Grades 6-12 ELA CCGPS Unit ____ Plan 2013-2014€¦ · Web view1. Holocaust . 2. Guantanamo Bay ....

Grades 6-12 ELA CCGPS Unit 4 Plan 2013-20144th nine weeks

Grade Level 9th gradeDuration 9 weeksTheme Human Rights Around the WorldReading Focus Informational Writing Focus Argumentative Curriculum Map Indicate the number expectation (1, 7, 3-5, etc.) according to the grade level curriculum map provided by the GADOE.

1 Extended Text(s) 5 Thematically connected short texts (mix of literary and informational) 2 Analysis Writing in Focus Genre (ELACCGPS W 1 or 2) 1 Narrative Writing (ELACCGPS W 3)

Instruction on the following standards/skills is expected recursively in every unit throughout the school year. Research Connections (ELACCGPS W 7-9) Routine Writing (ELACCGPS W 10) Language

o Conventions (ELACCGPS L 1-3)o Vocabulary (ELACCGPS L 4-6)

Speaking and Listening (ELACCGPS SL 1-6) Reading Foundational Skills: Grades K-5 (ELACCGPS RF 1-4)

READING FOCUS: Informational Use your grade-level curriculum map to determine the reading and writing focuses of your unit as well as the number and type of assessments needed.

Grade Band Lexile “Stretch” BandK-1 N/A2-3 420L – 820L4-5 740L – 1010L6-8 925L – 1185L9-10 1050L – 1335L11-CCR 1185L – 1385L

EXTENDED / ANCHOR TEXT(S) (Include all information for each title)Title: NightAuthor: Elie WieselGenre: Memoir (Nonfiction)Lexile: 590LISBN: 978-0-374-50001-6

Thematically Connected SHORT LITERARY TEXTS (Include text type and lexile level for each)1. “Shoes” by Etgar Keret- short story- 800L

Thematically Connected SHORT INFORMATIONAL TEXTS (Include text type and lexile level for each)

1. “The Universal Declaration of Human Rights”- historical document- 1300Lhttp://www.un.org/en/documents/udhr/

Effingham County SchoolsELA Unit Writing Team / 2013-2014All Rights Reserved Page 1

http://www.un.org/en/documents/udhr/

2. “Japanese-American Internment”- informational article- 900Lhttp://www.ushistory.org/us/51e.asp

3. “Q &A: Answers to Key Questions about Guantanamo Detention Center” by Michael Doyle and Carol Rosenberg- Informational article- 1300L http://newsela.com/articles/gitmo-101/id/143/#articles/gitmo-101/id/215/

4. “North Korea human rights abuses resemble those of the Nazis” by Peter Walker- informational article- 1100L http://www.theguardian.com/world/2014/feb/17/north-korea-human-rights-abuses-united-nationsSupplemental Materials, Resources and/or Internet Links:

1. Oprah Interview with Elie Wiesel- PBS 2. Japanese Internment Camp Video: http://www.youtube.com/watch?v=_OiPldKsM5w

3. “Never Again”- Wu Tang Clan http://www.youtube.com/watch?v=JdlQKAd1ih0

4. North Korea interview- http://www.cbsnews.com/videos/north-korean-prisoner-escaped-after-23-brutal-years/

5. Life is Beautiful DVD (1997)

6. The Book Thief DVD (2013)


http://www.cbsnews.com/videos/north-korean-prisoner-escaped-after-23-brutal-years/

http://www.youtube.com/watch?v=JdlQKAd1ih0

https://mail.effingham.k12.ga.us/owa/redir.aspx?C=lD3KyB3LaEmQ3FWbqU1twa2pgigUAdFIPSFrhQvu1796IxJB7NssTzPMugu8_Wx3yHfacYXzATc.&URL=http%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3D_OiPldKsM5w

http://www.theguardian.com/world/2014/feb/17/north-korea-human-rights-abuses-united-nations

https://mail.effingham.k12.ga.us/owa/redir.aspx?C=CTd1R6Y-_0qb4WhUCNzNAPEbAbZFAdFId6d2OngYol1PwYIM3uVXJaLPaBtDuJi7H5NDvAqAaoE.&URL=http%3A%2F%2Fnewsela.com%2Farticles%2Fgitmo-101%2Fid%2F143%2F%23articles%2Fgitmo-101%2Fid%2F215%2F

http://www.ushistory.org/us/51e.asp

WRITING FOCUS: ArgumentativeUse your grade-level curriculum map to determine the reading and writing focuses of your unit as well as the number and type of assessments needed.

