unit plan: the jewish holocaust arelis de la vega albrecht ...krowlands/content/sed525en/course...

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Unit Plan: The Jewish Holocaust

Arelis De La Vega Albrecht

S ED 525 EN

Professor: K. Rowlands

May 5, 2010

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Table of Contents

Introduction ……………………………………………………………………………………….. 3-5

Weekly Overview………………………………………………………………………………….. 6-13

Lesson Plan Day 1…………………………………………………………………………………. 14-19

Supplemental Materials for Lesson 1……………………………………………………………… 20-28

Lesson Plan Day 3 ………………………………………………………………………………… 29-35


Lesson Plan Day 5…………………………………………………………………………………. 41-47


Lesson Plan Day 6…………………………………………………………………………………. 57-61


Lesson Plan Day 7…………………………………………………………………………………. 67-71


Memoir Rubric ……………………………………………………………………………………. 78

Final Summative Assessment Tools………………………………………………………………. 79-81

Unit Plan Commentary …………………………………………………………………………… 82-84

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Introduction

Night by Elie Wiesel, “First They Came for the Jews” by Pastor Martin Niemoller, and “To the Little

Polish Boy with His Arms Up” by Peter L. Fischl are the academic texts and materials that I am using for this

two- week instructional unit on the Jewish Holocaust. This unit plan was created for a tenth grade inclusion

class. It is assumed that the majority of the students are at a below or far below grade level. The majority of my

students are in special education and most are language learners. Lesson plans in this unit were designed for two

fifty-five minute blocks. The unit can begin either at the beginning of the spring semester or after the spring

break. Night is one of the choices to complete the second semester studies on literary genres. This unit gives

students an opportunity to learn Memoir, and incorporates poetry, which allows them to look at the same topic

presented in a different literary genre. Night gives students a unique opportunity to think critically, discuss, and

look at historical events that portrayed and reflect important aspects of humanity.

Throughout this unit, students will be reading the first three sections of Night and two short poems. They

will write a poem in groups and will write a Memoir from a childhood experience. During the sequence of

these lessons, students will be exposed to different pre-reading and pre-writing strategies and activities. They

will be reading, writing, working in small groups, using technology, peer editing, and typing their written

assignment. This unit builds upon students’ present levels of performance in reading and writing and introduces

new speaking, listening, reading and writing skills.

The unit plan uses the ERWC assignment template as its framework. Pre-reading activities include the

KWL, Tea Party, and an Anticipation Guide during the introductory lesson. The KWL asks students to reflect

on what they know and would like to know about the Jewish Holocaust. The Tea Party activity allows students

to play with words and their possible meaning, and the Anticipation Guide asks students to reflect on their bias,

and on how their surroundings can influence the way they generalize and think about others. The reading

activities include reading the text using differentiation, and during reading strategies to help with understanding,

looking at language used in the text and the poems, double journal entry, and analyzing the structure of the text.

4 Post-reading activities include journal reflections and Event Response What Happen Next post-reading activity.

Pre-writing assignments include learning about Memoir as a literary genre, RAFT, active/passive voice, and

RAFT thinking sheet. Writing activities include composing a poem in small groups, writing Memoir drafts, and

developing their content. During the revising and editing, students were able to peer edit their Memoirs, edit

their papers, receive teacher feedback, type them in class using our laptops from our computer cart, and turn

papers in for a grade. The grading rubric for Memoir was given to the students the same day that the assignment

was explained.

In addition to reading and writing experiences, students are given many opportunities for dialogue and

interaction with peers. Every lesson begins with a warm up activity followed by partner sharing, then whole

class discussions. Also, every lesson allows for small group work and activities. During the introductory lesson,

students participate in Tea Party activity, which promotes students’ autonomy, ability to engage in

conversations, ask relevant questions, link ideas from other peers, and develop listening and speaking skills.

This activity is extremely beneficial for English language learners and for special education students. These

students have difficulties engaging in conversations due to their lack of certain language and/or cognitive skills.

Technology will be used during the entire unit. Power Point presentations, visual aids, and laptop

computer carts will be used during these lessons. Using technology in the classroom is an essential tool to

connect students’ learning to their everyday lives. Throughout the entire book, students will have an opportunity

to discuss one of the major themes of Night, which recounts Ellie Wiesel’s journey into questioning and

reformulating his faith. This unit covers only three sections of this book. Although we do not discuss faith in

depth during these lessons, I begin to prepare them for this by having them write daily reflective journals as a

warm up exercise. I also conduct whole class discussions with the intention of preparing students for debate. I

teach them to respect everyone’s opinions and to discuss and defend their opinions using the text as their own

opinions, using the text as their basis of fact in forming their opinions.

5 This unit will allow students to connect with their own life experiences. They will be able to relate to the

sufferings, alienation, racism, and intolerance that the Jewish people experienced during the Holocaust. The vast

majority of my students, including the teacher, are immigrants that one day had to turn their backs at their

native countries and families. Some of them by free will and others by force. Many people in our society are

victims of alienation, racism, and intolerance.

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Weekly Overview

Category Day 1 Day 2 Day 3 Day 4 Day 5

Language Arts Standard

1.11 Assess how

language and delivery

affect the mood and tone

of the oral

communication and

make an impact on the

audience.

2.3 Apply appropriate

interviewing techniques:

a. Prepare and ask

relevant questions. b.

Make notes of

responses. c. Use

language that conveys

maturity, sensitivity, and

respect. d. Respond

correctly and effectively

to questions.

3.12 Analyze the way in

which a work of

literature is related to the

themes and issues of its

historical period.

1.3 Use clear research

questions and suitable

research methods (e.g.,

library, electronic

media, personal

interview) to elicit and

present evidence from

primary and secondary

sources.

2.1 Write biographical

or autobiographical

narratives or short

stories: a. relate a

sequence of events and

communicate the

significance of the

events to the audience.

1.11 Assess how



of the oral

communication and


audience.

2.3 Apply appropriate

interviewing techniques:

a. Prepare and ask

relevant questions. b.

Make notes of

responses. c. Use

language that conveys

maturity, sensitivity, and

respect. d. Respond

correctly and effectively

to questions.

3.2 Compare and

contrast the presentation

of a similar theme or

topic across genres to

explain how the

selection of genre shapes

2.3 Generate relevant

questions about

readings on issues that

can be researched.

2.5 Extend ideas

presented in primary

or secondary sources

through original

analysis, evaluation,

and elaboration.

2.2 Write responses to

literature: a.

Demonstrate a

comprehensive grasp

of the significant ideas

of literary works. b.

Support important

ideas and viewpoints

through accurate and

detailed references to

the text or to other

works. c. Demonstrate

1.11 Assess how



of the oral

communication and


audience.

3.2 Compare and

contrast the presentation

of a similar theme or

topic across genres to

explain how the

selection of genre shapes

the theme or topic.

3.7 Recognize and

understand the

significance of various

literary devices,

including figurative

language, imagery,

allegory, and

symbolism, and explain

their appeal.

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EDL Standards

1.8 Use knowledge of

individual words in

unknown compound

words to predict their

meaning.

Apply knowledge of

academic and social

vocabulary to achieve

independent reading.

Negotiate and initiate

social conversations by

questioning, restating,

soliciting information,

and paraphrasing the

communication of

others.

Write documents_

(e.g., fictional

biographies,

autobiographies,_

short stories, and

narratives) that include

coherent plot

development,

_characterization,

setting, and a variety

of literary

strategies_(e.g.,

dialogue, suspense).

the theme or topic.

1.8 Use knowledge of

individual words in

unknown compound

words to predict their

meaning.

Apply knowledge of

language to achieve

comprehension of

informational materials,

literary texts, and texts

in content areas.

Compare and contrast a

similar theme or topic

across genres and

explain how the genre

shapes the theme or

topic.

awareness of the

Analyze the inter-

action between

characters and

subordinate characters

in literary texts (e.g.,

motivations and

reactions).

Write responses to

literature that develop

interpretations, exhibit

careful reading, and

cite specific parts of

the text.

Explain the significance

of several literary

elements and techniques

(e.g., figurative

language, imagery,

allegory, and

symbolism).

Compare and contrast a


across genres and

explain how the genre

shapes the theme or

topic.

ERWC Pre-Reading Getting ready to read Surveying the text Making predictions and asking questions (Full Lesson)

Writing Composing (Writing a mini-biography)

Reading/ Post-reading First reading Considering the structure of the text Summarizing and responding (Full Lesson Plan)

Reading First Reading Looking closely at language Writing Composing (Answer comprehension questions)

Reading First reading Looking closely at language Analyzing stylistic choices (Full Lesson Plan)

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Bloom’s Taxonomy Bloom’s Level 1: Remember Recalls/Knows

Bloom’s Level 2 Understand Paraphrase/Rewrite

Bloom’s Level 2/3 Understand: Paraphrase/Rewrite Application Explain/Identify

Bloom’s Level 2/3 Understand/Appl. Explain/Identify Rewrite

Bloom’s Level 4 Analysis Analysis

Objectives When students watch

the power point on the

Holocaust, students

will be able to

identify, discuss, and

verbalized historical

events that led to the

Holocaust.

