Night By: Elie Wiesel. a Ten Day Unit Plan for 9Th Grade
Total Page：16
File Type：pdf, Size：1020Kb
Abby Gajewski
EDU512
December 6, 2009
Final Draft
Night By: Elie Wiesel. A ten day unit plan for 9th grade.
1. Learning Context: This memoir is going to be taught because I want students to relate to a certain period of time. I would like to teach this memoir while the students are learning about WWII in their history classes. A goal that will be accomplished (hopefully) is getting the students to relate to the text on a more personal level. 2. Standards Standard 1: Students will read, write, listen, and speak for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information.
. PI’s: . Use a range of organizational strategies to present information (this will be assessed in the personal narrative essay. Organization is a key when developing a well written essay). . Select and limit topics for informational writing, with assistance (this will be assessed when they turn in their journals, personal narratives, and their letter as a German soldier). . Observe the rules of punctuation, capitalization, and spelling (this will be assessed in the personal narrative essay).
Standard 2: Students will read, write, listen, and speak for literacy response and expression. Students will read and listen to oral, written, and electronically produced texts and performances, relate texts and performances to their own lives, and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language for self-expression and artistic creation.
. PI’s: . Read, view, and respond independently to literary works that represent a range of social, historical, and cultural perspectives (they will be responding independently in their reflection journals that will be collected at the end of the unit). . Read literary texts out aloud to convey an interpretation of the work (this PI will be assessed when we discuss what happens in the book or when students have questions. Every student isn’t going to have the same interpretation of the text). . Interpret multiple levels of meaning in text (this will be assessed during class discussions and group work). . Recognize relevance of literature to personal events and situations (this can come into play when the students are working on their personal narratives, reflecting in their nightly journals and the bell ringers). . Use elements of literary text, such as plot, character, setting, dialogue, conflict, and suspense, to engage the reader (this is being assessed when students are reflecting in their nightly journals by trying to relate to what a character is going through, where the character is out and any of their reactions in general. This can also be assessed in the Personal Narrative assignment because they are encouraged to relate situations in their papers to the book). . Maintain consistent point of view, including first-person, third-person, or omniscient narrator (this can be determined by the criteria set in the rubric. It is important for students to have their own voice in any paper they are writing). . Create a personal voice (this is a criteria that must be met in the rubric for the personal narrative).
This unit plan addresses the Core Curriculum because it has the students reading a text to find different meanings of what characters are going through and relate to it on a more personal level. This unit also touches upon the Core Curriculum because the students reflect on their reading through writing in journals and short essays from different points of view. Students need to know: what the holocaust was, what happened during the holocaust, and how it affected the world.
3. Assessment Plan: The student’s level of performance with the assessments in class will start out as developing, but by the time we finish the unit it should become more proficient and distinguished. I say this because they are going to learn more about the holocaust by reading a personal experience. The knowledge that they acquire in my classroom about the holocaust will help them gain a different insight on the topic from what they are learning in their history classes.
The students are going to have nightly journals to reflect on the reading that was assigned for homework. I will also give them questions to ponder in those write- ups. I will use quick writes at the beginning of class and exit slips on the way out. Students will use creative writing skills along with artistic skills to show that they are doing the reading. On occasion, I will have the students get together in groups to discuss certain themes or symbols in the book. There will also be a vocabulary list/character list that they will be responsible for filling out while reading the book. There will be a review game the day before the test to help students prepare. At the end of the unit there will be a test. I would like to use the quick writes and the exit tickets as proof of the student’s progress while we are reading this book. I think quick writes and exit tickets will help students speak their minds regarding how they feel about what is taking place in the book. This would reach different intelligences and styles because they can take the question asked and make it their own. In these responses, students are encouraged to respond with their honest thoughts and feelings.
I will give students a rubric to follow in the creative writing assignments. I will also provide a checklist for what needs to be included in their artwork when it comes time to make their war posters.
