Banning Unified School District
English Language Arts
Unit 2: Night and Narrative
Grade/Course:
10th Grade English
Unit Title:
Night​
and Narrative
Unit Number:
Unit 2
Length of Unit:
5 weeks
Phase I: Desired Outcomes
Unit Overview:
(overall objectives
and literacy focus)
This unit of study will have students focus on the nonfiction narrative ​
Night​
by Elie Wiesel
(pronounced “El-ee Vee-sul”)as the anchor text. Students will read ​
Night​
, specifically looking
closely at certain “moments” (excerpts ranging from single sentences to sections of specific
chapters) in order to analyze the way Wiesel uses language to express himself and horrors of the
experience. As they read and discuss the text, students will write brief texts including
summaries, etc. but they will ultimately be responsible to write their own narratives for specific
purposes to demonstrate that, like Wiesel, they can express themselves and their experiences
through narrative text.
Performance Task
Summary:
At the end of this unit, students will independently respond to a performance task which
requires them to answer 10 selected response questions and answer 6 constructed response
questions about ​
Night​
and narrative writing. Students will also create a narrative.
Technology
Focus:
Projector, Elmos, and PowerPoint will be used by the teacher. Students will be using
chromebooks for this unit.
Common Core Learning Standards
Priority Standards
RL 2
Determine a theme or central idea of a text and analyze in detail 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.
RL 3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over
the course of a text, interact with other characters, and advance the plot or develop the theme.
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.
RL 10
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in
the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of
the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and
poems, at the high end of the grades 9–10 text complexity band independently and proficiently
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 experiences or events.
W3a
W3b
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines,
to develop experiences, events, and/or characters.
W3c
Use a variety of techniques to sequence events so that they build on one another to create a
coherent whole.
W3d
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of
the experiences, events, setting, and/or characters.
W3e
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved
over the course of the narrative.
W10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Additional Standards Addressed​
:
L4a
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.
L4b
Identify and correctly use patterns of word changes that indicate different meanings or parts of speech
(e.g., analyze, analysis, analytical; advocate, advocacy) and continue to apply knowledge of Greek and Latin
roots and affixes. CA
L4c
Consult general and specialized reference materials (e.g., college-level dictionaries, rhyming dictionaries,
bilingual dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or
determine or clarify its precise meaning, its part of speech, or its etymology. CA
L4d
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).
RI/L 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). (See grade 9–10
Language standards 4–6 for additional expectations.) CA
W10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
L4a
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.
L4d
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).
L5a
Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
L5b
Analyze nuances in the meaning of words with similar denotations.
Enduring Understandings / Big ideas
Essential Questions
An enduring understanding is the “big idea,” concept or
skill a student will use beyond this course.
What thought-provoking questions will foster inquiry,
meaning-making and transfer​
?
1. The holocaust is one of the most horrific events in
human history. From it learned much, including the
following:
a. Democratic institutions and values are not
automatically sustained, but need to be
appreciated, nurtured, and protected.
Silence and indifference to the suffering of
1. What is the holocaust and why should we care?
2. How can you determine the theme of a
narrative? What are the main features of plot?
What specific purpose does an author have in
mind when writing a narrative? What audience
does the narrative address?
3. How can you determine the main idea of an
others, or to the infringement of civil rights in
any society, can—however
unintentionally—perpetuate these problems.
b. The Holocaust was not an accident in history;
it occurred because individuals, organizations,
and governments made choices that not only
legalized discrimination but also allowed
prejudice, hatred, and ultimately mass murder
to occur.
c. The Holocaust was a watershed event, not
only in the 20th century but also in the entire
course of human history.
2. Authors write texts with a specific purpose;
narrative texts are usually written to express a
theme or truth (e.g. a fictional children’s story
written to teach a lesson) or to tell a true story
(e.g. primary source news article)
3. Authors write texts with a specific purpose;
informational texts are usually written to inform
or explain something to an audience (e.g. a
textbook or a dictionary)
4. Authors write texts with a specific purpose;
argumentative texts usually make a claim that
they support with evidence that is provided (e.g.
a magazine review of laptops)
Unit Objectives:
These are the overarching learning
objectives (smaller objectives and
targets will be presented in other
elements of the unit)
informational text? What features might an
informational text have and how do they
facilitate an understanding of the text? What
specific purpose does an author have in mind
when writing an informational text? What
audience does the informational text address?
