UNIT MAP AUTHORS

Blanca Gonzalez, Lauren Gonzaba, Jillian Doerr

Course/Grade Level

English II/10th Grade

Estimated Implementation Time:

4 weeks (10 90-minute block periods)

UnitTitle: Individual and Society

Conceptual Lens (Macro-concept):

Theme and Accountability

*Micro-concepts:
Identifying Theme, Creating Thematic Statements, Critical Reading
Skills, Critical Thinking Skills, Writing Analytical Essay, Identifying
Literary Devices, Pre-Writing and Revision Strategies.

Unit Overview / Summary:

Over the course of this unit, students will analyze a culturally significant text that allows for the integration of important historical events while
analyzing its major themes. Throughout the unit, students will complete formative assignments such as Open-ended Responses, 3 Levels of
Reading, pre-writing essay templates, and journal responses, as well as participate in class discussions. Students will demonstrate their
understanding of thematic concepts in the autobiography, Night, through an analytical essay at the end of the unit.
Students will answer the following prompt in their essay:
In Elie Wiesels autobiography, Night, there are several major themes that emerge. Choose a major theme within Night and write an essay
analyzing how the author uses literary elements, literary techniques, and plot to convey this theme.

Stage 1 Desired Results

Established Goals:
*Include full TEKS/SE text here. You may copy and paste from [Link]

(2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural,
historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
o
C) relate the figurative language of a literary work to its historical and cultural setting.

(6) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and
features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to evaluate the role of syntax and diction and the effect of
voice, tone, and imagery on a speech, literary essay, or other forms of literary nonfiction.

(13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

(A) plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies

(e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;
(B) structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that
include transitions and rhetorical devices used to convey meaning;
(C) revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience,
and genre have been addressed;

(D) edit drafts for grammar, mechanics, and spelling; and

(E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

(15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences
for specific purposes. Students are expected to:

(A) write an analytical essay of sufficient length that includes:

(i) effective introductory and concluding paragraphs and a variety of sentence structures;

(ii) rhetorical devices, and transitions between paragraphs;

(iii) a thesis or controlling idea;

(iv) an organizing structure appropriate to purpose, audience, and context;

(v) relevant evidence and well-chosen details; and

(vi) distinctions about the relative value of specific data, facts, and ideas that support the thesis statement;

Enduring Understandings (Generalizations):

Essential Questions:

Students will understand that . . .

Fear affects how people react to situations because it brings out
primal instincts and intensifies responses.
Tragedy brings sorrow and loss, but it can also bring faith and
wisdom.
Sharing stories with one another allows us to immortalize our
experience.
The Holocaust is an important historical event that should not be
forgotten so that we don't revert back to its brutality against humanity.
A successful essay requires an individual to complete steps in the
writing process to efficiently organize thoughts and create an effective
essay.
People can feel a moral obligation to intervene when they witness a
crime.

What are some steps in the writing process? (F)

What are some ways prewriting be useful when writing an essay? (C)
Does tragedy bring faith and wisdom? (P)
How do you feel when someone witnesses an injustice towards you
and doesnt say anything? (C)
What is injustice? (F)
What can sharing our experiences do for others? (C)
How can we tell our story so others believe its true? (C)
What is the importance of remembering certain historical events? (C)
What is Eugenics? (F)
What does fear do to humanity? (C)
Should we continue to teach about the Holocaust? (P)
What are the benefits of teaching about the Holocaust? (C)
What is our civic responsibility as citizens to intervene when there are
crimes committed against humanity? (P)
How can a man transform tragedy into inspiration? (C)

Students will know . . .

How to identify theme within literary work
The steps of the writing process
Historical information about the Holocaust

Students will be able to . . .

Identify the major themes in Night
Write a successful OER (scored at 2 or higher)
Complete assigned steps of the writing process

Stage 2 Assessment Evidence

Performance Tasks

Other Evidence

1. While reading Night, students will complete the 3 Levels of

Reading activity. Students can use this activity to help them
identify themes in the autobiography.
2. After reading Night, students will choose a major theme within the
autobiography and then write an essay analyzing how the author
uses literary elements, techniques, and plot in order to convey this
theme.

