A Unit on Elie Wiesels Night

By: Ms. Katelyn Turnbull Fall 2013

Standard Statements

RI: Integration of Knowledge and Ideas 7. Analyze various accounts of a subject told in different mediums (e.g., a persons life story in both print and multimedia), determining which details are emphasized in each account.

RI: Craft and Structure 6. Determine an authors point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

SL: Comprehension and Collaboration 1. Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9-10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas.

RI Key Ideas and Details 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

SL: Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience and task.

Holocaust Pre-Assessment

Name _______________________________________ 1. In one or two sentences, please describe or define the Holocaust.

2. Please list any books you have read or films you have watched on the Holocaust.

3. What do you know about World War II?

4. What do you know about the Jewish religion?

5. What is a concentration camp?

6. What were the conditions like for people in concentration camps?

7. What is a memoir?

Pre-Assessment Summary and Analysis

Note: Cooperating teacher said to use short answer questions in my pre-assessment. In the future I will give a more concise pre-assessment that can better be analyzed. Summarize what the data from your pre-assessment tells you about your students from one class period. You may want to summarize this data in the form of a chart or graph. (If you give the pre-assessment to more than one class and want to include this data, you may, but it is not necessary.) From my pre-assessment I was able to tell what to focus on and what I didnt need to take as much time on. On question one, the students all had a general idea as to the details of the Holocaust. None of the students were completely clueless. On question two, a lot of my students have read The Diary of Anne Frank. Almost all of them said that they have read this. Also for question two, a lot of students said that they have watched a few films dealing with the Holocaust such as The Pianist and The Boy in the Striped Pajamas. Question three; the students were able to answer a few details about the war but nothing too in depth. Question four yielded the most interesting data. A lot of my students have no idea about the Jewish religion. A few of them could give brief details but many of them have no idea about their beliefs. Almost all of my students were able to answer questions 5 and 6 with detail. Most of them have a good understanding of concentration camps and their conditions. Students have an idea of what a memoir is but not a great deal of knowledge.

What does this data tell you about where your students are, what they know, and/or what they can do?

This data tells me that my students have decent background knowledge of the Holocaust. This means that I do not need to go into great detail giving the history of the holocaust and what the conditions were like. Students have had some exposure to the history and texts dealing with the Holocaust. On the other hand, my students do not know a lot about the Jewish religion. This means that I will need to spend some time going over this, especially for them to understand chapter one. My students also have not had much experience with memoirs.

What are the implications of the data for the writing and teaching of your unit? The data from the pre-assessment helped me shape my unit and helped with what to spend more time on. I realized that I needed to give my students some background knowledge on the Jewish religion. This is why I scheduled a guest speaker to come in and discuss his religion. This would give students a good foundation for reading the memoir. I also realized that my students have not had much experience with memoirs. This is why I took an entire day to give the elements of a memoir and have them write their own 6-word memoirs.

Are there any misconceptions, misunderstandings, and/or gaps in my students knowledge base that need to be addressed during the unit? What knowledge/skills did your students already know? How will you build on that knowledge/extend their thinking in your lessons? Are there any indicators that could be dropped from or added to my unit?

From the pre-assessment, I realized that my students didnt fully understand what a memoir is. This is important to go over before we begin reading Night. My students already have a good base on the history of the Holocaust. I will chunk some of this information that way we dont have to spend as much class time talking about it. I added a writing indicator on the day that I am discussing memoirs. I think that this will give students a better understanding of the elements of memoirs.

Classroom Details and Student Profiles

1. List any specialized features of your school or classroom setting (e.g., themed magnet, classroom aide, bilingual) that will affect your teaching in this learning segment. I will be teaching my unit to first period Honors English 10 students. Being first period, a lot of times my students are not awake yet. While planning my unit, I tried to plan as much activity as possible to get them engaged and get them out of their seats and talking. I do not have and aids or bilingual students 2. Describe any district, school, or cooperating teacher requirements or expectations that might impact your planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests. My cooperating teacher did not really give me any type of direction on what to teach with Night. She told me to focus on all of the Reading Informational Text Standards and to also include some use of multimedia as well as writing and speaking and listening. She shows a lot of videos and movies so I tried to incorporate some of that into my planning. She also said to do some reading in class to keep the students on the same page and do some reading outside of class. My cooperating teacher wants me to give a formal assessment at the end of my unit. 3. What is the name of the course you are documenting? Honors English 10 4. What is the class schedule? Each class is 40 minutes long. 5. Is there any ability grouping or tracking in English-language arts?

There is not ability grouping or tracking. 6. Identify any textbook or instructional program you primarily use for English-language arts instruction. I will be using the Bantam Books paperback edition of Night. 7. List other resources (e.g., SmartBoard, dictionaries, on-line resources) you use for English-language arts instruction in this class. I will be using the projector to play youtube clips. I will also be using an app called Edmodo to have students complete quizzes and take polls. 8. Number of: a. students in the class 23 b. males 6 females 17

c. English language learners: none d. students identified as gifted and talented : none e. students with Individualized Education Plans (IEPs) or 504 plans: none 9. Complete the chart below to summarize the required accommodations or modifications for special education students or gifted and talented students that will affect your English-language arts instruction in this learning segment. As needed, consult with your cooperating teacher to complete the chart. The first row has been completed in italics as an example. Use as many rows as you need. Special Education Category Example: Learning Disability I have no students with accommodations. Number of Students Example: 4 0

Accommodations/Pertinent IEP Objectives Example: Close monitoring, follow up, and Resource Room NONE

Introduction to a unit on Night by Elie Wiesel

1. Summarize the content focus of this learning segment. This summary might take the form of a big idea or essential question.