ASSESSMENT TASKS / WRITING PROMPTS (Writing prompts will serve as the common unit assessments for this unit. All unit assessments will align with the focus standards indicated that have been explicitly taught.)

Students will respond to high-quality, text-dependent prompts about what they have read by framing a debate or informing the reader about what they have learned through writing. (www.parcconline.org)

These responses can vary in length based on the questions asked and tasks performed, from answering brief questions to crafting multi-paragraph responses in upper grades. (www.parcconline.org)

Informative/Explanatory writing should be based solidly in text evidence and focus on why literary and rhetorical choices are made by the author and how those choices are intended to affect or impact the reader.

Argumentative writing must advance a specific claim or claim(s) and provide strong and logical support for claims based solidly in text.

Indicate Writing Type for Each Prompt: (Argumentative or Informative/Explanatory)List writing assessment prompts in the order they will appear in the instruction for the unit.

1. Vocabulary Essay: Identify one word from the vocabulary list that in your opinion best reflects the author’s message in Night. Cite textual evidence to support your position and provide a counterargument (a word that someone else might think is better).

(Remember: His message is what he wants the reader to take away from the piece. This is the impression the reader should have at the end of the novel.)

OR

Argumentative Essay Prompt: In chapter 3, it becomes apparent that a significant change has taken place within Elie. This change is evident through his thoughts, actions, and his writing. What is the change that has taken place and why does it occur?

Writing Directions: In a five-paragraph essay, develop a well-crafted argument stating what change has taken place and why. Use textual evidence (a MINIMUM of THREE quotes) to support your claim and be sure to include a counter-argument within your body paragraphs.

Writing Process: In order to write this essay using quotations from the text, you will need to do the following:1) Re-read Chapter 3, noting with a sticky note or other technique every reference that you can find dealing with the

evidence of the change that has taken place. You will want to find as many quotes as you can- that does not mean you will have to use them all in your essay.

2) Once you have found the quotes, you will need to decide HOW you are going to use them in your essay. Complete the chart on the “Finding Supporting Quotations” graphic organizer to help organize your ideas and opinions.

3) Once you have pulled your textual evidence from the chapter and noted the significance of each quote, use the “Using Supporting Quotations” graphic organizer to complete your rough draft (At least five paragraphs with an introduction (including a thesis), three body paragraphs (including a counter-argument), and a conclusion.

4) Once your brainstorm and rough draft are complete, turn them in for teacher feedback and revision. 5) When you receive feedback on your essay, write the final draft making sure to address any revisions or changes noted

in the feedback on your paper. Your final essay should be typed in MLA format (1-inch margins, double spaced, and Times New Roman, 12 pt. font) OR hand written on the front side of your paper only, double spaced, and in blue or black ink. On the final copy of the essay, highlight EVERY change you have made. Be sure to turn in all parts of the writing process with your final draft.

2. Editorial: After reading the informational articles on crimes against humanity, compose an editorial newspaper article. Argue whether or not the United Nations has the responsibility to intervene and try those involved in these crimes. Choose one of the three articles we have read and support your argument with textual evidence from the UDHR and the article chosen. NARRATIVE WRITING ELACCGPSW3


1. After reading the “Never Shall I Forget” selection on page 34, and listening to “Never Again” by Wu Tang Clan, students should compare the struggles of those suffering in the Holocaust. Then, students should write their own version of “Never Shall I Forget” modeling the version in the novel. They must include symbolism and figurative language. ROUTINE WRITING (Notes, summaries, process journals, and short responses across all genres)ELACCGPSW10

1. Journals2. Notes3. Summaries4. Short responses

RESEARCH CONNECTION(S) ELACCGPSW7-9

1. Holocaust 2. Guantanamo Bay 3. North Korea4. American-Japanese Internment Camps


UNIT FOCUS STANDARDSWhile all standards should be taught recursively throughout each unit, the standards listed below indicate focus standards for this unit that

are explicitly taught and can be used for benchmark, formative, summative and/or common unit assessments.

