The Cats in Krasinski Square by Karen Hesse
Hesse, K. (2004). The cats in krasinski square. New York, NY: Scholastic Press.
Summary:This book is a creative work of fiction on the part of Hesse. It is told from the point of view of a little girl who has escaped the ghetto in Poland. She and her sister form a plan to help get food to the people living inside the ghetto. Unfortunately, the Gestapo hear of the plan and are going to stop it at the train station. The little girl then has an idea that saves the day - take the cats from Krasinski Square and release them in the train station to distract the dogs. It is not only beautifully written but the illustrations by Wendy Watson are unique and beautiful. Commentary:
The teacher will begin the lesson by showing the class the picture on the front of the book. Each student will then have to draw a picture or write a few sentences about what they think the book will be about. After allowing enough time for this, the teacher will read the story to the class. After the story has been read, the students can share their drawings or thoughts and how they changed as the book was read.
The Harmonica by Tony Johnston
Johnston, T. (1942). The harmonica. Watertown, MA: Charlesbridge.
Summary:The Harmonica is an inspiring story of a boy in a concentration camp that has to play his harmonica for the commandant. At first he feels sick that he is playing for this horrible man and getting food in return when so many others are suffering. The child then realizes that the others hear him playing and that it also keeps them going. This makes him feel better and gives him the encouragement needed to continue. The Harmonica is an amazing story of a child's resiliency in a horrible situation. The illustrations are also incredibly beautiful. Commentary:This book should be used as a read aloud while also using the text to self, text to text and text to world strategy. Each student will be responsible for turning in a response to each (T2T, T2S and T2W) at the end of class.
Hilde and Eli: Children of the Holocaust by David A. Adler
Adler, D. A. (1994). Hilde and eli: Children of the holocaust. New York, NY: Holiday House.
Summary:
This book tells the story of two Jewish children during the Holocaust. It paints a picture of what happened over time, ending with the children dying in a concentration camp. Commentary:
This book should be used as a read aloud while also using the text to self, text to text and text to world strategy. Each student will be responsible for turning in a response to each (T2T, T2S and T2W) at the end of class.
The Feather-Bed Journey by Paula Kurzband Feder Feder, P. K., & Schuett, S. M. (1995). The feather-bed journey. Park Ridge, IL: A. Whitman.
Summary: The Feather-Bed Journey tells the story of a pillow that is a grandmother’s keep stake. The story told by the grandmother explains why the pillow is so important to her. By her telling the story, you learn how she escaped the Nazis in Poland and of the people who assisted her along the way. It builds on the importance of story telling.
Commentary:This book will be taught using the readers' theatre strategy. The teacher will have prepared the text in easy to read handouts for the student volunteers who chose to act as the books characters.
Would You Salute? By D. Kelley Steele
Steele, D. K. (2006). Would you salute?: One child's story of the holocaust. London, England: Hidden Path Publications.
Summary: Would You Salute? is a true story written from the point of view of a child during World War II. She is taught about Hitler, told to salute and made to wear a uniform with a swastika on it. She quickly becomes the target of the children’s hatred when they realize she is Jewish. The book shows how children were affected by the Holocaust and how difficult it was for them to understand what was happening around them and most importantly why. Commentary:To incorporate a lesson through this book the teacher would use the jigsaw strategy. The class will be divided into groups of four that are the home groups. After reading the book quietly, the home group would divide into expert groups which would mean one child from each group moves into a different expert group. The four expert groups would be views from different characters (Jewish child, non-Jewish child, Jewish parents, and Nazi soldiers). After spending about 7-10 minutes discusing the book from the view of their character, the expert groups would break up and return to their home group. Within the home group each expert would share what their group discussed and what views they believed each character had in respect to saluting.
The Cats in Krasinski Square by Karen Hesse
Hesse, K. (2004). The cats in krasinski square. New York, NY: Scholastic Press.
Summary:This book is a creative work of fiction on the part of Hesse. It is told from the point of view of a little girl who has escaped the ghetto in Poland. She and her sister form a plan to help get food to the people living inside the ghetto. Unfortunately, the Gestapo hear of the plan and are going to stop it at the train station. The little girl then has an idea that saves the day - take the cats from Krasinski Square and release them in the train station to distract the dogs. It is not only beautifully written but the illustrations by Wendy Watson are unique and beautiful.
Commentary:
The teacher will begin the lesson by showing the class the picture on the front of the book. Each student will then have to draw a picture or write a few sentences about what they think the book will be about. After allowing enough time for this, the teacher will read the story to the class. After the story has been read, the students can share their drawings or thoughts and how they changed as the book was read.
The Harmonica by Tony Johnston
Johnston, T. (1942). The harmonica. Watertown, MA: Charlesbridge.
Summary:The Harmonica is an inspiring story of a boy in a concentration camp that has to play his harmonica for the commandant. At first he feels sick that he is playing for this horrible man and getting food in return when so many others are suffering. The child then realizes that the others hear him playing and that it also keeps them going. This makes him feel better and gives him the encouragement needed to continue. The Harmonica is an amazing story of a child's resiliency in a horrible situation. The illustrations are also incredibly beautiful.
Commentary:This book should be used as a read aloud while also using the text to self, text to text and text to world strategy. Each student will be responsible for turning in a response to each (T2T, T2S and T2W) at the end of class.
Hilde and Eli: Children of the Holocaust by David A. Adler
Adler, D. A. (1994). Hilde and eli: Children of the holocaust. New York, NY: Holiday House.
Summary:
This book tells the story of two Jewish children during the Holocaust. It paints a picture of what happened over time, ending with the children dying in a concentration camp.
Commentary:
This book should be used as a read aloud while also using the text to self, text to text and text to world strategy. Each student will be responsible for turning in a response to each (T2T, T2S and T2W) at the end of class.
The Feather-Bed Journey by Paula Kurzband Feder
Feder, P. K., & Schuett, S. M. (1995). The feather-bed journey. Park Ridge, IL: A. Whitman.
Summary:
The Feather-Bed Journey tells the story of a pillow that is a grandmother’s keep stake. The story told by the grandmother explains why the pillow is so important to her. By her telling the story, you learn how she escaped the Nazis in Poland and of the people who assisted her along the way. It builds on the importance of story telling.
Commentary:This book will be taught using the readers' theatre strategy. The teacher will have prepared the text in easy to read handouts for the student volunteers who chose to act as the books characters.
Would You Salute? By D. Kelley Steele
Steele, D. K. (2006). Would you salute?: One child's story of the holocaust. London, England: Hidden Path Publications.
Summary:
Would You Salute? is a true story written from the point of view of a child during World War II. She is taught about Hitler, told to salute and made to wear a uniform with a swastika on it. She quickly becomes the target of the children’s hatred when they realize she is Jewish. The book shows how children were affected by the Holocaust and how difficult it was for them to understand what was happening around them and most importantly why.
Commentary:To incorporate a lesson through this book the teacher would use the jigsaw strategy. The class will be divided into groups of four that are the home groups. After reading the book quietly, the home group would divide into expert groups which would mean one child from each group moves into a different expert group. The four expert groups would be views from different characters (Jewish child, non-Jewish child, Jewish parents, and Nazi soldiers). After spending about 7-10 minutes discusing the book from the view of their character, the expert groups would break up and return to their home group. Within the home group each expert would share what their group discussed and what views they believed each character had in respect to saluting.
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