Northgate 6th grade I Have Lived a Thousand Years
Unit Projection
Genre/What are students MAKING? / Students will read the novel, I Have Lived a Thousand Years and complete a mini informational/research writing and a persuasive/descriptive writing.Standards / R.I. 6.2 - I can I can analyze the text and understand how the authors uses details to convey ideas about the Holocaust.
-I can compose a summary that states the key point of each chapter
R.I. 6.3 - I can explain how a character, event, or idea impacts the text
R.L. 6.3 - I can identify elements of plot
R.I. 6.4 - I can define and identify figurative language in the text - simile, metaphor, alliteration, hyperbole, personification, & onomatopoeia.
-I can analyze why authors chose words and phrases (tone) to create mood
R.I. 6.5 - I can analyze text to determine the author’s purpose for including a particular part
R.I. 6.6- I can determine the author's point of view or purpose and give supporting examples from the text.
R.I. 6.9 - I can compare and contrast one author's presentation of events with that of another (novel, documentary, poem)
W.6.4 – I can produce a clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W. 6.7 – I can conduct short research projects to answer a question.
W.6.10 – I can write for a variety/ range of tasks, purposes.
Unit Summary / Students will read I Have Lived a Thousand Years , an auto-biography by Livia Bitton-Jackson. Throughout this unit students will read closely, respond to text, analyze topic quotations, write reflections, summarize, and study sentences, They will read the novel as well as supplemental non-fiction articles, poems, and biographies.
Students will complete a mini-research along with the book study. They will be given a choice from a limited number of topics. Research resources will be provided. Students will select a topic, read, annotate, and take research notes. They will write a report.
At the beginning of the novel students will be assigned a biography for a person who lived during the Holocaust. They will try to take the perception of that individual throughout the book study. In the end they will discover the fate of their persona.
Long Term Targets / Students will be able to do the following:
· Describe how groups of people have been persecuted in history.
· Educate peers about struggles that others may experience.
· Create empathy in others.
· Empower ourselves to impact our history.
· Read effectively to gain information.
· Write effectively to communicate.
Essential Questions / How can struggles affect our lives, other individuals, and society as a whole.
Teacher Goals/Shifts / Teachers will work to not just find and incorporate mentor texts, but expand the use of them for sentence study and evaluating craft and function. Teachers are going to use more pictures in our quick writes.
Please see Unit Overview and Chapter Summaries and I Have Lived Timeline below.
I Have Lived a Thousand Years by Livia Bitton-Jackson
Chapter Summaries
Unit/Book Objectives- I Have Lived a Thousand Years by Livia Bitton-Jackson
R.I. 6.2 - I can I can analyze the text and understand how the authors uses details to convey ideas about the Holocaust.
-I can compose a summary that states the key point of each chapter
R.I. 6.3 - I can explain how a character, event, or idea impacts the text
R.L. 6.3 - I can identify elements of plot
R.I. 6.4 - I can define and identify figurative language in the text - simile, metaphor, alliteration, hyperbole, personification, & onomatopoeia.
-I can analyze why authors chose words and phrases (tone) to create mood
R.I. 6.5 - I can analyze text to determine the author’s purpose for including a particular part
R.I. 6.6- I can determine the author's point of view or purpose and give supporting examples from the text.
R.I. 6.9 - I can compare and contrast one author's presentation of events with that of another (novel, documentary, poem)
PreReading Activities:
· Holocaust KWL Graphic Organizer
· This is Me Activity: a new identity is chosen for each student. They read about their new lives and gain background information.
· Read “The Butterfly” by Pavel & Friedman and create a symbolic butterfly depicting their new identity
· View pictorial guide to the Holocaust OR the Holocaust movie
· Choose 3 Holocaust articles to report on from Tell Them We Remember- create anchor charts to display facts......
