Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Night _ Teaching Plan
Introduction
The teaching plans that follow for the high school thematic unit The Language of Leadership:
How Leaders Inspire and Influence were designed and written by Michigan educators to meet
the English Language Arts High School Content Expectations. The plan is meant as a model or
example of how teachers might help students meet the Michigan Merit Curriculum Course Credit
Requirements for Grade 12. Coding in the left column of each page of the plan refers to the
English Language Arts High School Content Expectations (4/06).
The selections in this unit include:
• Night, Elie Wiesel, 1958, 2006 translation by Marion Wiesel, Hill and Wang (Memoir)
(S)
• Posters from World War II
o http://www.happydeathinc.com/propaganda/american.html (circa WWII)
o http://www.calvin.edu/academic/cas/gpa/posters2.htm (German posers with
translations
o http://www.classroomtools.com/proppage.htm (additional posters)
• Internet links to historic speeches
o http://www.lib.berkeley.edu/MRC/historic speeches.html (including FDR’s
speech after Pearl Harbor) (S,A)
o http://www.hitler.org/speeches/ (S,A)
o http://instruct1.cit.cornell.edu/Courses/comm201e/Roosevelt.wav
• Internet links to background information on World War II and the Holocaust:
o The Holocaust – Historical Overview
http://www.knesset.gov.il/shoah/eng/ehashoah.htm
o Chronology of the Holocaust: 1930-1945
http://www.mtsu.edu/~baustin/holokron.html
o Discriminatory Decrees Against the Jews
http://fcit.coedu.usf.edu/holocaust/people/DocDec.htm
• Internet link to the Wannsee Protocol document
http://writing.upenn.edu/~afilreis/Holocaust/wansee-transcript.html (S,A)
• Internet link to Wiesel biography:
http://www.achievement.org/autodoc/printmembe/wie0bio-1 (biography) (S,A)
• Internet link to “Liberators” http://fcit.coedu.usf.edu/holocaust/people/liberato.htm (S,A)
• Internet link to Elie Wiesel speech, The Perils of Indifference
www.historyplace.com/speeches/wiesel.htm (S,A)
• Internet links for Culminating Project (S,A)
Academy of Achievement
http://www.achievement.org/
America’s Best Leaders
http://www.usnews.com/usnews/news/leaders/
Center for Creative Leadership
1
ELA High School Unit-Teaching Plan Night
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Night _ Teaching Plan
http://www.ccl.org/leadership/index.aspx
Echo Foundation
http://www.echofoundation.org/
Elie Wiesel and the Politics of Moral Leadership
http://www.temple.edu/tempress/chapters_1400/1525_ch1.pdf
Elie Wiesel Foundation for Humanity
http://www.eliewieselfoundation.org/
Elie Wiesel Prize in Ethics Essay Guidelines
http://www.eliewieselfoundation.org/EthicsPrize/Guidelines/EPStudentGuidelines20
07.pdf
Elie Wiesel Prize in Ethics Winning Essays 1990-2006
http://www.eliewieselfoundation.org/EthicsPrize/pastyearswinners.html
Elie Wiesel Youth Leadership
http://thomas.loc.gov/cgi-bin/query/z?c107:H.R.2640.IH:
Famous Leadership Quotes
http://www.famous-quotes-and-quotations.com/leadership-quotes.html
Gonzaga University Leadership Coursework: Leadership, Restorative Justice and
Forgiveness
http://www.gonzaga.edu/Academics/Colleges+and+Schools/School+of+Professional
+Studies/Ph.D.+-+Leadership+Studies/Course+Syllabi/DPLS+708su06++Leadership+Restorative+Justice+and+Forgiveness.asp
I Chose Life (speech by Elie Wiesel)
http://www.chapman.edu/admission/news/news_story.asp?iNewsID=271&strBack=
%2Fpubrel%2Fnews%2Fnews_archive.asp
Language and Power
http://www.universalteacher.org.uk/lang/power.htm
Language of Leadership, The
http://www.creativityatwork.com/articlesContent/language- leadership.htm
Leadership Quotes
http://www.govleaders.org/quotes.htm
Leadership Stories
http://www.advocacy.org/leadership/stories.htm
Leadership Stories
http://leadershipforchange.org/insights/research/list.php?List=Story
Movies with Leadership Insights
http://www.govleaders.org/movies.htm
MTV JUST CAUSE Research Study on Motivating Young People to Volunteer
http://www.mtv.com/thinkmtv/research/
New Language of Leadership, The
http://www.management-issues.com/2006/10/31/opinion/the-new-language-ofleadership.asp
2
ELA High School Unit-Teaching Plan Night
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Night _ Teaching Plan
Leadership
http://en.wikipedia.org/wiki/Leadership
Stephen Covey on Leadership
http://www.success.com/articles/521/stephen_covey_on_leadership
Vocabulary of Leadership, The
http://www.refresher.com/!jdywords.html
T = One copy needed for teacher read aloud
S = Provide a copy for each student
A= In unit Appendix
In accordance with the Michigan Merit Curriculum, the educators who have contributed to these
units have as their goal engaging and effective units of instruction that include:
• appropriate content expectations
• student goal setting and monitoring of progress
• a focus on big ideas that have great transfer value
• focus and essential questions that stimulate inquiry and connections
• valid and relevant skills and processes
• purposeful real-world applications
• relevant learning experiences
• varied and flexible instruction for diverse learners
• research-based instructional strategies
• explicit and systematic instruction
• adequate teacher modeling and guided practice
• review and application of new knowledge
• opportunities for revision of work based on feedback
• student evaluation of units
• culminating celebrations
Instruction must be relevant to today’s rapidly changing world and must spark student interest
through engaging texts and activities, as well as, real- world learning experiences. The over-all
goal of the units is:
Students will develop effective communication and literacy skills through rigorous
and relevant units of instruction and engaging learning experiences by focusing on
four key dispositions:
o Inter-Relationships and Self-Reliance
o Critical Response and Stance
o Transformational Thinking
o Leadership Qualities
3
ELA High School Unit-Teaching Plan Night
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Night _ Teaching Plan
The Michigan Merit Curriculum features essential questions to accompany each of these four
key dispositions. Each unit features some or all of the essential questions for the featured
disposition as each essential question relates to the unit selections. The plan was developed to
take advantage of what each unit text offers for meeting the Michigan English Language Arts
High School Content Expectations, including opportunities for direct instruction of text
characteristics and features, reading and writing strategies, and on- going literacy development
including vocabulary and grammar.
These plans were written by a group of grade level educators who all know that as teachers we
take lesson plans like these and add our own special touches to make them better and better
suited to our students. The reading selections and writing assignments were chosen by grade
level educators for their appeal to students’ interests. The times given are suggestions, as is
everything else in these lesson plans.