When students are

given the KWL

graphic organizer,

students will be able to

write what they know

and what they want to

know about the

Holocaust.

When students are

given a worksheet

with statements,


work cooperatively in

When students are

introduced to Ellie

Wiesel, students will

be able to use different

sources (books,

internet, and materials)

to write a mini-

biography on the

author.

When students work in

groups to write a mini-

biography of Ellie

Wiesel, students will

be able to present the

mini-biography to the

entire class using

different means of

representation.

When students watch

the power point

presentation on

Memoir, students will

be able to differentiate

between Memoir and

Autobiography.

When students read

the first section of

Night, students will be

able to respond to the

reading using the

Double-Entry Journal

During-Reading

strategy.

When students work in

small groups, students

will be able to write

and respond to the

Post-Reading activity.

When students are

presented with

comprehension

questions from section

one of the book,


recall, look up, and

answer comprehension

questions from section

one.

When students read

section two of the

book, students will be

able to generate

questions from the

reading, analyze, and

discuss the time line of

the events read on

section two.

When students read

the two poems given

by the teacher,


compare and contrast

the presentation of a


across literary genres.

When students are

asked to identify

literary devices in two

poems given by the

teacher, students will

be able to recognize

the significance of

several literary

elements used in the

poems.

When students watch

the picture slide show

on the Holocaust,

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groups to write

sentences.


write words that

appeal to their

emotions and use

those words to create a

poem in small groups.

Summary of

Students’ Activities 1. Warm up activity 2. Pair share 3. Whole class discussion 4. Tea Party 5. Power Point 6. KWL 7. Read Preface 8. Group work: writing sentences 9. Homework

1. Warm up activity 2. Pair share 3. Whole class discussion 4. Power Point: Meet the author 5. Work in groups using the laptops to search information to write a mini-biography 6. Present the mini-biography to class 7. Reflection

1. Warm up 2. Pair Share 3. Whole class discussion 4. Power Point: Memoir 5. Read Section one 6. Double Journal Entry 7. Group work: Event, Response, What Happens Next 8. Homework

1. Warm up 2. Pair Share 3. Inside/Outside Circles 4. Group work: Comprehension questions from Section 1 5. Read section 2 of the book using differentiated reading 6. Journal Entries

1. Warm up 2. Pair Share 3. Fish Bowl 4. Read Poems 5. Picture Slide Show 6. Word Bag 7. Group work: Poems 8. Homework

Assessment Informal/Formal Tea party KWL Sentences: group work

Informal Participation in groups Mini-Biography Exit ticket: Reflection

Informal Anticipation guide Double journal entry Post-reading activity

Informal Credit for comprehension question. Exit ticket: Journal

Informal/Formal Discussion during Fish Bowl Poems will be graded

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Weekly Overview

Category Day 6 Day 7 Day 8 Day 9 Day 10

Language Arts Standard

1.1 Demonstrate an

understanding of the

elements of discourse

(e.g., purpose, speaker,

audience, form) when

completing narrative,

expository, persuasive,

or descriptive writing

assignments.

1.2 Use precise

language, action verbs,

sensory details,

appropriate modifiers,

and the active rather

than the passive voice.


or autobiographical

narratives or short

stories: a. Relate a

sequence of events and

communicate the

significance of the



or autobiographical

narratives or short


sequence of events

and communicate the

significance of the


c. Describe with

concrete sensory

details the sights,

sounds, and smells of

a scene and the

specific actions,

movements, gestures,

and feelings of the

characters; use interior

monologue to depict

the characters’

feelings.


or autobiographical

narratives or short


sequence of events

and communicate the

significance of the


c. Describe with

concrete sensory

details the sights,

sounds, and smells of

a scene and the

specific actions,

movements, gestures,

and feelings of the

characters; use interior

monologue to depict

the characters’

feelings.

1.3 Demonstrate an

understanding of proper

English usage and

control of grammar,

paragraph and sentence

structure, diction, and

syntax.

1.4 Produce legible

work that shows

accurate spelling and

correct use of the

conventions of

punctuation and

capitalization.

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EDL Standards

Use appropriate

language variations and

genres in writing for

language arts and other

content areas.

Produce writing by

using various elements

of discourse_(e.g.,

purpose, speaker,

audience, form) in

narrative, expository,

persuasive, and/or

descriptive writing.

Use appropriate

language variations

and genres in writing

for language arts and

other content areas.

Produce writing by

using various

elements of

discourse_(e.g.,

purpose, speaker,

audience, form) in


persuasive, and/or


Produce writing by

using various

elements of

discourse_ (e.g.,

purpose, speaker,

audience, form) in


persuasive, and/or


Use appropriate

language variations




Produce writing by

using various

elements of

discourse_ (e.g.,

purpose, speaker,

audience, form) in


persuasive, and/or


Use appropriate

language variations




Revise writing for

appropriate word

choice and

organization,

consistent point of

view, and transitions,

using approximately

standard grammatical

forms and spelling.

Edit writing for the

mechanics to

approximate standard

grammatical forms.

ERWC Reading/Writing First Reading Looking closely at language Rewriting (Full Lesson Plan)

Pre-Writing Getting ready to write (Full Lesson Plan)

Writing Composing a draft

Revising and Editing Revising

Revising and Editing Revising Typing final Memoir

Bloom’s Taxonomy Bloom’s Level 2/3 Understand Application

Bloom’s Level 4 Analysis Identify

Bloom’s Level 6 Create Outline

Bloom’s Level 6 Create Draft/Revise

Bloom’s Level 6 Create Revises

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Explain/Identify/Rewrite Distinguish

Draft Write

Write Write final draft

Objectives When having had

instruction on the use of

active/passive voice,


differentiate between the

two forms, re-write

sentences, and

understand the

importance of using

active voice when

writing their Memoirs.

When having had

instruction on the

elements of

descriptive writing,

students will be able

to differentiate

between show and tell

and will apply

descriptive techniques

to their Memoir

writing.

When students are

shown how to

construct a RAFT

writing assignment,


to recognize their role

as a writer, their

audience, the format

for writing, and the

content.

After having had

instruction on Memoir

and Show, Don’t Tell,


to compose their

Memoir drafts.

When students write

their memoir drafts,


to produce writing

that exhibits the

characteristics of

Memoir with

descriptive details and

sense of audience.

When students are

asked to peers edit

classmates Memoirs,


to give proper

feedback using the

peer revision

checklist.

After receiving

feedback from

classmates, students

will be able to revise

their Memoir drafts

using their peers’

feedback.

When students are

given feedback from

the teacher and

classmates, students

will be able to revise

and edit their

Memoirs based on

positive feedback.

When students are

given the classroom

laptops, students will

be able to type their

final Memoir drafts.

Summary of 1. Warm up activity 1. Warm up activity 1. Warm up 1. Warm up 1. Warm up

13 Students’ Activities 2. Pair share

3. Whole class discussion 4. Power Point: Active/Passive Voice 5. Group work: rewriting sentences 6. Presentation of Poems 7. Read section 3 using differentiated reading instruction

2. Pair share 3. Whole class discussion 4. Power Point: Show, Don’t Tell 5. Group work: re-writing a piece adding descriptive details 6. RAFT 7. RAFT thinking sheet 8. Assignment 9. Rubric

2. Pair Share 3. Whole class discussion 4. Composing drafts 5. Exit ticket: Detail Chart from Section 3 6. Homework: Work on Memoirs

2. Pair Share 3. Whole class discussion 4. Mini-Lesson on mechanics 5. Peer editing 6. Revising 7. Homework: Finish revising drafts.

2. Pair Share 3. Teacher final remarks on editing 4. Final editing 5. Typing Memoirs

Assessment Informal/Formal Students will be informally assessed by their ability to work in groups and complete rewriting sentences

Informal/Formal 10% bonus for participation Memoir writing will be formally assessed

Informal Exit ticket

Informal Peer revision checklist

Informal Exit ticket Formal Memoirs, due on Monday for grade

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DAILY LESSON PLAN

Teacher’s Name: Arelis De La Vega Albrecht Class/Period: English 10 Inclusion

Unit: The Jewish Holocaust Day: 1

Duration: Two class periods or 55 minutes each Lesson 1: Introduction to Night

Agenda

• Warm up

• Pair Share/ Whole Class Discussion

• Tea Party Activity

• Power Point: Events Leading to the Holocaust

• Teacher/Students activity: KWL

• Small Group Work: Anticipation Guide Questions

• Independent Work

• Homework

California Content Standards:

1.11 Assess how language and delivery affect the mood and tone of the oral communication and make an

impact on the audience.

