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A Day in the Life of Peter and Eve Unit 2 Week 2 Passage to Freedom.

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Presentation on theme: "A Day in the Life of Peter and Eve Unit 2 Week 2 Passage to Freedom."— Presentation transcript:

1 A Day in the Life of Peter and Eve Unit 2 Week 2 Passage to Freedom

2 Teacher Slide 1 This week’s concept is “taking risks.” Taking risks can mean putting yourself in danger to help others. Let’s discuss the web. What else can we add to it to aid us in our understanding of “Taking Risks?” This week we’re going to read about ways people take risks to help others. During World War II there were many people who were in danger because of their religion or culture. Today, we’re going to read A Day in the Life of Peter and Eve; it is a historical fiction story. Passage to Freedom

3 Taking Risks Danger Courage War Time Passage to Freedom

4 Teacher Slide 2 Picture Walk Page 7… This is Peter’s teacher. What can you tell about her from the picture? Yes, Fraulein Mann is introducing the class to town council members who are Nazis and supporters of Adolf Hitler. Peter suspects that she is uncomfortable with them being there. Page 10… On page 10 Peter is remembering what happened to his friend’s house. His friend, Hans Karp is Jewish. What do you think may have happened to the Karp’s house? The Nazis blamed Jewish people for Germany’s problems and encouraged German people to dislike Jewish people. **While you are reading, write down things you learn about life during this time. Passage to Freedom

5 Let’s Take a Picture Walk… Page 7 This is Peter’s teacher. Page 10 Peter is remembering his friend’s house. Passage to Freedom

6 Holocaust Rescuers Unit 2 Week 2 Passage to Freedom

7 Teacher Slide 1 What do you know about the word officers? Officers are members of the military or other organizations who command others. How do people usually treat officers? What do you know about identity? What do you know about disrespect? Passage to Freedom

8 The Challenges of Storm Chasing Officer Identity Respect Passage to Freedom

9 Teacher Slide 2 Discuss student learning from what they’ve read so far. What are some risks the rescuers are taking? Read some orally. Model, choral, and independent. Discuss. Passage to Freedom

10 A Safe Haven Unit 2 Week 2 Passage to Freedom

11 Teacher Slide 1 I know that today you are reading about people who were targets of the Nazis and how people worked to rescue them. Tell me a little about what you’ve learned today in your reading. Things to Discuss: 1.Why would traveling on the Henry Gibbons be difficult? 2.How would the U.S. government decide which refugees to allow into the country? 3.Why didn’t the refugees want to return to Europe? Passage to Freedom

12 Inside Out Unit 2 Story 2 Passage to Freedom

13 agreement cable diplomat issue refugees representatives superiors visa Passage to Freedom Teacher Slide 1:

14 agreement cable diplomat issue refugees representatives superiors visa Passage to Freedom

15 Teacher Slide 2 First look for meaningful parts. If I see a part I know, such as –ed or –ing, then I look for a Base word. I see a suffix I know: -ed (This tells me it happened in the past.) I also see the prefix en-. I know that en- means to give. I see a word I know now: courage I put the parts together: en courage ed I know that this word means gave courage. Let’s read this word together… encouraged Let’s try a few more. Passage to Freedom

16 ed encourag Passage to Freedom

17 forever translated exhausted agreement embraced important Passage to Freedom

18 forever translated exhausted agreement embraced important forever translated exhausted agreement embraced important forever translated exhausted agreement embraced important forever translated exhausted agreement embraced important forever translated exhausted agreement embraced important forever translated exhausted agreement embraced important Note: I will copy these and cut them apart so students will have a copy to read from

19 Passage to Freedom Teacher Slide 3: Now let’s read these words in sentences. Use the same strategy we practiced if you come across a word you don’t know. Fluency Notes: Touch on phrasing and punctuation if needed.

20 Passage to Freedom 1.I will remember your kindness forever. 2.The man translated what the king said to the visitor. 3.My father was exhausted after signing all of the visas. 4.We made an agreement to help as many people as possible. 5.The refugee embraced my father to thank him for his kindness. 6.It is important to remember the risks people took to help others during World War II. 1.I will remember your kindness forever. 2.The man translated what the king said to the visitor. 3.My father was exhausted after signing all of the visas. 4.We made an agreement to help as many people as possible. 5.The refugee embraced my father to thank him for his kindness. 6.It is important to remember the risks people took to help others during World War II. Note: I will copy these and cut them apart so students will have a copy to read from.

21 Passage to Freedom Teacher Slide 4- Passage to Freedom-Tuesday Comprehension Lesson, pages 168-173 (Green) Before Reading Yesterday we read about a family in Germany during World War II. Today we will read about another family who helped refugees to flee from the Nazis. Take a picture walk. Discuss children’s observations. *page 170-171- Where do you think these people are? What do you think they are doing? *page 172- Hiroki’s father is having a family meeting to decide whether or not to help the refugees. What do you think they will decide? During Reading… Discuss character traits of Mr. Sugihara. Discuss the facts that tell the story. Write a sequence list… Predict.

22 Passage to Freedom What we know so far…

23 Passage to Freedom Teacher Slide 5- Passage to Freedom-Wednesday Comprehension Lesson, pages 174-177 (Green) Discuss “Author’s Purpose”. Use keyword cards to discuss and write the purposes for writing this biography. After reading Character traits

24 Passage to Freedom To inform… To teach… To tell… To describe… The author wrote Passage to Freedom


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