8.3b (10 minutes) 2. Work Time A. Deconstruct Model Graphic Panels – RI.8.1 (10 minutes) B. Create Graphic Panels – W.8.3b (20 minutes) 3. Closing and Assessment A. Pair Share: Graphic Panels – W.8.3b (5 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 determine how an artist makes inferences and uses narrative techniques to "explode a moment" from a nonfiction text about the Holocaust in graphic panels. (RI.8.1, W.8.3b) I can make inferences and use narrative techniques to "explode a moment" from a nonfiction text about the Holocaust in graphic panels. (RI.8.1, W.8.3b)	Opening A: Entrance Ticket Work Time B: Create Graphic Panels (W.8.3b)

Lesson 7Analyze a Model Narrative Interview
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – W.8.4 (5 minutes) 2. Work Time A. Review Traits of Upstanders Anchor Chart (5 minutes) B. Read and Annotate a Model Narrative – W.8.3 (20 minutes) 3. Closing and Assessment A. Alignment to Narrative Criteria – W.8.3 (15 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 determine the essential components of an effective narrative interview. (W.8.3, W.8.4)	Opening A: Entrance Ticket Closing and Assessment A: Narrative Writing Checklist (W.8.3)

Lesson 8Plan a Narrative: Create a Fictional Upstander Profile
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – W.8.3 (5 minutes) 2. Work Time A. Create an Upstander Profile – W.8.3a (15 minutes) B. Profile Feedback: Praise, Question, Suggestion – W.8.5 (15 minutes) 3. Closing and Assessment A. Narrative Writing Practice: Upstander Introduction and Biography – W.8.5 (10 minutes) 4. Homework A. Revise Upstander Profile: Students revise their upstander profile based on feedback and capture information on their Upstander Profile graphic organizer. 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 create a fictional upstander profile, including setting, character information, and critical life experiences. (W.8.3a) I can orient the reader by introducing the narrator, character, and setting of my upstander's interview. (W.8.3a) I can give kind, specific, and helpful feedback to my peers.	Opening A: Entrance Ticket Work Time A: Upstander Profile graphic organizer (W.8.3a, W.8.4) Closing and Assessment A: Narrative Writing Practice: Upstander Biography note-catcher (W.8.3)

Lesson 9Plan a Narrative: Pacing, Dialogue, and Sensory Details
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – W.8.3 (5 minutes) 2. Work Time A. Analyze a Model: Pacing, Dialogue, and Sensory Details – W.8.3b (15 minutes) B. Plan a Narrative: Upstander Interview Answers – W.8.3 (20 minutes) 3. Closing and Assessment A. Narrative Writing Checklist: Progress Check-In – W.8.3 (5 minutes) 4. Homework A. Refine Interview Planner: Students revise their Upstander Profile: Interview Planner, focusing on adding sensory details, dialogue, and description to their plan. 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 the characteristics of an effective narrative interview. (W.8.3, W.8.4) I can use pacing, sensory images, and dialogue to appeal to the senses, capture the action, and help my reader understand the experiences of my upstander. (W.8.3b, W.8.3d)	Opening A: Entrance Ticket Work Time A: Narrative Writing Practice: Pacing, Dialogue, and Sensory Details note-catcher (W.8.3) Work Time B: Upstander Profile: Interview Planner (W.8.3a, W.8.4)

Lesson 10Plan a Narrative: Use Reflection and Descriptive Details
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – W.8.3b (5 minutes) 2. Work Time A. Analyze a Model Narrative: Reflection and Description – W.8.3b (15 minutes) B. Language Dive: Upstander Model: “Interview with Anna Jensen,” Page 1 – W.8.3b (10 minutes) 3. Closing and Assessment A. Draft an Exploded Moment – W.8.3 (15 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 determine the characteristics of an effective narrative interview. (W.8.3, W.8.4) I can identify where a writer used reflection and relevant descriptive details to accentuate important aspects of the narrative for the reader. (W.8.3b, W.8.3d) I can use pacing, sensory details, dialogue, and relevant descriptive details to make a pivotal moment in my narrative come alive. (W.8.3b, W.8.3d)	Opening A: Entrance Ticket Work Time A: Narrative Writing Practice: Reflection and Relevant Descriptive Details note-catcher (W.8.3b, W.8.3d) Work Time B: Language Dive: Upstander Model: "Interview with Anna Jensen," Page 1 note-catcher (W.8.3b, W.8.3d, L.8.1b, L.8.3a) Closing and Assessment A: Narrative Writing Practice: Exploded Moment note-catcher (W.8.3)

