Sample Lesson Plans:
THE BOY ON THE WOODEN BOX – DAILY LESSONS – LESSON PLANS
DL 1 - Objective - Prologue
One objective of this lesson is for students to become acquainted with Leon Leyson, the author of this memoir, through the prologue. Another objective is for students to learn background knowledge about the Holocaust and about Oskar Schindler to provide them with context for the memoir.
Lesson
1. Writing - In the prologue, students were introduced to Leon Leyson, the narrator of this nonfiction memoir. Have students to write 3-5 predictions about what they think might happen to him in this book, which tells of his actual experiences during the Holocaust.
2. Class Discussion/Teacher Presentation - Ask students what they know about the Holocaust, writing notes on the board as they provide accurate, factual information. Give all students who have prior knowledge of the Holocaust a chance to contribute. Then present students with a brief overview of the Holocaust. Consider using resources such as a multimedia presentation or detailed handouts. As the book progresses, you will want to provide or have students research to find out more information about the Holocaust and World War II.
3. Group Discussion - Have students get into groups of 2-4. After reading the prologue, have them write down what they have learned so far about the author and what questions they have about his story before they begin chapter 1. Then have each group share their thoughts and questions. Note that the questions do not need to be answered at this point. This is an anticipatory activity to engage students more fully in this memoir.
Homework: Students should research Oskar Schindler. Who was he? What did he do during the Holocaust to help Jewish people? They should be ready to share this information during the next class.
Common Core Standards
CCSS.ELA-Literacy.W.11-12.7
1. DL 2 - Objective – Chapter 1
In Chapter 1, readers see that Leon Leyson had a fairly normal childhood, which is in contrast to his experiences in the rest of his memoir. The objective of this lesson is to examine the normal, happy, carefree aspects of Leon's childhood as he explained it.
Lesson
1. In-class writing: Go through Chapter 1 to review Leon's relationships with his family, friends, and other members of the community. What do you think Leon gained from each relationship? Why? Give textual support.
2. Group activity: In groups of 2-4, have students review Chapter 1 and discuss which parts reflect Leon's happy childhood. How do these events make them feel toward Leon?
3. Class discussion: Which aspects of Chapter 1 reflect Leon's normal childhood and family life?
Homework: Have students write about the following topic: Find specific passages that relate to happy events in Leon's childhood in Chapter 1. What specific words or phrases show that the events or experiences were happy for Leon?
Common Core Standards
CCSS.ELA-Literacy.RL.11-12.3
2. DL 3 - Objective
Throughout Chapter 1, we see that religion is very important to Leon. The objective of this lesson is to examine the importance of the Jewish religion in Leon's life, and in the lives of his family and Jewish members of his community, citing specific evidence from the text.
Lesson
1. Group activity: In groups of 2-4, have students discuss the following: In what ways is religion, membership in other types of groups, or being part of different causes important to people? How can this help people?
2. In-class writing: How do you know that Leon's Jewish religion is a significant aspect of his life? Find examples from Chapter 1.
3. Class discussion: Cite examples from Chapter 1 demonstrating that religion is significant in Leon's life. In what ways does he seem to benefit from this? How does his religion seem to affect him? How does their Jewish faith seem to affect his family and his community?
Homework: Pick a religious practice that Leon mentions in Chapter 1. Research it further, and write about it briefly.
Common Core Standards
CCSS.ELA-Literacy.RL.11-12.1
3. DL 4 - Objective
Within Chapter 1, there are many different examples of religious discrimination or hints of possible future discrimination. The objective of this lesson is to find examples of religious discrimination and hints and/or foreshadowing about possible future religious discrimination in Chapter 1, drawing evidence from specific details in the text.
Lesson
1. In-class writing: After specifying what discrimination is and what it means, have students write about this: Have you ever seen or experienced discrimination of some sort? How? What happened? How did it affect you? If you haven't experienced discrimination, write about another person's experience that you know about or have read or heard about.