1. Open-ended Response and revision assignment

Graded with STAAR OER rubric
2. Writers notebook journal entries
Graded on completion and thoughtfulness
3. Class discussion (checking for understanding)
Graded on how much each student participates. Teacher will
keep tabs of which students speak.
4. Multiple choice quiz over Night
Graded on percent accuracy
5. Kernel Essay template activity
Graded on completion and proof of understanding. Teacher
must check this template for accuracy before student may be
able to start their essay.

Stage 3 Learning Plan

Planned Teaching and Learning Experiences:

***See calendar below on pages 5-6

Resources/Materials Required

Technology Integration

Copies of Night (preferably for each student)

Terrible Things childrens allegory
Dictionaries
Video clip - Kitty Genovese murder
[Link]
Worksheets (OER, Multiple Choice Quiz, Kernel Essay Template,
3 Levels Handout)

Teacher will show video clip on projector

Students will upload essays to [Link]
Students will use laptops to type up essays in class

Potential Accommodations / Differentiation

Special Education:
Provide laptop for special needs students or pair with in-class scribe (partner with student or IA).
English Language Learners
Check for understanding with these individual students and provide written instructions.
Gifted/Talented
Ensure students are always engaged and kept busy throughout the lesson.

Prerequisite Skills / Critical Background Content

Instructional Vocabulary

Identifying theme
Brief overview of the Holocaust
Writing process
How to participate in class discussions

Literary elements
Jewish and German terms in reading
Accountability
Bystander Effect

Calendar for 5-week Night unit (***Teacher

Monday

will read the book aloud and ask discussion questions on reading days***)

Tuesday

Wednesday

Thursday

Friday

A-Day

B-Day

A-Day

B-Day

A-Day

Introduce book through

engagement activity. Teacher
will read Terrible Things
asking students to look for
possible theme statements in
the story that can later apply
to Night. Teacher will begin
reading book with class
while pausing for discussion
on important content.
Students will be expected to
participate and write down
possible theme statements in
writers notebook throughout
lesson.

Same as Monday.

Continue reading and class

discussion. Class will end
with students turning in an
exit ticket. The exit ticket
can be lingering questions or
thoughts about the reading so
far.

Same as Wednesday.

Students will begin class by

writing an OER and going
through the revision process.
The remaining 45 minutes of
the class will be spent
reading and discussing Night.

B-Day

A-Day

B-Day

A-Day

B-Day

Same as Friday.

Introduction to the 3 Levels

of Reading, the teacher will
provide a model. Students
will then begin collecting
evidence during the first 45
minutes of class for the inner
circle. They will be choosing
their word and defining it.
The remainder of the period
will be spent reading and
discussing Night.

Same as Tuesday.

Students will complete level

2 of the 3 Levels project
(abstract associations). They
will have the first 45 minutes
of class to do so, the
remainder of the period will
be spent reading and
discussing Night.

Same as Thursday

A-Day

B-Day

A-Day

B-Day

A-Day

Wrap up Night and 3 Levels

project. Students will have
all class period to do this.

Wrap up, same as Monday.

Students will view a video

clip that relates to the major
theme of accountability in
Night. They will then receive
a prompt which they will
answer in their writers
notebook. Once all students
have answered prompt it will
be discussed as a class.

Same as Wednesday.

Students will complete

multiple choice quiz. The
remainder of the period will
be used to introduce essay
prompt. Students will use
this prompt to begin
brainstorming in their
writers notebooks in groups.

B-Day

A-Day

B-Day

A-Day

B-Day

Same as Friday.

Students will be introduced

to the essay template. The
teacher will show students a
model of how to use this
template. They will use this
template to begin writing.

Same as Tuesday.

Students will use this period

to finish their essays. If
students do not finish by the
end of the period they will be
expected to submit the essay
online by Monday at 9am.

Same as Thursday.

