The Gift Of Life

Day 7:

English: “ Painful Memories” (Chapters 15-17)

Social Studies: “The World of Anne Frank”- Part 2

Math- “Numbers are unique too! 

Painful Memories

Topic: Jonas receives a painful memory. Jonas now understands the cruelty of war and he gets angry when he sees his friends playing war because he knows the pain that war brings.

Objectives

  1. Students will be able to use writing as a tool for learning

  2. Students will understand the value and emotions that color bring to a person.

  3. Students will be able to read with fluency, silently and aloud, to support comprehension.

Materials Needed

  1. “The Giver”—Lois Lowry

  2. Student Journals

  3. Treasure Chest Assignment Sheet—decorating materials—glue, glitter, markers, colored paper, etc

  4. Smart Board http://www.nycsd.k12.pa.us/tchr/webquests/giver/default.html

Procedure

  • Introduction

  1. Discuss what the students read in chapters 12-14

  • What did the giver explain about sameness in the community?

The leaders believed without sameness the people would make the wrong decisions

  • What were your favorite parts about these chapters? Dislikes?

I enjoyed the description of pain Louis Lowry writes about. Often times we think pain is a curse, in all reality with no pain there would be no emotions.

  1. In chapter 12 Jonas experienced senses, but could not tell his family because they would not relate.

  2. Use the SMART board (or individual computers) to help the students gain a better understanding for their senses. http://www.nycsd.k12.pa.us/tchr/webquests/giver/default.html

  3. Click on the Learn about your senses link

    http://library.thinkquest.org/3750/

  1. Students then will be able to explore their five senses

  2. Have students take out their journals and pick one of the senses. For instance, smell—have the student write how they would explain the smell of something to someone who cannot smell. (This is how Jonas may have felt with his family.)

  • Lesson Steps

  1. Have students take out “The Giver”

  2. To introduce to the students to what they will be reading ask the students what they imagine in war and on a battle field. Have students discuss with a partner what they think, then discuss with the whole class.

  • Students may imagine: guns, blood, anger, two armies coming over a hill, victory.

  1. Pre-read—have students glance through chapter 15 and 16 and predict what they are going to read about.

  2. Begin reading Chapter 15 aloud to the class

  • Stop frequently to see if any students have questions or to clarify what you read.  Stop at words that may be hard to understand and have students predict what the world means (ex—carnage on page 119)

  1. Continue to read chapter 16 aloud to the class

  • How is Jonas’ view of these memories changing?

    • Jonas didn’t want the pain, feelings anymore. The memories were overwhelming him because he never felt such a sensation.

  1. Outline—while you read chapter 16 have students outline what is being read. This will give students a visual of how to read effectively.

  • Possible Outline of Chapter 16 (Brief):

    • Jonas receives pain from the Giver because he is in pain

    • Jonas receives the battlefield memory

    • Jonas then receives a beautiful memory

    • Jonas wishes his family could have the feeling of love

  1. Read to the end of Chapter 16 and have students compare their outlines with a partner and then write a summary of what was read in class together.

  2. Walk around the room an look out the outlines and summaries to make sure students understand what was read

  3. Discuss and summarize chapters 15-16

  • What were some of the main points you wrote down in your outline in chapters 15-16?

    • Students may have written down:

      • Vocabulary words.

      • The memory of pain given to Jonas.

      • Jonas sees his friends playing war.

  • How would you feel if you were Jonas watching his friends playing war and battle field?

    • I would be sad. It would be hard to explain why I would feel that way because no one else in the community would understand my feelings. It would be hard to keep the feelings bottled up inside.

  1. Provide time for students to work on their treasure chest assignment.

*Try to meet with each student individually about their treasure chests to make sure they are keeping on track—did the students ask their relatives for some memories? Did each student bring a box? Provide materials to decorate the treasure box (students may bring their own materials if they wish.)

  • Closure

  1. Have students hand in their stories (as far as they are: typed or written) they have about each relative. (They wrote theses stories at home and are allowed to go to the computer lab to type them out if they are satisfied with their stories.) Rubric.

  2. Remind the students to continue working on their Treasure Chest

  • Do the students have any questions about their assignments?

  1. End the class all together and remind the students that pain is real and every person experiences various pains. Each person is unique and special so we need to be sensitive to others and their pain.

Assignment:

  1. Treasure Chest Assignment—continue working on stories and decorating the shoe box.

  2. Read Chapter 17

Evaluation:

  • Observe the students while working in class—are they using their time wisely by working on their treasure chests?

  • Did the students participate in the discussion questions—record participation for each student.

  • Make sure the students wrote in their journals—have each student hand in their journal and review that they have been working in class.

The World of Anne Frank

Objectives: After the completion of this lesson, students will be able to:

  1. Know the liberation of the Jews and the rest of Europe in relation to Anne Frank.

  2. Understand how WWII persecution was an example of the human society not understanding God’s creation of individuals as unique beings.

  3. Iowa State Standards:  Essential Concepts and/or Skills for Grades 6-8

Understand the role of culture and cultural diffusion on the development and maintenance of societies. (History)

Materials:

  1. Book (2003). The World of Anne Frank (pp. 80-140). London, England: Pan Macmillan Limited.

  2. White Sheets, poster size

  3. Markers

  4. Computer with printers

  5. Colored pencils

  6. Glue

Procedure:

  • Lesson Steps

  1. (30 minutes) The teacher and students will take out the book The World of Anne Frank and in class they will read select parts of the book. Usually in each section it is just about a paragraph describing what was happening. After each section we will discuss what this was about, how it affected the Jews, and how it changed life for Anne Frank and people like her. After reading this students will receive an assignment that they must complete for the next lesson related to the text. The sections that need to be covered are:

  • Early Days of Occupation through Anti-Jewish Measures. Pages 80-91

  • Dutch Resistance through The Noose Tightens. Pages 94-107

  • Deportation Continues through The Winter of Hunger. Pages 108-118

  • The Winter of Hunger through Anne Frank’s Diary. Pages 118-127

  • Post-War Nazism and the Denial of the Holocaust through Fighting Prejudice. Pages 128-141

In addition to the previous discussion questions, the class should discuss what the post WWII situation is today.

