Part 1: The Unit

Provide a detailed overview of the unit that includes a description of your:

audience
objectives
standards (including Common Core, NGSS and/or other subject-specific standards)
activities
This unit will focus on the novel The Boy in the Striped Pajamas. Because I teach in an
independent study program, the format will be workshops that take place twice each week.
The students will be middle school age. The objectives of the unit is that students:

learn about the historical context behind the novel

read and interpret the characters point-of-views throughout the novel
compare the history behind the novel to current events
The activities will consist of a geography lesson in which students are able to see what
countries were led by whom before WWII and during Hitlers reign. This activity will help
students become comfortable with European geography and also be able to visually see
how quickly Hitler took over vast areas of Europe. Students will watch a video on the
Beer Hall Putsch and the totalitarianistic regime Hitler created through the Nazi Party.
Afterward students will discuss the positive and negative affects of the Nazi party (as
they did much good, especially in the early 30s for Germany). Students will also learn
about scapegoats to transition into the final solution and the context of the novel. As
students read, they will work in small groups. These groups will focus on vocabulary
building, as well as comprehension and analysis of the novel. After the novel is
completed, students will spend time researching current events that have similarities to
the Nazi regime. Students will share their findings in a group presentation. Standards
met throughout the unit are:
CCSS.ELA-Literacy.RL.7.1-Cite several pieces of textual evidence to support analysis
of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.7.2-Determine a theme or central idea of a text and analyze its
development over the course of the text; provide an objective summary of the text.
CCSS.ELA-Literacy.RI.7.3-Analyze the interactions between individuals, events, and
ideas in a text (e.g., how ideas influence individuals or events, or how individuals
influence ideas or events).

CCSS.ELA-Literacy.RI.7.4-Determine the meaning of words and phrases as they are

used in a text, including figurative, connotative, and technical meanings; analyze the
impact of a specific word choice on meaning and tone.

CCSS.ELA-Literacy.SL.7.1-Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues,
building on others' ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.7.5-Include multimedia components and visual displays in presentations
to clarify claims and findings and emphasize salient points.
CCSS.ELA-Literacy.SL.7.6-Adapt speech to a variety of contexts and tasks, demonstrating
command of formal English when indicated or appropriate. (See grade 7 Language standards 1
and 3 here for specific expectations.)

Part 2: The Assessment Plan

1. Identify three (3) formative assessments. Considering the tools you read about on page 2
and 3, identify at least 3 formative assessments you would utilize and explain how each would
measure progress toward mastery. You need to use a different tool for each formative
assessment and at least one should include a Web 2.0 tool.
Assessment 1:
This assessment will be in the form of quizlet and will be a quiz to assess students prior
knowledge of WWII. This assessment will assist me with what historical context I need to teach
to prepare students for the novel
Feedback for 1:
My feedback in this assessment will be in the formation of the first portion of the class. I
will use the students prior knowledge to decide what aspects of historical context are necessary
to teach.
Assessment 2:
This assessment will be in the form of a Voicethread. Students will explain what a
scapegoat is and how and why Hitler used a scapegoat to entice the German people into
believing in him as a leader.
Feedback for 2:
My feedback will be in the form of comments under each student's Voicethread (on the
weebly site we will be using to organize work and communicate as a class). If students need to
add or change aspects of their Voicethreads, this will be a conversation I have with each student
in person before or after the workshop each week.

Assessment 3:
This assessment will be in the form of a Prezi. Students will create a Prezi presentation
to highlight theme in the novel. They will need to cite the text and prove the theme fits the
novel.
Feedback 3:
Because this is a presentation each group will complete, each group will evaluate their
group members. I will then use a rubric to grade each presentation.

Part 3: The Summative Assessment

Summative Project:
The summative project that the students will complete for this unit is a present day event or
group with similarities to the Nazi regime.

Project will include:

Group research completed and shared (student responses will be shared) that is from
cited, credible sources, offers comparisons to present day groups and is paraphrased.
Research is used to create a presentation of choice that will be shared with your peers.
Teacher will provide feedback (share feedback that will help students learn).
Student will grade themselves and group members The feedback will help students
monitor their progress and this will thus help the students and teacher diagnose student
responses. The teacher will account these scores and feedback when grading the

presentation using the same rubric (students will use this feedback to learn)
This summative assessment is modeled after Tuttles Formative Assessments. His
stages are bolded and in parenthesis.