# data[].attributes.body
Morris Gleitzman helps us embark on a wild, strange, and trauma filled journey titled Once. Our story takes place in Poland 1942, and Felix has not seen his parents in about three years and 8 months at the beginning of our book. He believes his parents, who own a bookshop, are still alive and send him a carrot in his soup as a symbol that they are alive. Felix does not know how to react when he sees this almost miracle like carrot floating  in his soup, so he hides it in his pocket and thinks about what he should do. This is one of the many triggers that cause him to leave the orphanage he was brought to. He decides to go back to his hometown to look for his family. Felix is welcomed by an unfamiliar abandoned place that once bustled and thrived with life and delicious smells, he was welcomed to a place that looked nothing like home, so he travels even farther in search for the truth.

# data[].attributes.body
I read the first few pages of each of the books Professor Dillon provided for us, but I didn't even realize I was 30 pages into the book, and that's when I knew I found the book I wanted to use. There was another book on the list that was provided for us titled Number The Stars, and that book I recall having read back in 2nd or 3rd grade. I was brought back so many memories when I started reading the introduction and I realized that I wanted to make an impact on my students like I know that book impacted me, but instead with Morris Gleitzman's book, Once.

# data[].attributes.body
Lesson plans are not in any specific order
Lesson Plan #1: Character Maps

As I searched around the internet for different activities to help students have a deeper understanding of the text I chose, I stumbled upon a graphic organizer titled character map. I immediately began to have some great ideas about how this could help my students build empathy and as well as provide a deeper connection to the story and its characters. By helping my students plan out a character map of a character of their choosing, I knew that they would have to dive deep into their thinking process, why it is they chose to do, say, or think certain things. This activity also reminded me of an SEL activity my CT did with her students for a non-fiction text on Ruby Bridges. Students were to draw a picture of Ruby Bridges and then write a short paragraph about how Ruby's decisions might inspire them to make positive changes in our world. Now, before engaging in this activity, they did a very deep character dive and really dissected who she was, how crazy it was for her to do such a huge thing at such a young age, and how we are all capable of great change just like Ruby.

Lesson Plan #2:
Reader's Theater

I remember doing plays based on scripts written by my teacher back in middle school, and I do not see that as often anymore in classrooms. This was a very difficult thing for me to do because I was so shy, but I remember that my teachers were always very understanding and willing to modify things for everyone to participate and form part of the assignment. Although I never performed, I remember that I was give the chance to make props for my classmates and I was even an actual prop in one of the small plays. I would get extremely red, I would cry and break down, and just not be able to perform at all, so these modifications were life saving at that age. So, as someone who went through that, I wanted to design a lesson plan and include that modification for students who might need it, and also be able to bring back reader's theater as a way for students to engage deeper with a text.

Lesson Plan #3:
Making Inferences

As I read the story, I took notes on the book about the characters, about the setting, how the story changed, and other important elements I would need my students to keep in mind. I noticed, when reading back on my notes, that I made so many inferences about the characters, especially Felix, our main character. So, I wanted to create a lesson plan based on that because it really did allow me to further engage me in the text.

# data[].attributes.body
https://docs.google.com/document/d/1saW6LW2GgiK-E5pCr_ZZpWbO7cKuIlg2/edit?usp=sharing&ouid=104537461262628798868&rtpof=true&sd=true

# data[].attributes.attachment_link.title
Copy of ELED306 Lesson Plan#2 HistoricalFiction.docx

# data[].attributes.body
https://docs.google.com/document/d/1o3BFtwhJpKRXazP0mqtUxFp5vAk8Dk_h/edit?usp=sharing&ouid=104537461262628798868&rtpof=true&sd=true

# data[].attributes.attachment_link.title
Arek's Story - Children Of The Holocaust

# data[].attributes.attachment_link.description
Produced by Kath Shackleton at Fettle Animation for BBC2
Music by Paul Honey

# data[].attributes.body
The internet is a wonderful library of resources that whatever we desire is just a few taps away on a screen or keyboard. Now, while I did find many articles and interviews of holocaust survivors, this wonderful video visually displays and has us listening to Arek, a survivor of the concentration camps, telling us his story of what it was like living through such a violent and horrifying time in history. His story, although not optimistic or positive in any way, is a perfect way for my students to be able to compare and contrast our character Felix, a fictional character who lived in Poland in 1942, and Arek, a real life holocausts savior. I believe this will help students have a clearer and deeper understanding of our historical fiction unit.

