World Literature

Class: English 10
Unit Focus: Elie Wiesels Night and The Holocaust
Time Frame: Three Weeks (12 lessons)
Lesson: #9

Objectives:
Students will be able to write clear, formal responses and use
proper writing conventions (syntax, grammar, spelling).
Students will be able to synthesize information from multiple
sources as they examine a specific topic related to World War II
and the Holocaust.
Students will work with peers as brainstorm ideas and assign
specific tasks to teammates for their group presentations.
Common Core Standards:
English Language Arts Standards:
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.
Research to Build and Present Knowledge:
CCSS.ELA-LITERACY.W.9-10.7
Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve
a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
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.
Speaking and Listening: Grades 9-10:

Comprehension and Collaboration:

CCSS.ELA-LITERACY.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.
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.SL.9-10.5
Make strategic use of digital media (e.g., textual, graphical,
audio, visual, and interactive elements) in presentations to
enhance understanding of findings, reasoning, and evidence and
to add interest.
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.

CA State Standard: World History, Culture, and Geography: The

Modern World:
10.8 Students analyze the causes and consequences of World War II.
5. Analyze the Nazi policy of pursuing racial purity, especially
against the European Jews; its transformation into the Final
Solution; and the Holocaust that resulted in the murder of six
million Jewish civilians.
6. Discuss the human costs of the war, with particular attention
to the civilian and military losses in Russia, Germany, Britain, the
United States, China, and Japan.

ISTE Technology standards:

2. Communication and Collaboration:
Students use digital media and environments to communicate
and work collaboratively including at a distance, to support
individual learning and contribute to the learning of others.
Students:

o Interact, collaborate, and publish with peers, experts, or

others employing a variety of digital environments and
media.
o Communicate information and ideas effectively to multiple
audiences using a variety of media and formats
o Develop cultural understanding and global awareness by
engaging with learners of other cultures.
o Contribute to project teams to produce original works or
solve problems
3. Research and Information Fluency:
Students apply digital tools to gather, evaluate, and use
information. Students:
o Plan strategies to guide inquiry
o Locate, organize, analyze, evaluate, synthesize, and
ethically use information from a variety of sources and
media.
o Evaluate and select information sources and digital tools
based on the appropriateness to specific tasks

Materials: (digital and non-digital)

Digital
Laptops
iPad with Timer
Projector
Google Docs
Google Sites
Keynote
Non-digital
Class set of Night

Lesson

Opening (3 min)
Greet the class and instruct students to open their
devices. Direct them to open a new Google doc.

Reflect (12 min)

Have students write a reflection on their performance
during the Socratic Seminar. They must identify the

areas that they felt they did well in and also identify
areas they could improve. Have them come up with
some specific steps that they could take to improve in
these areas.
Have student share their responses in their teams.

Final Team Project (10 min)

Announce to learners that there will be a final team
project for the unit. For this final project, teams must
research a specific case of genocide that has taken
place after World War II. Teams must have their specific
topic approved by you before than can begin their
research. The final project may be presented in several
formats. Options for the final team project include:
Team Google Site
Team Keynote
Review the Final Team Project Rubric with the class.
Teams must present their final projects on the last day
of the unit. Each team member will be involved in the
presentation of the final project.

Team Time (30 min)

Learners will spend time brainstorming their projects
and getting their specific topics approved.
Instruct students to create a list of tasks to be
completed for their final project and assign these tasks
to team members. Students will then begin research for
their project.

Team Debrief/ Closure (5 min)

Have teams debrief their team time and identify what
needs to be completed for their project.

Homework
Continue working on team final project

Final Team Project Rubric

CATEGORY

Content
and
Format

All content
uploaded,
including 6
images, 1 video

Most content
uploaded,
including 5
images, 1 video

Includes 3 or 4
images, 1
video, and a
brief summary

Is missing some
key content.
Includes less
than 3 images, 1

clip, and
summary of
historical case
of genocide.
Information is
organized and
website/Keynot
e looks clean
and
professional.

clip, and
summary of
historical case
of genocide.
Information is
organized and
website/Keynot
e looks fairly
professional.

of historical
case of
genocide.
Information is a
little
unorganized
and
website/Keynot
e does not look
professional.

or no video, and
does not
successfully
summarize
historical case of
genocide.
Information is
unorganized and
looks cluttered.

Digital
Media

Includes 3 or
more clear
images and one
video clip that
serve to
enhance the
content of site.
Video clip is an
appropriate
length (30
seconds)

Includes 3 or
images and one
video clip that
somewhat
enhance the
content of site.
Images are
pixelated.

Includes 2
images and one
video clip.
Images are
pixelated and
video clip is
wrong length
(less than 20
seconds or
more than 1
minute).

Includes less
than 2 images
and one video
clip. Media
doesnt have a
clear connection
to the site.
Images are
pixelated and
video clip is
wrong length
(less than 10
seconds or more
than 2 minutes).

TeamSpelling
and
Grammar

There are no
spelling or
grammatical
errors

There is 1 to 3
spelling or
grammatical
errors.

There are 4 to 7 There are 8 or

spelling or
more spelling or
grammatical
grammatical
errors.
errors.

Eye
Contact

Uses strong eye

contact and
makes contact
throughout the
audience
during
presentation.

Uses eye
contact with
several
audience
members.

Uses eye
contact with
one or two
audience
members.

Does not use

any eye contact
when speaking.

Body
Language

Stands with
good posture,
uses natural
gestures when
speaking to
enhance
presentation.

Stands with
good posture
and uses some
hand gestures
when speaking.

Exhibits poor
posture and
does not use
many gestures.

Slouching or
leaning on wall.
Does not use
gestures or has
hands in
pockets.

Verbal

Speaks clearly
and uses
excellent
volume and

Speaks clearly
and uses good
volume and
inflection. Uses

Speaking is a
little difficult to
understand and
is low energy.

Speaking is a
soft and
monotone.
Speech is full of

inflection.
Avoids any
verbal static
(uh, um, like,
etc.).

minimal verbal
static (uh, um,
like, etc.).

Says uh, um,

or like
frequently.

verbal static (uh,

um, or like).