2. Group activity: In groups of 3-4, have students discuss the following: What examples of discrimination have you heard of? What are some of the effects of discrimination? What might be some of the causes of discrimination against particular types or groups of people?
3. Class discussion: In Chapter 1, in what ways are Leon and other Jewish members of the community in Narewka discriminated against? How does it seem to affect them? What are some hints from Chapter 1 that the discrimination against them because of their Jewish religion might continue as Leon's story progresses?
Homework: Research Poland and other countries in the early and late 1930s. What examples of discrimination against Jewish people before the Holocaust can you find?
Common Core Standards
CCSS.ELA-Literacy.W.11-12.9
1. DL 5 - Objective – Chapter 2
The narrator of this memoir is Leon Leyson, and all of his experiences are told from his perspective. The objective of this lesson is to choose an event in Chapter 2 as Leon and his family are living in Krakow and to view the event from another perspective. This should be an event that involves Leon directly.
Lesson
1. Class discussion: Discuss point of view and narration in nonfiction. Have students pick out interesting events involving Leon in Chapter 2. Then have them think about how the event might have been written about by another person involved. Brainstorm as a class to come up with an example or two.
2. In-class writing: Have students write about: Choose an event in Chapter 2 of The Boy on the Wooden Box that involves Leon. Write the event, instead, from the perspective of another person who was involved or who observed the event. Make sure to specify which event you are writing about and from whose perspective you are writing.
3. Student presentation: Have students present their writing to the class. Give students a chance to ask questions and to share their thoughts.
Homework: Have students write about the following topic: Take the event that you focused on in class and write about it from an objective, third person point of view.
Common Core Standards
CCSS.ELA-Literacy.W.11-12.3a
2. DL 6 - Objective
As students progress through this memoir, there will be many instances where people are forced to deal with uncertainty. The objective of this lesson is to examine areas in Chapter 2 of The Boy in the Wooden Box where people deal with uncertainty.
Lesson
1. In-class writing: Have students write about: Provide 1 or 2 examples from Chapter 2 where people deal with uncertainty. What are they uncertain about? How do they cope or try to deal with uncertainty?
2. Group activity: In groups of 2-4, have students discuss the areas from the text they found where people were dealing with uncertainty.
3. Class discussion: As a whole class, discuss areas in the chapter where people deal with uncertainty. Discuss why they might react as they do to increasing uncertainty. What are some examples students can think of where people must deal with uncertainty? This could be something they experienced or something they heard about.
Homework: Have students write about some of the ways Leon and other people in the book dealt with uncertainty. If the way they dealt with it was not explicitly stated in the text, how might they have dealt with it, rationally and emotionally?
Common Core Standards
CCSS.ELA-Literacy.RL.9-10.3
3. DL 7 - Objective
As this book progresses, it is very apparent that what is happening in the world, and especially with Germany and Poland and their governments, greatly affect Leon and his family. The objective of this lesson is to have students learn more about the historical context behind the events in Chapter 2 utilizing research techniques.
Lesson
1. In-class writing: Have students write briefly about: What historical events that were mentioned in Chapter 2 do you feel that you need more information about regarding conflicts within Poland, outside of Poland, and between Poland and other countries as well as about discrimination against Jewish people? List 2-3 examples.
2. Group activity: After coming up as a class with areas that students need more historical information about, have students work in groups of 2-4 to research these areas to add to their understanding of the context and setting of the memoir. They should also figure out how their research adds to their understanding of the memoir.
3. Student presentations: Have each group present the historical information they came up with.
Homework: Have students briefly research and write about the following: What was the most important thing that you learned through your research of the historical events that will help you to better understand the book?
Common Core Standards
CCSS.ELA-Literacy.W.11-12.7
DL 8 - Objective – Chapter 3
In Chapter 3, Leon describes posters that utilize propaganda about Jewish people. The objective of this lesson is to define propaganda, to examine it in relation to Chapter 3, and to allow students to think further about propaganda.
