World Literature

Class: English 10
Unit Focus: Elie Wiesels Night and The Holocaust
Time Frame: Three Weeks (12 lessons)
Lesson: #2

Objectives:
Students will be able to work collaboratively in teams as they
brainstorm, research, and assign specific tasks to each team
member for their Keynote Presentations on World War II and the
Holocaust.
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:
Writing: Grade 9-10:
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.
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.
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
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

Lesson

Opening (3 min)
o Greet the class and instruct students to open their
laptops. Be sure that students are sitting with their
assigned teammates.

Introduce Task (5 min)

Briefly review what was learned about the cause of
World War II. Then, assign each student team a topic
related to World War II and the Holocaust:
o Nuremberg laws
o Ghettos
o Concentration camps
o Death marches
o Jewish resistance groups
o Liberation
Explain that learners will be researching their assigned
topics and creating a team Keynote (3 to 4 slides per
team member). Review Research and Keynote
Rubric (see below). Each learner should have three
credible sources and 15 bulleted facts for their research.
Let students know that all research for the assigned
topic must be completed by the start of the next class.

Team Plan of Action (7 min)

o Display a timer at the front of the class and instruct
students to take five minutes to plan out their individual
roles, tasks, and deadlines. Have them record their plan
on a Google doc that is shared with each teammate and
you. (www.drive.google.com).

Team Research (40 min)

o Direct students to begin their research of their assigned
topic.
o Instruct students to share their researched information
on their team Google doc and have them begin
compiling a list of credible sources found during their
research.

Team Debrief/ Closure (5 min)

o Have students debrief with their teammates what was
accomplished during their individual research. If tasks
were not completed, have teams come up with a plan to
ensure that individual tasks are finished by the start of
the next class. Remind students to complete their
homework assignment.

Homework
Read section 1 of Night and answer reading questions:
o

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

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.