Night by Elie Wiesel
Standards Link:
CC.1.2.9-10.A: 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.
CC.1.3.9-10.C: Analyze how complex
characters develop over the course of a text,
interact with other characters, and advance
the plot or develop the theme.
CC.1.3.9-10.E: Analyze how an author’s
choices concerning how to structure a text,
order events within it and manipulate time
create an effect.
CC.1.3.9-10.F: Analyze how words and
phrases shape meaning and tone in texts.
W.9-10.2: Write informative/explanatory
texts to examine and convey complex
ideas, concepts, and information clearly
and accurately through the effective
selection, organization, and analysis of
content.
*W.9-10.2a: Introduce a topic; organize
complex ideas, concepts, and information
to make important connections and
distinctions; including formatting (e.g.,
headings), graphics (e.g., figures, tables),
and multimedia when useful to aiding
comprehension.
*W.9-10.2b: Develop the topic with wellchosen, relevant, and sufficient facts,
extended definitions, concrete details,
quotations, or other information and
examples appropriate to the audience’s
knowledge of the topic.
*W.9-10.2c: Use appropriate and varied
transitions to link the major sections of
the text, create cohesion, and clarify the
relationships among complex ideas and
concepts.
*W.9.10.2d: use precise language and
domain-specific vocabulary to manage
the complexity of the topic.
*W.9.10.2e: Establish and maintain a
formal style and objective tone while
attending to the norms and conventions
of the discipline in which they are writing.
*W.9.10.2f: Provide a concluding
statement or section that follows from
and supports the information or
explanation presented (e.g., articulating
implications or the significance of the
topic).
W.9-10.3: Write narratives to develop real
or imagined experiences or events using
effective technique, well-chosen details,
and well-structured event sequences.
*W.9-10.3a: Engage and orient the reader
by setting out a problem, situation, or
observation, establishing one or multiple
point(s) of view, and introducing a
narrator and/or characters; create a
smooth progression of experience or
events.
*W.9-10.3.b: Use narrative techniques,
such as dialogue, pacing, description,
reflection, and multiple plot lines, to
develop experiences, events and/or
characters.
*W.9-10.3c: Use a variety of techniques
to sequence events so that they build on
one another to create a coherent whole.
*W.9-10.3d: Use precise words, and
phrases, telling details, and sensory
language to convey a vivid picture of the
experiences, events, setting, and/or
characters.
*W.9-10.3e: Provide a conclusion that
follows from and reflects on what is
experienced, observed, or resolved over
the course of the narrative.
W.9-10.4: Produce clear and coherent
writing in which the development,
organization, and style are appropriate to
task, purpose, and audience. (Gradespecific expectations for writing types are
defined in standards 1-3 above).
W.9-10.5: Develop and strengthen writing
as needed by planning, revising, editing,
rewriting, or trying a new approach,
focusing on addressing what is most
significant for a specific purpose and
audience. (Editing for conventions
should demonstrate command of
Language standards 1-3 up to and
including grades 9-10.)
W9.-10.6: Use technology, including the
internet, to produce, publish, and update
individual or shared writing products,
taking advantage of technology’s
capacity to link to other information and
to display information flexibly and
dynamically.
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.
*SL.9-10.1c: Propel conversations by
posing and responding to questions that
relate the current discussion to broader
themes or larger ideas; actively
incorporates others into the discussions;
and clarify, verify, or challenge ideas and
conclusions.
*SL.9.-10.1d: Respond thoughtfully to
diverse perspectives, summarize points
of agreement and disagreement, and,
when warranted, qualify or justify their
own views and understanding and make
new connections in light of the evidence
and reasoning presented.
SL.9-10.4: Present information, findings,
and supporting evidence clearly,
concisely, and logically such that
listeners can follow the line of reasoning
and the organization, development,
substance, and style are appropriate to
purpose, audience, and task.
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.
SL.9-10.6: Adapt speech to a variety of
contexts and tasks, demonstrating
command of formal English when
indicated or appropriate (See grades 9-10
Language standards 1 and 3 for specific
expectations.)