Lesson
1. Teacher presentation: Present information on propaganda, including a usable definition, the passage in Chapter 3 related to propaganda that Nazis distributed against Jews, and other real-life or fictional examples of propaganda.
2. In-class writing: Have students examine the passage in Chapter 3 about propaganda posters placed by Nazis about Jews. Then have them write about: How do the posters seem to compare to reality? What is the purpose of these posters; why did the Nazis publicly display them? What might be the effect these posters had on Jewish people? How might these posters have affected non-Jewish residents of Krakow?
3. Group activity: In groups of 2-4, have students discuss their answers to questions they wrote about above. Also, have them think of any examples they have seen or heard that they would consider propaganda. Then discuss this as a whole class.
Homework: Have students write about the following topic: How do you think the posters caused Jewish residents of Krakow to feel?
Common Core Standards
CCSS.ELA-Literacy.RL.11-12.4
1. DL 9 - Objective
Leon proves to be a strong person because of the way he handles the beating and capture of his father. The objective of this lesson is to examine the character traits and motivations of Leon as revealed in his actions after his father was beaten and taken away, utilizing specific details from the text as well as inferences about Leon based on his thoughts, actions, and words.
Lesson
1. In-class writing: Have students review the pages in Chapter 3 from when Leon's father is beaten and taken away until he returns home. Have students write about: What does Leon do? How does he react to his father's beating and captivity in the days and weeks following it? What were his motivations? What character traits did Leon reveal though his actions?
2. Group activity: Have students discuss their writing from part 1 of the lesson. If students have differing opinions, they should offer textual support to back up their answers. (They may still have differing opinions after doing this, which is OK.)
3. Class discussion: As a class discuss what students have come up with from parts 1 and 2 of the lesson. Also discuss other people that they have read about so far in this book and what some of their actions reveal about them.
Homework: Have students write about the following topic: How do you think Leon was able to find the strength to react as he did to his father's beating and disappearance?
Common Core Standards
CCSS.ELA-Literacy.RL.11-12.1
1. DL 10 - Objective – Chapter 4
In Chapter 4, as in other parts of The Boy on the Wooden Box, Jewish people cope in various ways with the discrimination and atrocities going on around them and toward them. The objective of this lesson is to examine the phrase, "If this is the worst that happens," which is introduced in Chapter 4.
Lesson
1. In-class writing: Have students do the following: Review the sections in Chapter 4 in which the phrase, "If this is the worst that happens," is used. Then write about the significance of the phrase. What does it mean? Why do you think people used it within the context of the events described in the book? What can you infer about the use of this phrase that is not stated directly?
2. Group activity: In groups of 2-4, have students discuss and analyze the use of the phrase within Chapter 4, what its significance seems to be, and why they think the people might have used it.
3. Class discussion: Have groups debrief the class about what they discussed. Ask the class if they can come up with other examples of phrases like this in various stressful or negative situations. Discuss the psychology behind this.
Homework: Have students write about the following topic: What are some alternate phrases that people could have used that would have meant essentially the same things as "If this is the worst that happens"?
Common Core Standards
CCSS.ELA-Literacy.RL.11-12.1
2. DL 11 - Objective
In Chapter 4, Leon tells readers that the Nazis often announced what they considered to be successes; if these "successes" were told from a different perspective, they would be reported much differently. The objective of this lesson is to examine perspective and point of view and how they differ, depending on whose point of view an event is being told from.
Lesson
1. Group activity: In groups of 2-4, have students do the following: Review Chapter 4 to find events that could be told from differing perspectives, such as from the Nazi perspective and the perspective of Leon or of Jewish adults living in Poland. Make a list of relevant events and discuss how they might be viewed from different points of view. Each group member should write down the possible events or news items presented in Chapter 4.
