INSTRUCTOR: LAUREN SMITH (BARNES)
CLASS: ADVANCED ENGLISH 9
ROTATION START DATE: 11/16/12
PERIODS: 3 AND 4
STANDARDS:
TOPIC:
ESSENTIAL QUESTION(S) /
OBJECTIVES:
INSTRUCTIONAL ACTIVITIES:
RI.9-10.5 Analyze in
What is Genocide?
- Annotate Article.
- Compare/Contrast to “Under
One Roof , “American History,”
and The Absolutely True Diary
of a Part-Time Indian.
- Create Questions.
Students will read and annotate the “Fighting
Hate, Across Cultures and Generations” Article.
Students will work in groups of four to compare
and contrast the article to one of our other pieces
of literature. Each group will have a different text
to compare the article to. Groups will create three
questions to ask the class. Students will run a
class discussion on their questions and then
discuss the similarities and differences.
How do I view issues of the world
around me?
- Rate issues.
- Discuss.
Students will independently answer a Line of
Continuum worksheet about various issues in the
novel.
Line of Continuum
What do I know/what to know about the
Holocaust?
Class: K/ W/ L on the Holocaust.
KWL
detail how an author’s ideas
or claims are developed and
refined by particular
sentences, paragraphs, or
larger portions of a text (e.g.,
a section or chapter).
LESSON 1
.
Homework: Students will read the United States
Holocaust Memorial Museum Question/Answer
Article and answer the reading questions.
Students will read Elie Wiesel’s interview with
Oprah. Link to the video will be posted on
Edmodo.
ASSESSMENTS:
Compare/Contrast Lists and Class
Discussion of Questions
Holocaust Questions
STANDARDS:
RL.9-10.6 Analyze a
particular point of view or
cultural experience reflected
in a work of literature from
outside the United States,
drawing on a wide reading of
world literature.
LESSON 2
RI.9-10.2 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
TOPIC:
ESSENTIAL QUESTION(S) /
OBJECTIVES:
INSTRUCTIONAL ACTIVITIES:
What is a Holocaust? Who was Elie
Wiesel?
- Discuss answers to the response
questions.
- Critique Elie Wiesel’s purpose
for writing the memoir.
- Evaluate the purpose of a
memoir.
Instruction: What is a memoir? Connect ideas to
the Oprah/Wiesel Interview.
Type 1: What is Elie’s purpose for writing about
the Holocaust? What “Big Ideas” do you think
we will learn about in Night? What experiences
may Elie encounter?
Distribute books, vocabulary worksheets, reading
schedule, and focus questions.
Teacher will discuss various Jewish terms that
will be listed in the memoir.
Students will begin reading in class.
Homework: Read pg: 1-22. Focus on character
and answer the reading focus questions. Come to
class with 2 examples of textual evidence for:
Elie, the father, and Moishe.
ASSESSMENTS:
Memoir Type 1
STANDARDS:
TOPIC:
ESSENTIAL QUESTION(S) /
OBJECTIVES:
LESSON 3
RL.9-10.2 Determine
a theme or central idea of a
text and analyze in detail 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.
RL.9-10.3 Analyze
how complex characters
(e.g., those with multiple or
conflicting motivations)
develop over the course of a
text, interact with other
characters, and advance the
plot or develop the theme.
RL.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
.
APPROVED
PRINCIPAL’S COMMENT
ASSESSMENTS:
Do Now: Chapter 1 Vocabulary In-Context.
L.9-10.4d 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
INSTRUCTIONAL ACTIVITIES:
How to analyze Wiesel’s use of
characterization to determine the role of
Elie, Moishe, and the father.
- Cite textual evidence.
- Determine the relationship
between Elie/Father and
Elie/Moishe.
How to use a literature circle to facilitate
class discussion?
- Assume the role.
- Cite textual evidence.
- Act as a liaison/expert for your
group.
Students will create a class three-column chart
stating character traits for Elie, the father, and
Moishe.
Direct/Indirect Characterization
Type 2: Evaluate the relationships in Chapter 1
based upon the characterization that we have
discussed in terms of Father-Son and
Student-Mentor.
Type 2: Relationships
Students will discuss literature circle roles.
Teacher will discuss focus areas of the chapter
with the students.
As a class, students will discuss answers to
reading focus questions.
Homework: Students will read page 23-43
focusing on fear. Locate three examples of
textual evidence. Answer reading focus questions
and create textual evidence revolving around
fear.
Reading Focus Questions