Criteria Work in Progress Developing Proficient Accomplished
Organization -There are no -There are hints -There are key -Transitions are transitions of transitions phrases present clear between between the between that show the paragraphs/ideas. paragraphs. paragraphs, but reader that a new -The main ideas -Introduction and can still use some topic/paragraph are more clear conclusion do not improvement. is beginning. and concise. match. -Easy to find main -Ideas are in an -Narrative has a -Ideas seem to be ideas in order that gives creative title that all over the place. paragraphs, but the paper a nice is original and -Lack of a title needs more flow. brings a lot to that fits the details. -Creative title their paper. narrative. -Creative title. that makes the narrative stand out. Clarity -Topic of -Topic of -Topic of -Topic of the narrative is narrative is narrative is clear narrative is clear uncertain. clearer, but needs and apparent with the main more detail to get throughout the idea referenced ideas across. paper. to throughout the paper and clear details. Sentence -Lacks correct -Small grammar -Little or no -Full Structure grammar corrections need grammar understanding of (commas, to be made. corrections need grammar usage. punctuation, and -Word choice and to be made. -Wording and spelling). phrasing are less -Good usage of phrasing flow well -Awkward apparent. words and with the ideas of phrasing and -There are few phrasing are the narrative. wording. run-on sentences used. -Narrative -Includes run-on found. -Run-on contains zero run- sentences. sentences are less on sentences. apparent. Creating a -There is little -The voice in the -The voice in the -There is a strong personal voice. indication on narrative needs narrative is voice in the where the to be clearer and strong, but could narrative. author’s voice is provide more use more insight. -The story that is coming from/no detail. -The story has the being told is clear voice at all. - The author’s author’s voice, about the -The narrative voice is being but could use author’s feelings lacks detail on heard, but needs more details. towards the what the author to be clearer with topic. is thinking and what they are the points they trying to say. are trying to make. Content -Student shows -Student could -Student shows -Student they do not know relate more to they understand understands the what took place the novel to show the novel read, novel they are and cannot relate they understood but could use comparing their to the characters. what took place. more information narrative to. -Student uses no -There is little use that relates -Uses vocabulary vocabulary that to the similar towards the that relates to the relates back to vocabulary that novel. novel. the novel. was used in the -Uses some -Makes the - Student shows novel. vocabulary that narrative sound no relation to the -Student shows relates towards like they have novel that was little relation to the novel. gone through an read in the the novel that -Narrative sounds experience like a narrative. was read. like an experience main character similar to a main has. character but could be more relatable.
4. Student Work: Not Available at this time.
5. Procedure: If we run out of class time and students questions aren’t fully answered, as homework they would be asked to write down any questions that weren’t answered during class so we could discuss them the next day. I don’t want the students thinking that just because we finished a lesson, it doesn’t mean they aren’t allowed to bring up any more thoughts they might have during the next class.
Day 1: The students will come in and pick up two poems from my desk and read them silently at their seats: Holocaust by Barbara Sonek and Lost by Anonymous. While reading, the students will underline the lines that stand out to them and star the line that they think is the most important in the poem. When the students are done reading the poems quietly to themselves, two volunteers will read the poems aloud to the class.
After hearing them, we will go over the poems together as a class and ask students to share what their impressions were of the poem. After students are done sharing their thoughts, they will get in groups to share what they thought was the most important line and what stood out to them about each poem and why it stood out. When the group time is up, have one person from each group present to the class what their group had said; what were the areas of agreement and disagreement? After group work, I will introduce the text we will be focusing on for the next two weeks; Night by Elie Wiesel.
I will also hand out a character list/vocabulary sheet for them to fill out as they read. Before the students leave, I will ask them to fill out an exit ticket about the poems we read, what they know about the holocaust, and what they would like to learn about it during this unit. If students have any further questions about the poems that were discussed, I would ask them to write down any questions they may have, and we will address those questions in class the next day. For homework, they will need to read to page 17, write down a quote that captured their attention in their journals, and fill in any characters or vocabulary on their handout I gave them.