This unit on Night will mostly focus on students ability to cite textual information to support a claim. This will be done through active reading activities, determining the main themes and supporting them, and presenting of a found poem to show theme. The focus to cite textual evidence will come from the reading of an informational text. The strategies that will be used are writing, speaking, and large group activities. 2. Describe what you know about your students with respect to this content focus, what they can do as well as what they are learning to do. Consider the variety of learners in your class, including individuals and subgroups requiring different strategies. Include how this knowledge influences your choices of instructional strategies to promote student learning of this content.

My students have background knowledge on the Holocaust. This means that I do not need to spend as much time discussing the elements of the Holocaust. On the other hand, my students are developing their ideas of a memoir. I will spend more time on this so they understand the genre of memoir. My students also do not understand the Jewish faith. This is important in the comprehension of the first chapter of the memoir.

All of my students are honors students. This means that I can expect them to do a lot of outside of class reading. I can also require them to do more in depth analysis of the memoir. The majority of their end of unit exam will be essay based. This requires more upper division ways of thinking.

3. Please provide the title, author, and a short discussion (about a paragraph) of salient features of the text(s) used during your learning segment. I will be teaching Elie Wiesels Night. This memoir is very filled with horrific details of Wiesels experience as a prisoner in a concentration camp as a young boy. El ie Wiesel was about the same age as my students when he was in a concentration. This memoir is worthy of study because it is an informational text that captures the raw emotions and experiences of the main character. There are many things that can be discussed with this work. It can be used to cover many standards. 4. How do your plans support your students learning of English -language arts and academic language related to the big idea/essential question of the learning segment? a. Explain how you will help students make connections between and among prior and new strategies for understanding, interpreting and responding to texts to deepen student learning throughout the learning segment. I will help my students make connections between prior knowledge and strategies with new information and strategies through modeling. All of the activities that I have planned will be modeled first. This will give students the opportunity to fully understand what is expected. A few of the activities that I have planned take place as a large group.

By engaging the class as a whole we can tackle difficult tasks together and learn from each other. Scaffolding will also be used. b. Identify the language demands embedded in the learning segment. Be sure to address relevant genres, key vocabulary or phrases for the concepts being taught and linguistic features that enable students to understand or produce the oral and/or written texts in the learning segment. Students will be focusing on citing textual evidence. It is important to stress to students that citing evidence is much different than just pulling random quotes from the work. As a major project, students will be creating a found poem. This requires that students choose lines from the work to craft a poem. This will require precise decision making. Students will need to choose lines that flow together as well as support the theme of their poem. Students will be working with the memoir genre. The elements of a memoir will be discussed at the beginning of the unit. With this discussion, students will be writing 6-word memoirs. 5. How will you monitor student learning during the learning segment? a. Explain how you will use the evidence from the planned informal and formal assessments to provide feedback to students and to monitor their progress toward meeting learning objectives. During this unit, students will be given formal and informal assessments. The more formal assessments will be given as quizzes on Edmodo. This will allow students to demonstrate their knowledge and comprehension of the memoir. Students will also be using Edmodo as an

informal assessment to answer polls on how they feel about the materials that we will be working on. This is a nice way to have students answer honestly where they are in the learning process without the fear of peers judging them or me assigning a grade to their answer. By giving these informal assessments, I will be able to tell if I need to spend more time on a certain subject or use scaffolding or a different delivery method to help the students be successful. During this unit, students will be writing a few pieces. It is important that I grade these projects in a timely manner to give students appropriate feedback about their progress in the understanding of the unit. b. Describe any modifications in the assessment tools or accommodations planned to allow students with specific needs to demonstrate their learning. I do not need to make any modifications in the assessment tools to allow my students to demonstrate their learning. I do not have any students in this class with IEPs or 504s. 6. Reflection: a. Indicate how specific research/theory guided your selection of specific strategies and materials to help your students develop the strategies and skills for understanding, interpreting, and responding to texts that are needed to meet the learning objectives. I strongly believe in the constructivist theory. I believe that students are not blank slates for teachers to write on. Each student has their own personal experiences that they can bring into the classroom. When planning this unit I focused on trying to let students prior knowledge dictate what I need to cover. This was determined from my pre-assessment. I think that

students learn best when they can connect the ideas that they are learning to prior knowledge and experience. I also think that a lot of students learn from doing. This is why I tried to incorporate a lot of hands on activities where students can practice what we have been preaching.

INLA LESSON PLAN TEMPLATE ALIGNED WITH TPA Lesson 1

Fall, 2013 COURSE/PERIOD/TIME ALLOCATION: One 40-minute class period GRADE LEVEL: Grade Level: Honors 10

STANDARD STATEMENT: RI: Integration of Knowledge and Ideas 7. Analyze various accounts of a subject told in different mediums (e.g., a persons life story in both print and multimedia), determining which details are emphasized in each account.

