World Literature

Class: English 10
Unit Focus: Elie Wiesels Night and The Holocaust
Time Frame: Three Weeks (12 lessons)
Lesson: #7

Objectives:
Students will be able to write clear, formal responses and use
proper writing conventions (syntax, grammar, spelling).
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.
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.

History/Social Studies: Grade 9-10:

Range of Reading and Level of Text Complexity:
CCSS.ELA-LITERACY.RH.9-10.10
By the end of grade 10, read and comprehend history/social studies
texts in the grades 9-10 text complexity band independently and
proficiently.

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
Products:
Quick Write
Socratic Seminar Questions and Reflection

Lesson

Opening (3 min)

Greet the class and instruct students to get into their

teams and review what they read for their homework.

Quick Write (25 min)

Review Quick Write Rubric and then post writing
prompt:
o How does the author develop the theme of
compassion in the story? Support your response
with evidence from the novel.
Have students share their responses with their
teammates and call on a few volunteers to share their
answers with the class
Instruction (20 min)
Review the format of a Socratic Seminar (see
https://www.nwabr.org/sites/default/files/SocSem.pdf )
and share expectations of conduct during this type of
dialogue:
https://docs.google.com/document/d/1ENF9rgxpqmU0V
EEmGfkBveyjFxEXaZQYz45ZBNCIsoI/edit?usp=sharing
Task (10 min)
Have students review the different question types, their
notes, and passages from Night before composing 5
questions for the Socratic discussion

Closure (2 min)
Review the lesson and remind learners of their
homework assignment.

Homework
Read section 6 of the novel and answer reading
questions:
o

https://docs.google.com/document/d/1ePQjhqkr8m6B1yOpa
ABs4s3OduOlkH0-RKcx5KiaF6U/edit?usp=sharing

Complete Socratic questions (if not finished).

Quick Write Rubric

CATEGORY

Information
Accuracy and
Completenes
s

Wrote a full
paragraph
response (8-11
sentences) and
answered all
parts of the
prompt. Wrote
response using
complete
sentences.

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.

Paragraph
response was
6 to 7
sentences.
Answered
most parts of
the prompt.
Wrote
response using
complete
sentences.

Paragraph
response was
4 to 5
sentences.
Answered part
of the prompt.
Wrote
response
using
complete
sentences.

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

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.

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

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.

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 Had 5 or more

spelling or
spelling or
grammatical
grammatical
errors.
errors.

Punctuation, Used correct

Capitalizatio capitalization
and proper
n

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

punctuation,
including
commas,
quotations,
and 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
end marks.

Socratic Seminar (Questions, Participation, and

Reflection) Rubric
CATEGORY

Questions

Relevance
and
Completen
ess

Included 5 or
more prepared
questions.
Questions are
open-ended
and relevant to
the discussion
at hand.

Included 4
prepared
questions.
Questions are
open-ended
and somewhat
relevant to the
discussion at
hand.

Included 3
prepared
questions.
Questions could
be more openended, and are
not very
relevant to the
discussion at
hand.

Included less
than 3
questions.
Questions are
not open-ended
or relevant to
the discussion at
hand.

during the
discussion and
responded to
the questions
of peers.

Student raised
1 question
during the
discussion and
responded to at
least one
question from a
peer.

Student
Student did not
responded to at speak during the
least one
discussion.
question from a
peer, but had
trouble
expressing
their view in
detail.

Student used
the text in
support of their
response and
cited specific
passages to
support their
viewpoint.

Student
referred to the
text to support
of their
response but
didnt cite
specific
passages.

Student
referred to the
text but was
unable to
demonstrate a
clear
connection to
support their
viewpoint.

Participati Student raised

2 or more
onDiscussion questions

Participati
onUsing Text
as
Evidence.

Student did not

refer to the text
to support their
viewpoint.