L.9-10.1: Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
*L.9-10.1a: Use parallel structure
*L.9-10.1b: Use various types of phrases
(noun, verb, adjectival, adverbial,
participial, prepositional, absolute) and
clauses (independent, dependent; noun,
relative adverbial) to convey specific
meanings and variety and interest to
writing or presentations.
L.9-10.2: Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing.
*L.9-10.2c: Spell correctly.
L.9-10.3: Apply knowledge of language to
understand how language functions in
different contexts, to make effective
choice for meaning or style, and to
comprehend more fully when reading or
listening.
*L.9-10.3a: Write and edit work so that it
conforms to the guidelines in a style
manual (e.g., MLA Handbook, Turabian’s
Manual for Writers) appropriate for the
discipline and writing type.
L.9-10.4: Determine or clarify the
meaning of unknown and multiplemeaning words and phrases based on
grades 9-10 reading and content,
choosing flexibly from a range of
strategies.
*L.9-10.4a: Use context (e.g., the overall
meaning of a sentence, paragraph, or
text; a word’s position or function in a
sentence) as a clue to the meaning of a
word or phrase.
*L.9-10.4c: Consult general and
specialized reference materials (e.g.,
dictionaries, glossaries, thesauruses),
both print and digital, to find the
pronunciation of a word or determine or
clarify its precise meaning, the part of
speech, or its etymology.
*L.9-10.4d: Verify the preliminary
determination of the meaning of a word or
phrase (e.g., by checking the inferred
meaning in context or in a dictionary).
L.9-10.5: Demonstrate understanding of
figurative language, word relationships,
and nuances in word meanings.
*L.9-10.5a: Interpret figures of speech
(e.g., euphemism, oxymoron) in context
and analyze their role in the text.
L.9-10.6: Acquire and use accurately
general academic and domain-specific
words and phrases, sufficient for reading,
writing, speaking, and listening at the
college and career readiness level;
demonstrate independence in gathering
vocabulary knowledge when considering
a word or phrase important to
comprehension or expression.
W1.1.11 A: Locate various texts, media,
and traditional resources for assigned
and independent projects before reading.
G: Demonstrate after reading
understanding and interpretation of both
fiction and nonfiction text, including
public documents.
1.8.11 A: Select and refine a topic for
research.
B: Locate information using
appropriate sources and strategies
1.3.11 A: Read and understand works of
literature
B: Analyze the relationships, uses,
and effectiveness of literary elements
used by one or more authors in similar
genres including characterization,
setting, plot, theme, point of view, tone,
and style.
C: Analyze the effectiveness, in
terms of literary quality, of the author’s
use of literary devices.
E: Analyze how a scriptwriter’s use
of words creates tone and mood, and how
choice of words advances the theme or
purpose of the work.
F: Read and respond to nonfiction
and fiction including poetry and drama.
1.4.11 A: Write short stories, poems, and
plays.
Big Idea:
Enduring Understanding(s):
Relationships
Social injustice can be avoided through tolerance
and knowledge of cultural differences.
Family, religion, and personal experiences all
contribute to self discovery.
Individuals overcome societal adversity through
inner strength.
Essential Question(s):
1. What is the impact of hate on a culture or
society?
2. What role does tolerance play in the
elimination of hate in our society?
3. What does it mean to forgive, but not
forget?
Knowledge:
Skill(s):
Reading strategies-main idea, inference,
tone, mood, purpose, perception, prediction,
summary, conflict. (1.1.11: G)
Students will evaluate tone, mood, and
perception.
Reliable sources (1.8.11: B)
Students will compose a memoir that reflects on
a past experience.
Primary/Secondary/Tertiary sources
(1.1.11:A)
Students will evaluate the validity of various
mediums.
Key characters and events (1.3.11:B)
Students will identify and describe the main
characters.
Narrative writing-dialogue, show versus tell,
focus, character development, choosing
important events and topics, thesis
statement (1.4.11:A)
Students will recognize the relevance of key
events.
Assessment/Evidence of Learning:
PSSA-style Night test
Narrative Memoir Writing-write about a lifechanging moment or a moment of self
discovery.