2. In-class writing: Have students write individually about the following topic: Choose one event or news item from Chapter 4 that could be viewed from multiple perspectives. Then write a paragraph or two about it from three different perspectives, a Jewish perspective, a Nazi perspective, and an objective (outside observer) perspective.
3. Student presentations: Allow students who volunteer to read their writing to the class. Then, as a group, analyze the differences between the perspectives demonstrated.
Homework: Have students write about the following topic: Choose an event from Chapter 4. Write about it from the perspective of a non-Jewish Polish person.
Common Core Standards
CCSS.ELA-Literacy.W.11-12.3a
1. DL 12 - Objective – Chapter 5
Jewish people resisted Nazis in various ways before and during the Holocaust, both in subtle and blatant ways. The objective of this lesson is to examine Jewish resistance utilizing appropriate research methods.
Lesson
1. Group activity: In groups of 2-4, have students examine examples of resistance to Nazi authority so far in the book, up to Chapter 5. Then have students research other methods of Jewish resistance before and during the Holocaust, including the type of resistance and the context or reason behind the resistance.
2. Presentations: Have each group present their findings to the class.
3. Class discussion: Discuss Jewish resistance during the Holocaust, including examples from the book, now that students have researched it more fully. What was the most blatant example they found? What was the least noticeable example they found? What effects on the people resisting do students think that the resistance had?
Homework: Have students research and write about other 1 or 2 historical examples of resistance to the Nazis. Who was resisting? Who were they resisting against? What were they resisting? What effect did it have?
Common Core Standards
CCSS.ELA-Literacy.W.11-12.7
2. DL 13 - Objective
Leon, in Chapter 5, provides some detail about how people in the ghettos lived from day to day. The objective of this lesson is to examine how Jewish people during the Holocaust who were forced to stay in ghettos might have survived on a daily basis, utilizing textual support.
Lesson
1. Class discussion: According to Leon, what was life like on a daily basis in the ghetto? How did he and his family live and survive? What methods (activities, psychological techniques, etc.) did they use to help themselves live and remain sane?
2. Research: Have students research how Jewish people lived and survived in ghettos during the Holocaust.
3. Group activity: In groups of 2-4, have students discuss how Jewish people lived and survived in ghettos.
Homework: Have students write about the following topic: List as many specific survival techniques from Chapter 5 as you can.
Common Core Standards
CCSS.ELA-Literacy.W.11-12.9
3. DL 14 - Objective
Throughout The Boy on the Wooden Box, hate and discrimination play a central role in the lives of Leon and his family and community. The objective of this lesson is to continue to examine the themes of discrimination and hate that are central to this memoir.
Lesson
1. Teacher presentation: Present information about ghettos, forced deportation, concentration camps, and the Nazi focus on the "Aryan" race. Discuss some of the escalating discrimination tactics used, as evidenced by the book and by historical information.
2. Group activity: Have students, in groups of 2-4, discuss other types and methods of discrimination and hate that come to mind after hearing more about the types that occurred during the Holocaust and what might be behind this.
3. Class discussion: Why do people discriminate against one another and against entire groups? What might cause that? What might be some of the effects of individual and generalized discrimination and hate?
Homework: Have students write about their thoughts on hate and discrimination in general.
Common Core Standards
CCSS.ELA-Literacy.RL.11-12.2
1. DL 15 - Objective – Chapter 6
The objective of this lesson is to examine how people hide, escape, or make it through threatening, life-or-death situations. Leon and his family, and many other Jewish people, must do this repeatedly in The Boy on the Wooden Box.
Lesson
1. Group activity: In groups of 2-4, have students review and discuss how people in The Boy on the Wooden Box in Chapter 6, and in other chapters so far, were able to survive potentially deadly situations with Nazis and others by acting quickly and creatively, hiding, escaping, or saying or doing the right thing.
