Night Calendar and Syllabus

March 4, 2016
Anticipatory guide
Get Books
Introduce quote keeper
PPT and Personal Story
Video on Holocaust
Make Night Journal Book Cover
Read aloud
Get 2 quotes
In class/HW: Read to pg. 22
March 11, 2016
Go over a question or two
Similarities and Differences
Journal Write What does
Human Rights mean?
Refugee Tree w/Group

March 7, 2016
Get 2 quotes
Read Scenario
Journal Write
Journal illustrated response
Share

March 9, 2016
Go over reading briefly
Refugee Introduction PPT.
Read Refugee Article
Close Reading w/Group Tasks
Cornell Notes: Human Rights
2 questions you have for Wiesel

In class/HW: Read to pg.28

March 14, 206
2 quotes from last reading
Poetry Day 1
Analyze Nazi Propaganda
Poster/snipet from video
Introduce Literary Terms
Play Literary Terms Game
Complete Literary Memory
Cue

In class/HW: Read to pg.46

March 16, 2016
2 quotes from reading
Poetry Day 2
Journal Write re: What does
Night mean?
Shoes PPT & Video
SWIFT Exercise
Exit Ticket: Quote for 1 pager.

In class/HW: Read to pg.65

March 18, 2016
2 quotes from reading
Poetry Day 3
Artwork from Survivor
Finish the book!
5 minute Quick-Write: What will
you never forget from this story?
1-pager

In class/HW: Read to pg.84

March 21, 2016
SPRING BREAK

In class/HW: Read to pg.98

March 23, 2016
SPRING BREAK

In class/HW: Read to 115.

March 25, 2016
SPRING BREAK

March 28, 2016

NO SCHOOL FOR
STUDENTS

March 30, 2016

Creating a Thesis
Thesis Generator
Thesis exit ticket
Start Outline

April 1, 2016
Hunt for Quotes Day!
Complete 3 Building the Body
Paragraph Forms

HW

HW: Find all 12 quotes

TEACHER WORK DAY

Night Calendar and Syllabus

April 4, 2016
Write 1st Body Paragraph in
class on Chrome Books

April 6, 2016
Write 2nd Body Paragraph in
class on Chrome Books

April 8, 2016
Write 3rd Body Paragraph in class
on Chrome Books

HW: Finish 1st Body

Paragraph
April 11, 2016
Write Intro & Conclusion
In class on Chrome Books

HW: Finish 2nd Body

Paragraph
April 13, 2016
Bring in complete rough draft.
Edit/complete

HW: Finish 3rd Body Paragraph

Final Draft Due!!!

HW: Finish Intro &

Conclusion. PRINT ROUGH HW: Make Final edits and
DRAFT
submit via turnitin.com
Thank you for signing this calendar. This is one of my communication tools. This unit requires some
reading at home. Thank you for your time. Another copy of this calendar is available online:
www.tinryurl.com/ashcraftmhs
_______________________________________________________
Parent Signature and Date:
Gracias por la firma de este calendario usted. Esta es una de mis herramientas de comunicacin. Esta
unidad requiere un poco de lectura en casa. Gracias por tu tiempo. Otra copia de este calendario est
disponible en lnea: www.tinyurl.com/ashcraftmhs

Night Calendar and Syllabus

JEWISH REFUGEES DURING WWII AND SYRIAN REFUGEES OF TODAY
LESSON PLAN
DAY 1-2
Day _1_: Agenda
Review prior days reading
Complete 2 questions for a character
Refugee Into PowerPoint
Read Refugee Article & Group activity
Compile Cornell Notes

Day 2 agenda
Review prior days reading
Discuss Questions Asked from the prior day
Pair share Similarities and Differences worksheet
Perform Journal Write

Learning Activities and Corresponding Activity

Structures: This is Wednesday, a 1 hour and 50
minute class
Day _1_: Into
Explore prior nights reading from Night that has the
characters getting ready to board a train to a
concentration camp in Hungary, similarly the article
we will be close reading.
Students propose two questions on the book, Night to
gage their understanding of motivations and action in
the text.
Refugee Into PowerPoint
- checking for prior knowledge
- defining refugee
- exploring the concept of human rights

Opportunities for
Assessment, Formative
and Summative:
Students will be
formatively assessed for
participation in class
discussion by
monitoring familiarity
with the reading.
Students will be
formatively assessed on
generating two relevant
questions
There will be a
formative assessment to
inquire as to student
knowledge of the Syrian
refugee crisis.