2.3 Apply appropriate interviewing techniques: a. Prepare and ask relevant questions. b. Make notes of

responses. c. Use language that conveys maturity, sensitivity, and respect. d. Respond correctly and effectively

to questions.

3.12 Analyze the way in which a work of literature is related to the themes and issues of its historical period.

ELD Standards Addressed:

Advanced ELD-

1.8 Use knowledge of individual words in unknown compound words to predict their meaning.

Apply knowledge of academic and social vocabulary to achieve independent reading.

Negotiate and initiate social conversations by questioning, restating, soliciting information, and paraphrasing

the communication of others.

Objectives:

• When students watch the power point on the Holocaust, students will be able to identify, discuss, and

verbalized historical events that led to the Holocaust.

• When students are given the KWL graphic organizer, students will be able to write what they know and

what they want to know about the Holocaust.

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• When students are given a worksheet with statements, students will be able to work cooperatively in

groups to write sentences.

Materials Needed:

• LCD for power point/ Overhead projector/ KWL transparency

• Paper strips with one, two sentences or words from the preface and first section of Night

• Power Point: The Holocaust (see attached)

• KWL copies for students

• Night

• Set of worksheet for group activity

Previous to this lesson, students were told that the class was going to read a book titled Night and

students were introduced to relevant vocabulary words that appear in the preface, foreword, and

sections one and two.

Activities:

Time Teacher Procedures Student Responsibilities

(5 min) Teacher will post on the board, overhead, or the Students will answer the warm up question

LCD the warm up question: Name and discuss individually.

events that unexpectedly change people’s lives-

a natural disaster or death of a loved one, for example.

Teacher will ask students to answer individually.

(3 min) Teacher will ask students to share their Students will share with their partners their

responses with a partner. responses.

(3 min) Teacher will ask the students to share their Students will share their responses and will

responses and will conduct a whole class actively participate in the whole class discussion.

discussion.

(10 min) Teacher will say: Now it is time for Tea Party.

Teacher and/or paraprofessional will give each Students will stand up, go around the room and

student a sentence strips. These strips contain lines will engage in conversation with their classmates.

from the preface and section one of the book Students may talk to one, two, or three students at

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Time Teacher Procedure Student Responsibility

I Do It

(15 min)

We Do It

(10 min)

Night. Students are familiar with the Tea

Party Pre-Reading strategy. The teacher

will ask students to move around the room

visiting with other students and conversing

about the lines that they have on their

sentence strips. (Teacher may have some

cookies and lemonade for the students, to

give the activity a truly “Tea Party” feeling.

Teacher and paraprofessional will circulate around the room to listen to the students’ discussions.

(After Tea Party ask students what they learned from Tea Party)

After students return to their seats, teacher will begin a short power point on the Holocaust. (See attached) Teacher will explain during the power point the events that led to the Jewish Holocaust.

Teacher/paraprofessional will pass out the

KWL graphic organizer. The teacher will

have a transparency copy on the overhead.

The teacher will say: Now we will work

together to fill out the ‘K’ part of the KWL

graphic organizer. Let’s think about what

we know from the events that lead to the

Holocaust. Can someone help me with the

first thing that I need to write here? For

example: Who were/was involved? When

did it happen? What caused it? What

happened during the Holocaust? How long

a time. Students will talk about the relevance of their quotes with their classmates. They will ask questions and talk to each other.

After Tea Party time is over, students will return to their seats.

Students will pay close attention to the power point.

Students will raise their hands or take turns to tell the teacher the things that they know about the events that led to the Holocaust. Students will also write their responses on their KWL.

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You Do It

(10 min)

(20 min)

did it last?

(Teacher will write students responses).

Teacher say: Now you will fill out the ‘W’ part of the KWL. I want you to work individually to write down some of the things that you want to know about the Holocaust and the book Night. I will give you about ten minutes for you to write down things that you want to know. These may be things that puzzle you, intrigue you, things that aren’t clear to you, or they could be things that you just want to know.

( Give students a little break here in between the two periods)

Teacher/paraprofessional will pass out the books. Teacher will ask students to look at the cover of the book. Teacher will say: What do you think about the cover? Does it call your attention? Is this title appealing to you? What do you think about Ellie Wiesel’s picture?

Teacher will begin to read the preface of the book. The teacher will allow students to read if they volunteer to read. Teacher will stop frequently to think aloud, clarify new words, clarify meaning, etc. Pay close attention to the beginning of the original version which is on bottom of page x and top of page xi of the preface. Discuss with students these lines and ask students why they think that Ellie Wiesel changed the beginning of the book in the new edition.

Teacher will ask students to number heads

Students will work on the ‘W’ section of the KWL graphic organizer individually.

Students will get books. Students will engage in

discussion.

Students will follow reading, read aloud, or

follow teachers’ reading.

18

Homework: Students will read the foreword of Night by Francois Mauriac. Then, students will write on their

journal entries a brief reflection on the reading.

How Student Learning is Assessed and Analyzed: During this introductory lesson the teacher will assess

students’ learning informally. The informal assessment will be conducted during the different activities of the

day. The teacher will assess the students by their ability to interact, ask questions, make predictions, and talk

among peers during the Tea Party pre-reading activity. This kind of informal assessment will allow the teacher

to listen to the students’ communication skills, their ability to engage in social conversations, ask questions,

identify literal and figurative meaning of words, etc. Second assessment will be after students complete the first

two section of the KWL. Teacher will give students credit (check mark, if they did it they will get credit if not

they won’t) for their responses to the ‘K’ and ‘W’ sections of the KWL graphic organizer. The third and last

assessment of this lesson will be conducted through the group work activity. Teacher will observe the

interaction between peers during the group work. The sentences will be collected and will be given 20 points if

all sentences are complete and they appear to be carefully thought.

Cooperative

Work

(20 min)

Independent

Work

(10min)

1-5 to work in small groups. Teacher will say: Now I will give you a worksheet in which you are given a series of scenarios and you are ask to compose sentences telling how you would respond to each of these experiences. As a group you will read every scenario and will discuss how you, or how you think that different people will react to these particular scenario. Then, every member of the group will compose their own sentence. (worksheet attached)

Students will write a response on their journal about the things that impacted them the most while they were reading the preface.

Students will break into groups of 4-5 for the

cooperative learning group. Students will work in

groups to write sentences from the given

scenarios.

Students will write individually on their journals.

19

Reflection: I believe that the introductory lesson of any unit plan, if not the most important one, plays a

fundamental role throughout the unit plan. Knowing the author’s background, the historical period of the

reading, and the events that led the writer to create a written work are crucial for the students’ understanding.

When I reflect on this particular lesson, I look at my objectives and I ask myself: were students able to name,

discuss, and verbalize events that led to the Holocaust? Were students able to write what they know and what

they want to know about the Holocaust and the book Night? Were students able to work in small learning

cooperative groups to write sentences out of the given statements? Were students able to complete the

Holocaust anticipation guide? Fortunately, the answers to all of my questions are yes! The two period block,

although can be long at times, for this particular lesson worked very well. Students really enjoy doing the Tea

Party activity because it involves moving around the room, talking to other peers, trying to decipher the content

of the book through that one line on the strip of paper, and of course food! Teenagers like everything that

involves food! The use of a power point presentation is a great way to implement multi-modal instruction,

especially when I am teaching special education students. Most of these students are visual learners, and the use

of visuals stimulates their brains. For this introductory lesson, I read together with the students the preface of

the book. Since the preface is short I did not differentiate the reading instruction this time, but it is definitely

something that I will do when we read the sections of the book. The students worked well during the

cooperative learning groups to write sentences using the given prompts. Also students did very well working

individually on the anticipation questionnaire.

How can I improve this lesson? There is always room for improvement. It depends on the group of

students and their abilities. Perhaps with other groups I will have to spend more time on the historical

background of the novel and the events that led to the Holocaust.

20

Excerpts from the Preface and Sections 1 and 2 for the Tea Party Pre-Reading Activity

“If in my lifetime I was to write only one book, this would be the one.”

“I don’t know how I survived; I was weak, rather shy; I did nothing to safe myself.”

“In the beginning there was faith- which is childish…”

“…trust-which is vain…”

“…and illusion-which is dangerous.”

“We believed in God…”

“…trusted in man…”

“…and lived with the illusion that every one of us has been entrusted with a sacred spark…”

“…from Shekhinah’s flame...”

“…a reflection of God’s image.”

“That was the source if not the cause of all our ordeals.”

“…I want to tell you something…Only to you…”

“I was afraid.”

