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Lesson 3

This document outlines a lesson plan for a 10th grade English class focused on Elie Wiesel's Night and the Holocaust. In the lesson, students will work in teams to research and create Keynote presentations on topics related to World War II and the Holocaust. The objectives are for students to collaborate in teams, discuss major events in Night, and synthesize information from multiple sources for their presentations. As a project, students will conduct research to create Keynote presentations on assigned topics and include references. The lesson plan describes the opening, task introduction, research time, practice, and closure activities for students to complete the project.

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80 views

Lesson 3

This document outlines a lesson plan for a 10th grade English class focused on Elie Wiesel's Night and the Holocaust. In the lesson, students will work in teams to research and create Keynote presentations on topics related to World War II and the Holocaust. The objectives are for students to collaborate in teams, discuss major events in Night, and synthesize information from multiple sources for their presentations. As a project, students will conduct research to create Keynote presentations on assigned topics and include references. The lesson plan describes the opening, task introduction, research time, practice, and closure activities for students to complete the project.

Uploaded by

api-276902419
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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World Literature

Class: English 10
Unit Focus: Elie Wiesels Night and The Holocaust
Time Frame: Three Weeks (12 lessons)
Lesson: #3

Objectives:
Students will be able to work collaboratively in teams as they
brainstorm, research, and assign specific tasks to each team
member for their Keynote Presentations on World War II and the
Holocaust.
Students will be able to summarize major actions and conflicts in
Elie Wiesels Night in small group and whole class discussions
Students will be able to synthesize information from multiple
sources as they examine a specific topic related to World War II
and the Holocaust. Students will then present their research on
a Keynote
Common Core Standards:
English Language Arts Standards:
Writing: Grades 9-10:
Research to Build and Present Knowledge:
CCSS.ELA-LITERACY.W.9-10.7
Conduct short as well as more sustained research projects to
answer a question (including a self-generated 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.
Speaking and Listening: Grades 9-10:
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.9-10.1
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.
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.SL.9-10.5
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.
Language: Grades 9-10:
Conventions of Standard English:
CCSS.ELA-LITERACY.L.9-10.1
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.L.9-10.2
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.

CA State Standard: World History, Culture, and Geography: The


Modern World:
10.8 Students analyze the causes and consequences of World War II.
5. Analyze the Nazi policy of pursuing racial purity, especially
against the European Jews; its transformation into the Final
Solution; and the Holocaust that resulted in the murder of six
million Jewish civilians.
6. Discuss the human costs of the war, with particular attention
to the civilian and military losses in Russia, Germany, Britain, the
United States, China, and Japan.

ISTE Technology standards:


2. Communication and Collaboration:
Students use digital media and environments to communicate
and work collaboratively including at a distance, to support
individual learning and contribute to the learning of others.
Students:
o Interact, collaborate, and publish with peers, experts, or
others employing a variety of digital environments and
media.
o Communicate information and ideas effectively to multiple
audiences using a variety of media and formats
o Develop cultural understanding and global awareness by
engaging with learners of other cultures.
o Contribute to project teams to produce original works or
solve problems
3. Research and Information Fluency:

Students apply digital tools to gather, evaluate, and use


information. Students:
o Plan strategies to guide inquiry
o Locate, organize, analyze, evaluate, synthesize, and
ethically use information from a variety of sources and
media.
o Evaluate and select information sources and digital tools
based on the appropriateness to specific tasks

6. Technology Operations and Concepts:


Students demonstrate a sound understanding of technology
concepts, systems, and operations. Students:
o Understand and use technology systems.

Materials: (digital and non-digital)


Digital
Laptops
iPad with Timer
Projector
Keynote
Non-digital
Class set of Night
Products:
Research and Keynote

Lesson

Opening (3 min)
o Greet the class and instruct students to open their
laptops. Direct students to their team action plans and
have them review it together.

Introduce Task (5 min)


Tell students that they will be creating their team
Keynotes on their assigned topics using their research.
Remind students that they will need to include key
information, high-quality digital media (images, sound),
and include the required number of slides (3 to 4 per
learner).

Team Plan of Action (5 min)


o Display a timer at the front of the class and instruct
students to take five minutes to plan out their individual
roles, tasks, and deadlines. Have them record their plan
on their team Google doc.

Team Time (25 min)


o Instruct students to begin building their team Keynote.
Students will spend time editing slides and adding
digital media.
o Have students create a Works Cited page for their
sources and include this at the end of their
presentation.

Quality Check/ Practice (15 min)


o Tell students to take a few minutes to go over their
Keynote with the whole team and make any necessary
edits. After they are finished editing their Keynote,
instruct students to practice giving an oral presentation
of their slides. Review proper speaking techniques and
have learners give their teammates feedback on their
performance.

Team Debrief/ Closure (5 min)


o Have students debrief with their teammates and
determine if there is any work that was not completed
during the class. If teammates did not complete their
individual tasks, the team will determine when the work
must be completed. Remind students to complete the
reading for their homework.

Homework
Read section 2 and 3 of the novel and answer reading
questions:
o

https://docs.google.com/document/d/1ePQjhqkr8m6B1yOpa
ABs4s3OduOlkH0-RKcx5KiaF6U/edit?usp=sharing

Research and Keynote Rubric


CATEGORY

Informatio
n
Accuracy
and
Completen
ess

All content for


research and
Keynote is
accurate. There
are 15 or more
key facts with
no factual
errors.

Most of the
content is
accurate, there
are 13 or more
key facts listed,
and there is one
piece of
information that
might be
inaccurate.

The content is
generally
accurate, there
are 10 or more
key facts listed,
but one piece of
information is
clearly flawed
or inaccurate.

Content is
typically
confusing, there
are less than ten
key facts listed,
and contains
more than one
factual error.

Students cited
3 or more fairly
credible sources credible sources
for their
for their
research and
research and
included the
included the
links to each
links to each
website.
website. One
Included Works link did not
Cited page on
work. Included
the last slide.
Works Cited
page on the last
slide.

Students cited
2 or more fairly
credible sources
for their
research but did
not include the
link to each
website.
Included an
incomplete
Works Cited
page on the last
slide.

Students cited
less than 2
credible sources.
Websites were
not credible and
should not have
been used for an
academic
source. Did not
include a Works
Cited page.

Visuals are
accurate and
add to the
readers
understanding
of the topic.
There are at
least 3 images
and 1 diagram
included.

Visuals are a
little pixelated,
somewhat
accurate, and
sometimes add
to the readers
understanding
of the topic.
There are only 2
images and 1
diagram
included.

Visuals are not


accurate OR do
not add to the
readers
understanding of
the topic. There
are 2 or less
images included.

Research Students cited


3 or more
Quality

Visuals are
VisualsImages and neat, accurate
and add to the
Diagram
readers
understanding
of the topic.
There are at
least 4 images
and 1 diagram
included.

Spelling
and
Grammar

Keynote
Presentation
has no
misspellings or
grammatical
errors.

Keynote
Presentation
has 1-2
misspellings,
but no
grammatical
errors.

Keynote
Presentation
has 1-2
grammatical
errors but no
misspellings.

Keynote
Presentation has
more than 2
grammatical
and/or spelling
errors.

Organizati
on Sequencin
g of

Information is
organized in a
clear, logical
way. It is easy

Most
information is
organized in a
clear, logical

Some
information is
logically
sequenced. An

There is no clear
plan for the
organization of
information.

Informatio to anticipate
the type of
n

way. One
occasional
Keynote slide or Keynote slide or
material that
item of
item of
might be on the information
information
next Keynote
seems out of
seems out of
slide.
place.
place.

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