Direct instruction

Teachers: Natalie Layman, Dr. Kelly Bragg Subject: English Language Arts 10th
Standards: 9-10.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text. 9-10.RL.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. 9-10.RL.3 Analyze how the author constructs an analysis or series of ideas or events, including the order in which
the points are made, how they are introduced and developed, and the connections that are drawn between them. 9-10.RL.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings;
analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time
and place; how it sets a formal or informal tone). 9-10.RL.5 Analyze how an author's choices concerning how to structure a
text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as
mystery, tension, or surprise. 9-10.RI.6 Determine an author’s point of view or purpose in a text and analyze how an author
uses rhetoric to advance that point of view or purpose. 9-10.W.9 Draw evidence from literary or informational texts to
support analysis, reflection, and research. 9-10.SL.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. 9-10.L.2 Demonstrate command of the conventions of
Standard English capitalization, punctuation, and spelling when writing.
Objectives (Explicit): Students will analyze “Night” while asking and discussing difficult questions about
intolerance, genocide, and racism in past and current climates.

Evidence of Mastery (Measurable): Students will participate in discussions, journals, and an exit ticket as
informal assessments to check for understanding throughout the novel in preparation for a cumulative formal
assessment at the completion of the novel in two weeks.

Sub-objectives, SWBAT (Sequenced from basic to complex): SWBAT read, evaluate, and discuss “Night” by
Elie Wiesel. SWBAT fill in a form of dialectal journals and cite evidence in order to ensure understanding checks
throughout the book. SWBAT use context clues to deduce meanings of vocabulary used in the novel. SWBAT
draw connections about past experiences with racism and genocide to present racial climates in the world.

Key vocabulary: convoy, frenzy, torment, thrash, latter, Materials/Technology Resources to be Used:
raucous, sabotage, textual evidence, Holocaust “Night” audio story, “Night” hard copy,
PowerPoint, Nearpod, Vocab/Journal worksheet

Opening (state objectives, connect to previous learning, and make relevant to real life): Students have conducted
background research on the Holocaust and Elie Wiesel to understand the basis for the writing of “Night”. This
reading stays relevant to the lives of individuals in a world where racism is a frequent topic in many forms. Anti-
Semitism is being observed in this reading but can be compared to more prevalent forms of racism in the modern
world. Students will learn about the Holocaust through the eyes of an individual who lived through this time and
make their own connections to the world we live in now and how events of this severity can be prevented through
education.
Instruction

Teacher Will: Provide students with their journal Student Will: Listen closely to the audio while
and vocab worksheet for chapter 4 of “Night”. Begin reading along and have the option to make
the audio for “Night” starting in chapter four and annotations while following along with the audio.
 share the screen with the text itself for students to
al Input

follow along with the audio.

Co-Teaching Strategy/Differentiation: Students have a hard copy of the text as well as the audio.

Teacher Will: Stop during important moments in the Student Will: Participate in the Nearpod activities
story and redirect students to the Nearpod that will in order to demonstrate that they have been
Guided Practice

contain a discussion question, poll, or quiz that listening and comprehending the text.
checks for understanding of the text thus far. There
will also be moments of explanation and
clarification given verbally by the teacher.

Co-Teaching Strategy/Differentiation: Students will be given varied times to participate in the Nearpod
activities and the teacher will stop and explain complex moments in the text.

Teacher Will: Give the students their chapter 4 Student Will: Pick a small group room to be a part
Independent Practice

handout and inform them they can work in one of of in order to complete their vocab/journal form
the small group rooms with their peers, alone, or and demonstrate comprehension of the chapter.
with the instructors if more help/understanding is
needed.

Co-Teaching Strategy/Differentiation: Working in different small group rooms in order to get help from
their peers, work independently, or use the teachers for help. Students are given more time for completion
of the task as well.

Closing/Student Reflection/Real-life connections: Students will close with a Nearpod exit ticket question
checking for interaction with the text. This exit ticket will ask them to look into their own lives and see if there
are similarities in our world today that they can draw between Anti-Semitism and racism we see in the world
today. We will also talk about past genocides and look at current genocides that are happening or happened more
recently than the Holocaust. The book will move on until completion and a formal assessment at the end of the
novel.