Multiple Intelligences

Unit Plan Template

EDUC 522
Unit Title: Night and the Holocaust

Teacher: Josiah Wallace

Grade Level: English 10

Subject: English/History
Video Overview of This Unit:
http://youtu.be/9aDQ2k-9D8E

Objectives:
Students will be able to identify the
causes of World War II and explain the
effects that the war had on the U.S.,
Europe, and Asia.
Students will be able to define
vocabulary terms related to Night and
use these terms in multiple contexts
(written, spoken).
Students will be able to summarize
major actions and conflicts in Elie
Wiesels Night in small group and whole
class discussions
Students will be able to write clear,
formal responses and use proper writing
conventions (syntax, grammar, spelling).
Students will publish their responses on
a Google Sites blog.
Students will be able to analyze the
themes, issues, and authors perspective
in Night and use the text to support
written and oral responses
Students will be able to synthesize
information from multiple sources as
they examine a specific topic related to
World War II and the Holocaust.
Students will then present their research
on a Keynote
Students will be able to evaluate the
effects of U.S. involvement during
World War II, including the bombing of
Japan, and use evidence to defend their
viewpoint during a classroom
discussion.
Students will be able to publish their
work on Google Sites and use digital
media (images, videos, music) to
enhance their website.

Time Frame: 3 Weeks

Intelligences:
Verbal-Linguistic, Visual-Spatial, Logical,
Kinesthetic, Interpersonal, Intrapersonal,
Musical, Naturalist, Existential
Technologies in the unit:
Laptops, Google Docs, Internet, iPad, Timer,
Google Sites, Projector, Mindmeister, YouTube,
Tagxedo, Keynote
Common Core standards:
English Language Arts Standards:
Reading: Literature: Grade 9-10:
Key Ideas and Details:
CCSS.ELA-LITERACY.RI.9-10.1
Cite strong and thorough textual
evidence to support analysis of what the
text says explicitly as well as inferences
drawn from the text.
Craft and Structure:
CCSS.ELA-LITERACY.RI.9-10.6
Analyze a particular point of view or
cultural experience reflected in a work
of literature from outside the United
States, drawing on a wide reading of
world literature.
Writing: Grades 9-10:
Production and Distribution of Writing:
CCSS.ELA-LITERACY.W.9-10.4
Produce clear and coherent writing in
which the development, organization,
and style are appropriate to task,
purpose, and audience. (Grade-specific
expectations for writing types are
defined in standards 1-3 above.)

CCSS.ELA-LITERACY.W.9-10.6
Use technology, including the Internet,
to produce, publish, and update
individual or shared writing products,
taking advantage of technology's
capacity to link to other information and
to display information flexibly and
dynamically.

Research to Build and Present Knowledge:

CCSS.ELA-LITERACY.W.9-10.7
Conduct short as well as more sustained
research projects to answer a question

(including a self-generated question) or

solve a problem; narrow or broaden the
inquiry when appropriate; synthesize
multiple sources on the subject,
demonstrating understanding of the
subject under investigation.
Range of Writing:
CCSS.ELA-LITERACY.W.9-10.10
Write routinely over extended time
frames (time for research, reflection, and
revision) and shorter time frames (a
single sitting or a day or two) for a range
of tasks, purposes, and audiences.
Speaking and Listening: Grades 9-10:
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a
range of collaborative discussions (oneon-one, in groups, and teacher-led) with
diverse partners on grades 9-10 topics,
texts, and issues, building on others'
ideas and expressing their own clearly
and persuasively.
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.SL.9-10.5
Make strategic use of digital media (e.g.,
textual, graphical, audio, visual, and
interactive elements) in presentations to
enhance understanding of findings,
reasoning, and evidence and to add
interest.
Language: Grades 9-10:
Conventions of Standard English:
CCSS.ELA-LITERACY.L.9-10.1
Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.

CCSS.ELA-LITERACY.L.9-10.2
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing.

History/Social Studies: Grade 9-10:

Range of Reading and Level of Text

Complexity:
CCSS.ELA-LITERACY.RH.9-10.10
By the end of grade 10, read and comprehend
history/social studies texts in the grades 9-10
text complexity band independently and
proficiently.
Key Ideas and Details:
CCSS.ELA-LITERACY.RH.9-10.2
Determine the central ideas or information of a
primary or secondary source; provide an
accurate summary of how key events or ideas
develop over the course of the text.
CA State Standard: World History, Culture,
and Geography: The Modern World:
10.8 Students analyze the causes and
consequences of World War II.
5. Analyze the Nazi policy of pursuing
racial purity, especially against the
European Jews; its transformation into
the Final Solution; and the Holocaust
that resulted in the murder of six million
Jewish civilians.
6. Discuss the human costs of the war,
with particular attention to the civilian
and military losses in Russia, Germany,
Britain, the United States, China, and
Japan.
Technology standards:
2. Communication and Collaboration:
Students use digital media and
environments to communicate and work
collaboratively including at a distance,
to support individual learning and
contribute to the learning of others.
Students:
o Interact, collaborate, and publish
with peers, experts, or others
employing a variety of digital
environments and media.
o Communicate information and
ideas effectively to multiple
audiences using a variety of
media and formats
o Develop cultural understanding
and global awareness by