READINGLITERARY

N/A

READINGINFORMATIONAL

ELACC9-10RI3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

ELACC9-10RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

ELACC9-10RI5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

ELACC9-10RI7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in print and multimedia), determining which details are emphasized in each account.

WRITING

ELACC9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

a) Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

b) Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

c) Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

d) Provide a concluding statement or section that follows from and supports the argument presented.

e) Provide a concluding statement or section that follows from and supports the argument presented.

LANGUAGE

ELACC9-10L4: Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grades 9-10 reading and content choosing flexibly from a range of strategies.

c) Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

SPEAKING AND LISTENING N/A


Module 1PLANS FOR ASSESSMENT 1

Integrating reading selections from the unit into a writing task(Indicate Writing Genre and Type: Argumentative or Informative as well as Full Essay, Short Response, Paragraph, Brochure, Editorial, etc.)PROMPT: (Repeated from Cover Pages)

Vocabulary Essay: Identify one word from the vocabulary list that in your opinion best reflects the author’s message in Night. Cite textual evidence to support your position and provide a counterargument (a word that someone else might think is better).


OR








in the feedback on your paper. Your final essay should be typed in MLA format (1-inch margins, double spaced, and Times New Roman, 12 pt. font) OR hand written on the front side of your paper only, double spaced, and in blue or black ink. On the final copy of the essay, highlight EVERY change you have made. Be sure to turn in all parts of the writing process with your final draft.

SKILL BUILDING TASKS: Include a task to teach EVERY skill students will need to succeed on the assessment prompt above. Language, Foundations, and Speaking/Listening standards must be incorporated so all standards are adequately addressed throughout the year. Tasks may take more than a single day. Approximate time frames have been indicated by the ELA Unit Writing Team. Tasks lead students through reading and research to complete the writing prompt indicated. Reference the grade level Teacher Guidance document provided by GADOE for supplemental instructional strategies and ideas that address each

standard.

TASK # 1Suggested Time Frame 4 daysTASK / FOCUS SKILL Understand propaganda techniques used in WWII, Develop a working background knowledge of

the Holocaust by viewing a primary source and synthesizing information into a foldableESSENTIAL QUESTION How can viewing a primary source deepen our understanding of a historical event?

STANDARDS: (Standards in bold print indicate focus standards for unit.)


READING


ELACC9-10RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.


WRITINGELACC9-10W10: 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.

LANGUAGEN/A

SPEAKING AND

LISTENING

ELACC9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-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.

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, well-reasoned exchange of ideas.

b. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

Instructional Sequence for Task:

Days 1-2o PowerPoint presentation of Propaganda Techniques o Teacher will review the Holocaust including: WWII propaganda (PPT provided), people involved, history, and

events. o The WWII propaganda PPT will include direct instruction on fallacious reasoning as a review from Unit 2.

Students will determine how each piece of propaganda contains fallacious reasoning. Students will use a graphic organizer to complete this activity.

o Homework: Students will complete the propaganda practice homework. They choose one product to advertise, three different propaganda techniques, and the students write an advertisement for the product using the three different techniques.

Day 3o Teacher will conduct a Rapid Pre-Assessment to determine student knowledge of propaganda techniques.o Differentiation: Students who score an 85 or below will work with the teacher to identify propaganda

techniques in advertisement. Students who score an 86 or higher will work to create their own propaganda advertisement.

Day 4o Students will read the biography of Elie Wiesel (from secondary solutions unit). Students will complete a

worksheet that requires students to analyze the expository piece they just read. The worksheet contains four multiple choice questions and two short answer questions about Wiesel’s biography.

o The teacher will show the video: Oprah Interview with Elie Wiesel from PBSo Foldable (during the movie): Students will fold a sheet of paper into four squares. In the first square they will


list five facts about the Holocaust. In the second square they will list five possessions prisoners were forced to give up. In the third square they will list five ways the prisoners were treated inhumanely.

o In the fourth square students will write a paragraph on what resonated with them the most. Then, students will have the opportunity to share their reflections.