# data[].attributes.body
One of the few good things that resulted from the pandemic was the ability to travel to different locations through the internet via virtual tours and live cam footage. I would love my students to explore this virtual tour of Washington D.C.'s Holocausts Museum and pick out one of their favorite sculptures, paintings, or artifacts that impacted them the most and be able to write why.

# data[].attributes.attachment_link.readable_text
Birkenau Entrance ©USHMM, courtesy of bpk-Bildagentur
Ejszyszki ©USHMM, courtesy of The Shtetl Foundation
Neighbors Watch Synagogue Burn ©USHMM, courtesy of Trudy Isenberg; Vandalized Business ©National Archives and Records Administration; Buchenwald ©USHMM, courtesy of Robert A. Schmuhl
Warsaw Ghetto, ©Bundesarchiv (Bild 101I/134/734/16A); Lodz Ghetto, ©Bundesarchiv (Bild 101I/133/703/20); Milkcan/A Desperate Plea ©USHMM, courtesy of Zydowski Instytut Historyczny imienia Emanuela Ringelbluma
Slovakian Deportation ©USHMM, courtesy of Yad Vashem Photo and Film Archives; "Work Will Set You Free" ©USHMM, courtesy of Panstwowe Muzeum Auschwitz-Birkenau w Oswiecimiu
Women on Bunks @USHMM, courtesy of Unknown Russian archive; Birkenau Barracks ©USHMM, courtesy of Mark Chrzanowski; Hungarian Jewish Women @USHMM, courtesy of Yad Vashem (Public Domain); Bowl, ©USHMM
"Extermination Through Work" @USHMM, courtesy of Archiv der KZ-
Gedenkstaette Mauthausen

USHMM=US Holocaust Memorial Museum

# data[].attributes.attachment_link.title
The Holocaust: History and Memory - Google Arts & Culture

# data[].attributes.attachment_link.description
Explore the United States Holocaust Memorial Museum, a living memorial that encourages visitors to remember, reflect, and act to confront hate and promote human dignity. In this virtual tour you will examine how the museum preserves and presents Holocaust history

# data[].attributes.body
https://www.awesomescreenshot.com/video/8608800?key=89ce648ab312503c520fe44bddad594b

# data[].attributes.attachment_link.title
Mini-Lesson Historical Fiction Unit ONCE Morris - Google Slides

# data[].attributes.body
Of course you did amazing! I appreciate you providing us not only with the reason for your unit plan, but also giving us a detailed explanation of each lesson you chose.

# data[].attributes.body
Great unit plan! I love your rationale for choosing the book you decided to use for the unit. Sadly in personal memories, as I'm sure many of us also have, teachers sometimes chose books that were boring or just the book they thought would be the most informative. The fact that you wanted to give your students that feeling you had of getting lost in the first 30 pages to your students is great and also shows some consideration and respect to the students. Lesson plans are great and I love how you used Reader's Theater to break up the traditional lectures and get students involved while also taking into consideration students who may be more introverted. The hinge activities being very visual-based is also great because visual activities tend to transcend language or aid in language or content understanding.

# data[].attributes.body
I really love your fiction vs. reality hinge activity. It's definitely a great way to get students interested in the topic since you're comparing a fictional character and a person who actually lived. It's hard to believe that a lot of these historical events actually took place (in particular World War II). Great job!

# data[].attributes.body
I really enjoyed looking through your padlet! are your lesson plans are great but the one that stood out to me was the theater one because it gets students involved, its something different for them. They get to get up from their seat and perform. I also like how you put up the holocaust museum for one of your hinge activities because of students aren't able to go and visit they can still see a tour of it.
-Meylany

# data[].attributes.body
Hey Stephanie!!

First off, your padlet is so well put together and so easy to follow along to!

Your second hinge activity is so fun! I was able to go to that museum before and knowing that students can experience it from their seats is amazing! Everything here fits together so well!