OBJECTIVE(S): The objectives of the lesson are to introduce Elie Weisels memoir Night through a short video clip and get students engaged with the subject matter by relating topics to their lives. By showing a video clip of the author speaking we can watch his body language and see his emotions behind his experience. This cannot be shown through a print medium

PRIOR KNOWLEDGE NEEDED: Students should have an understanding of the elements of a memoir from lesson one of the unit.

STUDENT PROFILE: Honors English 10 students. No IEPs in this class.

MODIFICATIONS TO MEET INDIVIDUAL STUDENT NEEDS: There are no modifications needed in this class.

EVIDENCE OF ATTEMPTS TO ENGAGE STUDENTS: Students will watch a short clip of the author speaking on his experiences. Students will then relate the topics discussed in the clip to

their lives. This will engage students because the clip is emotionally moving and they can think about walking in Elie Wiesels shoes and experiencing some of the things he went through. This activity will give students a better connection to the author. By viewing Wiesel speak, we can see his body language and facial expressions to show how emotional this experience was for him.

INSTRUCTIONAL STRATEGY

STRATEGY#1

Students will be given a fact sheet that contains information about the memoir, definitions, and information on the setting of the memoir. Students will then watch a short clip from an interview with Elie Weisel. We will discuss the clip as a large group and their reactions to the film. Students will then relate the topic to their lives with a short activity that will be discussed as a class and then collected as an exit slip.

TYPE OF STRATEGY: This lesson requires discussion, technological representation, and independent practice.

GROUPING OF STUDENTS AND RATIONALE FOR THAT GROUPING By keeping the class as a large heterogeneous group, various points of view can be shared amongst the entire class.

IDENTIFY ACADEMIC AND RELATED CONTENT LANGUAGE Evaluating and interpreting an authors purpose, message, and use of language choice.

Making sense of unfamiliar vocabulary through a video clip. Relating a text to students with a visual representation.

PRE-ACTIVITY: Introduce the work by title and author. Give students the fact sheet and have them briefly look at it. This information will be discussed in greater depth on day 3 of the unit.

ACTIVITY/PRESENTATION: Show students video clips of Elie Weisel and Oprah visiting Auschwitz. http://www.youtube.com/watch?v=X6hyhxUWb1k&list=PL2_2xLf6QeApwEN6xs2KEYvRbW A1B2n2I http://www.youtube.com/watch?v=4xm6nUbeXQ&list=PL2_2xLf6QeApwEN6xs2KEYvRbWA1B2n2I

After viewing, ask students to discuss their reactions to the videos. This can be done through How did the videos make them feel? Was the video more moving because it was shown through the perspective of our author? Was there anything shocking about the videos? Was there anything that you didnt know?

POST-ACTIVITY/APPLICATION In the video, one of the main focuses was on the shoes that belonged to the victims of the holocaust. Elie Weisel spoke a lot about how each set of shoes belongs to a life and a story. Discuss some of the things that would be in your set of shoes. Model your own example.

CLOSURE Give students a construction paper shoe. Have them write their name on it and write the things that make up their story or that an outsider would find out about them if they were to take a walk in their shoes. Also assign that students read Chapter 1 for homework. This will be pages 1-20. Have students note any words or ideas that they are unfamiliar with.

ASSESSMENT By having the students think about what to put on their shoe, they are focusing on one of the main points emphasized in the multimedia video clip. Collect shoes from the students either at the end of class or the next day. Make sure that students are aware of their values and the elements that matter most to them. This will help in the discussion of how the Jews were stripped of all values, morals, possessions, and things that meant the most to them. NAME: Walking in my shoes an introduction to Night by Elie Weisel

AUTHENTIC OR TRADITIONAL

FORMATIVE OR SUMMATIVE

ATTACHED IS THE FACT SHEET

INLA LESSON PLAN TEMPLATE ALIGNED WITH TPA Lesson 2

Spring, 2013 COURSE/PERIOD/TIME ALLOCATION: One 40-minute class period GRADE LEVEL: Honors English 10

STANDARD STATEMENT: RI: Craft and Structure 6. Determine an authors point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

OBJECTIVE(S): The objectives of this lesson are to introduce the main elements of memoir writing and give students a hand at writing their own 6-word memoirs. By discussing memoirs students will have a better understanding of the authors point of view and his style of writing when we begin to read Night by Elie Wiesel.

PRIOR KNOWLEDGE NEEDED: The pre-assessment indicated that students do not have much prior knowledge of the components of a memoir.

STUDENT PROFILE: Honors English 10 students. No IEPs in this class.

MODIFICATIONS TO MEET INDIVIDUAL STUDENT NEEDS: No modifications needed.

EVIDENCE OF ATTEMPTS TO ENGAGE STUDENTS: Students will be writing their own 6-word memoirs. This will allow students to relate memoirs to their own life and find the joy in

accessing memories. They will be able to share their memoirs with a partner and then to a larger group if they so choose.

INSTRUCTIONAL STRATEGY

STRATEGY#1 Students will take notes on the elements of a memoir. This will be administered via a power point. As a group we will discuss the elements of a memoir and look at how to write a 6-word memoir. I will model a 6-word memoir by showing examples and relating the memory to the class. The students will then, individually, write their own six word memoir. This should take about ten minutes. They will then do a think-pair-share. After the students have shared their work with a partner I will open the discussion to the large group. The memoirs will then be collected as an exit slip with any additional questions for me on the elements of a memoir.

TYPE OF STRATEGY: This lesson will include direct instruction, cooperative learning, technological representation, discussion, and independent practice.

