1. Melissa Sheldon READ 3311-020 Presented October 25, 2016
OTTO: The Autobiography of a teddy Bear By Tomi Ungerer Publisher: Phaidon Press 2010 Grade Level 6
Melissa Sheldon
READ
Presented October 25, 2016

2. ELAR TEKS:
1. § English Language Arts and Reading, Grade 6, Beginning with School Year
(3)  Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
(A)  infer the implicit theme of a work of fiction, distinguishing theme from the topic;
2. § English Language Arts and Reading, Grade 6, Beginning with School Year
(12)  Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to:
(B)  interpret factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams.
3. § English Language Arts and Reading, Grade 6, Beginning with School Year
(26)  Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to:
(A)  listen to and interpret a speaker's messages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose and perspective;
4. § English Language Arts and Reading, Grade 6, Beginning with School Year
(23)  Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:
(B)  differentiate between primary and secondary sources;
5. § English Language Arts and Reading, Grade 6, Beginning with School Year
(15)  Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:
(B)  write poems using:
(i)  poetic techniques (e.g., alliteration, onomatopoeia);
(ii)  figurative language (e.g., similes, metaphors); and
(iii)  graphic elements (e.g., capital letters, line length).
6. § English Language Arts and Reading, Grade 6, Beginning with School Year
(17)  Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
(A)  create multi-paragraph essays to convey information about a topic that:
(i)  present effective introductions and concluding paragraphs;
(ii)  guide and inform the reader's understanding of key ideas and evidence;
(iii)  include specific facts, details, and examples in an appropriately organized structure; and
(iv)  use a variety of sentence structures and transitions to link paragraphs

3. Social Studies TEKS:
1. § Social Studies, Grade 6, Beginning with School Year
(3)  Geography. The student uses geographic tools to answer geographic questions. The student is expected to:(A)  pose and answer geographic questions, including: Where is it located? Why is it there? What is significant about its location? How is its location related to the location of other people, places, and environments?;
2. § Social Studies, Grade 6, Beginning with School Year
(2)  History. The student understands the influences of individuals and groups from various cultures on various historical and contemporary societies. The student is expected to:
(B)  evaluate the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present.
3. § Social Studies, Grade 6, Beginning with School Year
(21)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:
(A)  differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about various world cultures;
4. § Social Studies, Grade 6, Beginning with School Year
(14)  Citizenship. The student understands the relationship among individual rights, responsibilities, duties, and freedoms in societies with representative governments. The student is expected to:
(A)  identify and explain the duty of civic participation in societies with representative governments; and
(B)  explain relationships among rights, responsibilities, and duties in societies with representative governments.

4. Summary
This is an autobiographical story of a teddy bear named Otto. His first memories are being stitched together and playing with two young boys David and Oskar. Then one day David starts to wear a star on the outer sleeve of his jacket and then later on is taken away on a truck. Otto then manages to live with Oskar until a war breaks out and Otto is lost during a bombing. A solider then finds Otto and together they recover over a bullet injury. Otto makes headlines and after several years Otto is sold to an antique store, where his old owner OsKar buys him. Together Otto and Oskar find their friend David, where they then catch up on life where they once left off.

5. When did this story take place?
Remembering
When did this story take place? 1
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ELAR TEKS 1, SS TEKS 1
Tell me what you know.
Before reading this book I would first have my students fill out the K and W portion of the KWHL Chart. This will give me as the teacher, an understanding of my students’ prior knowledge about WW11 and The Holocaust. I will also be able to see what they are most interested in during this time period, and what they may want to know more about.
After reading the book, the students will then be able to fill in the rest of the chart.

6. Understanding
How would you compare and contrast German families and Jewish families? 2 6
ELAR TEKS 2, SS TEKS 2
Students will compare the lives of Germans and Jews by organizing their information in a Venn Diagram.
For example, students will compare and examine the everyday activities of both groups of people.

7. What questions would you construct to ask during an interview?
Applying 3
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ELAR TEKS 3, SS TEKS 3
Have students watch several interview clips during class. Then have them create a series of questions that they would ask during an interview that they would conduct.
Have students interview a member from an older generation. Include questions that would be appropriate with a Holocaust survivor.
Arrange for a Holocaust survivor to come and speak to your class. Have students prepare several questions that they would like to ask the speaker.

8. What evidence can you find about life during this time period?
Analyzing
What evidence can you find about life during this time period?
Students use primary documents to explore and investigate the first hand accounts of what life was like.
Students analyze photographs, journals, and diaries to gain information and understand meaning.
By working in groups the students can collaboratively work on various primary sources.
Students can present information that was learned and gathered in a presentation form, and inform the entire class on their findings. 4
ELAR TEKS 4, SS TEKS 3

9. Can you create a poem including events of a survivors testimony?
Evaluating
Can you create a poem including events of a survivors testimony? 5
nOctober22,2016
ELAR TEKS 5
Students analyze the testimonies of several Holocaust survivors and have them create a poem including important events from their testimonies.
Each student should pick one survivor to research life events and personal testimony to create their very own poem.

10. What actions and choices would you have made if your family was Jewish and was about to be sent off to a concentration camp?
Creating 6
October22,2016
ELAR TEKS 6, SS TEKS 4
In an essay format. Have students answer the following question. Make sure they address the prompt given, and be able to support their ideas.
Students should include proper mechanics and grammar rules and include 4 paragraphs, including an introduction and conclusion.
Students should also use at least 1 outside source.

11. Student-Friendly links:
Holocaust Websites:

12. References:
The Texas Education Agency. (n.d.). Retrieved October 22, 2016, from
Ungerer, T. (2010). Otto: The autobiography of a teddy bear. London: Phaidon.