Name:_________________________________________Date:__________Period:_______
NIGHT CROSSOVER OER WORKSHOP 2014
In order to prepare for a paired Open-Ended Response section on STAAR, we will do an OER workshop.

Participation in Workshop One: _____/10

Score of Revised OER: _____/40
0=15 points
1=20 points
2=35 points
3=40 points

Question: How is the idea of silence prevalent in Terrible Things and NIght? Explain your answer and
support it with evidence from both selections.
First Draft:

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

WORKSHOP REVISIONS
Rotation #1: Is the answer correct and reasonable? Are the students ideas clear? Circle yes or
no.
YES

NO

Rotation #2: Do both quotes (1 from each selection) directly support the answer(s)? Circle yes
or no.
YES
NO
Rotation #3: Do the embedded quotes and the students words flow together seamlessly? Circle
yes or no.
YES

NO

Rotation #4: Is an explanation present? Does the student connect the quotes to his/her ideas in
the explanation? Do you fully understand the students idea and does everything connect by
the end of the students response? Explain.

Rotation #5: Did the writer answer the question within the box , 1 sentence per slotted line?
STAAR graders will only grade whats written in the box.
YES

NO

Rotation #6: Proofread the students response for spelling, punctuation and documentation.
(Yes, make corrections on their draft.)

Rotation #7: Please assign a grade to the students response based on the OER TAKS Rubric.
Circle the grade when finished.
0= Answer is incorrect, unreasonable or overly general and vague; quotes not present or irrelevant
1= Answer is correct, but quotes may be missing or weakly connected. Need 1 quote from each piece.
2= Answer is reasonable; quotes are relevant and clearly connected to the answer
3= Idea/analysis is correct and thoughtful or insightful; quotes are relevant and strongly support the answer.

Revised OER:

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

Adapted from Marisa Cano

Writers Notebook Prompt

I swore never to be silent whenever and wherever human
beings endure suffering and humiliation. We must always take
sides. Neutrality helps the oppressor, never the victim. Silence
encourages the tormentor, never the tormented. (Elie Wiesel
Acceptance Speech)
This quote could be said to signify that the silent witnesses to an
atrocity are just as guilty as the ones committing it. Do you
agree or disagree with this sentiment? Why or why not? Explain
your perspective using examples from history, witnessed events,
and/or personal experiences.

Name:____________________________________________ Date: ____________________ Period: ______

Night, by Elie Wiesel: Chapter 2 Quiz
1. By saying that "Our eyes were open, but too late, Ellie implies (hints) that
A. Ellies family had slept too long.
B. Ellies family missed an opportunity to run way.
C. Ellies family knew all along they were in danger.
D. Kaschau was a dangerous place.
2. Madame Schachters vision of fire and flames is symbolic of
A. The beatings they will receive.
B. Heat and burns.
C. Death.
D. The torture she fears for her son.
3. The tone of the second paragraph can best be described as

A. reflective
B. agitated
C. disgusted
D. despair

4. Read the following dictionary entry. Which definition best matches the use of the word irrevocably in
paragraph 9?
A. unalterable
B. doubtfully
C. questionably
D. inconclusively

Use the following quote for questions 5 & 6:

5. In paragraph 9, the author quotes the German officer to show

A. the dehumanizing treatment the Jews experienced.
B. understand the point of view of the soldiers.
C. It makes the text easier to read.
D. It makes the text more confusing by using a combination of sentences.
6. What does the diction reveal? (about the German Officer)
A. The lack of honesty shown by the officers.
B. The lack of respect given by the officers.
C. The fear shown by the travelers.
D. The fear shown by the officers.

Read the following from paragraph 8.

7. What purpose does the metaphor serve?

A. To show how the Jewish people felt as they surrender the last of their hope.
B. To give a taste of what fear is like for the deportees.
C. To describe the tastes in the mouth the deportees felt after they were stripped of their belongings.
D. To describe the point of view of the Hungarian lieutenant.

Read these sentences from paragraph 7.