Permission is granted only to teachers in the district purchasing these documents to reproduce
pages from this teaching plan and appendix for classroom use.
4
ELA High School Unit-Teaching Plan Night
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Night _ Teaching Plan
Day 1
Writing
(55 minutes)
CE1.1.1, 1.1.2,
1.1.3, 1.1.4, 1.1.5,
1.1.6, 1.1.7, 1.1.8,
1.2.1, 1.2.2, 1.2.3,
1.3.1, 1.3.3, 1.3.5,
1.3.9, 2.2.2,
1.1.3, 4.1.1,
4.1.4, 4.1.5
Note to Teachers: The disposition for 12th Grade from Michigan Merit
Curriculum is Leadership Qualities. As you teach this unit, please keep this
disposition in mind. We want students to think about leadership—the ability to
show the way to or direct the course of, by going before or along with—as they
analyze stories for answers to their questions and problems. (Webster's New
World Dictionary, Prentice Hall, 1991) Through this unit of study, students will
become active participants in their world by recognizing and evaluating the
impact of language in leadership.
To introduce students to the premise of the unit, say something like
“We are going to be talking, reading, and writing about the importance and impact
of the power of language. We are going to read, view, and hear about how
language is a powerful tool no matter how it is used; therefore , we have the
responsibility of evaluating its implications.”
CE2.2.2, 3.2.4
Ask students to think about and discuss how language choices influence their
thinking. They may want to consider how their language changes depending on to
whom they are talking or the subject under discussion.
When students have had substantial time to discuss language choices (and the
teacher has recorded their ideas on the board or overhead), go over the following
prompt and ask students to write to one of the topics from the prompt. Before
students begin writing, remind them of the steps of the writing process using the
notes following the prompt: (See Appendix #1.)
Directions
All people are influenced by what they hear and read, whether they realize it or
not. Speeches, advertisements, books, magazines, song lyrics—even simple
conversations can change the way we feel or think. Think about how language
can be used to make people think a certain way, or how you may have used
language yourself to convince someone to agree with you. Think about specific
examples and instances.
Write about the theme:
Leaders Use the Power of Language to Inspire and Influence
Respond to one of the choices below:
5
ELA High School Unit-Teaching Plan Night
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Night _ Teaching Plan
Ø Describe how you influenced someone through your words, whether written or
spoken. Give specific details and/or examples.
OR
Ø Tell about a time when you heard or read something that influenced you,
either positively or negatively.
OR
Ø Identify and explain the necessary elements/traits/characteristics of influential
language.
OR
Ø Write about the theme in your own way.
Use examples from real life, from what you have read or watched, or from your
imagination. Your writing will be read by interested adults.
Use the paper provided for notes, freewriting, outlining, clustering, or writing
your rough draft. If you need to make a correction, cross out the error and write
the correction above or next to it.
You should give careful thought to revision (rethinking ideas) and proofreading
(correcting spelling, capitalization, and punctuation). Use the checklist and rubric
to help improve your writing.
(Optional: You may use a dictionary, thesaurus, spelling book and/or grammar
book.)
CE 1.1.1
CE1.1.2
CE1.1.3, 1.1.4,
1.2.3, 1.3.1
Remind students that when we write, we go through steps known as the writing
process:
Brainstorming
Brainstorming is thinking and talking about the topic or theme of the
writing and relating it to your own personal life. Brainstorming is asking
questions like “How have I or someone else influenced someone else
through words/language? What incident(s) can I cite to support this?
How should I organize my writing? (Outline, list, graphic organizer,
and/or sequencing by chronology or by importance?)
Drafting
Drafting is getting ideas down on paper and trying to organize the m.
Drafting is asking questions like “How will I start my writing to get my
reader to want to read it? What details, examples, anecdotes, and/or
explanations should I write to tell my reader my readers about how
language has been used in a leadership capacity to influence others? How
shall I end my writing?”
6
ELA High School Unit-Teaching Plan Night
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Night _ Teaching Plan
CE1.1.5, 1.1.6,
1.1.7, 1.1.8, 4.1.1
CE1.1.8, 4.1.5
Revising
Revising is the real work of writing and begins when the writer makes sure
that the writing has everything it should have, that it will appeal to the
reader (audience) and tell or prove what it is supposed to do (accomplish
the purpose). Revising is asking questions like “Will my reader
(audience) know what my point (purpose) is? Is my point or central idea
clear and connected to the theme or topic? Have I given important and
relevant details, examples, and/or anecdotes to support my point? Is my
writing well organized with a beginning that makes my audience want to
read on, a middle that makes and supports my point, and an end that
satisfies my audience? Have I used interesting words and a variety of
sentence lengths and types to engage my reader?”
Proofreading and Editing
Proofreading and editing include making sure that the audience can read
and understand the words and the point. Proofreading and editing involve
asking questions like “Have I checked and corrected my spelling,
punctuation, and capitalization to help my audience understand what I
have written? Have I read my work to a friend or myself to make sure it
sounds good? Have I looked my writing over to make sure that it’s neat
and it invites my audience to read it?”
Publishing
Publishing is putting writing in its final form for an audience. Publishing
involves asking: “Is my final copy just the way I want my audience to see
it?”
As you guide students through each step of the writing process, remind them of
the steps and the questions to ask.
If time permits in this session and students have had enough brainstorming time,
have students begin their drafts. Go over the writing prompt (See Appendix #1.)
emphasizing the introduction and emphasizing that after brainstorming, students
should choose one part of the prompt to write to. Encourage students to make
notes on the prompt page and circle or underline the part of the prompt they have
chosen. Circulate and encourage students as they draft.
7
ELA High School Unit-Teaching Plan Night
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Night _ Teaching Plan
Day 2
Speaking/
Listening
(20 minutes)
CE1.1.7, 1.3.7
Give students the opportunity to peer edit the ir The Language of Leadership:
How Leaders Inspire and Influence papers with a partner. Set this activity up by
briefly modeling with a student a procedure for peer editing: Each partner will
read aloud his/her draft to the other, who will listen carefully thinking of the
following questions (See Appendix #4.):
•
•
•
•
•
•
Is the central idea or point of the writing clear?
Is the central idea or point supported by important and relevant details,
examples, and/or anecdotes?
Does the writing begin with an interesting and engaging lead, continue with a
middle that supports and develops the point, and conclude with an ending that
summarizes the point?
Is the writing interesting with engaging words and different sentence lengths
and types?
What do I as the listener think is good about the writing?
Do I have questions and/or suggestions for the writer?
