Beacon Lesson Plan Library
Forget Us Not
Vicky Nichols
Bay District Schools
Description
Students are reminded of the Holocaust and its terrible cost by examining literary selections that deal with the conflict of the Holocaust. They respond in writing using a word processing program.
Standards
Florida Sunshine State Standards
LA.E.2.3.1
The student understands how character and plot development, point of view, and tone are used in various selections to support a central conflict or story line.
LA.E.2.3.6
The student identifies specific questions of personal importance and seeks to answer them through literature.
Florida Process Standards
Multiculturally Sensitive Citizens
10 Florida students appreciate their own culture and the cultures of others, understand the concerns and perspectives of members of other ethnic and gender groups, reject the stereotyping of themselves and others, and seek out and utilize the views of persons from diverse ethnic, social, and educational backgrounds while completing individually and group projects.
NETS for Students
3.1
Students use technology tools to enhance learning, increase productivity, and promote creativity.
Materials
-A novel for each student about the Holocaust (See Amazon.com or check in the library) These can be individual novels or a class set.
-Computers with Internet access
-Word processing program
-Printer
-Paper
Preparations
1. Visit the two Websites that contains samples of art and poetry (see Web Links) prior to the lesson.
2. Poetry format should be available to students. (see Attached Files)
3. Literary selection(s) about the Holocaust should be available to the students.
Procedures
1. Students read a literary selection(s) dealing with the Holocaust. This lesson should take place after students discuss the theme of their novels--man VS man.
2. Access the Remember Website (See Web Links) on the big screen TV and computer:
3. Examine and discuss the art and poems created by children about the Holocaust.
4. Introduce the Diamante and I Am forms of poetry to students. (See Attached Files)
5. Using the format, students create poetry that reflects the characters, images, tone and plot development of their literary selections(s). Poetry should also reflect the influence of this text on the students' personal growth and development about this topic. Prior to students beginning to write, share the rubric with them.
6. Students type and print their poetry in suitable form for display using a word-processing program.
Assessments
Assess the poetry created by the students using the rubric (see Attached Files).
Circulate and formatively assess students as they use the technology tools. Provide assistance for students who are experiencing difficulty and monitor accordingly.
Extensions
Art- Poems can be mounted on a bulletin board or a door or a mural. Students may also draw, paint, sketch or otherwise illustrate artwork to accompany the poems.
Web Links
The links below contain art and poetry depicting the concept of the Holocaust.
Remember: Poetry and/or art concerning the Holocaust
Holocaust Poetry and Art
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