Expository essay on imagery
Learning Activities:
MAJOR ASSIGNMENTS FOR THIS
MARKING PERIOD:
Speech-assign students Holocaust terms to
research and present to the class
Resources:
Elie Wiesel “Night”
Play version of “The Wave”
Niemoller poem “First they came for...”
children’s book “Terrible Things”
movie “Boy in the Striped Pajamas”
Library-pick new SSR book, research
Holocaust history using various databases
Assign students a genocide to research and
create a silent power point presentation using
photographs to portray the imagery.
Short essay comparing Niemoller poem to
“Terrible Things”
Write a memoir on a life changing event
Write an expository essay on imagery
SHORT STORIES and POETRY - MP 1
Standards Link:
RL.9-10.1: Cite strong and thorough
textual evidence to support analysis
of what the text says explicitly as well
as inferences drawn from the text.
RL.9-10.6: Analyze a particular point
of view or cultural experience
reflected in a work of literature from
outside the United States, drawing on
a wide range of world literature
W.9-10.1: Write arguments to support
claims in an analysis of substantive
topics or texts, using valid reasoning
and relevant and sufficient evidence.
*W.9-10.1a: Introduce precise claims,
distinguish the claims from alternate
or opposing claims, and create an
organization that establishes clear
relationships among claims,
counterclaims, reasons, and
evidence.
*W.9-10.1.d: Establish and maintain a
formal style and objective tone while
attending to the norms and
conventions of the discipline in which
they are writing.
*W.9-10.1.e: Provide a concluding
statement or section that follows
form and supports the argument
presented.
W.9-10.7: Conduct short as well as
more sustained research projects to
answer a question (including a selfgenerated 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.
W.9-10.9: Draw evidence from literary
or informational texts to support
analysis, reflection, and research.
W.9-10.10: Write routinely over
extended time frames and shorter
time frames for a range of tasks,
purposes, and audiences.
1.1.9.A: Apply appropriate
comprehension strategies to interpret
and evaluate an author’s implied or
stated purpose using grade level text.
1.1.9.B: Use context clues, knowledge
of root words, and word origins as well
as reference sources to decode and
understand new words.
1.1.9.C: Use vocabulary across all
academic content areas that
demonstrates knowledge of literal and
figurative meanings of words, nuances,
or connotations of words, and word
origins.
1.1.9.D: Demonstrate comprehension of
grade level text using before reading,
during reading, and after reading
strategies such as comparing and
contrasting within and among texts, and
evaluating an author’s purpose and
position.
1.1.9.E: Demonstrate an appropriate
rate of silent reading based upon
specific grade level texts.
1.3.9.A:
Identify and recognize various literary
genre and their relationship to the
author’s purpose.
1.3.9.B:
Analyze the characteristics of poetry,
prose, drama, novels, short stories,
essays, and other basic genres,
explaining the appropriateness of the
form chosen by an author for a specific
purpose.
1.3.9.C:
Analyze the use and effectiveness of
literary elements used by one or more
authors, including characterization,
setting, plot, theme, point of view,
tone, mood, and style
1.3.9.D:
Analyze the use and effectiveness of
literary devices (e.g., personification,
simile, alliteration, symbolism,
metaphor, hyperbole, imagery,
foreshadowing, and flashback) used by
one or more authors in a variety of
genres.
1.4.9.A:
Write poems, short stories and plays.
● Apply organizational methods
standard to the genre.
● Use specific details to enhance
the story elements
● Incorporate dialogue to develop
character and plot.
1.4.9.B:
Write complex informational pieces (e.g.
reviews, research papers, instructions,
essays, articles)
● Apply purpose / audience
appropriate methods to develop
the thesis of the piece.
● Use discipline specific
vocabulary, precise language,
and relevant detail.
● Use relevant graphics (e.g.
maps, charts, graphs, tables,
illustrations, photographs).
● Evaluate the validity and
significance of primary and
secondary sources as related to
the thesis.
1.5.9.A:
Write with a clear focus, identifying
topic, task, and audience.
1.5.9.B:
Develop content appropriate for the
topic.
● Gather, organize, and determine
validity and reliability of
information.
● Employ the most effective format
for purpose and audience.
● Incorporate specialized
vocabulary for topic and
audience
● Write fully developed paragraphs
that have details and information
specific to the topic and relevant
to the focus.
1.5.9.C:
Write with controlled and/or subtle
organization.
● Sustain a logical order
throughout the piece.