TASK #2Suggested Time Frame 1 dayTASK / FOCUS SKILL Building vocabulary through word associationsESSENTIAL QUESTION How can a strong vocabulary enhance your understanding of a text?


READING


WRITING ELACC9-10W10: 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.

LANGUAGE

ELACC9-10L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

a) Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

b) Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

c) Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

d) Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

ELACC9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings

a) Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

b) Analyze nuances in the meaning of words with similar denotations.

SPEAKING AND

LISTENING


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, well-reasoned exchange of ideas.

b) Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

c) Propel conversations by posing and responding to questions that relate the current discussion to


broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.


Anticipatory Set: Review vocabulary terms for Night that will be included on quiz 1. Teacher will provide students with a word and a sentence containing the word. Students will work with their elbow partner to discuss possible definitions of the words. After two minutes, the student will use a dictionary to determine the actual meaning of the words. Students will then draw a picture to represent the term.

1. Penury (3)- poverty; destitution 2. Annihilate (8)- to completely destroy3. Delusion (12)- false impression 4. Surreptitiously (16)- secretly 5. Conflagration (21)- huge raging fire6. Farce (21)- absurdity, mockery, sham 7. Pious (24)- devoutly religious

Students will complete an anticipation guide before reading the novel and will discuss their reactions as a class. Hook before reading the novel: The teacher will post two signs in the classroom (agree/disagree). The teacher will

read a list of 9 statements. Students will decide if they agree or disagree by moving to that side of the classroom. The teacher will call on a few students to discuss why they feel that way or moved to that side of the classroom.

1. The human race is innately good.

2. It is always better to tell the truth, regardless of the consequences.

3. A person’s true personality is revealed in difficult situations.

4. It is human instinct to protect ourselves first and foremost in times of trouble.

5. People of one race can be less important or inferior to other races.

6. When someone is influenced to do something against his/her natural tendencies, it is their choice, not peer pressure.

7. It is always best to keep quiet and accept it when you are faced with something you disagree with.

8. It is always in my best interest to take up for someone who is in trouble.

9. It is my responsibility to speak up if I see somebody being mistreated.

Homework: Provide students with a word association list based on the words from the preface (will be read at the end of the unit). Students will write their associations with these words. At the end of the module students will revisit these associations and see if their ideas are the same. The teacher will take this for a grade.

Words: hunger, thirst, transport, fear, selection, fire, chimney, smoke

TASK # 3Suggested Time Frame 1 dayTASK / FOCUS SKILL Establish textual context, introduce new vocabulary, draw a visual representation of a text

selectionESSENTIAL QUESTION What can literature teach us about humanity and our responsibilities to ourselves, our culture, our

society, and our world? STANDARDS: (Standards in bold print indicate focus standards for unit.)


READING

ELACC9-10RI2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.


WRITING

ELACC9-10W4: 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.)

ELACC9-10W10: 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.

LANGUAGE

ELACC9-10L4: Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grades 9-10 reading and content choosing flexibly from a range of strategies.

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

SPEAKING AND

LISTENING

N/A


Students will turn in their homework Students will read Chapters 1-2 (pages 3-28) Students will answer guided reading questions as they read After reading pages 3-28, students will complete the figurative language worksheet from the secondary solutions unit.

This requires students to analyze quotes from the first two chapters and identify and label figures of speech in preparation for the EOCT.

Synonyms Practice for pages 3-28(from secondary solutions unit): Students will complete the synonym assessment preparation worksheets. This practice requires students to analyze SAT words by finding two synonyms and writing a sentence.

Homework Journal: Moishe the Beadle is the archetypal outsider. Consider why Moishe is an outsider in his own community, how his experience transforms him, and why it is significant that his warnings are ignored.

After reading chapter 2- After Mrs. Schachter claims to “see” the fire on the train, draw a representation of what she saw.

Students will take quiz 1 (pages 3-28)

TASK # 4Suggested Time Frame 4 daysTASK / FOCUS SKILL Establish textual context, introduce new vocabulary, connecting symbolism through different

mediums, writing about personal experiences, identifying and creating symbols in literature ESSENTIAL QUESTION What can literature teach us about humanity and our responsibilities to ourselves, our culture, our


READING ELACC9-10RI2: Determine a central idea of a text and analyze its development over the course of the text,


including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.



