Rationale for the Holocaust Multi-Text Study

Context:

In my reading 4030 class during Block II at ASU, I created a multi-text study for sixth grade students, based around the novel, The Upstairs Room. The main theme for my multi-text study was the Holocaust.

For this assignment, I was required to select a quality novel that could be used for grades 3-6.  The book was required to be either an honor or award-winning book.  Once I had chosen my novel, I was required to choose an informational trade book or biography that would support my original novel.  Then I used the Holocaust theme to create an internet workshop for children.  I also was required to plan five learning activities that would engage students in the literary elements of my original novel.  Following these five activities, I created a vocabulary enrichment activity to use with the novel.  In order to provide the children with more reading choices on the theme of the Holocaust, I prepared a reference list of eight additional books.  Finally, I aligned the text set unit with the NCSCOS standards by citing the specific sixth grade standards that I was addressing through the multi-text study.

Impact:

As a teacher, I will be able to use this multi-text study to further my students' knowledge of the Holocaust.  The books and activities used within this study, will provide my students' with a lot of meaningful historical information on the Holocaust without going into great depth about the really disturbing aspects of the time period.  Through the use of this multi-text study, I hope to open the door for students to read and enjoy historical reading material.

Alignment:

Standard 1, Indicator 3- I met this indicator through my use of the historical based literature on the Holocaust for this multi-text study.

Standard 4, Indicator 8- I met this indicator by creating the Holocaust based internet workshop.  The questions asked within each website provide proof of how the history of Jewish people throughout the world has changed throughout history.

Standard 8, Indicator 2- I met this indicator through the creation of the Holocaust based activities.  In order to do these activities, the students have to monitor their own reading comprehension of the setting, characters, plot, conflict, and theme of novel.

Standard 8, Indicator 3- I met this indicator through the creation of the Holocaust based activities.  In order to do these activities, the students have to think critically about what they have read within the novel.

Standard 8, Indicator 4- I met this indicator because the multi-text study encourages students’ enjoyment of reading through class and small group discussions, literacy elements activities, an internet workshop and a reference list for further reading. 

Standard 8, Indicator 5- I met this indicator through my creation of the reference list because it provides the students with opportunities to explore the use of different genres of writing.