2. Individual research: Have students research other situations in which people have survived or escaped potentially deadly situations, whether it was because of being persecuted, like Jewish people during the Holocaust, or other situations.
3. Presentations: Have students share what they found and what their thoughts are about the situation(s) they researched.
Homework: Although it is very difficult to imagine what things were like for Leon, can you come up with any other ways that he might have acted to escape or survive any of the situations he has encountered so far in the book? Write about them.
Common Core Standards
CCSS.ELA-Literacy.RL.9-10.3
2. DL 16 - Objective
The objective of this lesson is for students to research, using available print and online sources, Plaszow concentration camp so that they have an idea of what it was like before they read about Leon's experiences there in Chapter 7. This will help them to better understand the historical context of Plaszow.
Lesson
1. Individual research: Have students research Plaszow concentration camp in detail. To do this, they should utilize reliable Internet resources to find information about this concentration camp. Here are some specific research questions: When was Plaszow in operation? Where was it located? How many people were held prisoner there? What kinds of experiences did the prisoners go through?
2. Group activity: In groups of 2-4, students should compare the information they found about Plaszow and organize a brief presentation for their classmates. Each group can research what they think is important, or different groups can be given different topics, such as location, statistics (number of prisoners there, number of prisoners killed), what type of work prisoners had to do, what daily life was like, years of operation, etc.
3. Group presentations: Have groups present what they consider important information about Plaszow to their classmates.
Homework: Have students write down any questions they still have about Plaszow and find answers to their questions.
Common Core Standards
CCSS.ELA-Literacy.W.11-12.8
1. DL 17 - Objective –Chapter 7
In Chapter 7, Leon says that only barbed wire separated him and other prisoners from the children, wearing their Hitler Youth uniforms, of the German officers. The objective of this lesson is for students to find out more about Hitler Youth.
Lesson
1. Group activity: Have students research Hitler Youth in groups of 3-4. What was it? What happened once a youth joined this group? Why did this group exist?
2. Group presentations: Have each group research important information they found about Hitler Youth and their thoughts about it.
3. Class discussion: What were the goals of the Hitler Youth initiative? How might it have felt to be a member of the Hitler Youth? Why might Hitler have created this group and demanded participation? How did the experiences of the Hitler Youth contrast with the experiences of Leon and other children in concentration camps?
Homework: Have students write about: What do you think some of the overall effects were of forced participation in Hitler Youth? How does this go along with everything else you know about the Holocaust and World War II? What feelings might Leon have had about seeing the children of the guards right outside of the barbed wire fence?
Common Core Standards
CCSS.ELA-Literacy.W.11-12.8
2. DL 18 - Objective
At the end of Chapter 6, Leon arrived at Plaszow, and students were assigned to research and report on relevant information on Plaszow. The objective of this lesson is for students to compare their research on Plaszow with what Leon experienced there in Chapter 7.
Lesson
1. In-class writing: Have students summarize in writing what Leon relays in Chapter 7 about his and others' experiences at Plaszow.
2. Group activity: Have students in groups of 2-4 to compare what Leon and others experienced at Plaszow with your previous research on Plaszow.
3. Class discussion: What did Leon and other prisoners experience at Plaszow? How does that compare to the historical information you already learned about Plaszow?
Homework: Have students write about: Reflect on Leon's experiences in Plaszow. Which one may have been the most significant for him? Explain.
Common Core Standards
CCSS.ELA-Literacy.W.11-12.9
3. DL 19 - Objective
Readers learn in Chapter 7 about Amon Goeth, an evil man who was in charge of Plaszow. He is an excellent example of the evil and cruelty of the Nazis. The objective of this lesson is for students to learn more about Goeth and about other historical yet evil people related to the Holocaust.