Name______Period______Holocaust by Barbara Sonek
We played, we laughed we were loved. We were ripped from the arms of our parents and thrown into the fire. We were nothing more than children. We had a future. We were going to be lawyers, rabbis, wives, teachers, mothers. We had dreams, then we had no hope. We were taken away in the dead of night like cattle in cars, no air to breathe smothering, crying, starving, dying. Separated from the world to be no more. From the ashes, hear our plea. This atrocity to mankind can not happen again. Remember us, for we were the children whose dreams and lives were stolen away. http://www.auschwitz.dk/id6.htm
Lost by [email protected]
Night, this empty pit less dark, Alone known not by name, only by a number, a mark, Held up in these enclosed walls, constructed to mortify to contain you from the outside halls, to the corpselike cries you become immune, the fire that consumes life even cannot consume the night, with death billowing upon the fire you will be gone soon, At each dusk the isolated lack of light, again takes away hope and leaves no rebellion no fight, At each dusk all is lost into the night. http://www.datasync.com/~davidg59/holo_art.html
Name______
Period______Character and Vocabulary list for Night
Directions: As you read through the book, fill in the important characters and vocabulary words. For the characters, include what they look like, what type of attitude they have, and why you think they are important to the story. For the vocabulary, fill in what you think the word means to your best knowledge.
Eliezer—
Chlomo—
Moshe the Beadle—
Akiba Drumer—
Madame Schachter—
Juliek—
Tibi and Yosi—
Dr. Josef Mengele—
Idek—
Franek—
Rabbi Eliahou— Zalaman—
Mier Katz—
Stein—
Hilda—
Bea—
Tzipora—
Nazi—
SS Officer—
Concentration camps—
Chimney—
Barrack—
Transports—
Freedom— A-7713—
Blockalteste—
Selection—
Kommando—
Meister—
Pipel—
Evacuation—
Day 2: When the students come into the classroom, I will ask them to pick up the political cartoon from my desk. While they look over the cartoon by themselves, they will write down what they think the cartoon is trying to say and what their own thoughts about the cartoon. While students are looking over the cartoon, I will go around and check the character list/vocabulary sheet to make sure they filled things in the night before. After everyone has had time to reflect on the cartoon, I will have each student say one thing they thought about the cartoon. If they would rather mention something about the reading the previous night, that is acceptable as well. After everyone has shared what they thought about the cartoon or the previous night’s reading, I will address any questions they may have. I will then ask the students to take out a loose sheet of paper. I will bring up a PowerPoint® of different images from WWII and the holocaust. They will respond to questions such as: How does this picture make me feel? What is going on in the picture?, and How does this change my thoughts on what I’ve read in the book so far? Each picture will stay up for two minutes to allow time for viewing and responding. After the PowerPoint® is done, we will come together as a class and share our reactions. On the same sheet of loose leaf paper they used, I will ask them for a prediction of that is going to happen next in the book. These will be collected for me to look over and be used as an exit ticket. Before giving students their homework, I will have them write down this question to answer after tonight’s reading: If you were being treated like Eliezer or any member of his family/community, how would you react?
Their homework for the night will be to read to page 34 and fill in the vocabulary/character list and reflect on what they read in their nightly journal.
The following quote is linked to the political cartoon to help bring some understanding and background information to what is being displayed by the artist. This can be found on the website listed after the quote.
