Warm-Up: Take a ¼ sheet from the tan bin. Place your homework on your desk. Read the following sentences. Then, answer the questions below. The Holocaust was the systematic, bureaucratic, state-sponsored persecution and murder of six million Jews by the Nazi regime and its collaborators. Holocaust is a word of Greek origin meaning "sacrifice by fire." What words or phrases in the sentences might be context clues that help you determine the meaning of the underlined word. What do you think the underlined word means?

Systematic: Planned out (Using a system or a plan)

Planned out Systematic Using a system or a plan Term: Story: Picture   Systematic Story: Picture Definition: Planned out Using a system or a plan Reminding Word:   

Agenda Objective: Primary: I can determine the central idea in an informational text, analyze its development over the course of the text, and provide an objective summary of the text. (RI.1.2) Secondary: I can cite strong and thorough textual evidence to support analysis of what the informational text says explicitly as well as inferences drawn from the text. (RI.1.1) I can engage in collaborative discussions with diverse partners about a variety of eighth-grade topics. (SL.1.1) Essential Question: What inferences can be made about the German Government and its citizens based on how the Jews were treated in, "An Introduction to the Holocaust? Cite strong and thorough textual evidence to support your assertions. How does the early development of main characters contribute to an emerging theme in chapters 1-5 of The Boy in the Striped Pajamas? Warm-Up: Context Clues (systematic) Vocabulary: systematic (LINCS strategy) Whole Group: Discuss Data Chat Sheets Discuss Homework Introduce: Introduction to the Holocaust Stations: Technology: Achieve 3000 (The List Lives On) Book-Mind-Heart: The Boy in the Blue Pajamas, chapters 1-2 3. Independent reading (fill out a “book” for books you have finished reading): Among the Hidden 4. Teacher-led: Finish DAR Testing- Begin DAR TTS Strategies Closing: Vocabulary Review

Quarter 1 Words 1. Multiple: many different types 2. Tuition: money used to pay for private school 3. On the verge: almost, on the edge of doing something 4. Expelled: kicked out of 5. Lecture: a speech, a “talking to” 6. Defiant: won’t do something you are supposed to do 7. Detained: Held against your will (arrested) 8. Prestigious: Something that has a great reputation and is well-respected. 9. All-Consuming: when something takes up all of your time and energy 10. Reflect: to think back on something 11. Plague (verb): to annoy or bother 12. Harsh: unpleasant or uncomfortable 13. Gravitate: To move towards something 14. Juvenile: something made for teens or young people 15. Convicted: found guilty of a crime 16. Suburb: An area surrounding the city where lots of people might live. 17. Rural: In the country. 18. Embody: To put in the form of a body. 19. Fate: Something that is going to happen no matter what.

Quarter 2 Words: 1. Savor: To enjoy and appreciate. 2. Lofty: Going way up high in the air. 3. Chiseled: Looks like it is cut out of stone. 4. Insisted: demand something forcefully 5. beckoned: Invited 6. Intellectual: a well-educated person 7. Superstition: a belief that is not based on facts and can be based on fear 8. Umpteenth: used to show that there is a very large number of something 9. Careen: To lean or tip over while in motion 10. Idly: In a lazy way 11. Skittish: nervous 12. Stupefied: so shocked that you can’t think properly 13. Fatigue: Tiredness, weakness or exhaustion 14. Potential: Possible; Capable of being or becoming 15. Surveying: Looking over something very carefully 16. Incredulously: Unbelievably 17. Dole: To hand out 18. Pristine: Spotless 19. Sporadically: Happening occasionally (from time to time; now and then) 20. Competent: Being good at things or capable

Quarter 3 Words: Persecution: To treat horribly, especially for racial, political or religious reasons. Systematic: Planned out (using a system or plan).

https://www.ushmm.org/wlc/en/article.php?ModuleId=10005143

Questions for Independent Work: “Introduction to the Holocaust”: What can the reader infer about the Nazis based on the fact that they chose groups to target for persecution? Which quotation from the text would best explain how the Nazis carried out their mission? Select two words or phrases that support the idea that the Nazis had no moral compass. What key details in the article best summarize the central idea? How is information in the beginning of the article different than it is in the second half?