4. How can you determine the claim and
counterclaim of an argument? How does the
author support his or her claim with evidence?
What specific purpose does an author have in
mind when writing an argument? What audience
does the argument address?
● Students will explore the way narrative texts can convey meaning,
including teaching “life lessons,” illustrating universal themes, and sharing
historical facts and events.
● Students will use the text ​
Night​
as the means whereby they will explore
the elements of effective narrative writing.
● Students will write their own narratives employing the elements of
effective narrative writing they saw modeled in ​
Night​
and the other texts
they read and analyzed.
Academic Language
Tier II Words
High frequency
academic
terms
●
●
●
●
●
●
●
●
●
●
narrative
story
plot
character/characterization
evidence
commentary
credible
citation
theme
universal theme
Tier III Words
Specific to
content
● holocaust ​
also known as the Shoah
(Hebrew: ‫השואה‬, "the
catastrophe")
● concentration camp
● genocide
● Word War 2
● Nazi
● Jew/Jewish
● ghetto
● mysticism
● immigrate
● afflicted
● rabbi
● deport, deportees
●
●
●
●
●
Essential
Response
Frames:
The necessary
language
scaffolds to
ensure every
student has
the chance to
speak and
write using the
necessary
language
targets of the
unit
● You can tell this text is a ____
because it has the following
features: _____….
● The piece of evidence that most
strongly supports this is
_____________ found in _______.
● The character is described as a
_________________. This makes
me think _______________.
● This event alters his life because
_________________.
● The author is addressing
__________ and his/her purpose is
___________________.
Structured
Collaborative
Conversation
(listening and
speaking
activities):
feeble
frenzy
void
provisions
apathy
● Partnering
● Instructor-led discussion
● class discussions
Phase II: Desired Results
Summative/Culminating Performance Task(s)
Formative Assessment
Summative Assessment Measures
Unit
Culminating
Performance
Task
(summative)
(DOK 3 or 4)
Students respond by doing the following:
● 10 selected response questions
● 6 constructed response questions
● 1 essay question using Jane Schaffer strategies to create a narrative given the following
prompt:
As you know, the story Wiesel tells us in ​
Night ​
relates to use a horrific tale of suffering. Of course,
Wiesel wrote down his story not for our entertainment, but to convey the horror of war and
genocide. He uses descriptive language, dialogue, narrative action and a sense of realism to help
us understand the horror and pain inflicted upon him and his people by the Nazis.
Now it’s your turn to demonstrate that you too can write narratives to convey meaning and
express your experiences. Read and think about the following:
People tell stories to share their ideas, to help people understand experiences different from their
own, and to tell us facts about the past. One universal theme that is expressed over-and-over in
literature is the following: in order for people to feel happiness and achieve their goals, they must
work together; in other words, people are more successful when they collaborate.
Now it’s your turn to write a story which conveys this universal truth about the importance
working together, or collaboration. The narrative you write can be from your own experience
(personal narrative), a story about someone else’s life (a biographical narrative) or a fictional story
(one that you make up).
To achieve your goal be sure to use the elements of effective narrative writing that we’ve studied
throughout the unit, including descriptive language, literary devices (e.g. symbolism, metaphors,
etc.), specific plot action and characterization.
Rubric
See Common Core ​
Rubric​
for narrative
Formative Assessment Measures
Pre-Assessment
#1:
Pre-assessment #1: ​
First week of the Unit
Students will be given 5-15 questions that will test their prior knowledge of grammatical
concepts as well as literary elements associated with Narratives.
Pre-Assessment
#2:
Pre-assessment #2: ​
Second week of the Unit
Students will be given 5-15 questions that will test their prior knowledge of grammatical
concepts as well as literary elements associated with Narratives.
Pre-Assessment
#3:
Pre-assessment #3: ​
Third week of the Unit
Students will be given 5-15 questions that will test their prior knowledge of grammatical
concepts as well as literary elements associated with Narratives.
Pre-Assessment
#4:
Pre-assessment #4: ​
Fourth week of the Unit
Students will be given 5-15 questions that will test their prior knowledge of grammatical
concepts as well as literary elements associated with Narratives.
Pre-Assessment
#5:
Pre-assessment #5: ​
Fifth week of the Unit
Students will be given 5-15 questions that will test their prior knowledge of grammatical
concepts as well as literary elements associated with Narratives.