“Arthur Szyk (1894-1951), a Polish Jewish artist and illustrator, is perhaps best known for his stunning Passover Haggadah, first published in 1940, which depicted Hitler as the ‘wicked son.’ Many European publishers rejected it because they feared its anti-Nazi references might provoke German wrath. Szyk came to the United States in 1940, and began contributing anti-Nazi cartoons and illustrations to leading U.S. magazines. Among his many admirers was First Lady Eleanor Roosevelt, who once remarked, ‘This is a personal war of Szyk against Hitler, and I do not think that Mr. Szyk will lose this war!’ “As news of the Nazi genocide began reaching the West, Szyk joined the Bergson Group, a coalition of Jewish activists who lobbied the Roosevelt administration to rescue Jews from Hitler. His dramatic illustrations were featured in many of the full-page advertisements the Bergson group placed in U.S. newspapers. “This Szyk illustration, which was published on the editorial page of the New York Post on June 1, 1943, challenged the Allies’ evident indifference to the plight of European Jewry. It appeared amidst a rising tide of criticism in Congress, the Jewish community, and the media over the recent Bermuda Conference, at which the U.S. and British governments had again refused to take meaningful steps to aid the refugees” (I’m not sure why the material looks like this, but I couldn’t change it, sorry). http://wymaninstitute.org/press/2004-05-20-cartoons.pdf
Day 3: When the students come in, they will respond to the quick write on the board: If you were asked to leave your home, and you could only take the belongings with you that fit in your book bag, what would you take? While students work on this prompt, I will walk around to make sure they are keeping up with the character/vocabulary handout. After everyone has completed the prompt, I will ask the students if they have any questions about the reading or what is taking place.
Afterward, I will hand out a rubric for a short narrative that they will be starting in class and then finishing for homework. This is something that I will have the students complete in stages. They will do one draft to hand in to me tomorrow and then a final draft on the day of the unit exam. After they hand in their first drafts, I will go through their first draft making suggestions as to what they can change and comment on their strong ideas. The students will write their narratives as if they are going through the holocaust themselves and reflect on what it’s like. I would encourage them to get some ideas from the memoir to help them. After the students have time to look over the rubric, I will answer any questions they have, then let them get to work. While the students are working on their narrative, I will pass around a pamphlet I got at a holocaust museum with facts that can help them develop their narratives. When the class period is ending, I will ask them to pass up their quick writes for me to look over. For students who have not finished their narrative, it will be their responsibility to finish it as homework. I will answer any last minute questions about the narrative, assign them to read to page 44, and I will tell them to reflect on their reading in their journals.
Day 4: When the students enter, there will be a quick write prompt on the board for them to answer: A common theme in Night is maintaining faith. Does Elie Wiesel believe that God is dead? Does the narrator, Eliezer? While the students are responding to the prompt, I will go around making sure they are making progress in their journals and their vocabulary/character list. After students are finished we will share some of our thoughts about the quick write. I will collect their finished narratives which were assigned the day before. I will then go into reviewing what theme, motif, and symbols are because I would think 9th graders already know these meanings. I will give students a worksheet with three separate columns for each category: theme, motif, and symbol. As a class we will go through what we have read so far and fill in the columns with fits in each category. I will ask the students to share examples from the book to back up their thoughts and examples. After the worksheet is complete, I will ask the students to fill out an exit ticket on what they think is the most significant theme, symbol, or motif is in the book and explain why. I will also ask the students to keep this list accessible in order to help them review for the unit exam. For homework, they will read up to page 56 and reflect in their nightly journals. Name______Period______
Themes, Motifs, and Symbols in Night
Directions: Fill in each theme, motif, and symbol with an example you found in the book. On the back of the page, add one word to each category you think would apply.
Themes:
Eliezer’s struggle to maintain his faith in God:
Silence:
Inhumanity to other humans:
Importance of father-son bonds:
Motifs:
Tradition:
Religious observance:
Symbols:
Fire:
Night: Day 5: When coming into class, students will respond to a quick write that will relate to the reading assigned last night. It will be collected at the end of class. Prompt: How did you react when Elizer had his gold crown removed by a rusty spoon? What would you have done? After the students have had time to respond, I will draw Popsicle sticks out of a cup with the student’s names on them to hear some of their responses. I will ask if anyone added to the worksheet done in class after their reading last night and if so would they be willing to share anything that they added.