“Yet the plaintive, harrowing voice went on piercing the silence and calling me, nobody but me.”

“His voice had reached me from so far away, from so close.”

“I shall never forgive myself.”

21 __________________________________________________________________________________________

“Nor shall I ever forgive the world for having pushed me against the wall…”

“I realized that the world forgets quickly.”

“Books no longer have the power they once did.”

“Some invite sorrow, others joy, some both.”

“To forget would not be only dangerous but offensive…”

“…killing them a second time.”

“My father was a cultured man, rather unsentimental.”

“The trucks headed towards the forest.”

“…listen to me!”

“That’s all I ask of you.”

“No money, no pity.”

“Even I did not believe him.”

“Too old to start a new life.”

“Too old…”

__________________________________________________________________________________________

“But new edicts were already being issued.”

27

Night Name_________________________

Class_________________________ Date____________ Pre-reading exercises Compose a few sentences telling how you would respond to each of these experiences. 1. war in your homeland 2. living in Eastern Europe 3. deportation 4. religious persecution 5. separation from your mother 6. loss of your home 7. murder of family members 8. lack of warm clothes, food, water, and medicine 9. concern for your nation’s welfare 10. alienation, isolation, and despair 11. fear of torture or death 12. hatred of an aggressor

28

K W L What I Know What I Want to

Know What I Learned

29

DAILY LESSON PLAN



Duration: Two class periods or 55 minutes each Lesson 3: Teaching Memoir

Agenda

• Warm up

• Pair Share/ Whole Class Discussion

• Power Point: Memoir

• Read First Section of Night/ Reading Strategy

• Small Group Work


• Homework




2.3 Apply appropriate interviewing techniques: a. Prepare and ask relevant questions. b. Make notes of

responses. c. Use language that conveys maturity, sensitivity, and respect. d. Respond correctly and effectively

to questions.

3.2 Compare and contrast the presentation of a similar theme or topic across genres to explain how the selection

of genre shapes the theme or topic.


Advanced ELD-

1.8 Use knowledge of individual words in unknown compound words to predict their meaning.

Apply knowledge of language to achieve comprehension of informational materials, literary texts, and texts in

content areas.

Compare and contrast a similar theme or topic across genres and explain how the genre shapes the theme or

topic.

Objectives:

• When students watch the power point presentation on Memoir, students will be able to differentiate

between Memoir and Autobiography.

30

• When students read the first section of Night, students will be able to respond to the reading using the

Double-Entry Journal During-Reading strategy.

• When students work in small groups, students will be able to write and respond to the Post-Reading

activity.

Materials Needed:

• LCD for Power Point: Memoir

• Elmo/Overhead with transparencies

• Night

• Copies of the Double Entry Journal During-Reading worksheets

• Copies of the Event Response What Happens Next Worksheet for Post-Reading group work

activity

Previously in the semester the students learned about First Person Witness Point of View

Activities

Time Teacher Procedures Students Responsibilities

(10 min)

Teacher will post on the board, overhead,

or the LCD the warm up: Anticipation

Guide (Teacher or paraprofessional will

pass out the anticipation guides). Teacher

will say: The warm up for today is the

anticipation guide that you received. I

want to remind you that there are no right

or wrong answers; this are just your

opinions. Let me read the instructions.

(Read instructions from the anticipation

guide). After reading the instructions the

teachers will ask if there are any

questions. Teacher will tell students that

they will have about 7 minutes to

complete the anticipation guide and 3 to

share with their partners.

After students are done writing their

Students will get the anticipation guide and will

listen to the instructions.

Students will work on the anticipation guide.

Students will share with a partner.

31

(3 min)

(2min)

(20 min)

responses teacher will ask students to

share some of their responses with a

partner.

After students are done sharing, teacher

will ask the class for some volunteers

who would like to share with the entire

class and will conduct a whole class

discussion.

Teacher will say: Yesterday we learned

about Elie Wiesel, the time and setting of

the book Night. We worked in groups to

create a mini-biography of Elie Wiesel.

Who can tell me about some of the things

that we talked yesterday about Elie

Wiesel, the time, and setting of this

book?

Teacher will say: Today we are going to

talk about the style of the book Night

(power point on Memoir should be on

LCD). The first slide of the power point

carries its title Memoir. Teacher will say:

Memoir, can someone tell me what other

word that you know sounds familiar to

Memoir?

Once students say the word memory,

teacher will say: That’s right! Memoir

reminds us of the word memory. So now

that you were able to connect these two

words, can someone tell me what

Memoir writing may be?

(usually students link Memoir with an

autobiography)

Students will share their responses with the

entire class and will participate in class

discussion.

Students will listen and will raise their hands to

review what they did in class the day before.

Students will participate; they should say that

Memoir reminds them of the word memory.

Students will participate. Answers may vary.

32

(I Do It)

(20 mint)


learn about the characteristics of Memoir

as a literary genre and the difference

between Memoir and Autobiography.

Let’s take a look at this power point!

(See PP attached for this lesson only

show slides 1-8; stop as needed during

the power point to answer any questions

that students may have or comments.

After power point is done, teacher will

say: Now that we finished the power

point can someone tell me the difference

between Memoir and Autobiography?

After power point is done, teacher will

ask the students to open their books to the

first section on page 3 (from the 2006

version). Teacher/Paraprofessional will

pass out the copies of the Double-Entry

Journal During Reading strategy sheets.

The teacher will say: When we read I

have taught you different during-reading

strategies to help you with

comprehension. In the past I have taught

you how to think aloud while we read to

help you make meaning of our reading.

Also, we previously learned the “Say

Something” reading strategy to help us

maintain focus when we read and

minimized distractions. Today as we

begin reading the first section of this

book, I will teach you another during-

Students will pay close attention to the Memoir

Power Point.

Students should be able to respond something

like: an Autobiography usually covers a long

period of time and a Memoir concentrates on

events related to a specific time or theme, etc.

Students will open the book.

Students will pay close attention as the teacher

explains how the Double-Entry Journal During

Reading Strategy works.

33

reading strategy called Double-Entry

Journal. I made some worksheets for you,

which you already have in front of you. I

want you to look at the two columns. The

left column of the Double-Entry Journal

says “What’s in the Book” and the right

column reads “Notes from my Mind” as

we read we will record on the left-hand

side a passage or a word from the text

with the page number. On the right- hand

side we will make comments about that

passage. This strategy combines

responding and taking notes at the same

time. Are there any questions so far?

Let’s begin reading!

Teacher will begin reading; students can

also volunteer to read. As the class reads

the teacher will stop to model the reading

strategy. At the top of page 6, teacher

will stop and say: I need to stop to write

something that I don’t understand. The

text say: “And then, one day all foreign

Jews were expelled from Sighet. And

Moishe the Beadle was a foreigner.”

Hum! (Use the Elmo or the overhead

with a transparency for students to see

what the teacher writes) I will write this

on my left-hand side column and now on

the right column I will respond to this. I

will write: I don’t know why all of the

foreign Jews were asked to leave the

town? Why couldn’t they stay? How will

the authorities from the town know that

Students will ask, if they have questions.

Students will look at how the teacher models

the strategy.

34

We Do It

(15 mint)

You Do It

(15 min)

(3min)

(15min)

they were foreigners?

(Stop here to give students a break in

between block periods)

After the break, the class will continue to

read section one of the book. The teacher

will stop at another page or will ask the

students to raise their hands when they

come to a line that they want to write on

the Double-Entry Journals. The teacher

will do it together with the students.

As the class continues to read the teacher

will ask students to write their entries

individually as they read. (Teacher may

make small pauses to allow students time

to write their entries since is the first time

that they are doing this strategy.

After the class is done with the reading,

teacher will ask students to break into

groups of 5. Number heads 1-5.

Teacher or paraprofessional will pass out

the Post Reading worksheets for group

work. (Students are familiar with Post-

Reading Strategy).

Teacher will say: Now you will work in

your groups. You will be working on the

Event, Response, What Happens Next

post-reading activity. We have done this

before but if anyone has any questions I

will be going around the groups to

answer questions or make clarifications.

Students will write on the journal together with

the teacher.

Students will write on their journal as they read.

Students will break into groups and will get

worksheets.

Students will be working in groups.

Homework: Finish reading section one (this is only in case that we run out of time). Students will write a

reflection on their journal entries on their feelings about the first section of the book.

35 How Student Learning is Assessed and Analyzed: During this third lesson, I will be assessing the students

informally through their ability to participate in class discussions. Also, I will be giving the students credit for

the warm up Anticipation Guide activity. If they completed the Anticipation Guide they will get 10 points if not

they will not get any credit. During the power point presentation I will be assessing the students in their ability

to make connections between new words and words that they already know (Memoir/memory). Also concepts

that we have studied before like biographies and first person witness point of view. During the reading strategy,

I will observe the students to make sure that everyone understands how to write on the double-entry journal.