GROUPING OF STUDENTS AND RATIONALE FOR THAT GROUPING By letting the students choose their think-pair-share partners they will feel more comfortable sharing their work. By opening the discussion to a large group, students will be able to share if they choose to do so.

IDENTIFY ACADEMIC AND RELATED CONTENT LANGUAGE : Students will understand the components of a memoir. They will also focus on word choice and focus of ideas.

PRE-ACTIVITY- Introduce the text and explain that it is a memoir. Have them take out their notes to record the most important information.

ACTIVITY/PRESENTATION: Present the powerpoint and explain the elements of a memoir and why it is important for the text that we will be reading. 6-word memoir ppt.pptx Introduce the 6-word memoir activity. Use Hemingway as an example to begin with. Model a 6-word memoir by showing some of my own examples and explaining the memories and thoughts behind them.

POST-ACTIVITY/APPLICATION Have students take 10 minutes or so to write their own 6-word memoir using the elements of a memoir that we just discussed. Have them do a think-pair-share with one partner.

CLOSURE Once they are done discussing, open it up to the group to share. Continue with the powerpoint on how the elements will be found in Elie Wiesels Night.

ASSESSMENT: Have students write any questions that they have about memoirs on the back of their 6-word memoir. Collect the 6-word memoirs as an exit slip. NAME: Introducing Memoirs

AUTHENTIC OR TRADITIONAL

FORMATIVE OR SUMMATIVE

INLA LESSON PLAN TEMPLATE ALIGNED WITH TPA Lesson 3

Spring, 2013 COURSE/PERIOD/TIME ALLOCATION: One 40-minute class period GRADE LEVEL: Honors English 10

STANDARD STATEMENT: SL: Comprehension and Collaboration 2. Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9-10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. b. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas.

OBJECTIVE(S): Students will become more familiar with the technical terminology of the Jewish religion and some of the customs and traditions. This will be done through guided questions for a guest speaker. The students will have read the first chapter of Elie Wiesels Night which contains many new and unfamiliar ideas.

PRIOR KNOWLEDGE NEEDED: The pre assessment indicated that students do not have an understanding of the Jewish religion. Students should have read chapter 1 of Night and noted the phrases and concepts that they did not understand.

STUDENT PROFILE: Honors English 10 students. No IEPs in this class.

MODIFICATIONS TO MEET INDIVIDUAL STUDENT NEEDS: No modifications needed.

EVIDENCE OF ATTEMPTS TO ENGAGE STUDENTS: Students will be more engaged with the Jewish Religion by being about to talk to someone who is of that religion. Dr. Gershon is a very charismatic individual and has a way of drawing in his listeners when he speaks.

INSTRUCTIONAL STRATEGY

STRATEGY#1 Guest Speaker

TYPE OF STRATEGY: Guided inquiry, discussion

GROUPING OF STUDENTS AND RATIONALE FOR THAT GROUPING: Students will stay in a large group in order to elicit information from the guest speaker to the entire class.

IDENTIFY ACADEMIC AND RELATED CONTENT LANGUAGE Listening, making sense of unfamiliar vocabulary, guided questioning

PRE-ACTIVITY: Introduce Dr. Gershon and explain that he is a previous professor of mine. Explain that he is of Jewish faith and has come to help give some background information and understand some of the technical terms used in the memoir. Give students a copy of the guided questions for Dr. Gershon.

ACTIVITY/PRESENTATION: I will start by asking the first question on the guided question sheet. Students will then jot down notes on his response. Students will be encouraged to ask questions pertaining to the Jewish beliefs. This will be more of like an interview.

POST-ACTIVITY/APPLICATION: Thank Dr. Gershon for coming to speak with us. Have students place the guided questions with notes in the notes section of their binders. Discuss with the class their reactions to the speaker. This should have cleared up some of the confusion with the first chapter of the book.

CLOSURE: Wrap up the lesson by having the students write out one thing that they learned from the guest speaker that will aid in the understanding of this memoir. Have students turn in as an exit slip

ASSESSMENT: informal assessment as an exit slip of what the students learned from the guest speaker. NAME: Guest Speaker on Jewish Religion

AUTHENTIC OR TRADITIONAL

FORMATIVE OR SUMMATIVE

Guided Questions for Guest Speaker: 1. On page one of our text, a Hasidic synagogue is mentioned. Could you explain what a synagogue is and some of the characteristics of one?

2. What is the Torah?

3. What is the cabbala?

4. What are some of the overarching beliefs of the Jewish religion?

5. What are some of the major celebrations and rituals that take place in Jewish religion?

6. As we discuss the Holocaust, what is important to keep in mind about Jewish faith?

7. Other questions? Look at the fact sheet. Is there anything that needs clarified?

INLA LESSON PLAN TEMPLATE ALIGNED WITH TPA Lesson 4

Spring, 2013 COURSE/PERIOD/TIME ALLOCATION: One 40-minute class period GRADE LEVEL: Honors English 10

STANDARD STATEMENT: RI Key Ideas and Details 2. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

OBJECTIVE(S): Students will read can analyze chapter 2 in the format of a journal. They will need to cite textual evidence to support their opinion.

PRIOR KNOWLEDGE NEEDED: Students will have needed to complete the reading of chapter one in order to have a basic understanding of the plot to connect to the reading and understanding of chapter two.