Scaffolds, Literacy, and

ELD Strategies:
As many of these
students do not do
homework, a review of
the reading is essential so
that those who do not
read, or do not read well,
may still participate in
class discussions and not
fall behind.

Students may rely on past

reading and discussion of
the book if they did not
do the current nights
reading homework.
A map as a visual is
included in the
PowerPoint, as well as
three photos that
illustrate the plight of the
Syrian refugees.

Day _1_: Through

What will you do? What will students do?
1) Students will break into assigned heterogeneous
groups with distribution based on including all
levels of student ability.
2) Teacher will distribute a copy of the abbreviated
article.
3) The teacher will read the article first.
4) In groups students define bolded words.
5) Students will identify and underline a key idea of
the paragraph assigned to their group.

How will students

demonstrate learning?
Students will report
back to class their
annotations and key
ideas for the paragraph
they were assigned. I
will gage how much
prodding is necessary to

A lower ability student is

placed with both a
middle ability student
and an advanced student
so that they may peer
tutor the lower achieving
student.

Night Calendar and Syllabus

6) Students will annotate the assigned paragraph.
7) Students will share results with the class
8) Students will voice and record the application and
examples of human rights through Cornell Notes.

elicit responses.

The article was edited for

essential meaning in
order to make it more
accessible to all levels of
learners.

Student Cornell Notes

will be collected,
assessed and notated
when needed, in order to
The teacher will read the
scaffold for the Journal
Entry task the following article first for fluidity
and emphasis easing
class meeting.
understanding.
How will you know what
Higher achieving
students know?
By reading their Cornell students will support
lower achieving students
Notes, in addition to
by assisting with
their participation in
vocabulary definitions
discussion and group
collaboration observed, I and annotation.
will assess what the
students know.

Day _1_: Beyond

How will you wrap up the lesson?
We will start the next reading assignment by reading
aloud beginning on page 29, as time permits.

Reading text aloud will

help all levels of learners
by adding inflection and
emphasis.

How will you ready students for homework or segue to

the next lesson?
Students will get a jump on their homework when we
read aloud.
They will have conveyed questions from the text that
we will address the following class meeting.
Learning Activities and Corresponding Activity
Structures: This is Friday, a 1 hour and 50 minute
class
Day _2_: Into
Students will reflect on prior nights reading, which is
the train ride to a concentration camp and how they
are treated upon arrival, with their dignity and rights
stripped.
Students and teacher will discuss at least two
questions generated from the prior class 2 question
results regarding human rights having been taken
away.
Day _2_: Through
What will you do? What will students do?
1) Students will receive their Cornell Notes back and
the class will review sections where most students

Opportunities for
Assessment, Formative
and Summative:
Checking for student
comprehension as they
respond to questions
about prior reading.

Scaffolds, Literacy, and

ELD Strategies:

How will students

demonstrate learning?
A Summative

Based on reaching all

levels of learners, the
lesson culminates with a

Students who struggle

with the text will be able
to hear brainstorming on
the interpretation of the
text.

Night Calendar and Syllabus

missed a concept. Students will add to their notes
as needed.
2) In pairs, Students will compare and contrast Syrian
refugees with the Jews of World War II in order to
differentiate and see patterns between the two
situations.
3) Students will produce a written Journal Entry
response by analyzing and reflecting on prior
material instructed in the learning segment.

Day _2_: Beyond

We will start the next reading assignment by students
reading aloud by volunteering, beginning on page 47,
as time permits.
How will you ready students for homework or segue
to the next lesson?
We will start the reading homework in class.

Assessment will be the

Journal Entry, which is
based on the synthesis
of all the instruction
throughout the learning
segment.
How will you know what
students know?
I will analyze the results
of their Journal Entry
based on a rubric to
evaluate if the learning
segment was effective.

journal entry which is

scaffolded with a
PowerPoint presentation,
Cornell Notes, a review
the similarities and
differences in a pair
share, and the prior
several hours of
discussion, therefore
students should be armed
with material for
completing the writing
task.

