Unit Map Final Project

8/10/2019 Unit Map Final Project

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(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 tha

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):

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 andwisdom.

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.

Essential Questions:

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 youand 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)


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Stage 2Assessment Evidence

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 inNight

Write a successful OER (scored at 2 or higher)

Complete assigned steps of the writing process

Performance Tasks Other Evidence

1. While readingNight, 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 wil

keep tabs of which students speak.

4. Multiple choice quiz overNight

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.


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Stage 3Learning Plan

Planned Teaching and Learning Experiences:

***See calendar below on pages 5-6

Resources/Materials Required

Copies ofNight (preferably for each student)

Terrible Things childrens allegory

Dictionaries

Video clip - Kitty Genovese murder

http://www.youtube.com/watch?v=BdpdUbW8vbw

Worksheets (OER, Multiple Choice Quiz, Kernel Essay Template,

3 Levels Handout)

Technology Integration

Teacher will show video clip on projector

Students will upload essays to Turnitin.com

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

Identifying theme

Brief overview of the Holocaust Writing process

How to participate in class discussions

Instructional Vocabulary

Literary elements

Jewish and German terms in reading Accountability

Bystander Effect
http://www.youtube.com/watch?v=BdpdUbW8vbwhttp://www.youtube.com/watch?v=BdpdUbW8vbwhttp://www.youtube.com/watch?v=BdpdUbW8vbw


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Calendar for 5-week Night unit (***Teacher will read the book aloud and ask discussion questions on reading days***)

Monday Tuesday Wednesday Thursday Friday

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

toNight. 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.

B-Day

Same as Monday.

A-Day

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.

B-Day

Same as Wednesday.

A-Day

Students will begin class by

writing an OER and going

through the revision process

The remaining 45 minutes o

the class will be spent

reading and discussingNigh

B-Day

Same as Friday.

A-Day

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

discussingNight.

B-Day

Same as Tuesday.

A-Day

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

discussingNight.

B-Day

Same as Thursday


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A-Day

Wrap upNight and 3 Levels

project. Students will have

all class period to do this.

B-Day

Wrap up, same as Monday.

A-Day

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 willbe discussed as a class.

B-Day

Same as Wednesday.

A-Day

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 group

B-Day

Same as Friday.

A-Day

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.

B-Day

Same as Tuesday.

A-Day

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.

B-Day

Same as Thursday.


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Name:_________________________________________Date:__________Period:_______

NIGHTCROSSOVER 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: _____/400=15 points1=20 points2=35 points3=40 points

Question: How is the idea of silence prevalent in Terrible Thingsand NIght? Explain your answer and

support it with evidence from both selections.

First Draft:

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________


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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.


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Revised OER:

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

Adapted from Marisa Cano


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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.


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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 irrevocablyin

paragraph 9?

A. unalterableB. doubtfully

C. questionably

D. inconclusively

Use the following quote for questions 5 & 6:


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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.


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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 tonecan best be described as

A. cynical

B. pitying

C. facetiousD. disgruntled

12. The author organizes the passage by

A. reviewing the history of the camp

B. describing the conditions of the campC. 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


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Adapted by Meredith Lawrence

KERNEL ESSAY TEMPLATE

Assignment:_____________________________________________________

Type of Writing (Check One)

Express and Reflect Inform and Explain Evaluate and Judge Inquire and Explore

Analyze and Interpret Take a Stand/Propose a Solution

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:

Three Signatures:

Action Details: SNAP SHOTS

thinking smells book reference

dialogue sounds movie reference

seeing doing world reference

physical reactions

emotional reactions

Information Details: INFO. SHOTS

description synonyms/antonyms

compare/contrast part/whole

cause/effect item/category

before/after Other:________________


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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 bediscussing 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


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Adapted from Ms Haugs Three Levels rubric

Rubric: 3 Levels of Reading Project

90-100 These projects show that the student has clearly and

effectively:

a.

selected a key wordb. 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, spellingand/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)

apte rom ay ng t e oun at on: ann ng u e or re- ng s ra e ra t

Unit Map Final Project

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