I will break students into groups for them to work on writing a letter home from a German soldier’s point of view. I will write some criteria on the board to be used, and I will also ask them what they think would make a good letter. Their suggestions for the paper will stay on the board as well. Each student will bring something to this letter in order to receive credit for group participation. They will have until the end of class to complete this letter.
That night for homework students will read to page 69 and reflect upon what they have read by writing in their journals. While writing in their journals, they will ask themselves if they recall a part in the book where a soldier may have felt guilty for the actions that were taking place in the concentration camps. They can also respond with something they have done in the past that may have made them feel guilty.
Day 6: Today is going to be a craft day in the classroom. I will have the students pick up a piece of poster board when coming into the classroom. Students will have the entire class period to work on an “end the war” poster. This will help them draw content from the book and indicate their personal view on what was taking place during that time. This will allow the students to show their creative side and show how they feel about what was happening to Jews in Europe. There will be markers, crayons, colored pencils, scissors, glue, and construction paper in the front of the room.
If the students don’t finish their poster during class, they will be responsible for completing it for homework. The other part of their homework is to read to page 82 and write a reflection in their journal about something in the reading that stood out to them. They will also need to identify a quote in their reading that stood out to them. The quote will be used for an in-class activity the next day.
Day 7: Today when students enter the classroom, I will ask them to place their finished posters on my desk. Students will be told to begin looking over the quote they chose last night to prepare for today’s in class assignment (this needs to be here because the quote they chose last night will be used during class today and that is something they need to know). While they are doing this, I will pass out a blank piece of computer paper. Together we will fold the paper two times, once the long way and once the short way. Then, we will fold the paper once in the corner to make a diamond in the middle of the paper. In each corner students will write: what the author thinks, what the student thinks, analysis of the quote, and draw a picture that relates to the quote (stick figures are acceptable). In the diamond, they will write the quote chosen from the reading. After students have been given an amount of time to complete the diagram, each student will share their quote and the square that they think best describes their quote. After everyone has shared, I will collect their charts and tell them what their homework will be. Students will read up to page 97, write a reflection in their journals, and answer the question, “Are there any villains or heroes in this book? Why or why not?”
Day 8: Students will come in do a quick write on answering the question, “How will Night end?” After they have responded to the question, they will be asked what they thought was something positive and what was something negative that took place during the holocaust. Their answers will be used for later in the class. After, I will ask for volunteers to share their thoughts on what is going to happen at the end of the book. I will split the students into groups so they can share what they think are the positives and negatives that came from the holocaust. They will be instructed to come up with a list of positives and negatives and to give examples of what they have learned from the list created. After the students have been given time to complete the assignment, each group will share one positive and one negative aspect they took from the book and what it meant to them as a group. I will ask them to hand in their lists along with their quick writes as their exit tickets.
For homework they will finish the book, write a reflection in their journals on what they thought of the book as a whole, and think of two questions to bring in for the review game for the next class. I will remind them to bring in their journals to class the next day.
Day 9: Students will come to class with their questions for the review game. I will break the students into two groups and ask a volunteer on each team to keep score. I will ask for the questions to be passed to the front of the room for me to read to the teams. I will ask a question of the team, and they will have 30 seconds to come up with the answer. If they can’t get it, the question will be passed to the other team. At the end, the team with the most points will receive an extra two points on their unit test scheduled for the next day. Before they leave, I will collect their journals that they have been keeping throughout the unit.
Day 10: Unit test (I think this is a good test because it isn’t just one type of questions). Name______Period______
Final test for Night
Multiple Choice: Circle the best answer.
