Unit Topic: Introduction to the Holocaust and Night	Content: English	Grade: 10^th		Duration: Five Days
Big Idea: Developing an Initial Understanding (Reading) Developing an initial understanding of text requires readers to consider the text as a whole or in a broader perspective. Texts (including multicultural texts) encompass literary and informational texts (expository, persuasive, and procedural texts and documents). Strategies for gaining a broad or literal understanding of print texts can also be applied to non-print texts (e.g., digital, environmental). Academic Expectations 1.1 Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools. 1.2 Students make sense of the variety of materials they read. 1.3 Students make sense of the various things they observe. 1.4 Students make sense of the various messages to which they listen.
Program of Studies: Enduring Knowledge – Understandings Students will understand that • Students will understand that reading a wide range of print and non-print texts builds an understanding of texts, of themselves, and of different cultures. • Students will understand that different purposes to read include reading to acquire new information and reading for personal fulfillment. Among these texts are plays, fiction and non-fiction, classic and contemporary works, and foundational U.S. documents. • Students will understand that the use of comprehension strategies enhances understanding of text. • Students will understand different types of texts place different demands on the reader. Understanding text features and structures, and characteristics associated with different genres (including print and non-print) facilitate the reader’s ability to make meaning of the text. Skills and Concepts Students will use comprehension strategies (e.g., using prior knowledge, generating clarifying, literal and inferential questions, constructing sensory images, locating and using text features) while reading, listening to, or viewing literary and informational texts use text structure cues (e.g., chronology, cause/effect, compare/contrast, proposition/support, description, classification, logical/sequential) to aid in comprehension paraphrase and summarize information from texts of various lengths; distinguish between a summary and a critique make text-based inferences; state generalizations; draw conclusions based on what is read explain the main ideas of a passage and identify the key ideas or information that support them demonstrate understanding of informational passages/texts: a. locate key ideas, information, facts or details b. use information from text to state and support central/main idea c. use information from texts to accomplish a specific task or answer questions d. use text features and visual information (e.g., maps, graphs, timelines, diagrams) to understand texts			Core Content for Assessment: RD-10-2.0.5 Students will interpret concrete or abstract terms using context from the passage. DOK 2 RD-10-2.0.1 Students will paraphrase information in a passage. DOK 2 RD-10-2.0.7 Students will make inferences, draw conclusions or make generalizations based on evidence from a passage. DOK 3 RD-10-2.0.6 Students will explain the main ideas of a passage and identify the key ideas or information that support them. DOK 3 RD-10-2.0.2 Students will identify essential information from a passage needed to accomplish a task. DOK 1 RD-10-2.0.3 Students will apply the information contained in a passage to accomplish a task/procedure or to answer questions about a passage. DOK 2

Concept Triumph Over Persecution
Knowledge (What do you want students to know?) To become aware of different kinds of cultural differences and prejudices during the Holocaust and today To research the Holocaust and personal, regional, and national effects of this event To witness a personal account of the Holocaust and focus on the pain and suffering of those involved To read other works of similar situations and compare and contrast experiences and ideals To utilize technology in discovering links to historical and personal information of the Holocaust Vocabulary Critical/Essential Theme Conflict Setting Memoir Sequencing Important to Know Characterization Point of view/perspective Symbolism Good to Know Persecution Genocide Immigration/emigration Empathy Emaciated Pestilential Anecdotes	Attitudes (What habits of mind do you want students to develop?) Listening to others Questioning and posing problems Responding with wonderment and awe
Understanding (What big ideas, concepts, or generalizations do you want students to understand?) The characters, setting, point of view, plot, and structure can influence and affect the reader’s interest in a story The themes and conflicts present in the novel and related readings can correlate to the reader’s personal life and experience leading to a deeper understanding of the novel	Skills (What skills do you want students to develop?) Analyze the organizational patterns: cause and effect, compare and contrast, sequence, and generalizations Analyze the content as it applies to real-life issues and current events Interpret literal and non-literal meanings

Essential Questions

1. Why are cultures and different people persecuted? What are the effects of such persecution?

2. How can we encourage others to stop persecuting people despite their cultural backgrounds and limitations?

3. When triumph over persecution occurs, how does sharing this experience help others?

Culminating Assessment

• See attached: Holocaust Presentation

Scoring Guide/Rubric

• See attached: Final Presentation Rubric

Lesson Sequence

Day 1
Content Holocaust Intro	Purpose Provide students with background information and an understanding of related Holocaust websites	Strategies KWL chart, Holocaust Inquiry with individual activities	Products & Performance KWL chart and two completed activities from the Holocaust Inquiry	Style interpersonal, understanding, self-expressive
Essential Question(s): 1 (emphasis on persecution and history) Teacher Notes: Links for KWL chart and Inquiry. Copies of Holocaust Presentations needed to pass out (Due Friday)

Day 2
Content Holocaust and Night Intro	Purpose Provide students with background information of Elie Wiesel and link to web interview	Strategies Reading strategies: summarizing, clarifying, generating questions, and predicting	Products & Performance Discussion and completed reading strategies	Style understanding, interpersonal, mastery
Essential Question(s): 1 and 3 (persecution and triumph) Teacher Notes: Links to author information and Oprah’s interview

Day 3
Content Holocaust intro	Purpose Provide students with knowledge regarding Holocaust survivors (written and auditory)	Strategies Listening and reading strategies, personal response	Products & Performance Responses to terrible situations and discussion	Style Understanding, interpersonal, mastery
Essential Question(s): 1 and 3 (triumph and persecution) Teacher Notes: Links to Holocaust survivor stories and questions

Day 4
Content Holocaust Intro and review. Links to genocide in Rwanda and Darfur	Purpose To review and quiz over Holocaust information. To expand knowledge on current genocides	Strategies Brainpop movie and quiz, conversation sheet, compare and contrast chart	Products & Performance Brainpop quiz, completed conversation sheet, and compare and contrast chart	Style Understanding, interpersonal, mastery
Essential Question(s): 1 and 2 (persecution and influence) Teacher Notes: Links to Brainpop and Rwanda/Darfur websites, conversation sheet, and compare and contrast chart

Day 5
Content Holocaust Presentations	Purpose To present final Holocaust projects. Discuss learned information	Strategies Presentations and technology links	Products & Performance Final presentations with rubric	Style interpersonal, mastery, understanding, self-expressive
Essential Question(s): 1, 2, and 3 (culmination of all essential questions) Teacher Notes: Have rubric ready for evaluation