Lesson
1. Class discussion: What did you learn about Amon Goeth in Chapter 7? What kind of a person did he seem to be?
2. Group activity: Have some students in groups of 2-4 research to find out more about Amon Goeth. Also, how does what you have learned about him compare to his portrayal in The Boy on the Wooden Box? Have a few groups of 2-4 to research other key Nazis who were instrumental in the Holocaust. Groups should find relevant information, organize it, and be ready to present it.
3. Group presentations: Have each group present what they researched.
Homework: Have students write about the following topic: What are your thoughts on The Boy on the Wooden Box so far and the evil that the Nazis inflicted upon Jews and other people in concentration camps?
Common Core Standards
CCSS.ELA-Literacy.W.11-12.7
1. DL 20 - Objective – Chapter 8
Sometimes things are different than they seem. In this chapter, readers learn that Emalia looked different on the outside than on the inside. The objective of this lesson is to examine how Emalia was different than it seemed.
Lesson
1. Group activity: Have students discuss differences between the outside of Emalia and the inside, based on Chapter 8. Then have students analyze what the text says and utilize it to draw a diagram or picture of what they picture the outside of Emalia to look like versus the inside, carefully using textual references to back up what they draw. Students should be ready to present their work to the rest of the class.
2. Group presentations: Groups should present their work and explain how the outside contrasts with the inside of Emalia.
3. Class discussion: Why would Emalia need to look so different on its exterior than on its interior? What does this show about Emalia and about Oskar Schindler?
Homework: Have students write about: What inferences can you draw from the fact that Emalia was so different on the inside than it appeared on the outside?
Common Core Standards
CCSS.ELA-Literacy.RL.11-12.1
2. DL 21 - Objective
Many things changed for Germany and the rest of the world as World War II continued. The objective of this lesson is for students to learn more about what was happening with World War II and the Holocaust during the years in which this chapter was set, 1943-1944.
Lesson
1. Group activity: In groups of 2-4, have students research what was happening with World War II and the Holocaust during the years in which this chapter was set, 1943-1944. One group could focus on the war as a whole, while other groups could focus on individual countries, such as Germany, Poland, America, England, Japan, and Russia.
2. Group presentations: Have each group present their findings and answer questions from other students as needed.
3. Class discussion: As a class, summarize what was happening during World War II from 1943-1944. How does having this knowledge about World War II help you to better understand The Boy on the Wooden Box? Also, discuss why it is important to learn about historical information like this when reading a nonfiction book.
Homework: Have students write about: Why is it important to learn about historical events from different perspectives, such as learning about World War II from the perspective of different countries?
Common Core Standards
CCSS.ELA-Literacy.RL.9-10.6
3. DL 22 - Objective
In Chapter 8, readers learn about the seemingly impossible task of relocating a factory. The objective of this activity is to examine the logistics what might be involved in moving a factory like Emalia from one location to another far away.
Lesson
1. In-class writing: Have students individually review details from Chapter 8 about how Emalia, Schindler's factory, was moved from Poland to Czechoslovakia. What details are provided? What else do you need to know?
2. Group activity: In groups of 2-4, have students discuss how a factory like Emalia could be moved a long distance. How would this be possible? How would it be done? What methods ad materials could be used? Research to find out more information about how this might be done. Briefly develop a plan for how Emalia could be moved and set back up in a different building in a distant location.
3. Class discussion: As a class, discuss the logistics behind moving a factory like this. How would it be done (now or then)? How challenging or easy would it be?
Homework: Have students write about the following topic: How did Schindler actually ensure that Emalia could be relocated?
Common Core Standards
CCSS.ELA-Literacy.W.11-12.1
1. DL 23 - Objective – Chapter 9
During his youth, Leon's life depended greatly upon historical events. The objective of this lesson is for students to learn about the conclusion of World War II, the end of the Holocaust, and the liberation of the concentration camps.
Lesson
1. In-class writing and research: Have students research, using print and non-print resources, World War II in 1945, including the conclusion of World War II, the end of the Holocaust, and the liberation of the concentration camps. They should write down important facts and consider questions such as: What important events happened during World War II in 1945? How were some of the concentration camps liberated?