Lesson 11End of Unit 3 Assessment: Write a Narrative in Interview Form
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner (5 minutes) 2. Work Time A. End of Unit 3 Assessment: Write a Narrative in Interview Form – W.8.3 (30 minutes) 3. Closing and Assessment A. Track Progress: Narrative Writing – W.8.3 (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 draft an imagined historical narrative using dialogue, pacing, sensory language, and descriptive details. (W.8.3, W.8.4)	Opening A: Entrance Ticket Work Time A: End of Unit 3 Assessment: Write a Narrative in Interview Form (W.8.3, W.8.4, W.8.6, W.8.10, L.8.1, L.8.2) Closing and Assessment A: Track Progress: Narrative Writing (W.8.3)

Lesson 12Revise Narrative Interview and Analyze Model Graphic Panels
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – SL.8.5 (5 minutes) 2. Work Time A. Peer Feedback: Praise, Question, Suggestion – W.8.5 (15 minutes) B. Analyze Graphic Panels – SL.8.5 (10 minutes) C. Introduce Model Graphic Panels Sequence Planner – SL.8.5 (5 minutes) 3. Closing and Assessment A. Plan Graphic Panels – SL.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 give kind, specific, and helpful feedback to my peers. (W.8.3, W.8.5) I can analyze how model graphic panels illustrate information in a narrative. (SL.8.5) I can plan the sequence of my graphic panels that illustrate a moment in my narrative. (W.8.3, SL.8.5)	Opening A: Entrance Ticket Work Time A: Narrative Interview (W.8.3, W.8.5) Closing and Assessment A: Graphic Panels Sequence planner (SL.8.5)

Lesson 13Performance Task: Create Graphic Panels
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – SL.8.5 (5 minutes) 2. Work Time A. Plan Graphic Panels – SL.8.5 (10 minutes) B. Create Graphic Panels – SL.8.5 (20 minutes) 3. Closing and Assessment A. Peer Feedback – W.8.5 (10 minutes) 4. Homework A. Revisions: Students revise their graphic panels using the peer feedback they received in this lesson. 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 create graphic panels that illustrate a moment in my narrative. (W.8.3, SL.8.5)	Opening A: Entrance Ticket Work Times A and B: Graphic Panels Template (SL.8.5)

Lesson 14Performance Task: Create Prompt Cards
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – SL.8.5 (5 minutes) 2. Work Time A. Draft a Reflection – W.8.4 (15 minutes) B. Draft Key Points for a Presentation – W.8.10 (10 minutes) 3. Closing and Assessment A. Peer Review and Feedback – W.8.5 (15 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 draft a reflection on the planning of my graphic panels. (W.8.4) I can identify key points from my reflection to create prompt cards for my presentation. (W.8.10) I can revise and strengthen my prompt cards using peer feedback. (W.8.5)	Opening A: Entrance Ticket Work Time A: Performance Task Reflection graphic organizer Work Time B: Performance Task prompt cards (W.8.4, W.8.10)

Lesson 15Performance Task: Create and Present a Graphic Panel Depiction of a Fictional Holocaust Upstander
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – SL.8.1 (5 minutes) 2. Work Time A. Present Graphic Panels – SL.8.5 (30 minutes) 3. Closing and Assessment A. Share Major Takeaways from Module 3 – 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 present my graphic panels to an audience and highlight important aspects of my upstander's experience. (SL.8.5, SL.8.6) I can share major takeaways and progress about my understanding of the module guiding questions. (SL.8.1)	Work Time A: Performance Task: Create and Present a Graphic Panel (SL.8.1, SL.8.5, SL.8.6)

EL Education Curriculum

ELA 2019 G8:M3:U3

The Holocaust: Voices of Upstanders

Lesson 1Voices of Upstanders: Johtje and Aart Vos

Lesson 2Voices of Upstanders: Carl Lutz

Lesson 3Voices of Upstanders: Marek Edelman

Lesson 4Voices of Upstanders: Miep Gies

Lesson 5Mid-Unit 3 Assessment: Language Assessment: Correct Punctuation and Verb Voice and Mood

Lesson 6Commemorate Upstanders with Graphic Panels

Lesson 7Analyze a Model Narrative Interview

Lesson 8Plan a Narrative: Create a Fictional Upstander Profile

Lesson 9Plan a Narrative: Pacing, Dialogue, and Sensory Details

Lesson 10Plan a Narrative: Use Reflection and Descriptive Details

Lesson 11End of Unit 3 Assessment: Write a Narrative in Interview Form

Lesson 12Revise Narrative Interview and Analyze Model Graphic Panels

Lesson 13Performance Task: Create Graphic Panels

Lesson 14Performance Task: Create Prompt Cards

Lesson 15Performance Task: Create and Present a Graphic Panel Depiction of a Fictional Holocaust Upstander

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