ELACC9-10RL2: Determine a theme or central idea of text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

ELACC9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.)

ELACC9-10RL6: 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


LANGUAGE


d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).


a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations.

SPEAKING AND

LISTENING



d. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

ELACC9-10SL4: 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.


ELACC9-10SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.)

Instructional Sequence for Task: Anticipatory Set: Review vocabulary terms for Night that will be included on quiz 2. Teacher will provide students with

a word and a sentence containing the word. Students will work with their elbow partner to discuss possible definitions of the words. After two minutes, the teacher will provide the actual definition and compare student definitions. Students will then draw a picture to represent the term.

8. Colic (39)- sudden violent outburst of pain in the abdomen or bowels 9. Liberation (41)- setting free from imprisonment

Review symbolism Read “Shoes” by Etgar Keret and discuss the symbolism of the possessions in the short story Students will turn in their homework journal Students will read Chapter 3 (pages 29-46) Discuss connections between the short story “Shoes” and the beginning of chapter 3 where Wiesel discusses

possessions left behind. Students will answer guided reading questions as they read Students will complete the Note-Taking and Summarizing Chart before, during, and after they read. After reading the “Never Shall I Forget” selection on page 34, and listening to “Never Again” by Wu Tang Clan, students

should compare the struggles of those suffering in the Holocaust. Then, students should write their own version of “Never Shall I Forget” modeling the version in the novel. They must include symbolism and figurative language.


TASK # 5Suggested Time Frame 2 days TASK / FOCUS SKILL Establish textual context, introduce new vocabulary, complete a note-taking and summarizing

chart, complete a differentiated activity ESSENTIAL QUESTION What can literature teach us about humanity and our responsibilities to ourselves, our culture, our


READING




WRITING


LANGUAGE ELACC9-10L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.





SPEAKING AND

LISTENING



a. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.





10. Altruistic (48)- selfless concern for the well-being of others11. Cynical (49)- distrustful of human sincerity 12. Untenable (56)- unable to be defended against attack or objection 13. Dissipated (60)- dispersed or scattered

Students will read Chapter 4 (pages 47-65) Analyze the series of events involved with the French girl and the connection he makes with the passage. Students will answer guided reading questions as they read Students will complete the Note-Taking and Summarizing Chart before, during, and after they read. Differentiation: Based on assessment results of previous quizzes, students will either read independently and complete

annotations or read in a small group and practice annotations with the teacher. Students will take quiz 3 (pages 47-65)

TASK # 6Suggested Time Frame 3 daysTASK / FOCUS SKILL Establish textual context, introduce new vocabulary, complete a note-taking and summarizing

chart, complete a word meaning activity to develop comprehension ESSENTIAL QUESTION What can literature teach us about humanity and our responsibilities to ourselves, our culture, our


READING ELACC9-10RI2: Determine a central idea of a text and analyze its development over the course of the text,


including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.


WRITING


LANGUAGE





SPEAKING AND

LISTENING



b. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.





14. Atonement (69)- amends for a wrong15. Crucible (74)- severe test or trial16. Dysentery (78)- severe diarrhea caused by infection 17. Emaciated (85)- thin, gaunt, haggard

Students will read Chapters 5-6 (pages 66-97) Review and discuss chapter 5, paying special attention to Wiesel’s word choice and treatment of language.


After reading chapter 6, discuss the significance and symbolism of Juliek and his violin, paying special attention to this passage:

“The darkness enveloped us. All I could hear was the violin, and it was if Juliek’s soul had become his bow. He was playing his life. His whole life glided over the strings. His unfulfilled hopes. His charred past, his extinguished future. He played that which he would never play again.”

Students will answer guided reading questions as they read Students will complete the Note-Taking and Summarizing Chart before, during, and after they read. Read the “Preface to the New Translation” by Wiesel, paying attention to his discussion of language. Have students

complete the word association activity from task 2 again. Students should be able to discuss how their views have changed based on what they have read and learned.