STUDENT PROFILE: Honors English 10 students. No IEPs in this class.

MODIFICATIONS TO MEET INDIVIDUAL STUDENT NEEDS: No modifications needed.

EVIDENCE OF ATTEMPTS TO ENGAGE STUDENTS: Have a brief discussion over chapter one of the memoir.

INSTRUCTIONAL STRATEGY

STRATEGY#1

TYPE OF STRATEGY: Independent practice

GROUPING OF STUDENTS AND RATIONALE FOR THAT GROUPING: No grouping for this lesson. Students will work independently and create their own journals. This will give me a baseline on where each student is in their ability to support a claim or opinion.

IDENTIFY ACADEMIC AND RELATED CONTENT LANGUAGE analyzing and

interpreting characters and plots, evaluating and interpreting an use of language choice. Citing textual evidence

PRE-ACTIVITY: Have a brief discussion of chapter one. Give students journal prompt. Go over the directions.

ACTIVITY/PRESENTATION: Have students silently read chapter two of Night. Once they are finished have them write a journal entry on from one of the prompts. Make sure to have them cite textual evidence. Monitor the classroom to make sure students are progressing and that they do not have any questions.

POST-ACTIVITY/APPLICATION: Have students turn in their journal entry.

CLOSURE: Remind students to bring smart phones to class tomorrow. Assign chapter 3 for homework. Announce that there will be a quiz over chapters 1-3 tomorrow.

ASSESSMENT: Informal assessment of journal entries. This will give me an idea of where my students are in their ability to successfully support a claim or opinion with textual evidence. NAME: A journal with some backing: Night by Elie Wiesel

AUTHENTIC OR TRADITIONAL

FORMATIVE OR SUMMATIVE

Journal Prompts for Chapter 2 of Elie Wiesels Night

Write at least a two paragraph response to ONE of the following prompts. Include at least one piece of textual evidence to support your claim or opinion.

1. During the train ride, Madame Schachter keeps screaming about a fire. In your opinion, do think that she is talking of a literal fire or do you think that she is simply mad? Please support your opinion with evidence from the text.

2. When Madame Schachter will not be quite the others in the car become physical. Do you agree with their actions or not? Take into consideration the conditions of the car. Please support your opinion with evidence from the text.

3. How do you think that Madame Schachters son felt about his mother acting in such a way? In what ways does he try to help her? How would you feel if this was your mother? Would you be embarrassed, ashamed, or would you stand up for her? Please support your opinion with evidence from the text.

INLA LESSON PLAN TEMPLATE ALIGNED WITH TPA Lesson 5

Spring, 2013 COURSE/PERIOD/TIME ALLOCATION: One 40-minute class period GRADE LEVEL: Honors English 10

STANDARD STATEMENT: RI Key Ideas and Details 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

OBJECTIVE(S):Students will work on close reading in order to be able to cite textual evidence to support a claim.

PRIOR KNOWLEDGE NEEDED: Students should have read chapters 1-3 of Night

STUDENT PROFILE: Honors English 10 students. No IEPs in this class

MODIFICATIONS TO MEET INDIVIDUAL STUDENT NEEDS: No modifications needed

EVIDENCE OF ATTEMPTS TO ENGAGE STUDENTS: Give students a few minutes to look over any notes and give time to ask questions before administering the quiz.

INSTRUCTIONAL STRATEGY

STRATEGY#1

TYPE OF STRATEGY: Cooperative learning & independent practice

GROUPING OF STUDENTS AND RATIONALE FOR THAT GROUPING: Students will work individually on the quiz but will then pair up or work individually to complete a close reading of chapter 4.

IDENTIFY ACADEMIC AND RELATED CONTENT LANGUAGE; analyzing and

interpreting characters and plots and interpreting an authors purpose, message, and use of language choice, setting, mood, tone, and other literary strategies.

PRE-ACTIVITY (ADVANCE ORGANIZER): Give students a few minutes to review for the quiz and answer any questions that they may have. The quiz will be administered on Edmodo. Have all students log into Edmodo..

ACTIVITY/PRESENTATION: Have students complete the quiz on Edmodo. Here is a link to the quiz. https://www.edmodo.com/home#/quiz?quiz_id=1672371 Once all quizzes are complete, have students get into pairs or they can work individually. Have students read chapter 4 in Night.

POST-ACTIVITY/APPLICATION: Have the students reflect on their reading. Ask them to think about the major themes that they are finding in this memoir.

CLOSURE: Have students answer a poll on Edmodo about how well they are understanding the content of the memoir. Assign Chapter 5 for homework.

ASSESSMENT : Here is a copy of the poll. https://www.edmodo.com/home#/ . NAME: Close Reading: Chapter 4 of Elie Wiesels Night

AUTHENTIC OR TRADITIONAL

FORMATIVE OR SUMMATIVE

INLA LESSON PLAN TEMPLATE ALIGNED WITH TPA Lesson 6

Spring, 2013 COURSE/PERIOD/TIME ALLOCATION: One 40-minute class period GRADE LEVEL: Honors English 10

STANDARD STATEMENT:RI Key Ideas and Details 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

OBJECTIVE(S): Students will look at specific language in Elie Wiesels Night and categorize these passages into ways to convey meaning and specifically what conclusions we can draw from these passages about the authors experience.

PRIOR KNOWLEDGE NEEDED: Students will need to have read chapters 3-5 of Night.