· "Life in Europe Before the Holocaust", "Anti-Semitism", "Hitler Comes to Power", Locating the Victims", "Night of Broken Glass", & "Nazi Terror Begins"
Assessment: summary of chosen article
Videos: United Streaming One Survivor Remembers, video tape- If You Cried, You Died,
For Chapters 1-3: Read supplemental information from Tell Them We Remember: "Boycott of Jewish Businesses" & "Nazi Racism"
Assessment: chapter summaries & update plot map
Foreword
Pgs. 8-11
Elli Friedmann has returned 50 years later for a ceremony to the spot where she was once liberated by the American army. Living during the Holocaust, she has chosen to give us her story.
vocabulary:
pg. 8 - commemorate
pg. 9 - indelible, veiled, officiated, liberation
pg. 10 - reluctantly
pg. 11 - traumatized
Chapter 1: The City of My Dreams
Somorja
Summer 1943 - March, 1944
Pgs. 12-21
vocabulary:
pg. 12 - pulsates
pg. 13 - Sabbath, endearment
pg. 14 - ungainly, deftly
pg. 15 - ambition
pg. 16- confiscated
Elli talks about daily life in her neighborhood. Her mother does not show any compassion for her. When Elli complains of this, her mother brings up excuses that are unconvincing. Elli believes her mother does not care for her and that her brother is the favorite. Hilter’s reoccurring radio broadcast give nightmares to Elli, whos family is Jewish. The nights when the Hungarian military police would come and stir trouble did not provide anymore comfort for Elli. One night, her brother, Bubi, comes home with news that Germany invaded Budapest, the town where he goes to school. But the next morning, there is no news in the headlines. The father sends him back to school. He learns the next day that a neighbor’s son who goes to school with Bubi has said the same. The day after, the newspapers scream the news of the invasion. Bubi arrives home, and the terror begins.
Journals:
1. “Life is tough, and cuddling makes you soft.”
2. “Ambition is sometimes more important than ability.”
Chapter 2: Hey, Jew Girl, Jew Girl
Somorja
March 25, 1944
Pgs. 22-24
Vocabulary:
pg. 23 - crucifix
Elli’s school has just closed. As she is leaving, a group of boys seem to be having a childish Nazi rally. She runs home and sobs for her normal life back.
Journal:
1. How would you feel if your school was closed for good? Why do you feel this way? What are possible consequences of you not going to school?
Chapter 3: The Tale of the Yellow Bicycle
Somorja
March 27, 1944
Pgs. 25-28
Vocabulary:
pg. 28 - convulsive
The “liquidation” process of the Jews in Elli’s town has begun. Everyone’s prized possessions must be brought to city hall, where they will also be registered. Elli has just gotten a new bike and does not want to give it up. After they come home, her father shows her and the rest of the family a spot where he has buried their most prized possessions. He tells her that he does not know who will survive. He then asks her if she will remember the spot. She yells that she does not want to be the only one to survive, and she does not want to remember.
Journal:
1. What is your favorite/most prized possession? How would you feel if you had to give it up? Why???
For Chapters 4-6: read supplemental info from Tell Them We Remember" "Deportations" & "Ghettos in Eastern Europe", "Warsaw Ghetto Uprising"
Assessment: Chs. 1-4 quiz & summaries of supplemental readings
Chapter 4: The Tale of the Yellow Star
Somorja,
March 28, 1944
Pgs. 29-35
Vocabulary
pg. 29 - voracious, contorting, visage,
pg. 30 - proclamation, muslin
pg. 31 - oblivious, valiant
pg. 32 - impeccably
pg. 33 - grotesque, precipitate, delirium
Every Jew must wear a yellow star and have a painted yellow star on their house. Elli does not leave the house for a week, and cannot believe the horrible things that have begun to surround her. There is an announcement that everyone will be receiving their school report cards and diplomas. A boy, Jancsi Novack, asks if he will see her at the library every Thursday in the afternoon. His eyes fall on the star on her jacket, and his sadness is too much to bear.
Journal:
1. Elli refers to the yellow star as a “Jew Badge”. Do you have anything/do anything that you believe labels you a certain way? WHY?
