World Literature

Class: English 10
Unit Focus: Elie Wiesels Night and The Holocaust
Time Frame: Three Weeks (12 lessons)
Lesson: #4

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
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 then present their research on
a Keynote
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.)
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.

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.
Key Ideas and Details:
CCSS.ELA-LITERACY.RH.9-10.2

Determine the central ideas or information of a primary or secondary

source; provide an accurate summary of how key events or ideas
develop over the course of the text.
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:

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
Keynote
Non-digital
Class set of Night
Products:
Research and Keynote
Quick Write

Lesson

Opening (7 min)

o Greet the class and instruct students to get into their

teams. Give students five minutes to practice their
Keynote presentations.

Team Presentations (30 min)

Students will present their team Keynotes to the class.
Use the Research and Keynote Rubric as a reference
as you review the expectations for their oral
presentations. Be sure to set out a timer and let them
know the time limit for their presentations (5 minutes).
You will use the rubric to assess each team.
Debrief after each team presentation and have students
in the audience identity what the presenters did well
and what areas could be improved.
Have students share out their team presentations with
classmates on Google Drive on a class document.
Remind students that this is a resource for them
throughout the unit.

Quick Write (20 min)

Instruct students to open the novel Night and share
descriptive passages that stood out to them. Discuss
the tone used in sections 2 and 3 of the novel, and then
review the Quick Write Rubric.
Post writing prompt on reading from section 2 and 3 of
Night.
o Prompt: Read the following passage from section
two of the novel and explain how to author uses
imagery to create a tone of despair.
...Thestreetwaslikeamarketplacethathadsuddenlybeen
abandoned.Everythingcouldbefoundthere:suitcases,
portfolios,briefcases,knives,plates,banknotes,papers,faded
portraits.Allthosethingsthatpeoplehadthoughtoftakingwith
them,andwhichintheendtheyhadleftbehind.Theyhadlost
allvalue.
Everywhereroomslayopen.Doorsandwindowsgapedonto
theemptiness.Everythingwasfreeforanyone,belongingto
nobody.Itwassimplyamatterofhelpingoneself.Anopen
tomb.

Have students share their responses with their

teammates and call on a few volunteers to share their
answers with the class

Closure (3 min)
Review the lesson, including the content shared during
team presentations and the use of tone and imagery in
the novel. Remind students to complete their
homework.

Homework
Read section 4 and 5 of the novel and answer reading
questions:
o

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

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.

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.

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.

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.

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.

Punctuation, Used correct

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

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

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

Research and Keynote Rubric

CATEGORY

Informatio
n
Accuracy
and
Completen
ess

All content for

research and
Keynote is
accurate. There
are 15 or more
key facts with
no factual
errors.

Most of the
content is
accurate, there
are 13 or more
key facts listed,
and there is one
piece of
information that
might be
inaccurate.

The content is
generally
accurate, there
are 10 or more
key facts listed,
but one piece of
information is
clearly flawed
or inaccurate.

Content is
typically
confusing, there
are less than ten
key facts listed,
and contains
more than one
factual error.

Research Students cited

3 or more
Quality

Students cited
3 or more fairly
credible sources credible sources
for their
for their
research and
research and
included the
included the
links to each
links to each
website.
website. One
Included Works link did not
Cited page on
work. Included
the last slide.
Works Cited
page on the last
slide.

Visuals are
VisualsImages and neat, accurate
and add to the
Diagram
readers
understanding
of the topic.
There are at
least 4 images
and 1 diagram
included.

Students cited
2 or more fairly
credible sources
for their
research but did
not include the
link to each
website.
Included an
incomplete
Works Cited
page on the last
slide.

Students cited
less than 2
credible sources.
Websites were
not credible and
should not have
been used for an
academic
source. Did not
include a Works
Cited page.

Visuals are
accurate and
add to the
readers
understanding
of the topic.
There are at
least 3 images
and 1 diagram
included.

Visuals are a
little pixelated,
somewhat
accurate, and
sometimes add
to the readers
understanding
of the topic.
There are only 2
images and 1
diagram
included.

Visuals are not

accurate OR do
not add to the
readers
understanding of
the topic. There
are 2 or less
images included.

Spelling
and
Grammar

Keynote
Presentation
has no
misspellings or
grammatical
errors.

Keynote
Presentation
has 1-2
misspellings,
but no
grammatical
errors.

Keynote
Presentation
has 1-2
grammatical
errors but no
misspellings.

Keynote
Presentation has
more than 2
grammatical
and/or spelling
errors.

Organizati
on Sequencin
g of
Informatio
n

Information is
organized in a
clear, logical
way. It is easy
to anticipate
the type of
material that
might be on the
next Keynote
slide.

Most
information is
organized in a
clear, logical
way. One
Keynote slide or
item of
information
seems out of
place.

Some
information is
logically
sequenced. An
occasional
Keynote slide or
item of
information
seems out of
place.

There is no clear
plan for the
organization of
information.