1. What town do Eliezer and his family come from? A. Gleiwitz B. Sighet C. Haifa D. Budapest
2. What specifically does Eliezer recruit Moshe the Beadle to teach him? A. The Cabbala B. The Talmud C. The Torah D. The Haftorah
3. What is Eliezer’s oldest sister’s name? A. Bea B. Hilda C. Tzipora D. Esther
4. Upon his return to the village, what does Moshe the Beadle try to do? A. Break into Eliezer’s home B. Spy for the Nazis C. Become a Rabbi D. Warn the villagers about the Nazi threat
5. After being evacuated from their original homes, where are the Jews of Sighet first sent? A. To Auschwitz/Birkenau B. To a ghetto within Sighet C. To Czechoslovakia D. To Buna
6. On what day is Eliezer’s family deported from Sighet? A. Rosh Hashana, the Jewish New Year B. Yom Kippur, the Day of Atonement C. The first day of Passover, the commemoration of the Exodus from Egypt D. The Sabbath, the day of rest
7. On the train from Sighet, of what does Madame Schacter has visions? A. A gas chamber B. Israel C. A furnace D. Angels of liberation
8. What do several men on the train do when they are unable to endure Madame Schacter’s screaming? A. Stuff their ears with cotton B. Beat her senseless C. Jump off the train D. Persuade her son to keep her quiet
9. From whom is Eliezer separated at Birkenau? A. His mother and three sisters B. His father C. Both his parents D. His entire family
10. During the first selection at Birkenau, what do Eliezer and his father, respectively, pretend their ages are? A. Fifteen and fifty B. Fifteen and forty C. Eighteen and forty D. Eighteen and fifty
11. Who is the infamous Nazi doctor presiding over the Auschwitz arrivals? A. Dr. Mankle B. Dr. Mengele C. Dr. Menglein D. Dr. Maunklietz
12. What is the Kaddish? A. The Jewish prayer of the dead B. A leader of the Jewish community C. The Hebrew translation of “The Holocaust” D. The book of Jewish mysticism
13. In Birkenau, who beats Eliezer’s father? A. Meir Katz B. A gypsy Kapo C. An S.S. guard D. A horde of prisoners
14. At Auschwitz, who recognizes Eliezer and his father? A. Their relative from Antwerp, named Stein B. A French Jewish woman posing as an Aryan C. Their rabbi from Sighet D. An old customer of Eliezer’s father 15. At Buna, with who is Eliezer placed in a block? A. Electricians B. Masons C. Farmers D. Musicians
16. What is Idek? A. Eliezer’s Kapo in the electrical equipment warehouse B. A violinist who befriends Eliezer C. Yosi’s brother D. An old Jewish mystic
17. To whom does Eliezer lose the gold crown on his tooth? A. Franek B. Idek C. Akiba Drumer D. A Jewish dentist from Czechoslovakia
18. What do the Gestapo do after an instance of sabotage at Buna? A. Arrest Eliezer B. Torture Eliezer’s father C. Hang a young child D. Close down Buna
19. After Akiba Drumer’s death, what do Eliezer and the other prisoners do? A. Decorate his grave B. Forget to say the prayer for the dead C. Rebel against the Nazis D. Secretly light memorial candles in his memory
20. In January 1945, what sort of infection does Eliezer contract? A. Mouth B. Thumb C. Stomach D. Foot
21. In the concentration camp hospital, Eliezer’s neighbor remarks he has lost faith in everything except what? A. God B. Death C. Hitler D. Eliezer
22. During the long run after Buna, what does Eliezer say was the only thing that kept him from giving up? A. His faith in God B. His desire for justice C. His father’s presence D. A sense of pride
23. In the shed, taking a brief break from the run, what does Eliezer pray for? A. For the dead B. For an end to the war C. For the strength to the never abandon his father for his own benefit D. For a quick end to their long journey
24. In the barracks at Gleiwitz, what does Eliezer hear? A. His mother’s voice B. The quiet prayers of all the Jewish prisoners C. Rabbi Eliahou’s son mercilessly berating his father D. Juliek playing Beethoven on the violin
25. Where does Eliezer’s father die? A. Gleiwitz B. Buchenwald C. Birkenau D. Buna
True and False: Read the statements listed and mark whether it is true or false.