Have the student read aloud his/her draft, then model posing the above questions
and answering them with the student. Then tell students that the other student
would read his/her writing aloud and the process will repeat. Give students the
opportunity to peer edit in partners for the remainder of the time. Tell them they
will have more time in the next session.
Writing
(35 minutes)
CE1.1.5, 1.1.6,
1.1.7, 4.1.1, 1.1.8,
4.1.5, 2.3.8
Students who have successfully finished peer editing, should make revision
changes to drafts and edit and proofread. Have students use the rubric (See
Appendix #3.) and the checklist: “Review of Writing: Publishing Final Copy.”
(See Appendix #4.)
During this session students should make a final copy and proofread again using
the “Review of Writing” Checklist. (See Appendix #4.)
CE1.2.4, 1.1.5,
2.3.2, 2.3.5, 2.3.6,
2.3.7
Reflecting on Reading and Writing: An important goal of this unit is for
students to reflect on their growth as readers and writers. As readers, listeners,
and viewers, students should be encouraged to engage in self-assessment while
monitoring their comprehension and using a variety of strategies to overcome
difficulties when constructing and conveying meaning. Students should be
encouraged to keep a log of what they read and vie w independently based on their
own interests. Provide opportunities for students to participate and reflect on their
8
ELA High School Unit-Teaching Plan Night
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Night _ Teaching Plan
participation in book talks, literature circles, and film clubs. Also, have students
start keeping a portfolio or collection of the writing they do during this unit by
including the writing to this prompt in their portfolio. They should keep all
writing—Quick Writes, answers to Focus Questions, Think-Write-Pair-Share
notes. etc.—so that they can periodically look over their writing to assess
strengths, weaknesses and development as a writer.
9
ELA High School Unit-Teaching Plan Night
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Night _ Teaching Plan
Day 3
Speaking/
Listening/
Reading
(55 minutes)
CE2.1.1, 2.1.2,
2.1.4
Introduce the rest of the unit by saying something such as “You have just written
about the impact of language. We are going to be talking, reading, and writing
about how language can influence our thinking and decisions and how we can use
language ourselves to influence others. We are going to consider the unit theme
and pose some essential questions, like: (See Appendix #5.)
Unit Theme: Leaders Use the Power of Language to Inspire and Influence.
Essential Questions:
• How can I effectively articulate my opinions and perspectives?
CE3.1.8, 3.1.9
•
How can I influence others through the use of language?
•
What qualities define a responsible world citizen?
•
How can I use language to create and maintain the world I want to live in?
•
How can I use language to create new opportunities for myself and others?
As a culminating activity for this unit, you will answer one of the essential
questions about language and leadership. Keep this in mind as we search
texts and the media for the answers to these questions. We’ll look through the
eyes of artists, essayists, characters in novels and movies, nonfiction writers,
advertisers, and speechwriters. We will begin looking for our answers in essays,
advertisements, speeches, and articles.”
NOTE TO TEACHERS: You will now be sharing linking text(s) with students.
The linking text or texts reflect one or more of the characteristics below and lead
to the identified disposition of the unit—Leadership Qualities:
• discrepant text that results in seeing the big idea from a totally different
perspective,
• different genre or medium that mirrors the theme or big idea of the anchor
text in another form.
• supporting text that extends or embellishes the big ideas or themes in the
anchor text, and/or
• text connected to the anchor text at an abstract level.
After students have reflected on and written from their own perspective about the
impact of language, they will further explore the themes and essential questions of
10
ELA High School Unit-Teaching Plan Night
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Night _ Teaching Plan
the unit through reading, discussing, and reflecting on “discrepant text.” The goal
of using “discrepant text” is to help students see the themes and essential
questions of the unit from a totally different perspective. By using a variety of
artwork, students can determine the impact of the artist’s craft on sending a
message or creating an emotion. Suggested pieces include Dali’s Melting Clocks
paintings and Frida Kahlo’s Self Portrait (See Appendix #6a). Through the
examination of the artist’s craft, we can understand the author’s craft
CE1.2.1, 1.2.2,
2.1.1, 3.2.4,
2.1.11, 2.1.4,
2.1.2, 2.1.9, 1.3.7
Before sharing the artwork with students, briefly review with them what they
might expect to notice in the artwork, such as symbolism, message, medium, and
use of color.
Discuss the artwork, focusing on some or all of the following bulleted teaching
points: (Before beginning the discussion, remind students of the importance of
being attentive and civil, gaining the floor politely, posing appropriate questions,
and tolerating difference of opinion and lack of consensus. (See Appendix #6b.)
• Artist’s purpose/thesis: What is the message that the artist is trying to
communicate? Artwork can often mean different things to different
people; how could this piece be interpreted differently depending on the
audience?
• Choice of medium: Why did the artist use the medium of the artwork?
How does it add meaning or depth of message to the artwork? How would
the artwork be different in another medium?
• Symbolism/Metaphor: What symbols are evident in the artwork? How is a
symbol like a metaphor?
You also might choose to have students reflect on and discuss the essential
questions as they relate to the artwork: (See Appendix #7.)
• How can artists effectively portray their opinions and perspectives? How
is this different from using language?
•
How can artists influence others through the use of art? What aspects of
the craft can be changed or manipulated to send a message?
•
Have the artists conveyed a message about their views on responsible
world citizenship?
•
What techniques can influence the way people look at the world and what
is happening to it?
•
How can artists use their craft to create and maintain the world they want
to live in?
11
ELA High School Unit-Teaching Plan Night
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Night _ Teaching Plan
Day 4
Writing
(10 minutes)
CE1.1.4, 1.2.1,
1.2.2, 1.2.3, 2.1.2,
2.1.4, 3.1.5,
3.2.1, 2.1.2, 4.2.1,
4.2.2, 4.2.4
Speaking/
Listening/
Reading
(45 minutes)
CE1.2.1, 1.2.3,
2.1.1, 2.1.10,
2.1.12, 2.1.3,
4.1.3, 3.1.4, 2.1.5,
4.2.2, 1.3.7, 3.2.4,
2.3.5, 2.3.6, 2.3.7
In a Quick Write (See Appendix #8.), have students briefly give their reactions to
the artwork This will remind them of and help them focus on the text and will
give you a short informal assessment to read and grade for content if appropriate.
(See Appendix #9 for a rubric.)
Leaders Use the Power of Language to Inspire and Influence
•
How can I effectively articulate my opinions and perspectives?
•
How can I influence others through the use of language?
•
What qualities define a responsible world citizen?
•
How can I use language to create and maintain the world I want to live in?
•
How can I use language to create new opportunities for myself and others
Remind students of the artwork they studied the previous day. Today, they will
be looking at posters that send a message through propaganda.
