1 Night by Elie Wiesel Standards Link: CC A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CC C: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. CC E: Analyze how an author s choices concerning how to structure a text, order events within it and manipulate time create an effect. CC F: Analyze how words and phrases shape meaning and tone in texts. W : Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. *W a: Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. *W b: Develop the topic with wellchosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. *W c: Use appropriate and varied transitions to link the major sections of
2 the text, create cohesion, and clarify the relationships among complex ideas and concepts. *W d: use precise language and domain-specific vocabulary to manage the complexity of the topic. *W e: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. *W f: Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). W : Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. *W a: Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experience or events. *W b: Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events and/or characters. *W c: Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. *W d: Use precise words, and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or
3 characters. *W e: Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. W : Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1-3 above). W : Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10.) W : Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. SL : 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. *SL c: Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporates others into the discussions; and clarify, verify, or challenge ideas and conclusions.
4 *SL d: Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. SL : Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. SL : 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. SL : Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate (See grades 9-10 Language standards 1 and 3 for specific expectations.) L : Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. *L a: Use parallel structure *L b: Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative adverbial) to convey specific meanings and variety and interest to writing or presentations. L : Demonstrate command of the
5 conventions of standard English capitalization, punctuation, and spelling when writing. *L c: Spell correctly. L : Apply knowledge of language to understand how language functions in different contexts, to make effective choice for meaning or style, and to comprehend more fully when reading or listening. *L a: Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian s Manual for Writers) appropriate for the discipline and writing type. L : Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies. *L a: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word s position or function in a sentence) as a clue to the meaning of a word or phrase. *L c: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, the part of speech, or its etymology. *L d: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). L : Demonstrate understanding of figurative language, word relationships,
6 and nuances in word meanings. *L a: Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. L : Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. W A: Locate various texts, media, and traditional resources for assigned and independent projects before reading. G: Demonstrate after reading understanding and interpretation of both fiction and nonfiction text, including public documents A: Select and refine a topic for research. B: Locate information using appropriate sources and strategies A: Read and understand works of literature B: Analyze the relationships, uses, and effectiveness of literary elements used by one or more authors in similar genres including characterization, setting, plot, theme, point of view, tone, and style. C: Analyze the effectiveness, in terms of literary quality, of the author s use of literary devices. E: Analyze how a scriptwriter s use of words creates tone and mood, and how choice of words advances the theme or purpose of the work. F: Read and respond to nonfiction and fiction including poetry and drama.
7 A: Write short stories, poems, and plays. Big Idea: Relationships Enduring Understanding(s): Social injustice can be avoided through tolerance and knowledge of cultural differences. Family, religion, and personal experiences all contribute to self discovery. Individuals overcome societal adversity through inner strength. Essential Question(s): 1. What is the impact of hate on a culture or society? 2. What role does tolerance play in the elimination of hate in our society? 3. What does it mean to forgive, but not forget? Knowledge: Reading strategies-main idea, inference, tone, mood, purpose, perception, prediction, summary, conflict. (1.1.11: G) Reliable sources (1.8.11: B) Primary/Secondary/Tertiary sources (1.1.11:A) Key characters and events (1.3.11:B) Narrative writing-dialogue, show versus tell, focus, character development, choosing important events and topics, thesis statement (1.4.11:A) Skill(s): Students will evaluate tone, mood, and perception. Students will compose a memoir that reflects on a past experience. Students will evaluate the validity of various mediums. Students will identify and describe the main characters. Students will recognize the relevance of key events.
8 Assessment/Evidence of Learning: PSSA-style Night test Narrative Memoir Writing-write about a lifechanging moment or a moment of self discovery. Expository essay on imagery Learning Activities: MAJOR ASSIGNMENTS FOR THIS MARKING PERIOD: Speech-assign students Holocaust terms to research and present to the class Resources: Elie Wiesel Night Play version of The Wave Niemoller poem First they came for... children s book Terrible Things movie Boy in the Striped Pajamas Library-pick new SSR book, research Holocaust history using various databases Assign students a genocide to research and create a silent power point presentation using photographs to portray the imagery. Short essay comparing Niemoller poem to Terrible Things Write a memoir on a life changing event Write an expository essay on imagery SHORT STORIES and POETRY - MP 1 Standards Link: RL : Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
9 RL : Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide range of world literature W : Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. *W a: Introduce precise claims, distinguish the claims from alternate or opposing claims, and create an organization that establishes clear relationships among claims, counterclaims, reasons, and evidence. *W d: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. *W e: Provide a concluding statement or section that follows form and supports the argument presented. W : Conduct short as well as more sustained research projects to answer a question (including a selfgenerated 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. W : Draw evidence from literary or informational texts to support analysis, reflection, and research.
