A. Say Something: Read Text and Identify Central Idea - RI.8.2 (20 minutes)

• Review the appropriate learning target relevant to the work to be completed in this section of the lesson:

"I can determine a central idea and analyze its development in 'Miep Gies.'"

• Organize students into triads.
• Explain to students that they will read about one more Holocaust upstander, Miep Gies.
• They will work in their triad using a new protocol, Say Something, to identify the key details, central idea, and supporting evidence of the central idea as they did in Lessons 1-3.
• Instruct students to retrieve their Track Central Idea: Voices of Upstanders note-catcher.
• Distribute "Miep Gies" to triads.
• Have students write the title of their text in their note-catcher. Guide students through the Say Something protocol. Circulate as students work in triads to ensure they are identifying key details from the text that will help them determine the central idea. Refer to Track Central Idea: Voices of Upstanders note-catcher (example for teacher reference) as needed.

1. Instruct each triad to read the first two paragraphs aloud or silently.
2. Refocus class. Explain that each member of the group will now "say something" by sharing a key detail from the text.
3. When all members of the group have shared, instruct triads to record key details in the first column of their Track Central Idea: Voices of Upstanders note-catcher.
4. Instruct each triad to read the next two paragraphs of the text.
5. Refocus class.
6. Have each triad "say something" amongst their group about a key detail they noticed in the two paragraphs.
7. Instruct triads to record these key details in the first column of their Track Central Idea: Voices of Upstanders note-catcher.
8. Instruct each triad to read the final three paragraphs of the text.
9. Refocus class.
10. Have each triad "say something" amongst their group about key details they noticed in the final three paragraphs.
11. Instruct triads to record these key details in the first column of their Track Central Idea: Voices of Upstanders note-catcher.
12. Refocus class.

• Explain to students that they will now answer questions about Miep Gies. They will write their answers on chart paper and share with the class.
• Distribute chart paper to each triad.
• Instruct triads to select a recorder, time keeper, and spokesperson. Explain that the recorder will write the triad's responses on chart paper, the timekeeper will keep track of the time allotted, and the spokesperson will share the triad's responses with the class.
• Display the following questions:

"What did Miep Gies do?" (Miep Gies hid Anne Frank and her family and, when they were taken by the Nazis, tried to bribe the Nazis to release them.)

"How did Miep Gies demonstrate empathy, compassion, or integrity?" (Miep Gies kept Anne Frank and her family safe from Nazi persecution.)

"How did your upstander use their power to help Holocaust victims?" (Miep tried to bribe the Nazis to release Anne Frank and her family.)

"What risks did your upstander take to help others?" (After the Frank family was captured by the Nazis, Miep tried to bribe an officer to release them, risking her life.)

• Instruct each triad to begin answering the questions on their chart paper. Circulate as students work to ensure students are on task. Support struggling students with identifying the answers to the questions in their text.
• Refocus class.
• Ask volunteer triads to share their answers with the class, and invite students to add details to their own chart in another triad shares something they missed.
• Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.