The last assessment will be conducted through the group activity. I will give the students 25 points if the sheet

is completed and they show that their answers are well thought and developed.

Reflection: When I reflect on the lesson, once again I look at my objectives. I ask myself: Were students able to

differentiate between Memoir and Autobiography? Were students able to read the first section of Night and at

the same time respond to the reading using the Double-Entry Journal During-Reading strategy? Were students

able to work in groups to answer the Post-Reading activity? If the answer to all my questions is yes, then I know

that my lesson was successfully accomplished. During this third lesson it was important that I introduced the

concept of Memoir. Many of my students are not familiar with this literary term. The Double-Entry Journal is a

perfect strategy for my students to understand and make meaning of this book. My students are mostly

struggling readers and writing down their responses and notes as we read, is a great opportunity for them to

make meaning and questions their reading. Since this book narrates a series of events that my students are not

completely familiar with, the post-reading activity fits perfectly to help students understand the events and what

happens next in the story. This lesson went well with my classes. There is always an opportunity to improve my

lesson. Changes to the lesson will depend on the population of students that I have and also we need to keep in

mind that we need to be flexible with time and chunking materials to accommodate for special needs students.

36

ANTICIPATION GUIDE

There are no right or wrong answers to the following “agree” or “disagree” opinion items. There are only honest individual thoughts and the reasons for those feelings. Consider each of the ten items and put an “X” in one of the four columns next to the item. If you know nothing about an item or have no opinion about it, put your “X” in the “?” column. If you “agree” or “disagree,” be sure to jot down your reason for feeling that way in the “Reason” column. Statement Agree Disagree ? Reason 1. Some people hate others just because they ___ ___ __ __________________________ are different. 2. Adolf Hitler was Jewish. ___ ___ __ ___________________________ 3. Ellie Wiesel must have been an almost ___ ___ __ ___________________________ perfect young man. 4. The Holocaust only affected Jewish ___ ___ __ ___________________________ people. 5. Anti-Semitism began during World War II and the period of the Holocaust. ___ ___ __ ___________________________ 6. Germany was the only country which was ___ ___ __ ___________________________ responsible for the Holocaust 7. Only other Jewish people tried to help ___ ___ __ ___________________________ Jews during the Holocaust. 8. Because Germany lost World War I, Hitler ___ ___ __ ___________________________ was able to convince German citizens that the Jews were responsible for the country’s problems. 9. The United States tried to stop the ___ ___ __ ____________________________ Holocaust. 10.Hitler’s main goal was to kill all of the ___ __ __ ___________________________ Jews in Europe.

39

Double-Entry Journal: During reading strategy

What’s in the Book

My Response

40

Active Reading: Post-Reading Strategy Event Response What Happens Next

41

DAILY LESSON PLAN



Duration: Two class periods or 55 minutes each Lesson 5: Including Poetry

Agenda

• Warm up

• Pair Share

• Open Fish Bowl

• Read Poems

• Slide Show: Holocaust Pictures



• Homework




3.2 Compare and contrast the presentation of a similar theme or topic across genres to explain how the selection

of genre shapes the theme or topic.

3.7 Recognize and understand the significance of various literary devices, including figurative language,

imagery, allegory, and symbolism, and explain their appeal.


Advanced ELD-

Explain the significance of several literary elements and techniques (e.g., figurative language, imagery,

allegory, and symbolism).

Compare and contrast a similar theme or topic across genres and explain how the genre shapes the theme or

topic.

Objectives:

• When students read the two poems given by the teacher, students will be able to compare and contrast

the presentation of a similar theme or topic across literary genres.

• When students are asked to identify literary devices in two poems given by the teacher, students will be

able to recognize the significance of several literary elements used in the poems.

42

• When students watch the picture slide show on the Holocaust, students will be able to write words that

appeal to their emotions and use those words to create a poem in small groups.

Materials Needed:

• Copies of the poem “First They Came for the Jews”

• Copies of the poem “To the Little Polish Boy Standing with his Arms Up”

• Fine Point Color Markers

• LCD with Holocaust Pictures slide show and Elmo

• Chart Paper

Previously in the semester the students had a unit on poetry. They learned about some styles of this

literary genre.


(5min)

(2 min)

Teacher will post on the LCD or the overhead

the warm up question:

The original version of Night began:

“In the beginning there was faith-which is

childish; trust-which is vain; an illusion –

which is dangerous. We believed in God,

trusted in man, and lived with the illusion that

every one of us has been entrusted with a

sacred spark from the Shekhinah’s flame; that

every one of us carries in his eyes and in his

soul a reflection of God’s image. That was the

source if not the cause of all our ordeals.”

Now that you have read the beginning of the

new version, compare and contrast the two

beginnings of the book and explain which one

sounds more powerful or more appealing to

you as a reader. Explain why.

After students are done teacher will ask them

to share their responses with a partner.

(While students are sharing the teacher and

Students will answer warm up individually.

Students will share responses with a partner.

43

(10 min)

I Do It

(5 min)

paraprofessional can begin to accommodate

the foldable chairs in the center of the room for

the open fish bowl discussion. Students are

familiar with the open bowl discussion. (Place

five chairs in a circle in the middle of the

room. Only four students will sit at a time. One

chair will always be open for another student

who would like to come to join the discussion.

When a new student comes to sit in the empty

chair, then another student that has been in the

group needs to get up and go back to his/her

seat, so that there is always one chair empty

for someone else to join the discussion. Only

the students sitting on the fish bowl, would be

discussing, the rest of the class listens and

should take turns to join the discussion).

After students finish sharing their responses

with their partners, teacher will ask for

volunteers to join the open fish bowl

discussion about the warm up. The teacher or

the paraprofessional will join with other 3

students first. This is a way to model how to

begin the discussion. (Teacher will just

facilitate the beginning of the discussion)

After the open fish bowl activity ends, teacher

and/or paraprofessional will pass out copies of

the poem “First They Came for he Jews” and

will give each student 3 different color fine

point markers. (Teacher will place her poem

copy under the Elmo for all students to see)

The teacher will say: I will read the poem

Students will volunteer to join the open fish

bowl.

Students will take turns to participate in the

open fish bowl.

Students will receive the copies of the poem

and the markers.

Students will listen to the teacher read the

44

We Do

It

(5 min)

You Do

It

(3 min)

aloud once; all you have to do is listen and

watch what I do with this color marker as I

read the poem from under the Elmo. (Teacher

reads poem, as she/he reads, teacher will use a

color marker to underline /annotate/make

comments on the poem). After teacher finishes

reading and annotating, the teacher will tell the

class why she/he underlined or make the

comments that she/he has on her poem.

Examples: I underlined I did not speak out

because this lines repeat three times

throughout the poem, so to me this is a sign

that this line is important. I also know that this

is called repetition. I also circled the words

because these two words indicate to me a sense

of sequence of events.

Teacher says: Now I will read it for a second

time and I want you to use one of your color

markers to annotate or underline words,

phrases, or lines that are called to your

attention or that help you understand this

poem.

Teacher will read for the second time and will

annotate with a different color marker.

Teacher will say: After I read the poem two

times, you will read it on your own. You will

use a different color marker like I did the

second time I read, and as you read you will

annotate, underline, or add any other notes that

calls your attention or helps you understand

poem and annotate.

Students will read the poem as the teacher

reads aloud and will annotate and underline

using the color marker.

Students will re-read the poem individually;

using a different color marker will make

annotations on the poem.

First and then

45

(5 min)

(10 min)

(5 min)

this poem.

(Teacher will also read silently and will

annotate using a different marker)

The teacher will ask students to share with a

partner their feelings on the poem and their

annotations and to identify some of the literary

devices used in this poem.

After partner sharing, the teacher will conduct

a class discussion. Teacher will ask the class to

compare and contrast how this poem and Night

both present the same theme in two different

genres.

The teacher or the paraprofessional will pass

out the copies of the second poem “To The

Little Polish Boy Standing With His Arms Up”

(Poem and Picture should also be on the LCD)

Teacher will say: I am going to read this poem

to you aloud once. You will begin to annotate

as I did when I read to you the first time. Use

one of your color markers.

After the teacher reads once, the teacher will

ask the students to read it a second time using

a different color marker.

Students will do the same a third time using a

different color marker.

Teacher will ask students to share with a

partner their annotations and feelings from the

poem. Also students will identify literary

devices used in the poem.

(55 minutes until this point, give students a

Students will share with partners. Students will

identify literary devices used in this poem.

Students will engage in class discussion.

Students will get copies of the poem.

Students will read and annotate.

Students will read and annotate for the second

time with a different color marker.