  • Do we still have Nazism? –Yes, the KKK, small groups even in America, Neo Nazism

  • Who did God create us to be? – Unique children in his kingdom to serve him.

  • Since we are all children of God, we should all love each other. What things cause this to not happen? –Sin, misunderstanding of God’s will, pride.

  • What can we do about it? - Open answers, along the lines of actually solving this problem in our communities and throughout the world.

  1. (20-25 minutes) The teacher will supply students with paper to create their own Jewish Liberation news-clipping article. Students will use the newspaper clippings at the end of the book they used in class for examples as well as information about the liberation that was mentioned in the textbook. Students can address:

  • Describe the situation as if they saw it happen. What were the people doing?

  • What did the situation look like? Why was this so important?

  • Draw the scene of what it might look like.

Assignment:

  1. Students will be given a handout to complete for the next lesson.

  2. Students will answer the following questions about the assigned readings thatwere covered in class:

  • What took place?

  • What was its affect on the Jews?

  • What do the pictures in the book say about what occurred?

  • How did this affect the war? (Did it help the Jews, the Germans? How?)

Answers to these questions will be based according to the section they address.

Click here for the class handout.

Evaluation:

  • The evaluation will be based on participation and discussion in the class during our reflections related to the Life of Anne Frank. The teacher will document who is participating and who is not into the lesson at all. If this happens, the teacher must find a way to engage this student.

  • The second evaluation will be the completion of the assignment addressing the questions about the reading.

  • The third assessment will be the effort/completion of the poster about the liberation of the Jews.  They will be graded according to a rubric.

Numbers are Unique Too!

Topic: Learning Prime Factorization of Numbers, with application in Greatest Common Factor

Objectives

  1. Students will be able to find the prime factorization of numbers using a factor tree.

  2. Student will apply their understanding of prime factorization to discover the greatest common factor.

  3. Students will consider how prime factorization is like DNA for numbers.

Materials needed

  1. Sample Factorization Sheet

  2. Prime Factorization Worksheet

  3. Computer with Internet Access

  4. Projector

Procedure

  • Introduction

  1. We’ve been studying special characteristics of numbers, taking a look at the golden ratio, making sure we keep the ratio between ingredients the same. And in other classes students have been learning about special characteristics of people, like DNA. Ask students what they know about DNA. What does DNA do for humans? Remind students that it’s kind of like a blueprint telling the cells of the body what to do, and what to look like.

  2. Numbers have a sort of DNA too, it’s called prime factorization. Ask your students what they know about prime numbers. Make sure that it is clear that prime numbers cannot be divisible by other numbers. What do they know about factors? Factors are numbers that when multiplied make up another number. For instance 3 and 5 are both factors of 15.

  • Lesson Steps

  1. If prime numbers are numbers that cannot be divided, and factors are the numbers that make up another number, then what can we conclude about prime factorization? Prime factorization is finding all of the prime factors of a number, breaking it down into its smallest components. Each number has a specific prime factorization, and no two numbers have the same prime factorization. Like DNA being a blueprint for the body, prime factorization tells us exactly how the number is built, and using prime factorization we will get the same number time and time again. Watch a video on basic factorization: http://www.youtube.com/watch?v=WlcLgCOGOtU

  2. Using the Sample Factorization Sheet, help students walk through making a factor tree. After working together on some of the easier problems, break students into 4 groups, and assign them each one of the harder problems (ones that include 5, 7 and 11 as factors). After each group comes up with a solution, have them come up and write their solution up on the board, making sure to write it in the reduced format: example 24=2*2*2*3 or 23*3.

  3. What is Greatest Common Factor (GCF)? We know that factors are the numbers that make up another number, which is a multiple. The GCF is the largest factor that two numbers (or more) share. For instance the GCF of 10 and 4 is 2, because they both share 2 as a factor. How could knowing the prime factorization of a number be beneficial to finding GCF? By knowing the prime factorization of numbers we can easily see which factors they have in common. For instance 18 and 24.

  • Prime Factorization of 18 is 2*32

  • Prime Factorization of 24 is 23*3

  1. What do these numbers share? Each have at least one 2 and one 3. Knowing this we can deduce that 2*3 will go into both, meaning that 6 is their GCF.

  2. Work with the students to discover the GCF of the following sets of numbers

  • 32 and 20 – 4 or 22

  • 100 and 60 – 10 or 2*5

  • 336 and 18 – 6 or 2*3

  1. Have the students try to find the GCF of two of the numbers that they have written up on the board from the previous exercise of factor trees.

  • Closure

  1. Discuss whether prime factorization is helpful or not. What makes it helpful? Are there any other possible applications? (Lowest Common Multiple).

  2. What does prime factorization say about numbers? Are numbers completely a human invention or are the patterns designed? If numbers and DNA have this very unique blueprint of how things work, are there any other things in nature that have this same characteristic? Why do you think this is so? (This is rather open ended, and it’s mainly to get minds working, and questioning the world.)

Assignment:

  1. Basic- Prime Factorization Worksheet

  2. Extension- None.

Evaluation:

  1. Students will be evaluated on completion of the worksheet and accuracy. 5 points for each problem, 3 points are based on method (are they using factor trees, are they finding the prime factorization, are they showing their work?). 2 points based on accuracy of answer, with at least one of those points being awarded if there is any answer.
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