DAY: 4 SUBJECT: World Literature and Composition GRADE: 10th
QCC’s: 34, 36, 38 CORE SKILLS: 3,5, 9, 11, 20, 21, 23
GENERAL OBJECTIVES:
(Adapted from IRA/NCTE Standards)
Students will:
¨ read a wide range of literature to build an understanding of themselves and the cultures of the world, to acquire new information, and for personal fulfillment. Among these texts are fiction and non-fiction works. (#1)
¨ apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. (#3)
¨ apply their knowledge of language structure, language conventions, media techniques, figurative language, and genre to create, critique, and discuss texts. (#6)
¨ conduct research on issues and interests by generating ideas and questions, and by posing problems. They will gather, evaluate, and synthesize data from a variety of sources to communicate their discoveries in ways that suit their purpose and audience. (#7)
¨ use a variety of technological and information sources (e.g., libraries, databases, computer networks, video) to gather and synthesize information to create and communicate knowledge. (#8)
¨ use spoken, written, and visual language to accomplish their own purposes
(e.g., for learning, enjoyment, persuasion, and the exchange of information). (#12)
INTRODUCTION:
Yesterday we looked at Hitler’s power and how his power conquered a large part of Europe. It seems unreal, doesn’t it? Looking at the maps, seeing the countries and filling them in do not give the real story of the people whom this war affected. Today we are going to start looking at the stories of the victims of the Holocaust, we are going to see how Hitler and his philosophy and power affected their lives.
SPECIFIC OBJECTIVES:
(Adapted from Georgia’s Quality Core Curriculum)
Students will:
¨recognize different purposes and methods of writing (LA 10.34)
¨read, discuss, and analyze world literature representing diverse backgrounds and traditions (LA 10.36)
¨develop effective ways of telling and writing about literature using appropriate literature terms (LA 10.38)
¨identify, comprehend, and summarize the main and subordinate ideas in a written work (Core Skills #5)
¨acquire new vocabulary through reading and listening; demonstrating progress through speaking and writing (Core Skills #9)
¨use inferential comprehension skills (e.g., predictions, comparisons, conclusions, implicitly state main idea) (Core Skills #11)
¨gain insight into human behavior from the study of literature (Core Skills #20)
¨take notes on the main and subordinate ideas in lectures and discussions and reports accurately what others have said (Core Skills #3)
¨creates hypotheses and predicts outcomes (Core Skills #21)
¨speaks so others can hear and understand (Core Skills #23)
PROCEDURES AND TEACHER’S NOTES:
Step 1:
Students will define the following terms. It will be explained to them that these terms will help them better understand the literature that will be covered in the remainder of the unit.
Jew Pulitzer Prize Birkenau
Judiac Judaism Jewish calendar
Zohar Judeo-Christian caballa
Talmud Gestapo beadle
Passover fascist anti-semitic
Auschwitz ghetto Pentecost
Nobel Prize
(list taken from Vanhook’s unit plan)
Step 2:
Students will read Chapter 1 of Night silently and take notes of characters and situations while reading.
Step 3:
Make sure to tell the students to take notes on our discussion. What we discuss in class is what will be on the test.
Discuss Chapter 1
- Characters: Beadle, Elie Wiesel, his father specifically
- What is the relationship between Elie and his father at the beginning of the story?
- What do you think Moshe the Beadle meant when he told Elizer that “every question possessed a power that did not lie in the answer”?
- What did the country of Transylvania not fear the Germans?
- How would you feel if you traded places will Elie? What would you fear?
Step 4:
Read Chapter 2 out loud
Step 5:
Discuss Chapter 2
- What is this such a powerful chapter?
- Do you think the woman on the train was loosing her mind?
- Why was there the smell of burning flesh when they arrived at the camp?
Step 6:
Introduce group discussion circles for Number the Stars. Tell them to sit in groups of three. Then the discussion circle handouts will be given (see attached). We will go over the sheet together and I will ask if there are any questions. We will do this every day they read Number the Stars the night before.
CLOSING:
I will make a grid on the board with the headlines “What we know” and “What we predict”. The students will fill up the board answering those two questions concerning Night. Then I will tell them we will see if their predictions are right tomorrow.
EVALUATION:
Participation grade for participation in class.
MATERIALS:
- Night
- Overhead
- Transparencies
- Markers
- Dictionaries
ASSIGNMENTS:
1st four chapters in Number the Stars and discussion circle.
EXTENDERS:
If time remains we will read from Sky.
PROVISIONS:
If the students needs a book in large print I will make sure that is provided for him. He will also have to sit close to the board so he can see and participate.