To introduce students to the concept of propaganda, say something such as
“We will be looking at the power of language. In order to understand how we can
use the power of language in our personal lives, we must study how others
influence us. As world citizens, we must determine how our leaders persuade us.
Leaders use language to their advantage, attempting to persuade or influence
others to believe certain ideas. Propaganda consists of ideas, facts, or allegations
spread deliberately to further one’s cause or to damage an opposing cause.
(http://www.m- w.com/dictionary/propaganda). Our job as world citizens is to
understand fallacies in the appeals so that we are not led in directions we might
later regret. Consider the techniques that are used to spread propaganda.
“First, let’s look at some posters from World War II. What do these posters say to
you? What are they advocating?” (See Appendix # 10a-c.) Note: sources
http://www.happydeathinc.com/propaganda/american.html (posters circa WWII)
http://www.calvin.edu/academic/cas/gpa/posters2.htm (German posters with
translations)
12
ELA High School Unit-Teaching Plan Night
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Night _ Teaching Plan
When analyzing these posters, consider the following components separately:
• Graphics
• Text
• Style
• Content
• Emotional vs. rational characteristics
• Positive vs. negative characteristics
• Message
Note to teachers: Additional materials can be found at the following websites:
http://www.classroomtools.com/proppage.htm
Distribute copies of types of propaganda. (See Appendix #11a-b.) Discuss the
terms and the examples.
Give students the opportunity to come up with other examples from their
experience.
Say: “Think/pair/share with a neighbor a time when you have been influenced by
a statement made by an authority figure. Discuss how the appeal influenced you.”
(See Appendix #12.)
Writing
(10 minutes)
CE1.1.4, 1.2.1,
1.2.2, 1.2.3,
3.1.5, 3.2.1, 4.2.1,
4.2.2, 4.2.4
Introduction to Enron article:
Distribute Enron press release (See Appendix # 13.). On paper, students should :
1. List the propaganda elements found in the piece.
2. What does the company expect will happen when people read this piece?
Discuss as a class.
Possible answers:
1. glittering generalities—world-class, innovative, commitment, success
Testimonial—listing in Fortune
plain folks—smart employees
2. Investment in Enron
Extended discussion: What power is shown in language and images by these
examples?
Possible answer: People are influenced by what they perceive are reputable
sources. If they hold no opinion, they will accept the one presented by an
authority. If they hold an opinion and find the source of information credible,
opinions may change. This is advantageous for the group or person spreading the
propaganda.
13
ELA High School Unit-Teaching Plan Night
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Night _ Teaching Plan
CE 2.1.2, 2.1.2
You might say something like “As we go through the unit, we will be learning
and using the strategies good readers use. You probably use many of these
strategies, sometimes even without thinking about it. These strategies include:
• asking questions
• visualizing
• determining importance
• synthesizing
• inferring
• making connections
• Asking questions means stopping while reading to ask questions like ‘Why did
the author write that?’ I might ask, ‘I wonder why the author wrote this article.
I think he wrote it to hype Enron—to make the company seem better than it
was.’
• Inferring means ‘reading between the lines’ or filling in ideas and meaning that
the author leaves out. It is using what you know to figure out what the author
does not come right out and tell you. I infer that we are only getting only one
side of the story.
• Visualizing means to make pictures in your mind about what’s going on in the
story so you can understand the story better. As I was reading, I was saying to
myself, ‘I can visualize the pride on Ken Lay’s face as he says, world-class.’
• Making connections means putting things together from what I know, other
stories I have read, and/or what I have experienced and know about the world
to help me understand what I read better. I said to myself, ‘I’ve read Fortune; it
is about business.’
• Determining importance is asking what is most important in a story as opposed
to the details. I might ask myself, ‘What is the most important information in
this selection?’ I would reply, ‘The title, Enron Named Most Innovative for
Sixth Year, tells the reader what the most important information is.’
• Synthesizing means combining new ideas from what I have read with what I
already know to learn something that will help me understand a story or my
own life better. From reading this release and thinking about the effect it must
have had on readers, I think companies are smart to give only the positive side
of the story to make themselves look as good to their stockholders and the
public as possible”
Tell students that you expect they will use these strategies to improve their
comprehension.
14
ELA High School Unit-Teaching Plan Night
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Night _ Teaching Plan
Day 5
Listening/
Viewing
(45 minutes)
CE 2.1.1, 2.1.4,
2.1.10, 2.1.11,
2.1.12, 2.2.1,
2.2.2, 2.2.3, 3.1.9,
3.1.2, 3.4.1, 3.4.2,
3.4.3
Note to Teachers: This lesson is preparatory to students’ finding a speech to
read. (This may require time in the computer center.) Students will repeat this
lesson with speeches found in other sources tomorrow. This is practice.
Leaders Use the Power of Language to Inspire and Influence
• How can I effectively articulate my opinions and perspectives?
•
How can I influence others through the use of language?
•
What qualities define a responsible world citizen?
•
How can I use language to create and maintain the world I want to live in?
•
How can I use language to create new opportunities for myself and others
Students will be looking at and listening to speeches that use propaganda
techniques. Say something such as
“Today we are going to hear/read some famous speeches. Read and listen for the
techniques we discussed yesterday. As you read/listen, try to determine how the
leaders are attemp ting to influence their constituents.”
As students listen to these speeches, they should fill out the grid in Appendix #14
for FDR’s “infamy” speech and Hitler’s speech. Students will identify if the
opinion is clear and supported, in addition to the techniques which are used.
You may want to read the speeches as a class.
President Franklin Roosevelt talking to the American people after Pearl
Harbor was bombed. (See Appendix #15.)
http://www.lib.berkeley.edu/MRC/historicspeeches.html
Hitler’s Order of the Day (April 6, 1941) (See Appendix #16a-b.)
http://www.hitler.org/speeches/
(Optional) FDR’s first inaugural (fear) Link provided, no text, audio—
partial speech
http://instruct1.cit.cornell.edu/Courses/comm201e/Roosevelt.wav
After students have completed the grid for these speeches, they will discus s in
pairs and then fours. General class discussion will follow. (The third column of
the grid will be used to analyze a speech they choose.)
15
ELA High School Unit-Teaching Plan Night
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Night _ Teaching Plan
Day 6
Listening/
Viewing
(45 minutes)
CE 2.1.1, 2.1.4,
2.1.5, 2.1.6,
2.1.10, 2.1.11,
2.1.12, 2.2.2,
2.2.3, 3.1.7,
3.1.9, 3.1.2,
3.4.1, 3.4.2, 3.4.3
Today students will find speeches to analyze on an individual basis. They will use
the third column of the worksheet they used yesterday as a prewriting activity.
(See Appendix #14.) They may use the links provided on Day 6 or find another
source. Caution them that speeches must be school appropriate.