Chapter 5: Farewell, Old Mr. Stern
Somorja
April 5-April 8, 1944
Pgs. 36-40
vocabulary:
pg. 36 - aforementioned
pg. 37 - deportation, laden
pg. 38 - humiliation
pg. 39 - desolation
Elli never saw him, for Jews were given strict laws that they could not have any affiliation with Christians or public places. The next set of laws revealed that in 5 days, they were to move to the crowded ghetto with personal possessions and one room of furniture. On that day, she and her mother visit the graves of Elli’s grandparents, maybe for the last time. As Elli is driven away from her house, she wonders if she will ever see it again.
Journals:
1. Elli and her family have to say, “Goodbye” to everyone they love and care about. If you had to say, “Goodbye…” to someone, who would be the most difficult person to say this to?
2. Elli has a difficult seeing her future. Are you able to see your future? If you can look into your future, what do you see? How does it make you feel?
Chapter 6: The Ghetto
Nagymagyar
April 18-May 2, 1944
Pgs. 41-48
Vocabulary:
pg. 41 - synagogue, allocated
pg. 43 - optimistic
pg. 44 - spontaneous, mutuality, epithet
pg. 45 - indignant, feverishly
pg. 46 - trough
pg. 47 - internment (camps), melodious, kidush
The place where all the Jews must live is outrageously overcrowded. Most activities take place in the yard, and this includes cooking, bathing, playing, etc. There is a different world outside the fence that surrounds them. But all the Jews have a silent but knowing friendship. Elli falls in love again, with a boy names Pihnas. She believes that he likes her too, and Elli always looks for him. There are many rumors of concentration camps, places to dig ditches, and flat-out liquidation.
Journals:
1. Elli feels like she is being herded and crowded like cattle as she enters the Ghetto. Have you ever felt like you have been herded before? Describe this experience.
2. What does Elli mean when she says, “I feel like a limb of a larger body”? Have you ever felt this way? Explain.
3. Aunt Serena seems to “shrink deeper and deeper into herself”. Have you ever experienced this feeling? Explain.
4. How do you feel about Daddy’s comment? “Life is laced with pain. Human life is fashioned for tragedy.” Explain
For Chapters 7-10:
Assessment: chapter summaries and update plot map
Chapter 7: A Miracle
Nagymagyar
May 13, 1944
Pgs. 49-52
Vocabulary:
pg. 49 - unceremoniously
pg. 50 - agitated, chagrin
pg. 51 - providence
A friend of Elli, Marta, has found out where they are. Both Marta, her mother, and Elli are overjoyed. Marta has food for Elli’s family. One of the nicer guards allows the passing of the food. Elli thanks God for the miracle of human kindness.
Journal:
1. What is one thing in your life you would consider a miracle? It can either be something you experienced or something you’ve seen/heard about.
Chapter 8: Daddy, How Could You Leave Me?
Nagymagyar
May 14, 1944
Pgs. 53-56
Vocabulary:
pg. 52- liquidation
pg. 54 - foreknowledge, silhouette
pg. 55 - savage, refrain
All men the ages from eighteen to forty-five will be forced to go to a labor camp. Elli wishes to tell her father how much she loved and appreciated him. She wants to be awoken a half an hour before he departs, but no one wakes her up. Only the sounds of the clattering carriage wheels wake her. She runs outside, where she can only see the shadow of her father leaving.
Journals:
1. Elli was distraught after her father left her and didn’t say goodbye. How would you feel if the person you loved the most in the WHOLE world left you without even saying goodbye? Explain.
2. Elli has a difficult time expressing her feelings before Daddy leaves. If you could tell one person what you think about them, what would you say to them?
Chapter 9: Can I Keep My Poems Please?
Nagymagyar
May 17, 1944
Pgs. 57-60
Vocabulary:
pg. 56 - laden, synagogue
pg. 57 - hesitant, knapsack
pg. 58 - conflagration, myriad, phylacteries