2. Group activity: Have students in groups of 2-4 discuss the information they have discovered.
3. Class discussion: Discuss the last few months and the end of World War II, the end of the Holocaust, and the liberation of the concentration camps.
Homework: Have students write about the following topic: What difficulties do you think survivors who were liberated from concentration camps would have faced? What transitions or adjustments would Leon have had to make?
Common Core Standards
CCSS.ELA-Literacy.W.11-12.7
2. DL 24 - Objective
Oskar Schindler saved more than 1,200 Jewish people from an almost certain death. The objective of this lesson is to examine different methods, those included in the book and those not included, that Schindler used to save Jewish people from the Holocaust.
Lesson
1. Group activity: Have students in groups of 2-4 research, using The Boy on the Wooden Box and other sources, how Oskar Schindler saved Jewish people during the Holocaust. Make a list or diagram of all the methods he used. Compare what the book says to what other reliable sources say.
2. Group presentations: Have groups present their findings.
3. Class discussion: Why might Schindler have taken risks to save other people?
Homework: Have students write on the following topic: Based on all the evidence in the text and other information that you learned from research, why do you think Schindler decided to risk his own life to save Jewish people?
Common Core Standards
CCSS.ELA-Literacy.W.11-12.8
1. DL 25 - Objective – Chapter 10
The objective of this lesson is to discuss the concept of heroes as related to Oskar Schindler and others in The Boy on the Wooden Box.
Lesson
1. In-class writing: There are a number of people who could be considered heroes in this book. Have students choose who they think is the hero of The Boy in the Wooden Box. Have them write about why they chose this person, providing specific examples from the text.
2. Individual presentations: Have each student read his or her short essay about who they chose as a hero and why.
3. Class discussion: Discuss the concept of heroes. What makes a hero? Is Oskar Schindler a hero? Why or why not?
Homework: Have students write about the following topic: Who was also a hero in The Boy in the Wooden Box besides the one you chose as the main hero? Why do you consider this person a hero?
Common Core Standards
CCSS.ELA-Literacy.W.11-12.2b
2. DL 26 - Objective
The objective of this lesson is to allow students to examine Chapter 10 and to find examples of precise words and details, sensory language, and imagery that convey both positive and negative emotions that Leon feels because of the events he experienced.
Lesson
1. Group activity: In groups of 2-4, have students find and mark passages (words, phrases, sentences, etc.) from chapter 10 that give sensory details about emotions that Leon felt.
1. Presentations: Have groups present what they chose to the class, explaining the passages they chose, why they chose them, and what feelings are illustrated and how this corresponds with events within the book.
3. Class discussion: As a group, discuss this activity. How do sensory details and imagery work to convey emotions effectively? What other examples can they find from other chapters?
Homework: Have students choose a powerful passage from The Boy on the Wooden Box, besides those discussed in class, that makes effective use of imagery, details, and sensory language to convey emotions. Have them write about what is so powerful about the passage.
Common Core Standards
CCSS.ELA-Literacy.W.11-12.3d
3. DL 27 - Objective
The objective of this lesson is to have students research other genocides that have occurred throughout history and to discuss what can be done to stop events like that from happening.
Lesson
1. Group activity: In groups of 2-4, have students write about other atrocities and/or genocides that have happened. Have each group then choose one to focus on, writing relevant historical information, learning the context behind the event, and preparing to present this to classmates.
2. Group presentation: Have each group present the event that they chose. Allow other students to ask them questions.
3. Class discussion: Discuss these different atrocities. Why might they have happened? What can people do to stop things like this from happening?
Homework: Have students write about: How can you, as an individual, work to prevent atrocities like the Holocaust and others discussed in class from happening? How can you help to prevent discrimination?