STUDENT PROFILE: Honors English 10 students. No IEPs in this class

MODIFICATIONS TO MEET INDIVIDUAL STUDENT NEEDS: No modifications needed.

EVIDENCE OF ATTEMPTS TO ENGAGE STUDENTS: Students will be able to get out of their seats and work with other classmates to better understand the connection between a quote and a claim.

INSTRUCTIONAL STRATEGY

STRATEGY#1

Students will each be given a quote from chapters 3-5. They will need to read their quote and decide which claim or theme from the novel it best fits. They will then go switch with another student at least twice. They will then individually place their notecard under the category that their card best supports as evidence and explain why they feel this way.

TYPE OF STRATEGY: Cooperative learning, discussion

GROUPING OF STUDENTS AND RATIONALE FOR THAT GROUPING: Large group activity. This will allow the students to trade cards and work as a class on choosing the best category for the quotes selected from the memoir.

IDENTIFY ACADEMIC AND RELATED CONTENT LANGUAGE: interpreting quotes

and using them as evidence to support a claim. Analyzing the connection between the quote and the theme or concept.

PRE-ACTIVITY: Explain to students that a portion of their exam will be to select quotes from the memoir to cite and support a claim. This activity will focus on the link between the claim and the quote and being able to explain why the quote supports the claim. This will also help in understanding of chapters 3-5.

ACTIVITY/PRESENTATION: Students will each be given a card with a line from chapters 3-5 on it. Around the room I will place heading that say Dehumanization, Disconnect from self/ feelings/ reality, and Questioning of faith. These are broad themes or point that the author tries to portray in these chapters. Students will examine their cards and walk around the room and read other classmates cards and discuss which category their quote should go under and why. They should switch cards 2 times. After two switches have students do back to their seat. Have students read their card aloud as they place it under the category they feel it fits strongest and explain their reasoning.

POST-ACTIVITY/APPLICATION: After everyone has placed their card under a category, we will discuss as a class if any of the cards should be moved to a different category.

CLOSURE: Now that we have looked at quotes from chapters 3-5, read to the end of the book for homework and note any specific quotes that you feel can support and overarching theme or idea from the memoir.

ASSESSMENT: Informal assessment of listening to the reasoning behind why each student put their quote under a specific category. Make sure that students are thinking critically. NAME: Supporting a claim with quotes from chapters 3-5 of Elie Wiesels Night

AUTHENTIC OR TRADITIONAL

FORMATIVE OR SUMMATIVE

INLA LESSON PLAN TEMPLATE ALIGNED WITH TPA Lesson 7

Spring, 2013 COURSE/PERIOD/TIME ALLOCATION: One 40-minute class period GRADE LEVEL: 10th Grade Honors English

STANDARD STATEMENT : RI Key Ideas and Details 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

OBJECTIVE(S): Students will complete an active reading worksheet that will help them support claims when discussing the struggles in Night.

PRIOR KNOWLEDGE NEEDED: Students should have finished reading Night.

STUDENT PROFILE: Honors English 10 students. No IEPs in this class

MODIFICATIONS TO MEET INDIVIDUAL STUDENT NEEDS: No modifications needed.

EVIDENCE OF ATTEMPTS TO ENGAGE STUDENTS: Students will use the names in a hat app to choose groups for this activity.

INSTRUCTIONAL STRATEGY

STRATEGY#1

TYPE OF STRATEGY: Cooperative learning & discussion

GROUPING OF STUDENTS AND RATIONALE FOR THAT GROUPING: Students will be randomly put into groups using the names in a hat app. This will get students to work with other classmates. This will break up cliques and keep students more on track.

IDENTIFY ACADEMIC AND RELATED CONTENT LANGUAGE : Analyzing and

interpreting, Making inferences, Citing textual evidence

PRE-ACTIVITY: Briefly discuss if there are any major questions or concerns about the end of the memoir.

ACTIVITY/PRESENTATION: Let students use the names in a hat app to choose their groups for this activity. Pass out the Active Reading hand out. Model one example for the

students. Let students get into their groups and work on the worksheet. Walk around the room and monitor their progress and make sure that they are getting the idea of the worksheet.

POST-ACTIVITY/APPLICATION: Go over the worksheet as a class.

CLOSURE: Explain that this worksheet will be an aid in helping the students cites textual evidence when writing their essay questions on the exam. Remind the students that there will be a quiz over sections 6-9 tomorrow.

ASSESSMENT : Collect the worksheet to see how well the students are understanding how to cite textual evidence NAME: Active Reading in Night

AUTHENTIC OR TRADITIONAL

FORMATIVE OR SUMMATIVE

INLA LESSON PLAN TEMPLATE ALIGNED WITH TPA Lesson 8

Spring, 2013 COURSE/PERIOD/TIME ALLOCATION: One 40-minute class period GRADE LEVEL: Honors English 10

STANDARD STATEMENT : RI Key Ideas and Details 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

OBJECTIVE(S): Students will understand how to cite textual evidence in the form of a found poem

PRIOR KNOWLEDGE NEEDED: No prior knowledge of a found poem needed. Students need to have read Night.

STUDENT PROFILE: Honors English 10 students. No IEPs in this class

MODIFICATIONS TO MEET INDIVIDUAL STUDENT NEEDS: No modifications needed.

