Lesson Plan Assessment Focus: Content!

Finishing our discussion of ​Night ​and

creating collages that represent a theme that they chose from the novel which includes
many content aspects from the novel that they must include with their collage.
Lesson Plan Unit Focus: 1st piece of literature is done so we will create collages, quote
descriptions, and justifications of our research. Now we will move on to the writing
aspect of an expository research paper that focuses on an element of World War 2 or
the Holocaust.

Common core standards:

RL 10.10 - By the end of grade 10, read and comprehend literature, including stories,
dramas, and poems, at the high end of the grades 9-10 text complexity band
independently and proficiently.
RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over
the course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues,
building on others' ideas and expressing their own clearly and persuasively.

Differentiation:​ Today’s class will be about cultivating the students knowledge of ​Night
and discussing viewpoints and bias’ with peers. We will start with a quiz which they will
decide what the time limit will be based on how long they think they need. Then I will let
the students decide if they want to discuss the book first or start making their collages
for their final ​Night ​collage project. If they decide to do the book discussion then we will
have 25 minutes to get into a large circle and each student is required to speak at least
once to receive credit for today’s class. If no one is talking I will have a few names
pulled from the discussions that I found interesting and would like to hear more about so
that some students are given the opportunity to talk even if they are too shy to do it
themselves. It will give me the chance to reward some students because of their
opinions and that I believe they need some reassurance. If they decide to do the
collage assignment then everyone will come up one row at a time to get supplies for
their collages. They will have around 20-30 minutes to work on it today and will need to
finish it next class.

Objectives:​ Students will gain awareness of the existence of differing viewpoints,

understanding, and bias’ through the class discussion. Students will understand ​Night’s
position in literature with a greater historical context. Students will cultivate their
knowledge of the time period and of ​Night ​by creating a quote/picture collage that
highlights a specific theme/topic they found critical in their reading.

Materials:​ Coloring paper, colored pencils, magazines, scissors, glue, tape, computers,
​ ooks, and book
projector, powerpoint, notebooks and digital notebooks, quotes, ​Night b
schedule.

Time: Teacher Instructions:

Part 1-
2-3 minutes Students will come to class with their reading of ​Night ​finished.
Overall discussion of ​Night ​and impressions that students have that
they would like to talk about..any questions/concerns.

2-3 minute https://www.keepcalmandtravel.com/my-visit-at-auschwitz-birkenau-wh

at-to-expect-and-why-i-felt-nothing/
Cool website I found that talks about the camps and certain
impressions. Lots of students were trying to imagine the scenes but
were having a hard time because they couldn’t picture it. This gives
fantastic images.

Part 2-
15 minutes Quiz 3.
1. What happened when workmen threw bread on the train?

2. Describe the scene Elie witnessed between the father and son on
the train.

3. Explain how the father/son roles had been reversed in the case of
Elie and his father.

4. Why was Elie’s father being beaten when he was sick?

5. What did Elie think of the advice given to him by the head of the
block?

6. What happened on April 5th?

7. What was the resistance movement? When and what did they do?
 8. What did the prisoners do when they were freed?

9. Why can he never forget the look he saw in the eyes of his
2-3 minutes reflection?

10. In what ways is his reflected image symbolic of his internal self as
well as a description of his physical appearance?

Discuss quiz questions and answers.

Part 3 -
3 minutes Let students share if they want some of their survivor information and
what they found. Remind students that they need to remember
survivors...that they are wanted and needed in our history and future.
What is important about each of these survivors? What is similar or
different about each of them?
Survivor assignment description:

20 minutes *Either move desks now for seminar or stay for collage making.
Collage assignment create. Go over what is expected of students again
and show rubric. Rubric will be on projector while students are working
so they can look back to it.
20 minutes
Collage assignment description:

Socratic seminar. Each student must participate once to receive credit

for today. I will also be participating and throwing some questions out
to guide student thinking. I will be trying to get them to think more
analytical and focus them on the research aspects of what they know
so far and how much more they need to research in order to gain a full
understanding.
 Questions for research focus:
In an interview with Oprah, Elie says he was the “wrong person for
[survival],” what do you think, what does that mean?
What is the symbolism of the word “night” in the novel?
What does Elie mean when he says “’How many Nobel Peace Prize
winners were killed at one…two?’”
What is the importance of remembering?
Why do you think survivors often feel guilty?
2 minutes How could one dispute the Holocaust...how do you deny it?
before class How has he tried to keep you from responding to his story the way he
ends
and his father once responded to the one told by Moshe the Beadle?
How successful has he been?

Put desks back.

HW:
Remind students to bring their article/journal/news/web page to class to
staple it to their collage.

Further Since we have been reading ​Night ​each class period we have been
Assessment doing either a quick write on the section they read or a quiz on what
: they read. We started off right from the beginning with different topics
for each group of students to dive into such as World War 2, Elie
Wiesel, concentration camps, ghettos, Nazi’s, Hitler, Holocaust, Jews,
and Holocaust survivors. They had to create a powerpoint presentation
on it to start looking at different ways to research and then present to
the whole class about it and what the different timelines were for the
period. We then went back to those sources and figured out if each one
of them was credible or not.

We have done a few activities regarding accurate research and trying

to make sure that what they are researching is credible by using the
CRAAP test. After today we will dive deeper into our expository
research paper and skills based on credible sources, justifying your
sources, annotating, differing types of expository papers, thesis
questions, outlines, and peer reviews. There will also be a lot of guided
imagery lessons that include grammar and sentence aspects tied
within it because I have noticed that the students writing needs to be
improved and they have asked for their writing to be improved as well.
There will be a lot of peer and teacher reviews and conferences to go
over work and to discuss with students how to make their research
better and more credible.