Students will read and annotate for the third

time with a different color marker.

Students will share with a partner and will

identify literary devices.

46

(10 min)

(40 min)

break in between periods)

The teacher will have the picture slide show on

the power point ready. Teacher will tell the

students to take out a sheet of paper.

Teacher will say: I will show you now a

picture slide show with pictures from the time

of the Holocaust. As you see these pictures, I

want you to use your sheet of paper as a word

bag. What this means is that you will write in

this sheet of paper words that come to your

mind as you see these pictures. These words

can be feelings, reactions, thoughts, etc.

Teacher will begin slide show.

After the slide show is finished, teacher will

post the assignment on the LCD.

Assignment: Break into groups of 4 -5

students. You will be using your words from

your word bag to create a poem in your

groups. Use your knowledge of poetry that

we studied in the previous unit to compose a

poem. You will have the rest of the period

to work on your poems. After your poems

are written, you will write your group poem

on chart paper. Each group will share their

poem to the class on Monday.

Students will take out a sheet of paper.

Students will listen to instructions.

Students will write words on their papers as

they watch the picture slide show.

Students will break into groups and will begin

to compose their poems.

Homework: Students will write on their journals a response to the second poem they read in class: “To the

Little Polish Boy Standing with his Arms Up”. Students will look at their color markers annotations and use it

to write their responses.

47 How Student Learning is Assessed and Analyzed: During this lesson students’ learning will be assessed

informally and formally. Students will be informally assessed by their ability to engage in class discussions,

identify literary devices in the poems, and their ability to compare and contrast similar themes in a different

literary genre. The students will be formally assessed through the composition of the poems in small groups.

Every group will receive points for writing the poems. Students studied poetry in the previous unit.

Reflection: When I reflect on the lesson I look at the objectives. Were students able to compare and contrast the

presentation of a similar theme or topic across literary genres? Were students able to identify and recognize the

significance of several literary elements used in the poems? Were students able to write words that appeal to

their emotions while they watched the Holocaust picture slide show, and were they able to use those words to

create a poem in small groups? If all the answers to these questions are yes, they my lesson was successfully

accomplished. Incorporating these two poems is important to me, because students are able to appreciate that

different themes or topic can be presented in different literary genres and can still appeal to our emotions and

our senses. Also, having the students write a poem using the words that they wrote on their word bag is a way to

connect and extend their learning on poetry from the previous unit. The fish bowl activity at the beginning of

the class, gives the students an opportunity for autonomy and self expression within a small group.

There is always room for growth. There are many ways in which I can improve my lesson. I always say that the

first element is to take into consideration the population of our students. Some of our students take a little longer

to learn certain material and or to write. Also, we always have to accommodate the special education students in

our classes. Sometimes we need to chunk materials, modify them, or just use a different modality in order to

accommodate for the children with exceptionalities.

48

"First They Came for the Jews" By Pastor Niemoller

First they came for the Jews and I did not speak out

because I was not a Jew.

Then they came for the Communists and I did not speak out

because I was not a Communist.

Then they came for the trade unionists and I did not speak out

because I was not a trade unionist.

Then they came for me and there was no one left to

speak out for me.

49

ROUNDUP OF JEWS IN THE WARSAW GHETTO (1943)

50

TO THE LITTLE POLISH BOY STANDING WITH HIS ARMS UP

By: Peter L. Fischl I would like to be an artist So I could make a Painting of you Little Polish Boy

Standing with your Little hat on your head The Star of David on your coat Standing in the ghetto with your arms up as many Nazi machine guns pointing at you

I would make a monument of you and the world who said nothing

I would like to be a composer so I could write a concerto of you Little Polish Boy


I would write a concerto of you and the world who said nothing

I am not an artist But my mind had painted a painting of you

Ten Million Miles High is the Painting so the whole universe can see you Now Little Polish Boy


And the World who said nothing

I'll make this painting so bright that it will blind the eyes of the world who saw nothing

Ten billion miles high will be the monumentso the whole universe can remember of youLittle Polish Boy

Standing with your Little hat on your head The Star of David on your coat

Standing in the ghetto with your arms up as many Nazi machine guns pointing at you

And the monument will tremble so the blind world Now will know What fear is in the darkness

The world Who said nothing

I am not a composer but I will write a composition for five trillion trumpets so it will blast the ear drumsof this world

The world's Who heard nothing

I am Sorry that It was you and Not me

Poem from the Archives of the Simon Wiesenthal Center, Los Angeles, California ©1994 Peter L. Fischl

57

DAILY LESSON PLAN



Duration: Two class periods or 55 minutes each Lesson 6 Active/Passive Voice

Agenda

• Warm up

• Pair Share

• Power Point: Active/Passive Voice



• Presentation of Poems

• Read Section 3 of Night

• Homework


1.1 Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when

completing narrative, expository, persuasive, or descriptive writing assignments.


Advanced ELD-

Use appropriate language variations and genres in writing for language arts and other content areas.

Produce writing by using various elements of discourse_(e.g., purpose, speaker, audience, form) in narrative,

expository, persuasive, and/or descriptive writing.

Objectives:

• When having had instruction on the use of active/passive voice, students will be able to differentiate

between the two forms, re-write sentences, and understand the importance of using active voice when

writing their Memoirs.

Materials Needed

• LCD

• Power Point: Active/Passive Voice

• Worksheets of Active/Passive Voice for group work

• Nigh

58

Time

Teacher Procedures

Students Responsibilities

(5 min)

(3 min)

(3 min)

I Do It (10 min)

Teacher will post on the LCD or the

overhead the warm up:

In section two, we read how Mrs.

Schachter kept on saying that she was

seeing fire. No one believed what she

was saying. Do you think that Mrs.

Schachter was having a revelation or do

you think that she had gone mad?

Explain. Why do you think that no one

believed her? What is the significance of

the fire?

The teacher will tell the students to

respond on their journal entries in the

form of a quick write. Students write for

five minutes without stopping.

Teacher will ask the students to share

their responses with a partner.

After students are done sharing with

their partners, the teacher will ask

students to share some of their responses

with the entire class and will conduct a

whole class discussion.

Teacher will have the power point ready

on the LCD on Active/Passive voice.


refresh our memories on Active/Passive

voice. Can anyone tell me if they

remember from another class what

Students will write on their journal entries for five

minutes on the prompt without stopping.

Students will share with a partner.

Students will participate in whole class

discussion.

If any students know the answer, they will

59

We Do It (5 min)

You Do It (10 min)

(20 min)

active/passive voices are? (Depending

on the students answer the teacher will

reply) Teacher will say: Let’s begin our

power point to learn the difference

between active and passive voice and

the importance of using active voice

when we are writing a Memoir. (See

power point attached)

Teacher: Let’s look at the examples here

on the slide. Let’s change the first

sentence from passive voice to active

voice.

The statue is being visited by hundreds

of tourists every year.

New sentence should be:

Hundreds of tourists visit the statue

every year.

The teacher will ask the students to

break into groups of 4-5 for group work.

Teacher or paraprofessional will pass

out copies of the sentences on the last

two slides of the power point. Students

will be re-writing sentences from

passive voice to active voice and vise-

versa.

After the students finished the

sentences, the teacher will ask the

students to get into their poetry groups.

Students will be presenting the poems

they wrote on Friday. Poems are written

participate.

Students will read the sentence and will tell the

teacher how to change the sentence from passive

to active voice.

Students will break into groups. They will receive

the copies of the sentences and will work together

to change sentences.

Students will get into their poetry groups and will

get ready to present their poems to the class.

60

(All 55 min

period)

on chart paper, for all classmates to see.

(Give students a break in between

periods)

The teacher will ask the students to open

their Night books to section 3 and to go

to their reading stations.

(Reading is differentiated. There will be

students listening to the book on CD;

others will read silently independently,

others will read in small groups with the

teacher and the paraprofessional.)

The teacher will remind students, that as

they read they need to use one of the

during-reading strategies that they have

previously learned (post it, double entry

journal, think aloud, etc.)

Students will go to their reading stations.

Students will read and use on reading strategy

while they are reading

61 Homework: Students will answer comprehension questions from section three of the book. If they couldn’t

finish reading in class, students will finish section 3.

How Student Learning is Assessed and Analyzed: Students will be informally assessed by their ability to

work in groups re-writing the active/passive voice sentences. Also, during this lesson the students will be

formally assessed by the poems that they wrote in groups.

Reflection: To reflect on this lesson, I look at my objective in order to find out if my objective was

accomplished. For this lesson, I ask myself: were students able to differentiate between active/passive voices,

re-write sentences, and understand the importance of using active voice when writing their Memoirs? If the

answer is yes, then my lesson was successfully accomplished. Based on my students’ population, I thought

that it was important to me to review active and passive voice. I had noticed that students were having a little

difficulty to stay in the active voice on previous informal writings. This lesson was important for them,

because it gave them an opportunity to review and to practice active voice before they begin to write their

memoirs. The differentiated reading is important in an inclusion class. My students’ levels of reading are

different, so it is important for me that they feel comfortable while we read, because it is crucial to the

understanding of the book.