engaging with learners of other

cultures.
o Contribute to project teams to
produce original works or solve
problems
3. Research and Information Fluency:
Students apply digital tools to gather,
evaluate, and use information. Students:
o Plan strategies to guide inquiry
o Locate, organize, analyze,
evaluate, synthesize, and
ethically use information from a
variety of sources and media.
o Evaluate and select information
sources and digital tools based
on the appropriateness to specific
tasks
6. Technology Operations and Concepts:
Students demonstrate a sound
understanding of technology concepts,
systems, and operations. Students:
o Understand and use technology
systems.
Materials: (digital and non-digital)

Intelligences:

Digital
Laptops

Digital
Verbal-linguistic,
Visual-Spatial,
Kinesthetic,
Musical
Verbal-linguistic,
Visual-Spatial,
Intrapersonal,
Interpersonal
Verbal-linguistic,
Visual-Spatial,
Logical,
Intrapersonal
Verbal-linguistic,
Visual-Spatial,
Visual-Spatial
VerbalLinguistic,
Visual-Spatial,
Logical,
Interpersonal
Visual-Spatial,
Musical, VerbalLinguistic

Google Docs

Internet

iPad with Timer

Google Sites

Projector
Mindmeister

YouTube

Tagxedo

Keynote

Non-digital
Class novel

Post-Its

Markers

Procedures:
Week One:
Day 1:
Students start the unit with a Quick Write (What is The Holocaust? List
everything you know about this subject). Teacher will have students share
their responses and then give the class a brief opening Keynote on World
War II. Students will then create a study guide for the vocabulary terms
for the unit on Mindmeister (www.mindmeister.com). Each students will
be assigned a vocabulary term, and must include the definition, an image,
mnemonic, three synonyms, and an example sentence. Students will pair
up with two other students to share their term and provide one another
with feedback.
Day 2:
Students are put into teams of three and assigned a topic related to World
War II and the Holocaust. Students will meet briefly in their teams to
create a plan of action. Students will then spend time on their laptops
researching aspects of their topic and pasting this information on a shared
Google doc (www.drive.google.com). Each student must find three
credible sources as they find key facts, related images, and video clips. At
the end of the class, students will briefly discuss their individual progress
with their teammates.
Day 3:
Students will finish their research and create a team Works Cited page on
Google docs. Students will then spend time creating 3 to 4 Keynote slides
per team member. Then, each team will organize their slides and make
any necessary edits on their team presentation. Students will spend ten
minutes practicing their team presentation
Day 4:
Each team will present their Keynote to the class as the audience takes
notes on their laptops. Each team will send a copy of their Keynote with
the class on Google Drive (https://drive.google.com). Students will use

Visual-Spatial,
VerbalLinguistic,
Intrapersonal
VerbalLinguistic,
Visual-Spatial

Non-digital
Verbal-Linguistic
VerbalLinguistic,
Interpersonal
Verbal-Linguistic
Intelligences:

Verbal-linguistic,
Visual-Spatial,
Logical,
Interpersonal

Interpersonal,
Intrapersonal,
Logical, Verballinguistic,
Visual-Spatial

Interpersonal,
Verbal-linguistic,
Visual-Spatial,
Logical,
Kinesthetic

Interpersonal,
Kinesthetic,
Verbal-linguistic,

these keynotes as a study guide during the unit.

Visual-Spatial,
Musical

Students will do a timed Quick Write for section two and three of Night.
Students will then meet with their teams to discuss the reading and
highlight major actions taking place.
Week Two:
Day 5:
As a class, students will discuss specific quotes from section four and five
of Night that they felt conveyed the authors tone. Teacher will follow this
conversation by walking students outside, having students sit out in the
open in view of nature, and reading a passage from the novel to the class.
Teacher will then have students walk back into the classroom and have
them do a Quick Write journal entry about their experience outside using
the passage from the memoir as a model for tone. Then, using their
response, students will create a word cloud bank using Tagxedo
(www.tagxedo.com ). Students will save these on their laptops, then share
their written journal entries and word cloud with two other students.

Interpersonal,
Verbal-linguistic,
Naturalist,
Existential,
Visual-Spatial

Day 6:
Teacher will introduce students to Google Sites (https://sites.google.com)
and have students create an individual website. Students will select a
theme and add tabs to their website. Students will post their Quick Writes
on their website, then share the website with the teacher.

Visual-Spatial,
VerbalLinguistic,
Intrapersonal,

Day 7:
Students will do a Quick Write for section six and seven of the book.
Then, as a class, students will discuss their responses. Teacher will
introduce the topics for the upcoming Socratic Seminar and review the
format, student roles, and expectations for behavior. Students will review
their notes and passages from Night as they create five questions for the
Socratic discussion.