Formal Formative
Assessment #1
Formative assessment #1: ​
First week into this unit
Time required to administer and use the assessment for instruction​
:
½ instructional hour
After completing the vocabulary matrix and the vocabulary homework sheet as well as
reviewing Cornell notes on grammar, students complete a vocabulary and grammar quiz.
Post-assessment activities: ​
Students use the vocabulary words in a meaningful way while
analyzing texts and, finally, when they complete the summative assessment. Grammar will build
upon itself for later units.
Formal Formative
Assessment #2
Formative assessment #2: ​
Second week into this unit
Time required to administer and use the assessment for instruction​
:
½ instructional hour
After completing the vocabulary matrix and the vocabulary homework sheet as well as
reviewing Cornell notes on grammar, students complete a vocabulary and grammar quiz.
Post-assessment activities: ​
Students use the vocabulary words in a meaningful way while
analyzing texts and, finally, when they complete the summative assessment. Grammar will build
upon itself for later units.
Formal Formative
Assessment #3
Formative assessment #3: ​
Third week into this unit
Time required to administer and use the assessment for instruction​
:
½ instructional hour
After completing the vocabulary matrix and the vocabulary homework sheet as well as
reviewing Cornell notes on grammar, students complete a vocabulary and grammar quiz.
Post-assessment activities: ​
Students use the vocabulary words in a meaningful way while
analyzing texts and, finally, when they complete the summative assessment. Grammar will build
upon itself for later units.
Formal Formative
Assessment #4
Formative assessment #4: ​
Fourth week into this unit
Time required to administer and use the assessment for instruction​
:
½ instructional hour
After completing the vocabulary matrix and the vocabulary homework sheet as well as
reviewing Cornell notes on grammar, students complete a vocabulary and grammar quiz.
Post-assessment activities: ​
Students use the vocabulary words in a meaningful way while
analyzing texts and, finally, when they complete the summative assessment. Grammar will build
upon itself for later units.
Formal Formative
Assessment #5
Formative assessment #5: ​
Fifth week into this unit
Time required to administer and use the assessment for instruction​
:
½ instructional hour
After completing the vocabulary matrix and the vocabulary homework sheet as well as
reviewing Cornell notes on grammar, students complete a vocabulary and grammar quiz.
Post-assessment activities: ​
Students use the vocabulary words in a meaningful way while
analyzing texts and, finally, when they complete the summative assessment. Grammar will build
upon itself for later units.
Real-time, Daily Checking for Understanding
EXAMPLES:
● PowerPoint presentation​
: Teacher provides visual aides, videos, and relevant examples of each text type.
● Cornell Notes​
: Students take Cornell Notes (both linguistic and non-linguistic) while teacher instructs them on the
different text types. Students provide their own summaries and predictions.
● Text-dependent questioning​
: Students will regularly answer text-dependent questions in the following ways:
○ In writing
○ Verbally (pair share/individual/in groups)
● Class discussion/instructor led discussion
Phase III: Learning Plan and Activities
Required and Recommended Resources to Support Student Learnin​
g
Required ​
Texts
& Resources ​
(if
any)
Suggested ​
Tests
Electronic
Learning
Night ​
by Elie Wiesel (available for check out from library)
Pre-assessments, formative assessments, and vocab/grammar quizzes
Websites, PowerPoints, and Elmo (for going over student papers), Chromebooks, Turnitin.com,
MLA Work Cited Practice Websites
Resources​
:
Special
Materials​
:
Internet
Sources​
:
Highlighters, red/blue/black/green pens, Jane Schaffer Writing model materials
NewsELA​
,​
NY Times​
,​
LA Times​
,​
jstor​
,​
Turnitin.com
Suggested Sequence of Instruction across the Unit
Note: Instructors will be informed this is simply a limited list/outline of instruction
Lesson Title
Summary
Standards
Addressed
Lesson
Objectives and
Academic
Language
Texts, links,
resources, etc.
Activities, Assessment, etc.
Lesson 1
Summary:
Teacher will
introduce key
elements of a
narrative, and
guide students in
the identification
of narrative
elements to
appreciate
author’s
experience and
choices.
RL2,3,4,5,
10
W10
L4a, L4d,
L5a, L5b
Students will
be introduced
to the elements
of plot, theme,
imagery and
sensory detail,
setting and
diction and the
effects it has on
the reader and
the experience
of the
narrative.