1. ____ When Eliezer was free, he met up with his mother and sisters. 2. ____ Eliezer did all that he could to help his father survive in the concentration camps. 3. ____ Eliezer had his gold tooth removed. 4. ____ When Akiba Drumer’s died, everyone said the prayer of the dead. 5. ____ Eliezer’s father was beaten by prisoners when arriving in Buna. 6. ____ Eliezer’s older sister’s name is Hilda. 7. ____ When Madame Schacter saw the flames while she was on the train, everyone calmed her down by telling her it was a figment of her imagination. 8. ____ Eliezer’s father died in Gleiwitz. 9. ____ Eliezer and his family were able to take all of their valuables with them when they were taken to the camps. 10. ____ Eliezer lost his foot because it was too cold in the camps.
Short Answer: Answer the question in 1-2 paragraphs to the best of your ability.
What are some of the positive points that Elie Wiesel tries to point out in the text? Give as many examples as possible and why you think they are considered to be positive. 6. Resources: SparkNotes Editors. “SparkNote on Night.” SparkNotes.com. SprakNotes LLC. 2002. Web. 22 Nov. 2009. (Used for final exam). Wiesel, Elie. Night. New York, NY: Bantam Books, 1960. Print. Sonek, Barbara. "Holocaust Poetry." http://www.auschwitz.dk/id6.htm. 20 Nov. 2009. Holocaust Books, Web. 20 Nov. 2009. [email protected] . "Holocaust Poetry and Art." http://www.datasync.com/~davidg59/holo_art.html. 20 Nov. 2009. Web. 20 Nov. 2009. "Holocaust Pictures." www.images.google.com. Web. 18 Nov. 2009.
7. Instructional/Environmental Modifications: For students with special needs or students that need extra help, I will be sure to tell them that I will stay after school for an hour if they would like help. This could give students a more one on one interaction that could benefit their learning rather than being in a room full of their peers. For students who are disabled, I will do my best to help them or have an aide in my classroom who can help them understand the lessons as we go along. Then, I would have the student stay after school or schedule time with them during the day to make sure they understand the material. If I had a student in a wheelchair, I would do my best to get them a desk at the front of the room that was accessible to their wheelchair. For students that may be blind, I would try to find this memoir in Braille. For the students who are blind, I would have them respond verbally to me after school about what they read. For deaf students, I would still have them read the book. If they had an idea they would like to share with the class, I would encourage them to vocally respond, but if they couldn’t they could write down their response on a piece of paper. During group work, I would have them do the same by writing down their thoughts so their peers could see what they were thinking and their peers would also do the same.
8. Time Required: Planning for this entire unit might take a week or so, but I plan on going day by day on the progress of the students. This means if we don’t accomplish everything I had planned for that day, we will continue it the next day. If half of them are having trouble with the assignments for homework, I might need to cut back a bit which would make the unit a little longer. The time period of my class is approximately 42 minutes. Each activity of the day will take up about 35 minutes. I envision this unit taking 10 days. Students’ journals, artistic works, personal narratives, letters from a different perspective, quick writes and exit slips, dissection of important quotes, learning of new vocabulary, and reviewing through game preparation will all lead up to a unit test.
9. Reflection: This unit was developed because it is important for students to learn about other cultures’ struggles and to relate to them more personally. Focusing on learning is important because students will draw a lot of information from the text and relate it to their lives, to something else they are learning, or to an idea for a personal narrative. I have learned that by getting this unit together that I am a lot more passionate about the topic than I realized, and am extremely excited to teach it and see the reactions from the students. I think this unit prepares students for life outside of school by opening their eyes to other cultures, and how to accept them, even if people from these cultures are different from themselves. As this lesson develops, I’m learning that I need to include some more detail with some assignments. The more details I give, the less confusion there will be more my students, myself, or a substitute that is teaching the lesson.