65

Let’s Practice

Directions: Change the sentences below to the active voice.

1. The statue is being visited by hundreds of tourists every year.

2. My books were stolen by someone yesterday.

3. These books had been left in the classroom by a careless student.

4. Coffee is raised in many parts of Hawaii by plantation workers.

5. The house had been broken into by someone while the owners were on vacation.

66

Let’s Practice

Directions: Change the sentences below to the passive voice.

1. Children cannot open these bottles easily.

2. The government built a road right outside her front door.

3. Mr. Ross broke the antique vase as he walked through the store.

4. When she arrived, the changes amazed her.

5. The construction workers are making street repairs all month long.

67

DAILY LESSON PLAN



Duration: Two class periods or 55 minutes each Lesson 7: Getting Ready to Write

Agenda

• Warm up

• Pair Share

• Power Point: Descriptive Writing Show Don’t Tell

• RAFT



• Homework


1.2 Use precise language, action verbs, sensory details, appropriate modifiers, and the active rather than the

passive voice.

2.1 Write biographical or autobiographical narratives or short stories: a. Relate a sequence of events and

communicate the significance of the events to the audience.


Advanced ELD-

Use appropriate language variations and genres in writing for language arts and other content areas.

Produce writing by using various elements of discourse_(e.g., purpose, speaker, audience, form) in narrative,

expository, persuasive, and/or descriptive writing.

Objectives:

• When having had instruction on the elements of descriptive writing, students will be able to

differentiate between show and tell and will apply descriptive techniques to their Memoir writing.

• When students are shown how to construct a RAFT writing assignment, students will be able to

recognize their role as a writer, their audience, the format for writing, and the content.

Materials Needed

• LCD

68

• Power Point: Descriptive Writing-Show Don’t Tell

• Copies of Show Don’t Tell writing examples

• Copies of RAFT think sheet

• Night

• Memoir Rubric


(5 min) (3 min) (5 min)

Teacher will begin class by posting on the

LCD or overhead the warm up activity:

At the beginning of section 3 of Night, Elie

Wiesel narrates:

“The beloved objects that we had carried with

us from place to place were now left behind in

the wagon and, with them, finally, our

illusions.”

In your journals write a response in which

you reflect on the impact that this passage

has on you as a reader. How would you feel

if you had to leave behind objects that are

of extreme value to you?

After students are finished reflecting on their

journals, the teacher will ask students to share

with a partner their journal responses.

When pair sharing is over, teacher will

conduct a whole class discussion on the warm

up. Teacher will ask students to volunteer to

share their journal responses with the entire

class. Teacher serves as a facilitator for the

Students will read the warm up activity Students will respond to the warm up

individually

Students will share with their partners Students will volunteer to share their journal

responses with the entire class

69 I Do It (15 min) We Do It (5 min) You Do It (5-7 min)

class discussion.

Teacher will have the Power Point on the LCD

ready to begin. Teacher will say:

Today we will learn about some of the

characteristics of descriptive writing. We will

be looking at some examples of descriptive

writing and later we will work in groups and

will be looking at excerpts from Night that

show clear examples of descriptive writing.

Let’s begin our power point. (See power point

attached, read from the teacher notes box as

you go to explain)

Teacher or paraprofessional will distribute the

copies of Little Tony (sample).

Teacher will have the example on the LCD.

Teacher will read the excerpt, and then will

ask the students: How can we make this

passage more descriptive? What are some of

the words that we can add to give this piece

meaning and make it vivid? Don’t forget to

show, don’t tell. (Teacher will help the

students change the first line)

Teacher will ask the students to finish making

the passage more descriptive by themselves.

They can work in a small group of their

choice.

When students are finish, the teacher will ask

them to share the finished product.

When students are done sharing the teacher

Students will pay close attention to the power

point.

Students will receive copies

Students will participate telling the teacher

how to make the passage more descriptive

Students will add more descriptive words and

then share with the class.

70 (5 min) (5 min) (20 min) (25 min)

will have the power point on slide 18 RAFT.

Teacher will explain RAFT using the

information on the slide.

(46 minutes so far, give students a break in

between periods)

Teacher will have the last slide of the power

point # 19 that has the Assignment. Read from

the slide to give instructions. Have the

paraprofessional pass out the copies of the

RAFT think sheet.

Teacher will say: You have a RAFT thinking

sheet. I want you to think about what you want

to write about and fill out the thinking sheet.

Teacher and paraprofessional will circulate

around the room to make sure that students are

on the right track.

Teacher will ask the students to break into

groups of 4 o 5. Teacher will ask students to

examine excerpts from Night. Teacher will

write the page numbers that students will be

looking on the board. While they examine

those pieces they will discuss:

1. What are the characteristics of a Memoir?

2. How is it different from a poem, a short

story, a novel, a narrative, or a persuasive

piece?

3. What kind of language is the writer using?

4. How is descriptive language use?

Page #’s 15 , 16, 17, 23, 26, 29, 32, 34, 39

Students will go back to their seats and will

Students will pay attention

Students will receive RAFT thinking sheets

Students will begin to fill out the RAFT

thinking sheet.

Students will break into small groups, will

open book, and will examine the passages on

the page numbers provided by the teacher

71

begin their Memoir drafts. Teacher/paraprofe-

ssional will pass out copies of the Memoir

rubric. Students will read rubric together with

the teacher before they begin to write drafts.

Homework: Students will continue to work at home on their Memoirs.

How Student Learning is Assessed and Analyzed: During this lesson students’ learning will be assess

formally and informally. The students will get credit (5 points) for completing the warm up activity. Also, the

students will be informally assessed by their ability to participate in class discussion, partner, and group

activity. There will be a 10% bonus points for class participation. The students will be formally assessed

through their Memoirs writing assignment. The Memoirs are due the following Monday.

Reflection: Reflecting on our teaching practices is our best way to evaluate if our lessons are meeting our

students needs. When I plan my lessons, I look at what my students know what to do in order to build on their

strengths and then take them to the next level of learning. To reflect on this lesson, I look at my objectives.

Were students able to differentiate between show and tell? Will they be able to apply descriptive techniques to

their Memoir writing? Were students able to recognize their role as a writer, their audience, the format for

writing, and the content when given the RAFT thinking sheet? If the answers to all of my questions are yes,

then my lesson was successfully accomplished. My students always need extra help in writing. This lesson can

always be modified to fit the needs of individual learners. Some students may needs extra help on composing

the Memoir piece. All of the changes done to this lesson will be based on the population of our students.

76

Show, Don’t Tell Directions: Re-write the following passage. Add descriptive words that can help us

make meaning of this passage. Use vivid words!

Little Tony Little Tony acted like a real brat the next morning and made an awful mess on the kitchen floor which his mother had to clean up.

77

RAFT Thinking Sheet

Role Who are you?

Audience

Who are you writing to?

Format

What genre?

Topic

What are you writing

about?

78

Scoring Rubric for Memoir Assignment

Scale

Development of Ideas

Organization

Attention To

Audience

Language and

Conventions

4

Conveys thoughts and feelings in a clear, effective way, fully representing the features of a memoir through a first-person account of events; uses vivid details that convey thoughts and feelings.

Shows a logical progression of ideas with adequate transitions.

Uses vocabulary and tone that effectively engage and maintain the reader’s interests.

Vocabulary is varied and vivid. Maintains consistent first-person point of view across a variety of sentence structures and appropriate verb tenses.

3

Conveys meaning most of the time, representing most features of a memoir, with some attention to thoughts and feelings.

Offers logical flow of ideas with some lapses in logical order and use of transitions.

Shows some attention to word choice and appropriate tone; often engages reader’s interest.

Vocabulary is sufficient for the purpose. Maintains a first-person point of view across a variety of sentence structures with verb tenses that are usually correct.

2

Conveys some meaning, demonstrates attention to some features of a memoir, but has limited attention to thoughts and feelings.

Writes loosely connected ideas into paragraphs, with limited use of transitions.

Word choice and tone are not adequately linked to audience; occasionally engages reader’s interest.

Vocabulary is limited. Writes simple sentences with errors that often impede communication; point of view may vary.

1

Uses simple sentences that convey little meaning, minimally representing features of a memoir.

Simple sentences show inadequate ordering if ideas.

Tone and word choice are not appropriate or apparent.

Vocabulary is inadequate. Uses simple sentences with errors that impede communication.

