But I Live: Introduction

This lesson introduces students to Emmie’s testimony while continuing to build general literacy skills. Through the collaboration between Barbara Yelin’s art and Emmie’s testimony, students are exposed to:

• traumatic memories that affect survivors’ everyday life decades later
• three different Nazi camps, and what life in them was like for a child
• the experience of being dehumanized
• the challenge of recording past memories
• how trauma can blur the boundaries between past and present
• concepts of dignity, rebellion and humour

Guiding Question

• What do I know about the Holocaust?
• What do I wonder about the Holocaust?

Preparation

The class will need copies of Emmie’s story, But I Live, the cover image of Emmie. Teachers may also wish to use Know-Wonder-Learn charts and exit slips.

Introduction

Project the cover of “But I Live” so students can see. Ask students what they notice when they look at the image.

Lesson Activities

Know-Wonder-Learn

In small groups, have students discuss what they already know about the Holocaust. Next, ask students to discuss what they wonder about the Holocaust.

Learning Strategy: Know-Wonder-Learn

• Students share what they already know on the topic/theme.
• Students ask questions ahead of reading and set reading intentions.
• Students’ questions help shape learning and focus.

Using the Pre Reading KWL, ask these questions explicitly:

Before Reading

• classroom discussion
• main ideas captured on white board
• students fill in first two columns on their table (K and W)

Ask Students

• Who is the author? Illustrator?
• When and where was the graphic narrative published?
• What is the main topic of this testimony?
• What do you already know about this topic?
• What would you like to find out about this topic?

Reading

Individually or as a class, read Emmie’s story.

While reading, encourage students to note significant events or annotate the Wonder in their Know-Wonder-Learn. They can write down new questions, or highlight what they have learned.

First ask students to create a timeline of the events in Emmie’s story. Discuss as a class or in groups what images or dialogue support the events in the timeline.

Conclusion

Then, in a personal reflection, ask students to pick one picture they found powerful, explaining the impact it had on them.

Extension

Students write short reflections, roughly a paragraph in length, to be collected as exit slips.

Supporting Resources

Pre Reading Know-Wonder-Learn

But I Live Introduction – Exit Slip