Cut out the images from the Holocaust Terms/Pictures/Quotes Gallery Walk resource.

You do not have to use all of them.  The descriptions/citations under the photos have been provided for teacher information.  You may leave these off the initial gallery walk for students and add them later.

Give students post-it notes to record their thoughts.

A post-it note template with sentence stems is linked in the supports.

After students have finished, give them a few minutes to discuss what they saw on the posters in tables/pairs.  

Unpack this discussion as a class.  Tell students they will be learning about many of the terms/pictures/quotes they did not know in the video.

Resource

Support

Tell students they will be watching a background video on the Holocaust.  This video was produced by the United States Holocuast Memorial Museum in 2014 to show the events leading up to the Holocaust.

You may watch the video as a class, but it may be easier for students to watch on their own devices, so they can use the YouTube translation and can pause/rewind as needed.

Give the students the response guide for watching the video.  They will complete this as they watch to help them focus on important details.

The response guide can be modified to include fewer slides if needed.

Resource:

High Support:

Medium and Low Support

After students have finished the video, give them a few minutes to go back to their “Know, Feel, Wonder” comments earlier.  They should pull down three Post-its that they have learned something new about after watching the video.

Students should share this new learning with their tables/pairs.

Give each student a response guide to record this new learning.

Support:

Put the power sentences slide on the board.  Read through the quote together. It is the same quote the students saw earlier in the Gallery Walk.  Tell students you will spend some time unpacking the meaning of the quote.

After you have read the power sentences together, put the focus questions on the board to help the students walk through the quote.

Remind students that repetition is an author’s “highlighter.” It always signals something the author wants the reader to stop and focus on.

Go through the questions together.

Spend time looking at how the syntactical repetition at the beginning of each sentence increases the intensity of the foreboding feeling for the speaker and motivated the change in perspective.