79

Final Summative Assessment Tools Students will be informally and formally assessed throughout this two week unit plan. During the first

lesson the teacher will assess the students by their ability to interact, ask questions, make predictions, and talk

among peers during the Tea Party pre-reading activity. This kind of informal assessment will allow the teacher

to listen to the students’ communication skills, their ability to engage in social conversations, ask questions,

identify literal and figurative meanings of words, etc. The second assessment will take place after students

complete the first two sections of the KWL. The teacher will give students credit (Check mark. If they did it

they will get credit, if not they won’t) for their responses to the ‘K’ and ‘W’ sections of the KWL graphic

organizer. The third and last assessment of this lesson will be conducted through the group work activity. The

teacher will observe the interaction between peers during the group work. The sentences will be collected and

will be given 20 points if all sentences are complete, and they appear to be carefully thought out.

During the second lesson, students will be assessed informally and formally. Students will be informally

assessed by their ability to cooperatively work in groups during the writing a mini-biography assignment.

Students will have to search the Internet and other materials provided by the teacher for facts about the life and

literary work of Ellie Wiesel. Students will be free to present their final product using any means of

representation that they wish. This could be done through a Power Point presentation, a poster, a time line, a

collage, etc. The teacher will give points to each group based upon how well the information is presented.

Previous to this unit, students had formal instruction regarding how to put together a mini-biography. They are

aware of the elements that need to be included and the rubric that the teacher will be using for their evaluation.

I will be assessing the students during the third lesson informally, through their ability to participate in

class discussions. Also, I will be giving the students credit for the warm up Anticipation Guide activity. If they

complete the Anticipation Guide, they will receive 10 points. If not, they will not receive any credit. During the

Power Point presentation, I will be assessing the students on their ability to make connections between new

words and words that they already know (Memoir/memory). In addition, I will assess the student on the ability

to make connections between new concepts, and concepts previously studied, such as biographies and first

80 person witness point of view. During the reading strategy, I will observe the students to make sure that everyone

understands how to write on the double-entry journal. The last assessment will be conducted through the group

activity. I will give the students 25 points if the sheet is completed and they show that their answers are well

thought out and well developed.

The fourth lesson assessment will be informal. I will give students credit for answering comprehension

questions. While we read, I will be assessing for comprehension, and a journal entry exit ticket will be given to

the students at the end of the class.

During this fifth lesson, students’ learning will be assessed informally and formally. Students will be

informally assessed by their ability to engage in class discussions, identify literary devices in the poems, and

their ability to compare and contrast similar themes in a different literary genre. The students will be formally

assessed through the composition of poems in small groups. Every group will receive points for writing the

poems. Students studied poetry in the previous unit.

Lesson six will help students learn the difference between active/passive voices, which will help them at

the time of writing their Memoirs. Students will be informally assessed by their ability to work in groups re-

writing the active/passive voice sentences. Also, during this lesson, the students will be formally assessed by the

poems that they wrote in groups.

Formal and informal assessment will be conducted during lesson seven. The students will receive credit

(5 points) for completing the warm up activity. Also, the students will be informally assessed by their ability to

participate in class discussion, partner, and group activities. There will be a 10% bonus for class participation.

The students will be formally assessed through their Memoirs writing assignment. The Memoirs will be due the

following Monday.

During lesson eight, students will be writing their Memoir drafts. The only assessment will be informal.

This assessment will be an exit ticket at the end of the class. The exit ticket will be the completion of a detail

chart from section three of the book. Students need to write three major events from this section.

81

In lesson nine, students will be working on peer review. A peer revision checklist will be the informal

assessment for this day. During the tenth lesson, an exit ticket will be the informal assessment and formal

assessment will be the finished Memoir piece due on the following Monday.

82

Unit Planning Commentary The central focus of this unit plan is to give students an opportunity to learn the characteristics of

Memoir as a literary genre. They will identify the writing style, voice, format, and topic to apply it in their

writing. The readings from Night and the two poems that I am using for this unit, give the students the

possibility to identify how aspects of language affect the mood and tone of writing pieces, and make an impact

on the audience. Incorporating poetry allows students to look at the similar topics presented in a different

literary genre. Night gives students a unique opportunity to critically think, discuss, and look at historical events

that portray and reflect important aspects of humanity. My students are, in the vast majority, immigrants and the

question of racism and amnesty for illegal immigrants has arisen more frequently lately. I want to give my

students an opportunity to look at history and at other cultures that have also suffered racism, alienation,

intolerance, and devastation. The importance of human tolerance and mutual respect is a topic that I discuss

with my students frequently. It is important to me, as a teacher, to teach them how to respect every individual

for their personal values, and not for their race, culture, religion, or sexual orientation. My main goal as a

teacher is to help students become critical thinkers, good decision makers, and excellent human beings.

The text I am using for this unit plan is Night by Elie Wiesel. Night begins in 1941, in Wiesel’s Eastern

European village of Sighet. As World War II consumes Europe, Wiesel and other Jews of Sighet still feel safe.

An intensely religious young man, Wiesel spends his days studying sacred Jewish texts. By 1944, however, the

Germans occupy Sighet and Wiesel’s struggle to survive begins. Wiesel is deported to a Nazi concentration

camp where he faces terrifying brutality, the tormenting losses of family and friends, a changing relationship

with his father, and an intense challenge to his religious faith. Through Wiesel’s eyes, readers travel into the

hell of Hitler’s death camps and into the darkness of a long night in the history of the human race. Elie Wiesel

wrote this Memoir ten years after the end of World War II, breaking a vow of silence that he had made about

the Holocaust.

I am also using two poems: “First They Came for the Jews” by Pastor Martin Niemoller, and “To the

Little Polish Boy Standing with His Arms Up” by Peter L. Fischl. The first poem is an attempt to create a sense

83 of awareness among people, revealing in a brief way, an account of human injustices. The second poem is a

dedication to “the Little Polish Boy” from the famous photograph of a little boy standing with his arms up,

while a German officer is pointing his gun at him. The boy was with his mother as they were entering the

Ghetto. This poem portrays, in a magnificent way, the horror, desolation, and the violation of human rights from

the beginning of the repugnant act.

Key learning tasks in my unit build on each other to support students learning to understand, analyze and

respond to a complex text and develop academic language. The ERWC template suggests beginning reading

instruction with Pre-reading strategies, then Reading strategies and finally Post Reading activities. Writing

instruction suggests Pre-writing, Writing, Revising and Editing, and Evaluating and Responding. Using these

suggestions, I designed my unit to move sequentially along those guidelines. My lessons combine a sequence of

reading and writing. Reading instruction begins: Getting Ready to Read (Pre-reading), First Reading (Reading),

Analyzing Stylistic Choices (Reading), Thinking Critically (Post-Reading). Writing instruction begins: Pre-

writing (warm ups, journal entries, and reflections), Writing (mini-biography, a poem, Memoir drafts and final

piece) and Revising and Editing (peer review, editing, and typing).

Reading instruction is designed using objectives to scaffold upward, using Bloom’s Taxonomy as a

guide. My reading objectives start with asking students to “recall” or “know” through the use of a KWL

strategy sheet (Bloom’s level 1:Remember), then to “paraphrase” or “rewrite”, using the double entry journal

during reading strategy that supports comprehension (Bloom’s level 2: Understand), on to “explain” or

“identify” through Event, Response, What happens next (Bloom’s level 2 and 3), “analyze” using reflections

and passages from the book to look at language and style (Bloom’s level 4: Analysis), and to “create” (Bloom’s

level 6) by composing a Memoir.

Aspects of the learning and assessment tasks are likely to be challenging for my students. In order to

meet the needs of my language learner students, I have implemented a number of SDAIE strategies that build

vocabulary, academic language, reading comprehension, and verbalization. Some examples of the lessons that

help the development of these language skills include brainstorming, discussion, quickwrites, journal entries,

84 graphic organizers, collaboration, reflection, RAFT, visual aids, the use of multimodal instruction, and

technology in the classroom. Another important aspect of my lessons is to meet the individual needs of students

with exceptionalities. As a special education teacher, I accommodate and/or modify my lesson as needed for

students with special needs. Differentiation and Universal Design for learning are among some of the tools that

I use to meet the needs of those students. Although SDAIE is commonly known to be used for language

learners, is also a great tool to support all general education students, especially if they are below grade level.

Assessment, both formal and informal, also implements these features as well as vocabulary development for all

students.

The different kinds of assessments, both formal and informal, including the final writing assignment, a

Memoir of a childhood experience, gives me the opportunity to evaluate my student’s learning of the specific

student objectives and standards. Informal assessments also allow me to check for understanding, clarify

meaning, monitor students’ progress, and provide extra support to the students who are having difficulties in

different areas.

unit plan: the jewish holocaust arelis de la vega albrecht ...krowlands/content/sed525en/course...

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