● Include an effective introduction
and conclusion.
● Apply effective, subtle
transitional methods within and
across paragraphs
1.5.9.D:
Write with an understanding of style
using a variety of sentence structures
and descriptive word choices. Create
tone and voice through the use of
precise language.
1.5.9.E:
Revise writing to improve style, word
choice, sentence variety, and subtlety of
meaning after rethinking how questions
of purpose, audience, and genre have
been addressed.
1.5.9.F:
Use grade appropriate conventions of
language when writing and editing.
● Spell all words correctly.
● Use capital letters correctly.
●
●
Punctuate correctly
Use correct grammar and
sentence formation.
Big Idea:
Enduring Understanding(s):
Relationships
1. Prejudgments can be dangerous and hurtful.
2. Everyone’s diversity enriches society.
3. Every choice leads to its own consequences.
Essential Question(s):
1
2
3
4
5
6
How can one choice change a
person’s life forever?
How do the decisions of adults affect
children/teens?
How do we judge/show love?
How do we misunderstand each
others values and customs?
How do materialistic values affect
our everyday life?
How can poetry be used for
personal reflection/growth?
Knowledge:
Skill(s):
Poetry Terms-Alliteration, personification,
stanza, line, rhyme, meter, simile, metaphor,
imagery, symbolism
Students will identify short story literary elements
(see Knowledge)
Short Stories- Plot, characterization, theme,
conflict, antagonist/protagonist, point-ofview, dialect
Author’s purpose
Students will evaluate the use of short story
literary elements.
Students will identify poetic devices (see Poetry
Terms)
Students will compose their own poetry that
exhibits use of poetic devices.
Students will make predictions as to the ending of
selected short stories
Students will identify and evaluate author’s
purpose
Students will construct an expository essay with
concentration on the domains of focus and
content
Assessment/Evidence of Learning:
-Short Story/Poetry PSSA type tests
focusing on identification and evaluation
of literary elements.
-PSSA short answer responses for each
story based on the essential question.
-Expository writing piece focusing on
theme within a previously read short
story utilizing examples from the text.
Learning Activities:
Resources:
MAJOR ASSIGNMENTS FOR THIS
MARKING PERIOD:
Choices:
“The Two Brothers”, “The Road Not Taken”,
“Button, Button”
Adults
“Hunger”, “The Joy Luck”, “We Too Cool”
Materialism
“The Gift of the Magi”, “The Bible”, “The
Necklace”
Misunderstanding
Introductory Speech-student
presentations
Introduction to Library-discovering
reliable sources, exploring our library,
celebrity/censorship mini-research
project.
Writing-respond in PSSA reading test
format to essential questions
“The Man to Send Rainclouds”, “The Lottery”,
“The Elephant”
Race Relations
“Blues ain’t no Mockingbird”, “Black Man”,
“Bumper Sticker”
SSR book project
ROMEO AND JULIET
Standards Link:
RL.9-10.4: 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).
RL.9-10.9: Analyze how an author
draws on and transforms source
material in a specific work
Big Idea:
Enduring Understanding(s):
Real love is complex
Relationships
The themes of Romeo and Juliet are a timeless
reflection of human interaction.
Every action has an equal and opposite reaction.
Essential Question(s):
1
2
How do we tell the difference
between love and infatuation?
How do our motives and actions
affect others?
3
How do the ideals of our parents
influence our social relationships?
Knowledge:
Skill(s):
Terms-soliloquy, aside, dramatic
monologue, iambic pentameter, stage
direction, characterizations including foil,
sonnet, couplet, rhyme scheme, figurative
language, meter, allusion, foreshadowing,
comedy/tragedy, irony and oxymoron
Students will compare style of Elizabethan
language and writing.
Students will identify figurative language
Recognize allusions (mythological)
Shakespeare and Elizabethan Life
Assessment/Evidence of Learning:
Learning Activities:
Public Speaking-Mock debate on who is to
blame for the deaths of Romeo and Juliet
Writing-Elizabethan day in the life or
newspaper group writing assignment with
works cited using at least one book from our
library
SSR book project
Resources:
play “Romeo and Juliet”
movie versions- Leonardo DiCaprio and Zefferelli