Say something such as
“Now that you have analyzed speeches as a group, you are going to analyze one
on your own. Using one of the following websites, or one that is approved by me,
find a speech that will provide you with the opportunity for analysis. Once you
analyze your speech, you will write an essay explaining the effectiveness of the
speech in terms of influence, persuasion, and propaganda.”
http://www.americanrhetoric.com/newtop100speeches.html
http://www.hitler.org/speeches/
http://www.lib.berkeley.edu/MRC/historicspeeches.html
Students will work on finding examples and analyzing speeches.
Writing
(10 minutes)
CE1.1.1, 1.1.2,
1.1.3, 1.1.4, 1.2.1,
1.2.2, 3.1.9
Students should use the grid to take notes on the speech they select, as well as
move into prewriting the essay. Hand out the rubric (See Appendix #17.) and
discuss so students understand the expectations.
16
ELA High School Unit-Teaching Plan Night
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Night _ Teaching Plan
Day 7
Writing
(55 minutes)
CE1.1.1, 1.1.3,
1.1.4, 1.2.1, 1.2.2,
3.1.2, 3.1.9
Students will draft their analyses using the analysis of propaganda form. (See
Appendix # 14.) Rubrics should be referenced for student use. (See Appendix
#17.)
Peer edits may begin when appropriate.
Students who have successfully finished peer editing should make revision
changes to drafts, edit, and proofread. Students will use the rubric and the
checklist (Appendix #4.)
17
ELA High School Unit-Teaching Plan Night
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Night _ Teaching Plan
Day 8
Writing
(55 minutes)
CE 1.3.1, 1.3.2,
1.1.1, 1.1.2, 1.1.3,
1.1.4, 1.1.6, 1.1.8,
1.2.1, 1.2.2, 1.2.3,
2.2.1, 4.1.1, 4.1.3,
4.1.4, 4.1.5
Students should peer edit their drafts in pairs. Papers due Day 9.
Students who have successfully finished peer-editing should make revision
changes to drafts, edit, and proofread. Students will use the rubric and the
checklist (Appendix #4.)
18
ELA High School Unit-Teaching Plan Night
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Night _ Teaching Plan
Day 9
Reading/
Listening/
Speaking
(25 minutes)
CE 2.1.1, 2.1.4,
2.2.2, 2.2.3, 3.1.9,
3.1.2, 3.3.1, 3.3.2
Introduce Night by Elie Wiesel by saying something such as “In this unit, you
have written about the impact language can have ; looked at artwork to determine
how craft influences a message; and listened to, discussed, and written about
speeches that attempt to manipulate the way people think.”
Refer to Essential Questions:
• How does the author effectively articulate opinions and perspectives?
• How does the author influence others through the use of language?
Before beginning the memoir, it would be important for students to review their
prior knowledge of World War II and the Holocaust, such as:
• World War II began when Germany, under the leadership of Adolf Hitler,
invaded Poland in 1939.
• Hitler attributed many of the problems Germany was facing to the “Jewish
problem.”
• By herding Jews into ghettos and concentration camps, the Nazis were
able to execute millions of Jews starting in 1933 and continuing through
the end of World War II in 1945.
• Beginning in 1941, the Nazis began carrying out the “Final Solution,”
which was the organized slaughter of Jews in gas chambers housed in
concentration camps such as Auschwitz, Dachau, Bergen-Belsen,
Treblinka, and others.
Distribute Wannsee Protocol (Appendix#18a-h) and the Document Analysis
Worksheet (Appendix#19). Have students work with a partner to read the
document and complete the analysis worksheet. Discuss their findings as a class.
Find more information by consulting the following:
• The Holocaust—Historical Overview
http://www.knesset.gov.il/shoah/eng/ehashoah.htm
• Chronology of the Holocaust: 1930-1945
http://www.mtsu.edu/~baustin/holokron.html
• Discriminatory Decrees Against the Jews
http://fcit.coedu.usf.edu/holocaust/people/DocDec.htm
CE2.1.1, 3.1.2,
3.2.1, 3.3.1,
3.3.2
“Now we will share a memoir about a boy and his father who are caught up in the
horror of the Holocaust. Although hundreds of Holocaust memoirs have been
written, Night by Elie Wiesel is often cited as the most powerful and moving
account of the ordeal. As we read, we will be asking the essential questions: (See
Appendix #5.)
19
ELA High School Unit-Teaching Plan Night
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Night _ Teaching Plan
Leaders Use the Power of Language to Inspire and Influence
• How can I effectively articulate my opinions and perspectives?
•
How can I influence others through the use of language?
•
What qualities define a responsible world citizen?
•
How can I use language to create and maintain the world I want to live in?
•
How can I use language to create new opportunities for myself and others
Think about the way Wiesel uses language to send a message or create a feeling.
There will be many times in the book where we will be looking at the use of word
choice, imagery, metaphors, and other literary elements.”
Reading/Writing
(15 minutes)
CE 3.3.1, 3.3.2
Listening
/Writing
(15 minutes)
3.1.3, 3.3.2, 3.3.5,
4.2.1, 4.2.3
Night is a memoir. Review the genre with students. (See Appendix #20.)
Teacher provides brief background information on Wiesel, then passes out sheet
of biographical information. (See Appendix #21a-c.) As students read the
information, have them interact with the text by highlighting interesting facts or
making comments, asking questions, making connections, etc., in the margins.
Teacher reads aloud Preface, pp. vii- xv.
Focus for Listening
• Why did Wiesel write this book?
• How did he hope to change the world through his words?
• What struggles did he have with language?
After the reading, discuss the Focus for Listening questions above.
Possible Answer
• He wrote so he could “bear witness” to history, to what had been done to
the Jewish people. Although he struggled to find just the right words to
use, he knew there was no way that people could understand the horror
unless they had lived through it. Yet, he knew he had to try.
• He hoped to make people at least understand the horrors and felt it was his
moral responsibility to tell what had happened. It is important that the
people of the present understand what happened in the past.
• His book was first written in Yiddish, then translated into French, and then
into English. Because of the differences in the languages, he felt that the
original translation did not accurately say what he wanted to say, and that
is why there is a new translation.
20
ELA High School Unit-Teaching Plan Night
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Night _ Teaching Plan
CE2.1.3, 4.1.2
Word Study Suggestion
Use Vocabulary Strategy in Appendix #22 to develop the following vocabulary
words: retrospect (p. viii), disinter (p. viii), usurped (p. ix), articulate (p. x),
superfluo us (p. x), cynical (p. x), harrowing (p. xi), Model this first vocabulary in
context strategy activity as a think aloud. (See Appendix #23 for Think Aloud
procedure.