TASK # 7Suggested Time Frame 2 days TASK / FOCUS SKILL Establish textual context, introduce new vocabulary, complete a note-taking and summarizing

chart, write a journal to analyze culminating events of the novelESSENTIAL QUESTION What can literature teach us about humanity and our responsibilities to ourselves, our culture, our


READING




WRITING


LANGUAGE


e. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).


c. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. d. Analyze nuances in the meaning of words with similar denotations.

SPEAKING AND

LISTENING




c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.





18. Inert (99)- lacking the ability or strength to move19. Apathy (99)- lack of emotion or passion20. Prostrate (108)- lying stretched out, often face down, overcome with distress or exhaustion

Students will read Chapters 7-9 (pages 98-115) Students will answer guided reading questions as they read Students will complete the Note-Taking and Summarizing Chart before, during, and after they read. Homework Journal: What is the impact of the father’s death? Would his survival have affected the story in a positive or

negative way? After the death of his father, how does Eliezer change? What does his behavior symbolize? Students will take quiz 5 (pages 98-115) After reading the novel, the teacher will ask the students to recall the definition of symbolism. The students will

complete a graphic organizer in which they will analyze five different symbols. In their analysis, students will discuss the symbolic meaning of the symbol, provide an explanation, and provide textual evidence from the novel to support their discussion. The symbols are: Fire and Flames, Night, The Angelic Pipel, Silence, and Shlomo giving Elie his spoon and knife. For modeling and guided practice, the teacher will provide an example of Fire and Flames.

Gallery Walk (as a review/final discussion of the novel): The teacher will prepare a gallery walk in the classroom. Each of these quotes will be posted on large chart paper around the room. The teacher will give the students 3 post-it notes. The students will first walk around the room silently, reading the quote on each poster. Students will then return to their seats and write a response for three of the quotes that stood out to them. The response can be a reflection or deeper thinking/insight about the quote. The teacher will ask the students to go post their sticky notes on the correct posters. Students will return to their seats. The teacher will walk around the room to each poster and share the thoughts that were posted. He/she will ask students to explain/elaborate/clarify in order to have a class discussion as a review of the novel.

Quotes:

1. "The yellow star? Oh well, what of it? You don't die of it."- Elie Wiesel, Night, Ch. 1

2. "Do you see that chimney over there? See it? Do you see those flames? (Yes, we did see the flames.) Over there-that's where you're going to be taken. That's your grave, over there."- Elie Wiesel, Night, Ch. 3

3. "Never shall I forget those moments which murdered my God and my soul and turned my dreams to dust. Never shall I forget these things, even if I am condemned to live as long as God Himself. Never."


- Elie Wiesel, Night, Ch. 34. "Keep your anger and hatred for another day, for later on. The day will come, but not now."

- Elie Wiesel, Night, Ch. 45. "I've got more faith in Hitler than in anyone else. He's the only one who's kept his promises, all his

promises, to the Jewish people."- Elie Wiesel, Night, Ch. 5

6. "I shall always remember that smile. From which world did it come?"- Elie Wiesel, Night, Ch. 6

7. "I probably brought him more satisfaction than I had done during my whole childhood."- Elie Wiesel, Night, Ch. 8

8. "But I had no more tears. And, in the depths of my being, in the recesses of my weakened conscience, could I have searched it, I might perhaps have found something like-free at last!"- Elie Wiesel, Night, Ch. 8

9. "From the depths of the mirror, a corpse gazed back at me. The look in his eyes, as they stared into mine, has never left me."- Elie Wiesel, Night, Ch. 9

Homework: Students will revisit the word association homework from task 2. The teacher will ask the students to complete the final column and then reflect in a ½ page ticket to leave on how their perceptions of the words evolved over the course of the text. The teacher will take this for a grade.

Words: hunger, thirst, transport, fear, selection, fire, chimney, smoke

TASK # 8Suggested Time Frame 6 days TASK / FOCUS SKILL Culminating Assessment ESSENTIAL QUESTION What can literature teach us about humanity and our responsibilities to ourselves, our culture, our


READING

ELACC9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.




ELACC9-10RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

WRITING ELACC9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s)


and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions

of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented.


ELACC9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)

LANGUAGE

ELACC9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Use parallel structure.* b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute)

and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

ELACC9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

b. Use a colon to introduce a list or quotation. c. Spell correctly. d. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation

and capitalization.