Night​
by Elie
Weisel
●
●
●
●
Lesson 2
Summary:
Teacher will guide
students through
reading the text
and identifying
and analyzing key
literary elements
of a narrative, and
guide students in
the identification
of narrative
elements to
appreciate
author’s
experience and
choices.
RL2,3,4,5,
10
W10
L1,3,4
Students will
use knowledge
of literary
elements to
identify and
discuss the
elements of
plot, theme,
imagery and
sensory detail,
setting and
diction and the
effects it has on
the reader and
the experience
of the narrative
Night​
by Elie
Weisel
● Vocab PowerPoint
● Grammar
● HW: Read second section and Vocab
Practice/Matrix due Friday
● Students will read the second section
of ​
Night --​
transportation, arrival, and
orientation, and assignment, and
answer essential questions leading
them to discuss the elements of plot,
theme, imagery and sensory detail,
setting, diction and how it affects
mood and the overall atmosphere of
the narrative, with the use of graphic
organizers and text dependent
questions and response frames.
Lesson 3
RL2,3,4,5,
Students will
Night​
by Elie
● Vocab PowerPoint
Vocab PowerPoint
Grammar
Introduction to ​
Night​
w/C-Notes
HW: Read first section and Vocab
Practice/Matrix due Friday
● Students will read the first section of
Night --​
Life before occupation, Nazi
occupation, and Expulsion and
answer essential questions leading
them to discuss the elements of plot,
theme, imagery and sensory detail,
setting, diction and how it affects
mood and the overall atmosphere of
the narrative, with the use of graphic
organizers and text dependent
questions and response frames.
Summary:
Teacher will guide
students through
reading the text
and identifying
and analyzing key
literary elements
of a narrative, and
guide students in
the identification
of narrative
elements to
appreciate
author’s
experience and
choices.
10
W10
L1,3,4
use knowledge
of literary
elements to
identify and
discuss the
elements of
plot, theme,
imagery and
sensory detail,
setting and
diction and the
effects it has on
the reader and
the experience
of the narrative
Weisel
● Grammar
● HW: Read second section and Vocab
Practice/Matrix due Friday
● Students will read the third section of
Night --​
Work, abuse, execution,
avoiding death, and answer essential
questions leading them to discuss the
elements of plot, theme, imagery and
sensory detail, setting, diction and
how it affects mood and the overall
atmosphere of the narrative, with
the use of graphic organizers and text
dependent questions and response
frames.
Lesson 4
Summary:
Teacher will
continue guide
students through
reading the text
and identifying
and analyzing key
literary elements
of a narrative, and
guide students in
the identification
of narrative
elements to
appreciate
author’s
experience and
choices.
RL2,3,4,5,
10
W10
L1,3,4
Students will
use knowledge
of literary
elements to
identify and
discuss the
elements of
plot, theme,
imagery and
sensory detail,
setting and
diction and the
effects it has on
the reader and
the experience
of the narrative
Night​
by Elie
Weisel
● Vocab PowerPoint
● Grammar
● HW: Read second section and Vocab
Practice/Matrix due Friday
● Students will read the third section of
Night --Liberation and life after​
, and
answer essential questions leading
them to discuss the elements of plot,
theme, imagery and sensory detail,
setting, diction and how it affects
mood and the overall atmosphere of
the narrative, with the use of graphic
organizers and text dependent
questions and response frames.
Lesson 5
Summary:
Teacher will guide
students to
compose an
original Narrative
essay, real or
imagined relating
a life experience
that has affected
or shaped their
lives.
W3,4,5,6
RL4,
L3,6
Students will
use their
knowledge of
elements of a
narrative and
assistance from
the Jane
Schaffer writing
model to
compose an
original
personal
narrative essay.
Jane Schaffer
materials and
miscellaneous
graphic
organizers.
● Vocab PowerPoint
● Grammar
● HW: Read second section and Vocab
Practice/Matrix due Friday
● Students will deconstruct writing
prompt and analyze rubric. They will
then choose a topic and begin
gathering details and events for their
narrative. They will then begin
drafting paragraphs for their
narratives with the use of graphic
organizers. They will then draft
introductory and conclusion
paragraphs with the assistance of
graphic organizers. They will revise
rough draft with the help of revision
techniques guide. They will have
opportunities to peer edit. Submit
final draft to WWW.Turnitin.com