World Literature

Class: English 10
Unit Focus: Elie Wiesels Night and The Holocaust
Time Frame: Three Weeks (12 lessons)
Lesson: #12

Objectives:
Students will be able to write clear, formal responses and use
proper writing conventions (syntax, grammar, spelling).
Students will publish their responses on a Google Sites blog.
Students will be able to analyze the themes, issues, and authors
perspective in Night and use the text to support written and oral
responses
Common Core Standards:
English Language Arts Standards:
Reading: Literature: Grade 9-10:
Key Ideas and Details:
CCSS.ELA-LITERACY.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the
text.
Craft and Structure:
CCSS.ELA-LITERACY.RI.9-10.6
Analyze a particular point of view or cultural experience reflected
in a work of literature from outside the United States, drawing on
a wide reading of world literature.
Writing: Grades 9-10:
Production and Distribution of Writing:
CCSS.ELA-LITERACY.W.9-10.4
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are
defined in standards 1-3 above.)
Range of Writing:
CCSS.ELA-LITERACY.W.9-10.10

Write routinely over extended time frames (time for research,

reflection, and revision) and shorter time frames (a single sitting
or a day or two) for a range of tasks, purposes, and audiences.
Language: Grades 9-10:
Conventions of Standard English:
CCSS.ELA-LITERACY.L.9-10.1
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.

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

ISTE Technology standards:

6. Technology Operations and Concepts:
Students demonstrate a sound understanding of technology
concepts, systems, and operations. Students:
o Understand and use technology systems.

Materials: (digital and non-digital)

Digital
Laptops
iPad with Timer
Projector
Non-digital
Class set of Night

Lesson
Opening (3 min)
Greet the class and instruct students to clear off their
desks.

Final Written Assessment (55 min)

o Review the Timed Write Short Essay Rubric and then
post the short essay prompts.
o Prompt # 1

Consider Elie Wiesels account in Night as he

portrayed the horrors of the Holocaust. What lessons
can be learned from his recorded experiences in his
memoir? Use evidence from the text to support your
viewpoint and be sure to use at least five Night
vocabulary words in your response.
Prompt # 2
Consider the tone that Elie Wiesel used in Night. How
would you describe the authors tone and what
methods did he use to achieve this? Use examples
from Night to support your response.
Prompt # 3
This unit required you to take part in various team
activities. What challenges did you face? What
specific skills or strategies can you take away from
your experience of working with your team during
this unit?
Have students complete these individually on a Word doc.
Students will email their Word doc when they have
completed the written assessment.
Assess essays using the Timed Write Short Essay
Rubric.

o
o

Closure (2 min)
Congratulate students on completing the unit and
review the skills and content that they learned during
the unit.

Timed Write Short Essay Rubric

CATEGORY

Paragraph
Accuracy and Wrote a full
paragraph
response was
Completenes
response
(8-11
6 to 7
s

Paragraph
response was
4 to 5
sentences) and sentences.
sentences.
answered all
Answered
Answered part
parts of the
most parts of
of the prompt.
prompt. Wrote the prompt.
Wrote
response using Wrote
response using
complete
response using complete
sentences.
complete
sentences.
sentences.

1
Paragraph
response was
incomplete and
used less than
5 sentences.
Did not answer
prompt in
response, and
had several
incomplete
sentences.

Organization Response was

Response was
clearly
organized and
organized and included a few
included
transitions to
transitions to
help ideas
help ideas flow flow.
logically.

Opening/Clos Started
response with
ing
a clear topic
Statements

sentence that
told the reader
what would be
addressed in
the paragraph.
Finished with a
strong
concluding
sentence that
tied up the
main point.

Response was
fairly
organized and
included weak
transitions.

Response was
disorganized
and did not use
transitions.
Response felt
incomplete.

Started
response with
a topic
sentence that
gave reader
some sense of
what would be
addressed in
the paragraph.
Finished with a
concluding
sentence.

First sentence
was vague and
gave reader
little sense of
what would be
addressed in
the paragraph.
Finished with a
concluding
sentence that
didnt tie in
with the main
point the
paragraph.

Didnt include a
topic sentence
in response.
End of the
paragraph did
not include a
closing
statement, and
felt unresolved.

Content
Concrete
Details/
Commentary

Used strong
concrete
details as
evidence to
support
response and
demonstrated
the relevance
of examples in
commentary.

Used concrete
details as
evidence to
support
response and
included some
commentary.

Concrete
details were
vague and
didnt clearly
support
response.
Commentary
was sparse or
unfocused.

Didnt include
concrete details
in response.
Included little
commentary
and didnt
address
prompt.

Grammar,
Spelling

Used proper
writing
conventions,
and had no
spelling or
grammatical
errors.

Only had 1 or
2 spelling or
grammatical
errors.

Had 3 or more
spelling or
grammatical
errors.

Had 5 or more
spelling or
grammatical
errors.

Had 1 or 2
issues with
capitalization
or punctuation,
including
commas,
quotations, or
end marks.

Had 3 to 5
mistakes with
capitalization
or punctuation,
including
commas,
quotations, or
end marks.

Had major
mistakes (6 or
more errors)
with
capitalization or
punctuation,
including
commas,
quotations, or

Punctuation, Used correct

Capitalizatio capitalization
and proper
n
punctuation,
including
commas,
quotations,
and end
marks.

end marks.