ELACC9-10L3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.


a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.





SPEAKING AND

LISTENING


b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion

to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.


Class Brainstorm: Select words that would be critical for understanding the text. Provide a graphic organizer for scaffolding (word, message, and textual evidence). Students will write the culminating essay

Vocabulary Essay: Identify one word from the vocabulary list that in your opinion best reflects the author’s message in Night. Cite textual evidence to support your position and provide a counterargument (a word that someone else might think is better).


For the counterargument paragraph, have students interview an elbow partner to learn the word the partner has chosen. If the partners have the same word, each must choose a different partner. Partners must explain or justify their choices with textual evidence to help one another prepare for writing a counterargument.

OR








in the feedback on your paper. Your final essay should be typed in MLA format (1-inch margins, double spaced, and


Times New Roman, 12 pt. font) OR hand written on the front side of your paper only, double spaced, and in blue or black ink. On the final copy of the essay, highlight EVERY change you have made. Be sure to turn in all parts of the writing process with your final draft.

Night unit test

Watch Life is Beautiful. Compare genre, tone, central ideas, and subject with Night using the compare/contrast template on page 50 of the Secondary Solutions unit. Optional: Discuss violations of the UDHR in relation to the novel or the films Life is Beautiful and/or The Book Thief.


Module 2PLANS FOR ASSESSMENT 2

Integrating reading selections from the unit into a writing task(Indicate Writing Genre and Type: Argumentative or Informative as well as Full Essay, Short Response, Paragraph, Brochure, Editorial, etc.)PROMPT: (Repeated from Cover Pages)

Editorial: After reading the informational articles on crimes against humanity, compose an editorial newspaper article. Argue whether or not the United Nations has the responsibility to intervene and try those involved in these crimes. Choose one of the three articles we have read and support your argument with textual evidence from the UDHR and the article chosen.

SKILL BUILDING TASKS: Include a task to teach EVERY skill students will need to succeed on the assessment prompt above. Language, Foundations, and Speaking/Listening standards must be incorporated so all standards are adequately addressed throughout the year. Tasks may take more than a single day. Approximate time frames have been indicated by the ELA Unit Writing Team. Tasks lead students through reading and research to complete the writing prompt indicated.

Reference the grade level Teacher Guidance document provided by GADOE for supplemental instructional strategies and ideas that address each standard.

TASK # 9 Suggested Time Frame 5 days TASK / FOCUS SKILL Reading and paraphrasing a historical document, connecting to real world situations, presenting

ideas, and collaborating effectivelyESSENTIAL QUESTION What is the importance of the UDHR?


READING

ELACC9-10RI2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELACC9-10RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

ELACC9-10RI9: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

WRITING



LANGUAGE

ELACC9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.ELACC9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

c. Spell correctly. d. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.

SPEAKING AND

LISTENING


c. Propel conversations by posing and responding to questions that relate the current discussion


to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.




Students will read and paraphrase the UDHR through annotation (chunk the UDHR and model paraphrasing, guide group practice, monitor individual practice). Students will share one article paraphrase on the document camera.

Teacher will divide the students into groups of two to four. Each group will be assigned a portion of the UDHR. Each group will create a poster to teach their assigned UDHR articles to the class. Their poster must include a real world connection.

Students will present their poster. Students will be given a Rapid Pre-assessment to determine their comprehension of the UDHR. DIFFERENTIATION: Based on the assessment data, students will be placed in small groups again and each group will be

given a scenario. They will determine which rights have been violated in that scenario. Groups will be based on mixed-ability, and ability will be divided into three levels: low (0-60), average (61-79), and high (80-100). Each group should consist of one low, average, and high ability student.

Optional: The teacher will discuss the definition of discrimination. Students will be given a discrimination assignment. The worksheet first discusses the five types of discrimination found in the world (economic discrimination, discrimination against women, racial and ethnic discrimination, discrimination against other groups, and discrimination outside of the United States). Each type has a definition and an example provided. After discussing as a class, students have to find examples of the five types of discrimination from the modern era. They can use newspapers, magazines, or reliable internet sites. Students will write a ½ page explanation of why the article fits that type of discrimination and apply it to the UDHR. This assignment is a test grade.