21
ELA High School Unit-Teaching Plan Night
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Night _ Teaching Plan
Day 10
Listening
(5 minutes)
CE2.1.10, 2.1.11,
2.1.12, 3.3.1,
3.3.2, 3.3.3
Reading/
Listening/
Speaking
(35 minutes)
CE2.1.10, 2.1.11,
2.1.12, 3.1.2,
3.1.3, 3.1.4, 2.1.1
Teacher reads the Foreword, pp. xvii- xxi.
Focus for Listening :
How does Mauriac react to the words of Wiesel?
Teacher reads aloud pp. 3-21.
Focus for Listening : Listen for examples of characterization and the language
the author uses to make the characters come to life. Try to identify various
literary elements as they are used. Note particularly poetic or well-crafted
phrases.
Character Charting : Discuss with students what you know so far about the
characters. Together with students, record their ideas about the characters in the
appropriate boxes of the character charts. Do one of the boxes together, and then
have students work with partners or individually to record what is known so far
about the characters. Save time at the end of the session for sharing. (See
Appendix #24.)
•
•
•
•
Elie
- Age 13
- An only son
- Sensitive, religious
Moishe the Beadle
- jack of all trades
- “awkward as a clown” (simile)
- Shy
Father
- Cultured, wise
- Hides his feelings
- Not as attentive to his family as to others
Sisters Hilda, Bea, Tzipora
- Older ones help out at store
Passages to note and discuss should include:
• p. 5 “there are a thousand and one gates allowing entry into the orchard of
mystical truth”
• p. 7 “tears, like drops of wax, flowed from his eyes”
22
ELA High School Unit-Teaching Plan Night
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Night _ Teaching Plan
• p. 10 “The Germans were already in our town, the Fascists were already in
power, the verdict was already out—and the Jews of Sighet were still
smiling.”
• P. 10 “. . . the curtain finally rose”
• P. 10 “The race toward death had begun.”
• P. 12 “it was ruled by delusion.”
• P. 14 “The shadows around me roused themselves as if from a deep sleep
and left silently in every direction.”
• P. 17 “It was like a page torn from a book, a historical novel, . . .”
• P. 17 “Gaping doors and windows looked out into the void. . . . An open
tomb.”
P. 19 “They were the first faces of hell and death.”
Writing/
See Appendix #25 for Focus Question guidelines for teachers. Teacher models
Speaking/
answering Focus Question #1 using the following: (See Appendix #26 and
Listening
Appendix #23 for Think Aloud Procedure.) (If you wish to introduce students to
(20 minutes)
the scoring rubric for focus questions, see Appendix #27.)
CE1.1.1, 1.1.3,
1.1.4, 1.2.1, 1.2.2, Focus Question #1
1.3.2, 1.3.3, 2.3.8, Why do the people of the town allow the Germans to move them from their
3.2.4
town?
Answer Plan
1. Restate the question to introduce the answer.
2. Provide plausible reasons for the town’s actions.
3. Predict what will happen.
Possible Answer
[1] The people of the town allow the Germans to move them from their town
because they feel they have no choice. [2] At first, they felt they had nothing to
fear. The officers are described as “polite,” “charming,” “calm, likable.” They
showed no signs of aggression, so the people of the town thought they had nothing
to fear. It wasn’t until several days later that the Jewish leaders were arrested and
things started to get bad. From that point, conditions deteriorated so rapidly that
the townspeople had no time to rebel or question. They had to wear a yellow star,
could not travel or attend church, and were not allowed to be on the streets. The
next move to the ghetto took the townspeople out of their familiar environment
and further disoriented them. From there, it was a simple matter to impose even
more stringent rules until the point of action was past. [3] Now that the people
have been loaded onto cattle cars, things will quickly disintegrate into hellish
conditions. They have lost all control and given their lives over to the Germans.
CE3.2.4, 1.3.7
As time permits, have students share their answers with the whole group.
23
ELA High School Unit-Teaching Plan Night
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Night _ Teaching Plan
Day 11
Reading/
Listening/
Speaking
(40 minutes)
CE2.1.10, 2.1.11,
2.1.12, 3.1.2,
3.1.3, 2.1.1
CE2.1.3, 4.1.2
Writing/
Speaking/
Listening
(15 minutes)
CE1.1.1, 1.1.3,
1.1.4, 1.2.1,1.2.2,
1.3.2, 1.3.3, 2.3.8,
2.3.3
Teacher reads aloud pp. 23-46.
Focus for Listening: Listen for the descriptions of the setting and events that
occur. Think about how this will change Elie and his father.
Author’s Craft Option—Imagery: Review or introduce students to imagery
using the following definition: “the use of sensory description that relies on
sight, sound, smell, taste, or touch to make what is being described more vivid.”
Word Study Suggestion
Use Vocabulary Strategy in Appendix #22 to develop the following vocabulary
words: constraints (p. 23); hermetically sealed (p. 24); abyss (p. 25); indifferent
(p. 28); illusions (p. 29); wielding (p. 29); tumult (p. 30); invectives (p. 30);
crematoria (p. 32); sanctify (p. 33); antechamber (p. 34).
Teacher models answering Focus Question #2 using the following: (See
Appendix #28 and Appendix #23 for Think Aloud Procedure.) (See Appendix
#27 for Focus Question Rubric.)
Focus Question #2
The author de scribes places and events in vivid detail. How does this add to
the connections that the reader is able to make to the story?
Answer Plan
1. In one sentence, introduce the question’s topic.
2. Detail the imagery that is used and how this creates a connection to the text.
3. Conclude by commenting on the author’s craft in imagery.
Possible Answer
[1] Through his use of imagery, Elie Wiesel is able to make the reader feel as if he
were experiencing the same things the author did. [2] This is first apparent when
he describes the arrival at Birkenau. He says, “In front of us, those flames, in the
air, the smell of burning flesh. It must have been around midnight.” Through
these simple phrases, Wiesel transports the reader to that moment of arrival and
allows us to feel as if we are there. When he describes his mother and sisters
walking away, the added detail, “Mother was stroking my sister’s blond hair, as if
to protect her” connects the reader to the event and we know that it is the last time
we will see them. [3] It is Wiesel’s command of imagery that sets this memoir
apart from other stories of the Holocaust. His attention to detail with simplistic
language is a powerful tool that brings the story to life and pulls the reader in.
CE3.2.4, 1.3.7
As time permits, have students share their answers with the whole group.
24
ELA High School Unit-Teaching Plan Night
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Night _ Teaching Plan
Day 12
Reading/
Listening/
Speaking
(30 minutes)
CE2.1.10, 2.1.11,
2.1.12, 3.1.2,
3.1.3, 2.1.1
Teacher reads aloud pp. 47-65.
