Day(s) 1: Copies of Biographical Hand out Biographical Paragraph Paragraph. with In-Text Citation and Works Activities/Strategies: Cited Entry form (see attached). Part 4 of previous lesson - Computers if desired. independent biographical Read through with students, ask paragraph on the person students for questions. When all from the USHMM ID Card questions are answered have project complete with students work independently to citations and a works complete assignment. cited entry. Have students turn in Learning about the personal histories of Holocaust victims and biographical paragraphs (students should keep template for future assignments as a model). Grade worksheet and paragraph for completeness and accuracy for citations. Day(s) 12: Copies of Summative Note: At this point in the year, Assessment packets students have written five timed Activities/Strategies: for each student (see essays devoted to argument attached). and four, three time, revised essays: Summative Assessment: narrative, expository, reflective and students use a close read as Computers as needed have been exposed to in-text citation a foundation for their and Works Cited. persuasive essay/letter/ presentation to the United Begin by presenting students with Nations, compelling them to Summative Assessment packet (see intervene and stop the attached). Holocaust. Tell students that over the course of the next two weeks they will first explore a close reading of two texts that will serve as a foundation for a persuasive essay/letter/presentation to the United Nations, compelling them to intervene and stop the Holocaust.
Day(s) 1: Activities/Strategies: Part 4 of previous lesson - independent biographical paragraph on the person from the USHMM ID Card project complete with citations and a works cited entry. Copies of Biographical Paragraph. Computers if desired. Hand out Biographical Paragraph with In-Text Citation and Works Cited Entry form (see attached). Read through with students, ask students for questions. When all questions are answered have students work independently to complete assignment. Have students turn in Learning about the personal histories of Holocaust victims and biographical paragraphs (students should keep template for future assignments as a model). Grade worksheet and paragraph for completeness and accuracy for citations. Day(s) 12: Activities/Strategies: Summative Assessment: students use a close read as a foundation for their persuasive essay/letter/ presentation to the United Nations, compelling them to intervene and stop the Holocaust. Copies of Summative Assessment packets for each student (see attached). Computers as needed Note: At this point in the year, students have written five timed essays devoted to argument and four, three time, revised essays: narrative, expository, reflective and have been exposed to in-text citation and Works Cited. Begin by presenting students with Summative Assessment packet (see attached). Tell students that over the course of the next two weeks they will first explore a close reading of two texts that will serve as a foundation for a persuasive essay/letter/presentation to the United Nations, compelling them to intervene and stop the Holocaust.
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