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Treatment of Migrants Evokes

Memories of Europes Darkest Hour
By RICK LYMAN, New York Times, SEPT. 4, 2015
1) BUDAPEST In Hungary, hundreds of migrants surrounded by armed police officers
were tricked into boarding a train with promises of freedom, only to be taken to a
reception camp. In the Czech Republic, the police hustled more than 200 migrants off
a train and wrote identification numbers on their hands with indelible markers,
stopping only when someone pointed out that this was more than a little like the tattoos
the Nazis put on concentration camp inmates.
2) Razor-wire fences rise along national borders in Greece, Bulgaria, Hungary and France.
Many political leaders stoke rising nationalism by portraying the migrants as
dangerous outsiders whose foreign cultures and Muslim religion could overwhelm
cherished traditional ways.
3) It was horrifying when I saw those images of police putting numbers on peoples
arms, said Robert Frolich, the chief rabbi of Hungary. It reminded me of Auschwitz.
And then putting people on a train with armed guards to take them to a camp where
they are closed in? Of course there are echoes of the Holocaust.
4) This migrant crisis is no genocide. The issue throughout the Continent is how to
register, house, resettle or repatriate hundreds of thousands of migrants and refugees,
a daunting logistical challenge. But perhaps not since the Jews were rounded up by Nazi
Germany have there been as many images coming out of Europe of people locked into
trains, babies handed over barbed wire, men in military gear herding large crowds of
bedraggled men, women and children.
5) At the same time, the images may reveal a deeper truth about Europe and its seeming
unpreparedness for a crisis so long in the making: While extolling the virtues of human
rights and humanism, it remains, in many parts, a place resistant to immigration and
diversity.
6) Jan Munk, chairman of the Jewish Community of Prague, was inclined to be generous in
his interpretation of the episode. I understand the reasons why the police marked
migrants with numbers, he said. They are under a lot of pressure and stress and
simply did not realize the connotations it would have. It was indeed tasteless and
reminded me of the numbers at Auschwitz, but I know it was not done on purpose.
7) But for others, the fact that it was not done on purpose was even more frightening,
showing a puzzling historical disconnect in many of the very places that the Holocaust
caused the deepest devastation.
8) It is not that the Holocaust has been forgotten or ignored. One of the most revered
memorials in Budapest is a series of shoes perched along the Danube riverfront. They
refer to the World War II massacre of Jews by fascists who forced them to take off their
shoes and shot them, letting their bodies fall into the river.
9) Its hard to understand how people lose their sense of history so quickly, said Andrew
Stroehlein, European media director for Human Rights Watch. We all say we have

Night Calendar and Syllabus

learned the lessons of history, but to be turning away these desperate people who are
fleeing a horrific situation suggests that we havent learned the lessons at all.

Directions for Article Close Read

1) Get into groups
2) Article will be read aloud
3) Groups are assigned a paragraph from the article and must:
Define ALL the bolded words in the article. Write definitions below.
Underline the key point or idea in your paragraph.
Annotate or summarize your paragraph.
4) Re-read article and share results with the class
Vocabulary Words
Indelible: Making marks that cannot be erased.
Nationalism:
Rabbi
Repatriate:
Humanism:
Connotations:
Devastation:
Fascism:
Human Rights:

Night Calendar and Syllabus

Cornell Notes
Topic:____________________

_________________________

Name: ___________________________________
Class: _________________ Period: ________

Essential Question: What does Human Rights mean?

Date: ____________________________

Questions/Main Ideas:

Notes:

1) What are Human

Rights? Describe.

2) Why are Human

Rights significant?

3) What groups of
people have been denied
Human Rights?

4) How can we
protect Human Rights?

What Human Rights mean to me:

Night Calendar and Syllabus

Compare the Syrian Refugees of Today with

Jewish Refugees of WW II
New Concept:
Syrian Refugees

Familiar Concept:
Jewish Refugees

Similarities

Differences

1)

1)

2)

2)

3)

More:

3)
More:

How are the Syrian Refugees similar and different from the Jewish refugees?
Summarize in complete sentences:

Night Calendar and Syllabus

Human Rights Reflection Journal Entry

Writing Prompt: What are basic Human Rights and why do you believe they are important?
Tip: Consider the Human Rights Cornell notes we did last class, the Refugee article we read with
annotations, and reflect on the events that have taken place in Night so far, in addition to any
background information you learned in class or know from your own knowledge and experiences.
Include:
1) What do you think are Human Rights? Describe Human Rights.
2) Include examples of people who deserve Human Rights or have been denied Human Rights.
3) Mention ways we can protect our rights and/or improve them.
4) Personally reflect on any Human Rights you feel affect you.
Grading based on including the following in your entry:
Ideas: A clear and detailed explanation of your thoughts on Human Rights
Evidence: Specific examples.
Organization: A beginning, middle and end to your entry.