Reading Plan

Reading Title: Salvaged Pages: Youth Diaries Grade: 10 Subject:History Strand: A

Reading Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)
Students will be given a diary entry written by a youth during the Holocaust. Students are to respond to the entry,
considering the historical context, the perspective of the writer and how that influences the history presented.
Students must also determine if the entry is a primary or secondary source and come up with three questions that the
entry provokes that could be used as a framework for research.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
A1. Historical Inquiry: use the historical inquiry process and the concepts of historical thinking when investigating aspects of
Canadian history since 1914
Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match assessment
A1.1 formulate different types of questions to guide investigations into issues, events, and/or developments in Canadian history
since 1914
A1.2 select and organize relevant evidence and information on aspects of Canadian history since 1914 from a variety of primary
and secondary sources
A1.5 use the concepts of historical thinking (i.e., historical significance, cause and consequence, continuity and change, and
historical perspective) when analysing, evaluating evidence about, and formulating conclusions and/or judgements regarding
historical issues, events, and/or developments in Canada since 1914
Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language
that students can readily understand)

Today I will learn…

● to evaluate whether a source is primary or secondary
● develop research questions based off of a source
● examine a source for historical content, perspective and bias
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s learning, as well
as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can: explain the difference between primary and secondary sources

I can: generate questions for guiding research
I can: identify historical content, perspective and biases in materials
Assessment – how will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application

Assessment For, As, Of Learning

This activity could be used as assessment FOR or AS learning depending on how it is implemented. In terms
of FOR learning the activity can be used to determine students understanding of questioning, interpreting
and evaluating sources. When used as assessment AS learning the students would be assessed on how they
are able to implement skills such as reading for inquiry after being taught.

CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have
● Students should understand the difference between primary and secondary resources
● Students should have some background knowledge on the history being discussed in the diary entries
Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications
● Facing History and Ourselves has a large collection of diary entries. The entries chosen for this activity can be
adjusted to meet topics being discussed, for example the teacher may want to focus of the ghettos

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 ● The activity can also be adjusted to be a response journal. Students can be given or build a packet of
responses to various primary and secondary resources such as diary entries, survivor stories, newspaper
articles, propaganda
● This activity can be adjusted to reading and working in groups
● Or students can read and respond independently before forming groups with people with the same entry to
compare findings and questions
Learning Skills/Work Habits
Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Vocabulary (for word wall and/or to develop schema)

Ghetto Kristallnacht Execution Holocaust Primary Source Secondary Source
Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate.
● Copies of diary entries for students
● students need paper and a writing utensil
● below are the links to four diary entries but others can be used
● https://www.facinghistory.org
Learning Environment (grouping; transitions; physical set up)
Classroom, library, outside students work individually
Cross Curricular Links
English, Social Studies
Lesson – Delivery Format
Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
*Explain the reading activity to students *Listen attentively and ask questions or for clarification
*Write on the board or on chart paper what if needed
students are to be looking for and completing *Take note of what is expected for their response
*Handout diary entries to students *Read assigned diary entry
*Respond to the reading
*Circulate, answer questions, prompt students
thinking, keep students on task
Extension Activities/Next Steps (where will this lesson lead to next)

●Students can group up with others with the same entry and compare findings
●Research Assignment: Students can pair up and pick a question from one of their responses to guide a
research assignment
● Students can be assigned a youth writer or topic to do further research on and create a bristol board display
to be presented and put up in class
Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)

Possible Diary Entries

Ilya Gerber

https://www.facinghistory.org/resource-library/text/ilya-gerbers-diary-entry-rumors-vilna-ghetto-october-19-1942

Elisabeth Kaufmann

https://www.facinghistory.org/resource-library/text/elisabeth-kaufmanns-diary-entry-fleeing-paris-june-13-1940

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

Klaus Langer

https://www.facinghistory.org/resource-library/text/klaus-langers-diary-entry-kristallnacht-november-11-1938

Elsa Binder

https://www.facinghistory.org/resource-library/text/elsa-binders-diary-entry-mass-execution-january-13-1942

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013