Verbal-linguistic,
Interpersonal,
Existential

Day 8:
Students will briefly meet with their teams to prepare for the Socratic
Seminar. Then, students will arrange their desks in a circle and the teacher
will post the list of behavior expectations for students during the Socratic
discussion. Students will sit near their teammates as they take turns being
in the role of discusser, note-taker, and text expert. Students will then
complete three ten-minute sessions as the teacher observes students and
raises questions to students when necessary.

Interpersonal,
Intrapersonal,
Logical, Verballinguistic,
Existential

Intrapersonal,
Interpersonal,
Logical, Verballinguistic,
Visual-Spatial,
Musical

Day 9:
Students will write a brief reflection Quick Write about their experience
during the Socratic Seminar. Then, students will create a team website.
Students will include written reflections for each team member, their
Keynotes, word clouds, their notes from the Socratic, and a Works Cited
Page. Students must incorporate digital media, including images, videos,
and music that serves to enhance their site.
Day 10:
Timed Write: Short Essay Responses

Students will compose four short essays in a timed classroom

environment. Essay prompts will be related to Night and the Holocaust.
Students must use proper writing conventions and include at least ten of
the vocabulary words from the unit in their essays. Teacher will post a
timer to allow students to help students pace themselves during the writing
process.
Day 11:
Students will spend time finishing up their websites. Teams will check
their website for any spelling or grammar issues and make any necessary
edits. Teams will spend the last ten minutes of class practicing their team
website presentations.
Day 12:
Website Presentations:
Students will present their team websites to the class, highlighting their
format and content. After each presentation, the audience will give
feedback to their peers by raising their hands and offering comments on
content, format, and aesthetics.
Product:

Verbal-linguistic,
Logical,
Intrapersonal

Interpersonal,
Verbal-linguistic,
Kinesthetic

Kinesthetic,
Interpersonal,
Verbal-linguistic

Intelligences:

Mindmeister Class Vocabulary Study Guide

Research and Keynote

5 Quick Writes

Socratic Seminar Questions and Reflection

Timed Write: Short Essays

Google Sites Blog

Google Sites Team Website and Presentation

VerbalLinguistic,
Visual-Spatial,
Logical
VerbalLinguistic,
Visual-Spatial
VerbalLinguistic,
Intrapersonal
Existential,
VerbalLinguistic,
Interpersonal
Verbal-Linguistic
VerbalLinguistic,
Visual-Spatial,
Logical,
VerbalLinguistic,
Visual-Spatial,
Logical,
Kinesthetic

Assessment (quantitative rubric):

Mindmeister Vocabulary Study Guide Rubric

CATEGORY

Accuracy and Includes the correct Includes an

Completeness definition and uses acceptable
a clear image
related to the term.
Includes an
effective mnemonic,
three synonyms,
and an example
sentence that
demonstrates the
meaning of the
term.

definition and
has an image
related to the
term. Includes
mnemonic, two
synonyms, and
an example
sentence.

Includes a definition
that is unclear and
the image is either
to large or
pixelated. The
mnemonic is a little
confusing or vague.
Has at least one
correct synonym.
Example sentence
doesnt show the
meaning of the
term.

Includes a partial or
wrong definition of
the term. The image
is not related to the
term or is missing.
The mnemonic
doesnt make sense.
Includes one or no
synonyms. Term in
the example sentence
isnt used correctly.

Research and Keynote Rubric

CATEGORY

Most of the content The content is

Content is typically
Information All content for
is accurate, there are generally accurate, confusing, there are
Accuracy and research and
Completeness keynote is accurate. 13 or more key facts there are 10 or more less than ten key
There are 15 or
listed, and there is
more key facts with one piece of
no factual errors.
information that
might be inaccurate.

key facts listed, but facts listed, and

one piece of
contains more than
information is
one factual error.
clearly flawed or
inaccurate.

Research
Quality

Students cited 3 or
more credible
sources for their
research and
included the links to
each website.

Students cited 3 or
more fairly credible
sources for their
research and
included the links to
each website. One
link did not work.

Students cited 2 or
more fairly credible
sources for their
research but did not
include the link to
each website.

Students cited less

than 2 credible
sources. Websites
were not credible and
should not have been
used for an academic
source.

VisualsImages and
Diagram

Visuals are neat,

accurate and add to
the readers
understanding of the
topic. There are at
least 4 images and 1
diagram included.

Visuals are accurate

and add to the
readers
understanding of the
topic. There are at
least 3 images and 1
diagram included.

Visuals are a little

pixelated, somewhat
accurate, and
sometimes add to
the readers
understanding of the
topic. There are
only 2 images and 1
diagram included.

Visuals are not

accurate OR do not
add to the readers
understanding of the
topic. There are 2 or
less images included.

Video Clip
Quality and
Purpose

Video clip is an
appropriate length
(30 seconds), has a
clear connection to
the information
being presented,
and enhances the
presentation.

Video clip is an
appropriate length
(slightly over or
under 30 seconds),
is related to the
information being
presented, and
somewhat enhances

Video clip is a little

long (more than 45
seconds) and is
somewhat related to
the information
being presented.

Video clip is not the

correct length (less
than 10 seconds or
more than 60
seconds) and doesnt
connect to the
information being
presented.