8. The primary purpose of the text above is to

A. indicate the passengers were traveling in a cattle car
B. explain Ellie Wiesels fear of traveling in a cramped car.
C. support the idea that the world is turning into a cattle car.
D. describe their world as no bigger than the small vehicle they were locked in.
9. The use of choppy, abrupt sentences Wiesel uses convey a sense of
A. nervous fear of the unknown
B. loss of Madame Schachter
C. loss that he felt and saw.
D. hope of a brighter future.

10. The author uses the simile, It was as though she were possessed by some
evil spirit to make Madame Schachter seem
A. worse than the soldiers.
B. like she was out of her mind.
C. worse than the devil.
D. like the officers have made her crazy.

11. Read the lines from the novel. In these lines, the authors tone can best be described as

A. cynical
B. pitying
C. facetious
D. disgruntled
12. The author organizes the passage by
A. reviewing the history of the camp
B. describing the conditions of the camp
C. providing a chronological summary of the trip
D. profiling Ellie Wiesels previous projects.

13. Which of these best illustrates how the passengers felt about Madame Schachter?
A. She is a mad, poor woman.
B. Look at the flames!
C. Keep her quiet...Shes not the only one here.
D. I knew her well.

Adapted from Marisa Cano

KERNEL ESSAY TEMPLATE

Assignment:_____________________________________________________
Type of Writing (Check One)
Express and Reflect

Inform and Explain

Evaluate and Judge

Analyze and Interpret

Take a Stand/Propose a Solution

Inquire and Explore

Thesis: the road map for the paper; the primary claim or statement for your paper; your truism:

__________________________________________________________________________________

TEXT STRUCTURE: Organization of your paragraphs (cross out unused boxes)

Write your Kernel Essay here

1. ______________________________________________________________________________
2. ______________________________________________________________________________
3. ______________________________________________________________________________
4. ______________________________________________________________________________
5. _______________________________________________________________________________
6. _______________________________________________________________________________
Plan for details:
Action Details: SNAP SHOTS

Information Details: INFO. SHOTS

thinking

smells

book reference

description

dialogue

sounds

movie reference

seeing

doing

world reference

physical reactions
emotional reactions

Three Signatures:

Adapted by Meredith Lawrence

synonyms/antonyms

compare/contrast part/whole
cause/effect

item/category

before/after

Other:________________

Discussion Questions:
o Pgs. 100-101: Discuss the bystanders on this page. What are
their reactions to the Jews on the train? Why do you think
they react this way? Ties into bystander effect we will be
discussing later.
o Pg. 102: Faith: Who do they need to have faith in? Is it still in
God? Ties into overall theme of questioning faith.
o Pg. 105 Discuss the importance of father-son bonds theme.
o Pg. 109 Why are the other men beating and insulting Elies
father? Ties into the cruelty breeds cruelty theme.
o Pg. 110 Elie is asked to give up on his father, why? Discuss
self-preservation, this idea is seen throughout the novel.
o Pg. 115 Discuss importance of the last two sentences, this
ties into overall message of never forgetting so that others
wont forget

Rubric: 3 Levels of Reading Project

90-100

These projects show that the student has clearly and

effectively:
a. selected a key word
b. offered quotation clearly reflecting the words
significance documented as directed
c. given multiple definitions of the word
d. placed the word in the context of the whole work
e. drawn images that reinforce the words significance
f. composed three thematic statements
g. tied the key word to each of the main characters
h. made the work neat, colorful and correct

80-89

These projects adequately fulfill the requirements but are

less thorough, less meticulous, less vivid, less correct than
the 90-100 efforts. There are some distracting mistakes in
grammar, spelling, and/or mechanics that should have been
caught/corrected.

70-79

These projects inadequately fulfill the requirements

because they are incorrect and/or hastily/thoughtlessly
done. There are numerous mistakes in grammar, spelling
and/or mechanics; these errors may be affecting the
readers ability to understand.

60

These projects inadequately fulfill the requirements

because they are incomplete (half or more of the
assignment is missing)

Adapted
from
Laying
the Foundation:
Planningrubric
Guide for Pre-AP English Grade 10 (Draft 2002)
Adapted
from
Ms. Haugs
Three Levels