TASK # 10Suggested Time Frame 1 dayTASK / FOCUS SKILL Read and annotate an informational article and view a video on propaganda.ESSENTIAL QUESTION Why is it important to understand the effect propaganda has on history?


READING




WRITING ELACC9-10W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.



LANGUAGE

ELACC9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.ELACC9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

c. Spell correctly. d. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.

SPEAKING AND

LISTENING

N/A


Optional to replace Tasks 10-12: Instead of giving students the three articles on Japanese-Internment Camps, Guantanamo Bay, and North Korea, teachers will ask students to research a current event that violates the UDHR. Students can either work individually to complete this task or in small groups. Differentiation: Students will have the option of either writing an essay or creating a multimedia presentation in which they present their findings and argue how their current event is a violation of the UDHR.

Bell Ringer: Students will write their definition of propaganda and any examples they remember from the previous module.

Anticipatory Set: Students will watch the Japanese-Internment Camp propaganda video and identify propaganda techniques used in the video on a graphic organizer.

Students will read the “Japanese- American Internment Camps” article and annotate it for violations of the UDHR.

TASK # 11Suggested Time Frame 2 daysTASK / FOCUS SKILL Read and annotate an informational articleESSENTIAL QUESTION What can literature teach us about humanity and our responsibilities to ourselves, our culture, our

society, and our world?STANDARDS: (Standards in bold print indicate focus standards for unit.)

READING






c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.


e. Provide a concluding statement or section that follows from and supports the argument presented.


LANGUAGE



c. Spell correctly.d. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.

SPEAKING AND

LISTENING

N/A


Teacher will give PowerPoint over background information on Guantanamo Bay. Students will read “Q &A: Answers to Key Questions about Guantanamo Detention Center” and annotate it for

violations of the UDHR. Journal: Should the United Nations intervene to force America to shut down Guantanamo Bay? Include textual

evidence from the article to support your opinion. Watch CBS “North Korean Prisoner Escaped after 23 Years” and record 5 human rights violations. Homework: To prepare for Task 12, students need to bring in an article or printout about North Korea post-WWII.

Students should be prepared to present a significant claim or fact from his or her piece.

TASK # 12Suggested Time Frame 2 daysTASK / FOCUS SKILL Read and annotate an informational article. ESSENTIAL QUESTION What can literature teach us about humanity and our responsibilities to ourselves, our culture, our


READING














LANGUAGE



c. Spell correctly.d. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.

SPEAKING AND

LISTENING



d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.



“Whip” Activity: Students will read their article and identify one significant fact or claim. Simulating a whip, the teacher will quickly move up and down the rows asking students to share their information. Teacher will choose 1 or 2 “Scribes” to record information on chart paper.

Students will read “North Korea human rights abuses resemble those of the Nazis” and annotate it for violations of the UDHR.

Ticket-to-Leave: Take a stance: Does the United Nations have responsibility to intervene in North Korea? Why or why not? Support with one piece of evidence from the video or the article.

TASK #13Suggested Time Frame 3 daysTASK / FOCUS SKILL Culminating AssessmentESSENTIAL QUESTION What can literature teach us about humanity and our responsibilities to ourselves, our culture, our


READING ELACC9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as Effingham County SchoolsELA Unit Writing Team / 2013-2014All Rights Reserved Page 25

well as inferences drawn from the text.

WRITING

ELACC9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.







LANGUAGE


c. Spell correctly. d. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation

and capitalization

ELACC9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

SPEAKING AND

LISTENING

N/A

Instructional Sequence for Task:Day 1

Teacher will provide worksheet for inverted pyramid and students will analyze structure of previously discussed articles.

Day 2 Students will write their own editorials using the inverted pyramid structure. Editorial: After reading the informational articles on crimes against humanity, compose an editorial newspaper article.

Argue whether or not the United Nations has the responsibility to intervene and try those involved in these crimes. Choose one of the three articles we have read and support your argument with textual evidence from the UDHR and the article chosen.

Day 3 Students will analyze their own editorials and edit as necessary to ensure all aspects are addressed. Students will staple

the rubric, their own analysis, and their editorials together to turn in.


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