High Order Thinking Questions (Chapters 1-5) Chapters 1-5: 1. Explain what Bruno’s mother means when she says, “We don’t have the luxury of thinking.” (pg. 13) 2. What does this line reveal about his mother’s feelings regarding their situation? How might it contribute to a possible emerging theme? 3. Which quotation supports the idea that Bruno was unaware of the Holocaust? 4. How might Bruno's innocence impact the overall text? 5. Select two words or phrases in the text that support the idea that Bruno is innocent about the world around him. 6. How does the act of Maria packing Bruno’s things contribute to the development of the plot? (page 3) 7. Which quotation supports the idea that Bruno is innocent of the evil that lives outside the grounds of his new house? (chapter 2) 8. Select two words or phrases in the passage that support the idea that Bruno is suspecting something is not right about the new house. (chapter 2) 9. How does the phrase about Bruno, “Bruno had a pain in his stomach and he could feel something growing inside him...” provide more insight into his innocence about their new home? (page 15) 10. Why do you think Bruno always tries to be honest with himself? (chapter 3) 11. What does the name of their new home, "Out-With," foreshadow? (chapter 3) 12. What significance does the change in landscape hold when Bruno looks out his window? (chapter 4) 13. What dialog between Gretl and Bruno best depicts their innocence? (chapter 4) 14. When Bruno refers to Hitler as "the Fury," how does this contribute to the developing theme of innocence? (chapter 5)

Station Groups Pd 7 TL 1 2 3 4 5 6 Ava Maya Laniah Cody Joseph Trevor Markus Mahad Jonathon Riayn Michael Jesus Derricka Manuel Catherine Jesse Simeona Anthony

Station Groups Pd 8 TL 1 2 3 4 5 6 Eric Alex Romeo Amani Oraldo Kidi Deshawn Caydence Aryanna Regan Tea Latashia Johnnisha Jade Michael Victor Gabriel Malachi N’Var Kaleb

Whole Group Discussion: Book: Who is telling the story? What does the author want you to know? What did you notice about how the author told this story?

Whole Group Discussion: Mind: What surprised you? What connections did you make? What images were most important to you? What lines created the surprise or connection?

Whole Group Discussion: Heart: What did you discover about yourself? What matters most to you in this text or in your conversation? What did you take to heart?

Station Rotations: Technology: Achieve 3000 The List Lives On 2. On the Record- Book- Mind- Heart Strategy Chapter One 3. Independent reading- find a book Search quietly for a book to read independently here or at home. You may check the book out. Write name on list. Write your name on Post-It note. Place Post-It in book. Place book on shelf or take it with you. 4. Teacher-led: Reading Skills

High Order Question Chapters 1-2 Answer the following question: 1. How good do you think Bruno’s parents are at being parents? Use at least two pieces of evidence from the text to support your answer.

Primary Conversation Topics from Book-Mind-Heart: Student-Led Book Talk Group Leader Keep the conversation moving. Ensure people are letting each other speak. Ensure the conversation is civil. Encourage all members of the discussion group to participate. Primary Conversation Topics from Book-Mind-Heart: What does the author want you to know? What surprised you? Hot Seat Evaluators Speakers Speakers Evaluators

Socratic Seminar Norms Don’t raise hands but use sensitivity to take turns and not interrupt others Listen carefully Address one another respectfully (Yes, sir/ma’am. No, sir/ma’am). Use statements such as, “I understand what Joseph is saying, but…”) Base any opinions on the text Address comments to the group (no side conversations) Be courageous in presenting your own thoughts and reasoning, but be flexible and willing to change your mind in the face of new and compelling evidence If you are an observer, listen, understand, take notes, evaluate. Hot Seat: If you are an observer/evaluator and you would like to make a comment, you may move to the “hot seat” to engage in the conversation.

Closing How might persecution and systematic be related?