CE2.1.3, 4.1.2
Word Study Suggestion
Use Vocabulary Strategy in Appendix #22 to develop the following vocabulary
words: altruistic (p. 48); veritable (p. 48); pittance (p. 48); cynical (p. 49);
wizened (p. 50); imprudent (p. 54); untenable (p. 56); dissipated (p. 60).
Writing/
Speaking/
Listening
(25 minutes)
CE1.2.1, 1.2.2,
1.3.7, 2.1.11,
2.1.12, 3.2.4,
2.3.3, 3.2.1, 3.2.2,
4.2.1, 4.2.3,
4.2.4
Read the poem “Never Shall I Forget” by Elie Wiesel. (See Appendix #29.)
What is the tone of the poem? (Possible answers: despair, tragedy) Discuss the
words or phrases Wiesel uses to create that tone.
Never Shall I Forget
Focus for Listening: Listen for descriptions of the various people in leadership
roles: the tent leader, Kapos, and the Kommandoes. What did they do that made
the prisoners obey them? What kind of leaders were they?
Never shall I forget that night,
The first night in the camp
Which has turned my life into one long night,
Seven times cursed and seven times sealed.
Never shall I forget that smoke
Never shall I forget the little faces of the children
Whose bodie s I saw turned into wreaths of smoke
Beneath a silent blue sky.
Never shall I forget those flames
Which consumed my faith for ever.
Never shall I forget that nocturnal silence
Which deprived me for all eternity of the desire to live.
Never shall I forget those moments
Which murdered by God and my soul
And turned my dreams into dust.
Never shall I forget these things,
Even if I am condemned to live
As long as God Himself.
Never.
25
ELA High School Unit-Teaching Plan Night
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Night _ Teaching Plan
Students should write their own “Never Shall I Forget,” using Wiesel’s poem as a
model and following the same format. They should select the tone/mood they
want to create and include specific words and phrases to do so.
Below is a sample, showing a tone of joy
Never Shall I Forget (Appendix #30)
Never shall I forget that day,
The first day with my newborn child
Which has turned my life into one delight,
Seven times blessed and seven times joyful.
Never shall I forget that smile
Never shall I forget the little face of my beloved daughter
Whose body grew strong and beautiful
Beneath my loving gaze.
Never shall I forget the pride
Which has consumed my soul.
Never shall I forget that nocturnal silence
Which indicated a sleeping child slumbering in a blissful dreamstate.
Never shall I forget those moments
Which strengthened my devotion to God
And turned my dreams into reality.
Never shall I forget these things,
Even if I am blessed to live
As long as God Himself.
Never.
CE 1.1.5, 1.1.7,
2.1.7, 2.1.11
After writing their poems, students should peer revise and edit, then prepare a
final draft. If time allows, share with class.
26
ELA High School Unit-Teaching Plan Night
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Night _ Teaching Plan
Day 13
Reading/
Listening/
Speaking
(35 minutes)
CE2.1.1, 2.1.2,
3.1.2, 3.1.3, 1.1.1,
1.1.3, 1.1.4, 1.2.1,
1.2.2, 1.3.2
Students should revisit the reading from the previous day. On page 63, Wiesel
says, “I remember that on that evening, the soup tasted better than ever . . . .” On
page 65, he says, “That night, the soup tasted of corpses.” Both of these
comments come after Wiesel has witnessed an execution of a fellow prisoner. In
their journals, students should compare the two statements and explain what the
message Wiesel is trying to send is. How does he influence the reader through his
choice of words?
Teacher reads aloud pp. 66-84.
CE2.1.10,
2.1.11, 2.1.12,
3.1.2, 3.1.3,
2.1.1
Focus for Listening
Why has Elie’s relationship with his father changed? In what ways is Elie
assuming a leadership role with his father?
CE2.1.3, 4.1.2
Word Study Suggestion
Use Vocabulary Strategy in Appendix #22 to develop the following vocabulary
words: agitated (p.66); grandeur (p. 66); lament (p. 68); veritable (p. 70); wallow
(p. 73); sniggering (p. 77); annihilate (p. 80); knell (p. 84).
Writing
(5 minutes)
CE1.1.1, 1.1.3,
1.1.4, 1.2.1, 1.2.2,
1.3.2
Have students react through a Quick Write (See Appendix #8.) to the impending
departure of the prisoners.
Reading
(15 minutes)
CE2.1.2, 2.1.4,
2.1.7
Students should read the handout “Liberators” found at
http://fcit.coedu.usf.edu/holocaust/people/liberato.htm Their focus for reading
should be:
• What were the reactions of the liberators?
• What were the reactions of the prisoners to the liberators?
27
ELA High School Unit-Teaching Plan Night
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Night _ Teaching Plan
Day 14
Reading/
Listening/
Speaking
(40 minutes)
CE2.1.1, 2.1.2,
3.1.2, 3.1.3, 1.1.1,
1.1.3, 1.1.4, 1.2.1,
1.2.2, 1.3.2
Have students make a prediction as to the fate of Elie and his father. (See
Appendix #8.)
CE2.1.3, 4.1.2
Word Study Suggestion
Use Vocabulary Strategy in Appendix #22 to develop the following vocabulary
words: automations (p.85); transcended (p. 87); plaintive (p. 89); poignant (p.
95); lament (p. 103).
Writing/
Speaking/
Listening
(35 minutes)
CE1.3.7, 2.1.2,
2.1.10, 2.2.1,
2.2.3, 2.3.4, 2.3.6,
2.3.8, 3.1.10
Throughout the book, we have been able to understand what Elie and his father
experienced because of the way Wiesel has written his memoir. Certain events
and passages have forced us to think a certain way. What specifically has Wiesel
done to ensure this? Reflect on this essential question:
Teacher will read final section aloud. (pp. 85-115)
Focus for Listening
Has your prediction come true?
How can I influence others through the use of language?
Introduce the Wiesel speech, The Perils of Indifference (See Appendix 31a-c.)
With a partner, have students select two or three passages from the speech that
influence their thinking. From these passages, answer the following questions:
• What elements of writer’s craft does Wiesel use to influence the reader?
• How does the reader respond to these passages?
• What does Wiesel do to create this response in the reader?
Share your discussion with the class.
28
ELA High School Unit-Teaching Plan Night
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Night _ Teaching Plan
Day 15
Reading/Writing/
Speaking/Listening
(30 minutes)
CE 1.3.4, 1.3.5,
1.3.6, 1.3.8, 1.3.9,
1.4.1, 1.4.2, 1.4.3,
1.4.4,.1.4.5,.1.4.6,
1.4.7, 1.5.1, 1.5.2,
1.5.3, 1.5.4, 3.2.5,
4.2.1, 4.2.2, 4.2.4
Introduction to the Culminating Activity Choice:
Say something such as “You have spent several days reading Night and looking
at it is as a powerful piece of literature that has influenced millions. You have
also spent time analyzing how leaders use language to inspire and influence.