Common Core Standards
CCSS.ELA-Literacy.W.11-12.8
1. DL 28 - Objective -Epilogue
The objective of this lesson is to analyze how different major events in the book, The Boy on the Wooden Box, may have affected and changed Leon.
Lesson
1. Group activity: First, as a class, list the major events in The Boy on the Wooden Box, from beginning (Chapter 1) to end (Epilogue), that affected Leon. Then, have students get in groups of 2, after being assigned or choosing an event. If there are not enough pairs for each event, have each pair (or some pairs) to take multiple events. Have pairs discuss and write down the ways in which the event seemed to have affected Leon, based on evidence from the text.
2. Group presentations: Have each group present the event and how it seemed to affect Leon, using evidence from the entire text. Make sure that groups present in the order that the events occur in the book. Presentations should include textual support as well as the students' analyses of the effects of the events.
3. Class discussion: As a class, discuss ways in which Leon changed from the beginning to the end of his memoir. In what ways did he develop as a person?
Homework: Have students write about the following: What are 5 adjectives that would describe Leon during Chapters 1- 2 of The Boy on the Wooden Box? By contrast, what are 5 adjectives that would describe Leon after his experiences in the Holocaust?
Common Core Standards
CCSS.ELA-Literacy.RL.11-12.2
2. DL 29 - Objective
The objective of this lesson is to have students participate in a seminar about the whole text.
Lesson
1. Class Discussion: Work with students to guidelines for a seminar discussion. (These seminars are sometimes referred to as Socratic or Paideia seminars.) After agreeing on 3-5 main seminar rules, make sure students understand the ground rules, the rules for participation, the guidelines for interaction with peers during the seminar, and how they will be graded.
2. Writing: Either in-class or for homework, have students write answers to the following seminar questions about The Boy on the Wooden Box. Their answers should be detailed and should, where needed, include textual references, quotes, and page numbers from the book. a. Which main themes (lessons about life, people, or society; main ideas) were present in The Boy on the Wooden Box? Explain in detail, using specific text references and your own analysis, how the two themes are examined in the book. b. What scenes were the most memorable or vivid from The Boy on the Wooden Box? Have they changed your perspective on anything about your life? Explain. c. What did you learn about the Holocaust that you did not know before you started this unit and read this book? d. Why is it important that Holocaust survivors and survivors of other atrocities tell their stories, as Leon Leyson did? e. Would you recommend this book to a friend or family member? Why or why not? f. How can hatred, prejudice, and discrimination be reduced or eliminated? g. In what ways can you apply this book to your own life? Explain.
3. Seminar: Have students participate in a seminar about the whole book, going through all questions and allowing discussion, questioning, clarification, and positive, in-depth literary analysis and application. Remember that seminars are student-led discussions with the teacher acting as the facilitator and that students should have the chance to ask one another questions.
Homework: Have students write about the following topic: In what ways did reading The Boy on the Wooden Box affect you?
Common Core Standards
CCSS.ELA-Literacy.RL.11-12.1
3. DL 30 - Objective
The objective of this lesson is to allow students to complete an analytically-based, hands-on project about The Boy in the Wooden Box.
Lesson
1. Lecture: Explain to students that they will be creating a collage or poster about The Boy on the Wooden Box that comprehensively represents the book as a whole. Students may choose to represent the book literally or symbolically, but their creation should address overarching themes and/or the book as a whole. They should be able to be creative in completing this assignment, which should be extremely detailed.
2. In-class design: Give students the materials and opportunity to create a collage or poster representing The Boy on the Wooden Box. This should be individual and not group work to allow each student to thoroughly analyze and represent the book. Each student should complete his or her own project.
3. Presentations: Each student should present his or her own project, displaying it for the class and explaining what the various elements mean.
Homework: Have students write about the following topic: What insights did you gain about The Boy on the Wooden Box in creating your project and/or in watching your classmates present theirs? Explain.
Common Core Standards
CCSS.ELA-Literacy.RL.11-12.2