10 W : Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences A: Apply appropriate comprehension strategies to interpret and evaluate an author s implied or stated purpose using grade level text B: Use context clues, knowledge of root words, and word origins as well as reference sources to decode and understand new words C: Use vocabulary across all academic content areas that demonstrates knowledge of literal and figurative meanings of words, nuances, or connotations of words, and word origins D: Demonstrate comprehension of grade level text using before reading, during reading, and after reading strategies such as comparing and contrasting within and among texts, and evaluating an author s purpose and position E: Demonstrate an appropriate rate of silent reading based upon specific grade level texts A: Identify and recognize various literary genre and their relationship to the author s purpose B: Analyze the characteristics of poetry, prose, drama, novels, short stories, essays, and other basic genres, explaining the appropriateness of the form chosen by an author for a specific purpose C: Analyze the use and effectiveness of
11 literary elements used by one or more authors, including characterization, setting, plot, theme, point of view, tone, mood, and style D: Analyze the use and effectiveness of literary devices (e.g., personification, simile, alliteration, symbolism, metaphor, hyperbole, imagery, foreshadowing, and flashback) used by one or more authors in a variety of genres A: Write poems, short stories and plays. Apply organizational methods standard to the genre. Use specific details to enhance the story elements Incorporate dialogue to develop character and plot B: Write complex informational pieces (e.g. reviews, research papers, instructions, essays, articles) Apply purpose / audience appropriate methods to develop the thesis of the piece. Use discipline specific vocabulary, precise language, and relevant detail. Use relevant graphics (e.g. maps, charts, graphs, tables, illustrations, photographs). Evaluate the validity and significance of primary and secondary sources as related to the thesis A: Write with a clear focus, identifying topic, task, and audience B:
12 Develop content appropriate for the topic. Gather, organize, and determine validity and reliability of information. Employ the most effective format for purpose and audience. Incorporate specialized vocabulary for topic and audience Write fully developed paragraphs that have details and information specific to the topic and relevant to the focus C: Write with controlled and/or subtle organization. Sustain a logical order throughout the piece. Include an effective introduction and conclusion. Apply effective, subtle transitional methods within and across paragraphs D: Write with an understanding of style using a variety of sentence structures and descriptive word choices. Create tone and voice through the use of precise language E: Revise writing to improve style, word choice, sentence variety, and subtlety of meaning after rethinking how questions of purpose, audience, and genre have been addressed F: Use grade appropriate conventions of language when writing and editing. Spell all words correctly. Use capital letters correctly.
13 Punctuate correctly Use correct grammar and sentence formation. Big Idea: Relationships Enduring Understanding(s): 1. Prejudgments can be dangerous and hurtful. 2. Everyone s diversity enriches society. 3. Every choice leads to its own consequences. Essential Question(s): 1 How can one choice change a person s life forever? 2 How do the decisions of adults affect children/teens? 3 How do we judge/show love? 4 How do we misunderstand each others values and customs? 5 How do materialistic values affect our everyday life? 6 How can poetry be used for personal reflection/growth? Knowledge: Poetry Terms-Alliteration, personification, stanza, line, rhyme, meter, simile, metaphor, imagery, symbolism Short Stories- Plot, characterization, theme, conflict, antagonist/protagonist, point-ofview, dialect Author s purpose Skill(s): Students will identify short story literary elements (see Knowledge) Students will evaluate the use of short story literary elements. Students will identify poetic devices (see Poetry Terms)
14 Students will compose their own poetry that exhibits use of poetic devices. Students will make predictions as to the ending of selected short stories Students will identify and evaluate author s purpose Students will construct an expository essay with concentration on the domains of focus and content Assessment/Evidence of Learning: -Short Story/Poetry PSSA type tests focusing on identification and evaluation of literary elements. -PSSA short answer responses for each story based on the essential question. -Expository writing piece focusing on theme within a previously read short story utilizing examples from the text. Learning Activities: MAJOR ASSIGNMENTS FOR THIS MARKING PERIOD: Introductory Speech-student presentations Introduction to Library-discovering reliable sources, exploring our library, celebrity/censorship mini-research Resources: Choices: The Two Brothers, The Road Not Taken, Button, Button Adults Hunger, The Joy Luck, We Too Cool Materialism The Gift of the Magi, The Bible, The Necklace Misunderstanding
15 project. Writing-respond in PSSA reading test format to essential questions SSR book project The Man to Send Rainclouds, The Lottery, The Elephant Race Relations Blues ain t no Mockingbird, Black Man, Bumper Sticker ROMEO AND JULIET Standards Link: RL : Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). RL : Analyze how an author draws on and transforms source material in a specific work Big Idea: Relationships Enduring Understanding(s): Real love is complex The themes of Romeo and Juliet are a timeless reflection of human interaction. Every action has an equal and opposite reaction. Essential Question(s): 1 How do we tell the difference between love and infatuation? 2 How do our motives and actions affect others?
16 3 How do the ideals of our parents influence our social relationships? Knowledge: Terms-soliloquy, aside, dramatic monologue, iambic pentameter, stage direction, characterizations including foil, sonnet, couplet, rhyme scheme, figurative language, meter, allusion, foreshadowing, comedy/tragedy, irony and oxymoron Skill(s): Students will compare style of Elizabethan language and writing. Students will identify figurative language Recognize allusions (mythological) Shakespeare and Elizabethan Life Assessment/Evidence of Learning: Learning Activities: Public Speaking-Mock debate on who is to blame for the deaths of Romeo and Juliet Resources: play Romeo and Juliet movie versions- Leonardo DiCaprio and Zefferelli Writing-Elizabethan day in the life or newspaper group writing assignment with works cited using at least one book from our library SSR book project