You will now have the opportunity to inspire or influence.
Revisit theme and essential questions :
Leade rs Use the Power of Language to Inspire and Influence
• How can I effectively articulate my opinions and perspectives?
•
How can I influence others through the use of language?
•
What qualities define a responsible world citizen?
•
How can I use language to create and maintain the world I want to live
in?
•
How can I use language to create new opportunities for myself and
others
“For the culminating activity choice you’ll
• select one of the Essential Questions to answer.
• create a thesis/response to the Essential Question.
• choose a format for your thesis/response.
• research your thesis/response.
• write or create your thesis response.
• present your Essential Question/Response to the class.”
Ideas for written formats
-Memoir
-Poem
-Speech
-Proposal
-Editorial
-Feature story
-Song
-Essay
29
ELA High School Unit-Teaching Plan Night
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Night _ Teaching Plan
Ideas for visual formats
-Documentary
-Digital story
-Photo essay
-Artwork
-Poster
-PowerPoint presentation
“No matter what format you select, your culminating project will address your
choice of Essential Question by
• answering the Essential Question by stating a thesis/response limited in
scope and meaningful to the presenter and audience.
• presenting ideas logically, factually, and clearly.
• providing support for thesis statement/answer us ing quotes, statistics,
examples and/or facts.
Which of the Essential questions interests or appeals to you?
Decide which Essential question you will address through your culminating
project.
Then select the format you will use.
You will spend the remainder of this class period beginning to research the
Leadership Resources (See Appendix #32 a-b.) to assist in your choice of
Essential Question and Thesis/Response.”
Reading/Research
(25 minutes)
Provide the Culminating Project Planning Guide (See Appendix #33.) and
offer the Leadership Resources (See Appendix #32a-b.) for students to do web
research around an Essential Question and a thesis/response.
Share and discuss the Culminating Project Evaluation (See Appendix #35.)
30
ELA High School Unit-Teaching Plan Night
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Night _ Teaching Plan
Day 16
Reading/Writing/
Speaking/Listening Culminating Activity
(10 minutes)
Leaders Use the Power of Language to Inspire and Influence
CE 1.3.4, 1.3.5,
1.3.6, 1.3.8, 1.3.9,
• How can I effectively articulate my opinions and perspectives?
1.4.1, 1.4.2, 1.4.3,
• How can I influence others through the use of language?
1.4.4,.1.4.5,.1.4.6,
1.4.7, 1.5.1, 1.5.2,
• What qualities define a responsible world citizen?
1.5.3, 1.5.4, 3.2.5,
4.2.1, 4.2.2, 4.2.4
• How can I use language to create and maintain the world I want to live
in?
•
How can I use language to create new opportunities for myself and
others
“Yesterday you began to research your culminating project. As you work on the
project you’ll want to consider your audience:
Thinking about the audience—who they are, what they care about and how they
view a topic—is an essential step. Have students complete Appendix #34 to get
to know their listeners.
•
•
•
•
What does my audience already know about this topic?
What facts might help convince my audience to support my point of
view?
Will my audience be familiar with this source, or will I have to
convince them that it is reliable?
Will my audience be able to understand the information that I have
found, or will they need background information?
Keep these questions in mind as you do your research.”
State a position limited in scope and meaningful to the writer and reader.
“The next step is to compose a strong thesis/response to the Essential Question
you’ve selected. Review the Culminating Project Planning Guide (See
Appendix #33.)
Reading/Research
(45 minutes)
Students spend the remainder of the class period researching Leadership
Resources (See Appendix #32a-b.) for use in Culminating Project.
Students complete Culminating Project Planning Guide (See Appendix #33.)
31
ELA High School Unit-Teaching Plan Night
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Night _ Teaching Plan
Day 17
Reading/Writing/
Speaking/Listening Culminating Activity
(55 minutes)
Leaders Use the Power of Language to Inspire and Influence
CE 1.3.4, 1.3.5,
1.3.6, 1.3.8, 1.3.9,
1.4.1, 1.4.2, 1.4.3,
• How can I effectively articulate my opinions and perspectives?
1.4.4,.1.4.5,.1.4.6,
1.4.7, 1.5.1, 1.5.2,
• How can I influence others through the use of language?
1.5.3, 1.5.4, 3.2.5,
4.2.1, 4.2.2, 4.2.4
• What qualities define a responsible world citizen?
•
How can I use language to create and maintain the world I want to live
in?
•
How can I use language to create new opportunities for myself and
others
“As you continue your research on the Culminating Project, keep in mind that
you need to
• present ideas logically, factually, and clearly.
• support ideas using quotes, statistics, examples, and/or facts.”
Introduce the idea of an annotated bibliography. Because it is important for
students to gather reliable support for the culminating project, the annotated
bibliography helps to enforce that idea. Pass out Appendix #36. Then guide
the class through an example. Using your school’s resources, show them where
to find MLA information. Then, take the class textbook and write out the
proper MLA citation for it on the board or overhead, asking the class each time
for what comes next. Have them write it down with you. Then ask the
following questions of the class about their text book:
• Explain the main purpose of the work.
• Briefly describe the content.
• Indicate the possible audience for the work.
• Evaluate the relevance of the information.
• Note any special features.
• Warn readers of any defect, weakness, or bias.
The class should take their answers and write the “annotated” part of the
bibliography for their text book.
32
ELA High School Unit-Teaching Plan Night
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Night _ Teaching Plan
Remind the class that they need to add an entry to their annotated bibliography
for each source that they use. The entries should be organized in alphabetical
order. You can decide how many sources and what kind you want to require for
this.
Students spend the remainder of the class period researching culminating
projects and beginning to develop the information into the format each has
chosen.
33
ELA High School Unit-Teaching Plan Night
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Night _ Teaching Plan
Days 18 and 19
Reading/
Research
(55x2 minutes)
Students research culminating project, develop the information into
the format each has chosen, and prepare for presentations, which
begin on Day 19.
34
ELA High School Unit-Teaching Plan Night
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Night _ Teaching Plan
Day 20+
Listening and
Speaking
(55 minutes)
Students deliver their presentations. It will take several days
depending on the time limit determined by the teacher. The
evaluation for the culminating activity will be done by each student
and the teacher (See Appendix # 35.)
After each presentation allow time for questions and then class
discussion.
35
ELA High School Unit-Teaching Plan Night
©Macomb Intermediate School District 2007