EVIDENCE OF ATTEMPTS TO ENGAGE STUDENTS: Have students take a few minutes to prepare for the quiz. Let students choose a partner for the found poem.

INSTRUCTIONAL STRATEGY

STRATEGY#1

TYPE OF STRATEGY: Independent practice, direct instruction, cooperative learning

GROUPING OF STUDENTS AND RATIONALE FOR THAT GROUPING: The quiz will be independent. Students will be able to choose a partner to do the found poem with. This will allow students to choose someone they work well with.

IDENTIFY ACADEMIC AND RELATED CONTENT LANGUAGE writing or poetic

text, evaluating and interpreting an authors purpose, message, and use of language choice, setting, mood, tone, and other literary strategies

PRE-ACTIVITY (ADVANCE ORGANIZER): Give students a few minutes to prepare for the quiz.

ACTIVITY/PRESENTATION: Give the quiz. Once finished, have students change papers and grade the quiz. Introduce the found poem project. Explain that a found poem is made

up of lines, phrases, or even sections of text directly taken from another text but are put into a poem format. This takes creativity and thought. Students should not just break up a paragraph of text with line breaks and call it a poem. The poem must encompass the entire work. It should reflect on the major themes or the events that happened. Have students get into the pairs that they want to work with. Send around a group sheet for students to write down who they are working with. Pass out the found poem rubric. Model a found poem by showing my found poem of Day by Elie Wiesel.

POST-ACTIVITY/APPLICATION: Have students look over the rubric and make sure that everything is clear.

CLOSURE: Make sure students understand the concept of a found poem. Tell them to be prepared for tomorrow to do a found poem as a class.

ASSESSMENT: None NAME: Introduction of a found poem for Night

AUTHENTIC OR TRADITIONAL

FORMATIVE OR SUMMATIVE

Excellent 8 points Use of poetic language

Good 5points

Needs Improvement 3 points

Attempting 2 points

Not Attempting 1 point

The poem makes sense

The poem encompasses the entire work Thoughtful line choices that support the topic or theme Neatness

Presentation

Short Analysis Total Points

/56

Comments:

Ill Learn to Lie

By Katelyn Turnbull

And the battle had started. I am my past. If its buried, Im buried with it. I thought of myself as dead. I couldnt eat, read, cry: I saw myself dead. Man can become a grave for the unburied dead

The suffering was there. It was the air I was breathing The words forming in my brain The cast that covered my body was like a flaming skin. Pain is your bodys way of protesting. Death is not my enemy.

I dont want her help in my fight against the enemy. I hope she wont come. A man who has suffered more than others and differently should live apart.

Alone.

I imagined myself alive. My real self had stayed there My present self had nothing in common with the real one. I was like the skin shed by a snake.

Reality struck me: I was alive, laughing Making fun of unhappy old women. As for me, love or death. I didnt care. I was able to laugh When I thought about either. Now too, I could burst out laughing.

It will be better for her. If I could forget I would stay. I cannot.

To change, We would have to change the past but, The past is beyond our power. Its structure is solid, immutable. Ill learn to lie and shell be happy. Its absurd: Lies can give birth to true happiness.

We encouraged eachother to stick it out Not to make compromises Not to come to terms with life Not to accept easy victories.

Work Cited Wiesel, E.(1961). Day: Previously titled The Accident. United States: Hill and Wang.

Explanation/ Analysis

This patchwork poem encompasses the main character, plot, and theme of the novel Day by Elie Wiesel. The main character and narrator of this work is hit by a taxi while crossing Times Square in Manhattan. While in the hospital he deals with the meaning of life and death and the importance of life. The first two stanzas in my poem show his physical and mental struggle with death and pain. He contemplates the meaning of life and why he is living or even if he wants to live. He sees no light at the end of the tunnel. The third stanza is about the main character distancing himself from other people who want to help him, Kathleen in particular. He feels that he is a burden to her life. The fourth stanza shows the main characters struggle with letting go of the past and how painful the past is. The holocaust is in his past and he cannot live without that being a part of him even though that is what he wants and needs. The next stanza shows him having some hope. He physically is alive, after the accident and comes to reality. He is still struggling with the idea of death or love but now he is able to laugh about the issue. The sixth and seventh stanzas show the main characters attitude change. He accepts his past and accepts love. He realizes that one cannot change the past but one can change the future. He takes control of his life and does not let the past influence him any longer. The last stanza is him accepting of a partner in life that will make him happy. This poem shows the

progression of the main character from night to day. It also shows the main theme of life and how you live it.

INLA LESSON PLAN TEMPLATE ALIGNED WITH TPA Lesson 9

Spring, 2013 COURSE/PERIOD/TIME ALLOCATION: One 40- minute class GRADE LEVEL: 10th grade honors English

STANDARD STATEMENT: RI Key Ideas and Details 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

OBJECTIVE(S): Students will work on choosing textual evidence to capture a central theme.

PRIOR KNOWLEDGE NEEDED: Students should be familiar with what a found poem is.

STUDENT PROFILE: Honors English 10 students. No IEPs in this class.

MODIFICATIONS TO MEET INDIVIDUAL STUDENT NEEDS: No modifications needed.

EVIDENCE OF ATTEMPTS TO ENGAGE STUDENTS: Students will work with their partner that they chose to write their found poem with. We will create a found poem as a class as practice for the students to write their own poems.

