Passage to Freedom

A Day in the Life of Peter and Eve

Unit 2Week 2

Passage to Freedom

Teacher Slide 1

•This week’s concept is “taking risks.” Taking risks can mean putting yourself in danger to help others.

•Let’s discuss the web. What else can we add to it to aid us in our understanding of “Taking Risks?”

•This week we’re going to read about ways people take risks to help others. During World War II there were many people who were in danger because of their religion or culture.

•Today, we’re going to read A Day in the Life of Peter and Eve; it is a historical fiction story.

Passage to Freedom

Taking Risks

Danger

Courage

War Time

Passage to Freedom

Teacher Slide 2

•Picture Walk

•Page 7… This is Peter’s teacher. What can you tell about her from the picture? Yes, Fraulein Mann is introducing the class to town council members who are Nazis and supporters of Adolf Hitler. Peter suspects that she is uncomfortable with them being there.

•Page 10… On page 10 Peter is remembering what happened to his friend’s house. His friend, Hans Karp is Jewish. What do you think may have happened to the Karp’s house?

The Nazis blamed Jewish people for Germany’s problems and encouraged German people to dislike Jewish people.

**While you are reading, write down things you learn about life during this time.

Passage to Freedom

Let’s Take a Picture Walk…

• Page 7 This is Peter’s teacher.

• Page 10Peter is remembering his friend’s

house.

Passage to Freedom

Holocaust Rescuers

Unit 2Week 2

Passage to Freedom

Teacher Slide 1

•What do you know about the word officers?

•Officers are members of the military or other organizations who command others.

•How do people usually treat officers?

What do you know about identity?

What do you know about disrespect?

Passage to Freedom

The Challenges of Storm Chasing

•Officer•Identity•Respect

Passage to Freedom

Teacher Slide 2

•Discuss student learning from what they’ve read so far.

•What are some risks the rescuers are taking?

•Read some orally. Model, choral, and independent. •Discuss.

Passage to Freedom

A Safe Haven

Unit 2 Week 2

Passage to Freedom

Teacher Slide 1

•I know that today you are reading about people who were targets of the Nazis and how people worked to rescue them.

•Tell me a little about what you’ve learned today in your reading.

Things to Discuss: 1. Why would traveling on the Henry Gibbons be difficult? 2. How would the U.S. government decide which refugees to

allow into the country? 3. Why didn’t the refugees want to return to Europe?

Passage to Freedom

Inside Out

Unit 2Story 2

Passage to Freedom

agreement

cable diplomat

issue refugees representatives

superiors visa

Teacher Slide 1:

Passage to Freedom

agreement

cable diplomat

issue refugees representatives

superiors visa

Passage to Freedom

Teacher Slide 2

First look for meaningful parts. If I see a part I know, such as –ed or –ing, then I look for aBase word.

I see a suffix I know: -ed (This tells me it happened in the past.)

I also see the prefix en-. I know that en- means to give.

I see a word I know now: courage

I put the parts together: en courage ed

I know that this word means gave courage.

Let’s read this word together… encouraged

Let’s try a few more.

Passage to Freedom

edencourag

Passage to Freedom

forevertranslatedexhaustedagreementembracedimportant

Passage to Freedom

forevertranslatedexhaustedagreementembracedimportant

forevertranslatedexhaustedagreementembracedimportant

forevertranslatedexhaustedagreementembracedimportant

forevertranslatedexhaustedagreementembracedimportant

forevertranslatedexhaustedagreementembracedimportant

forevertranslatedexhaustedagreementembracedimportant

Note: I will copy these and cut them apart so students will have a copy to read from

Passage to Freedom

Teacher Slide 3:

Now let’s read these words in sentences.

Use the same strategy we practiced if you come across a word you don’t know.

Fluency Notes:

Touch on phrasing and punctuation if needed.

Passage to Freedom

1. I will remember your kindness forever.

2. The man translated what the king said to the visitor.

3. My father was exhausted after signing all of the visas.

4. We made an agreement to help as many people as possible.

5. The refugee embraced my father to thank him for his kindness.

6. It is important to remember the risks people took to help others during World War II.

1. I will remember your kindness forever.

2. The man translated what the king said to the visitor.

3. My father was exhausted after signing all of the visas.

4. We made an agreement to help as many people as possible.

5. The refugee embraced my father to thank him for his kindness.

6. It is important to remember the risks people took to help others during World War II.

Note: I will copy these and cut them apart so students will have a copy to read from.

Passage to Freedom

Teacher Slide 4- Passage to Freedom-Tuesday Comprehension Lesson , pages 168-173 (Green)

Before Reading Yesterday we read about a family in Germany during World War II. Today we will read about another family who helped refugees to flee from the Nazis.

Take a picture walk. Discuss children’s observations. *page 170-171- Where do you think these people are? What do you think they are doing?

*page 172- Hiroki’s father is having a family meeting to decide whether or not to help the refugees. What do you think they will decide?

During Reading…

Discuss character traits of Mr. Sugihara. Discuss the facts that tell the story. Write a sequence list…

Predict.

Passage to Freedom

What we know so far…

Passage to Freedom

Teacher Slide 5- Passage to Freedom-Wednesday Comprehension Lesson , pages 174-177 (Green)

Discuss “Author’s Purpose”.

Use keyword cards to discuss and write the purposes for writing this biography.

After readingCharacter traits

Passage to Freedom

To inform…

To teach…

To tell…

To describe…

The author wrote Passage to Freedom