INSTRUCTIONAL STRATEGY

STRATEGY#1

TYPE OF STRATEGY: Modeling & cooperative learning

GROUPING OF STUDENTS AND RATIONALE FOR THAT GROUPING: Students will work with the partner that they picked to do their own poem with. This will give them a chance to work together as a practice before they write their own poem. We will create a poem as a class. This will allow for group discussion and modeling.

IDENTIFY ACADEMIC AND RELATED CONTENT LANGUAGE writing or poetic

text, evaluating and interpreting an authors purpose, message, and use of language choice, setting, mood, tone, and other literary strategies

PRE-ACTIVITY (ADVANCE ORGANIZER): Introduce that we will be creating a found poem as a class. Have students get into the partners that they picked to work with for their found poem.

ACTIVITY/PRESENTATION: Pass out the excerpt from Hitler Youth: Growing up in Hitlers Shadow by Susan Campbell Bartiletti. Read the passage as a class. Assign each group a section of the text to focus on. Have them pick out the most important sentence. Make that sentence into a poetic form. For example they may shorten a sentence to just a few words that could easily fit into a poem. Give each group a line of paper that they can write their line on. Once we have all of the lines finished, we will discuss as a class what order they should go in and if any of the lines should be changed or altered. We can arrange the lines on the board to create a poem.

POST-ACTIVITY/APPLICATION: This will help prepare students to work on their own poems tomorrow.

CLOSURE: Be prepared to work on Night found poems in your partners tomorrow.

ASSESSMENT : None NAME: Found Poem demonstration

AUTHENTIC OR TRADITIONAL

FORMATIVE OR SUMMATIVE

INLA LESSON PLAN TEMPLATE ALIGNED WITH TPA Lesson 10 & 11

Spring, 2013 COURSE/PERIOD/TIME ALLOCATION: Two 40-minute Class periods GRADE LEVEL: Honors English 10

STANDARD STATEMENT : RI Key Ideas and Details 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

OBJECTIVE(S): Students will work on choosing textual evidence to capture a central theme.

PRIOR KNOWLEDGE NEEDED: Students should be familiar with what a found poem is.

STUDENT PROFILE: Honors English 10 students. No IEPs in this class.

MODIFICATIONS TO MEET INDIVIDUAL STUDENT NEEDS: No modifications needed.

EVIDENCE OF ATTEMPTS TO ENGAGE STUDENTS: Students will be working with their partner to complete their found poem

INSTRUCTIONAL STRATEGY

STRATEGY#1

TYPE OF STRATEGY: Cooperative learning

GROUPING OF STUDENTS AND RATIONALE FOR THAT GROUPING: Students will be working with a partner to do the found poem with. This will allow students to choose someone they work well with.

IDENTIFY ACADEMIC AND RELATED CONTENT LANGUAGE : writing or poetic

text, evaluating and interpreting an authors purpose, message, and use of language choice, setting, mood, tone, and other literary strategies

PRE-ACTIVITY (ADVANCE ORGANIZER): Have students get into their pairs.

ACTIVITY/PRESENTATION: Students will work on their found poem. Teacher should monitor progress and answer any questions.

POST-ACTIVITY/APPLICATION: Keep working on poem.

CLOSURE: Presentation on Poems will be on day 12.

ASSESSMENT : None NAME: Work days for Found poems.

AUTHENTIC OR TRADITIONAL

FORMATIVE OR SUMMATIVE

INLA LESSON PLAN TEMPLATE ALIGNED WITH TPA Lesson 12

Spring, 2013 COURSE/PERIOD/TIME ALLOCATION: One 40-minute Class period GRADE LEVEL: Honors English 10

STANDARD STATEMENT : SL: Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience and task.

OBJECTIVE(S): Students will present their found poem to the class.

PRIOR KNOWLEDGE NEEDED: Students will have their found poem prepared to present.

STUDENT PROFILE: Honors English 10 students. No IEPs in this class.

MODIFICATIONS TO MEET INDIVIDUAL STUDENT NEEDS: No modifications needed.

EVIDENCE OF ATTEMPTS TO ENGAGE STUDENTS: Students will be leading class and presenting their poems.

INSTRUCTIONAL STRATEGY

STRATEGY#1

TYPE OF STRATEGY: Cooperative learning

GROUPING OF STUDENTS AND RATIONALE FOR THAT GROUPING: Students will be presenting their found poems with the partner that they chose.

IDENTIFY ACADEMIC AND RELATED CONTENT LANGUAGE : writing or poetic

text, evaluating and interpreting an authors purpose, message, and use of language choice, setting, mood, tone, and other literary strategies. Presenting of ideas

PRE-ACTIVITY (ADVANCE ORGANIZER): Have students be respectful while other groups are presenting.

ACTIVITY/PRESENTATION: Students will present their found poem.

POST-ACTIVITY/APPLICATION: Ask for feedback on the found poem. Was it helpful?

CLOSURE: Tomorrow will be a review day for the exam.

ASSESSMENT : Grading of the found poems NAME: Presentations of Found Poems for Elie Wiesels Night

AUTHENTIC OR TRADITIONAL

FORMATIVE OR SUMMATIVE

Day 13: Review with the students for the exam. Answer any questions that they may have. Day 14: Students will pre-write their essay questions for the exam. This will be done independently. They will need to focus on citing evidence. Day 15: Students will take exam and complete Student Teacher Evaluations.