A Unit Plan for TeachingNight

By Elie WieselTo ENG 1P1

ED/EN 3051

UNIT SUMMARY

This unit is designed to be delivered to a Grade Nine Applied English Class. It could easily be adapted to suit older grades, particularly to Grade Ten English to compliment the Grade Ten History curriculum.

The first set of lessons, under the reading strand, is designed as an introductory lesson to the novel to be delivered before students begin reading. It is meant to provide students with support before being asked to read the text in a number of ways; providing historical context, providing geographical context, understanding the non-fiction genre, and clarifying Hebrew word meaning. Some subtasks are adapted from Ontario’s Think Literacy guide.

The second set of lessons on the strand of media studies, revolves around connecting the text (which has been read by this point) and the film “Life is Beautiful” together. Students will focus on the importance of establishing their understanding of characters effectively, so to be able to understand the point of view of anyone students were instructed to analyze.

The third set of lessons, under the writing strand, allows students to reflect during reading, preparing them to complete the Questioning Circles, making connections, and journal writing in role assignments after the text has been read.

The fourth set of lessons allows students to work in groups, share their opinions with supporting reasons, and help them prepare to present their culminating task, the Oral Presentation, which the previous lessons have helped them prepare.

Included are lesson plans, instructional strategies, resources, rubrics, handouts, and accommodations for ELL or identified students.

Night by Elie WieselLesson One: Strand: Reading

Getting Ready to Read

This lesson is designed as an introductory lesson to the novel, to be delivered before students begin reading. It is meant to provide students with support, before being asked to read the text, in a number of ways; providing historical context, providing geographical context, understanding the non-fiction genre, and clarifying Hebrew word meaning. Some subtasks are adapted from Ontario’s Think Literacy guide.

Subtask One: Vocabulary.This lesson is designed to foresee and circumvent and difficulties students may experience with vocabulary in the text.

EXPECTATIONS STRATEGIES TEACHER NOTESExpectations are taken from The Ontario Curriculum- English, Grade 9 Applied.

Explain to students that a Jewish man, living in Transylvania, wrote the novel they are about to read in 1979. Explain that the book was initially written in Hebrew. Despite numerous translations, there are a number of words that remain in Hebrew. Explain that today we will explore how to discover the meaning of the Hebrew words, and other challenging words, by looking at the context in which they are said. Get students into small groups of 4 or 5. Distribute cue cards with full sentences from the novel containing Hebrew words. (see Appendix for list)

-identify and use a few different reading comprehension strategies before, during, and after reading. -make inferences about simple texts…using stated

Each small group should begin with one cue card. Tell each group it is up to them to come to a consensus as to what the Hebrew word means in English. Hopefully they

Have appropriate resources available for groups who are unable to determine the meaning of their words. For example a dictionary, or in room internet access.

and implied ideas from the text.

can extrapolate the meaning from the context of the sentence. If not, they can go to an information source.

It is also important for students to realize that despite the fact they may not have gotten the exact definition correct, it was probably still possible to understand the broader meaning of the sentence. Not knowing or understanding one word does not necessarily mean you cannot understand the book.

-communicate orally for a few different purposes.-communicate in a clear coherent manner for a few different purposes.

When each group is satisfied with their meaning, they must elect a representative from their group to stand and inform the rest of the class their word, and it’s meaning. Each group must then write a clear definition of the meaning of the word, and put it up on the class word wall.

APPENDIX:List of sentences containing Hebrew words:

1) He was a jack-of-all-trades in a Hasidic house of prayer, a Shtibl. P.3 (meaning; a communal house of prayer.)

2) He was the Rabbi in our town. P.7 (meaning; Jewish religious leader)3) I asked my father to find me someone to guide me in my studies of Kabbalah.

P.4 meaning; school of thought surrounding the mysticism in Judaism)4) Some schoolmates and I were studying a Talmudic treatise outside the

Synagogue. P.12 (meaning; an important text of mainstream Judaism)5) I held onto my phylacteries, which contained my precious scripture. (small

boxes containing scripture, worn by men for daily prayer.)6) Some of the men tried to bring along their Torah. (meaning; the Hebrew

bible. The most important book to an orthodox Jew.)7) It was Rosh Hashanah, a day for celebrating. (meaning; the Jewish New Year.)8) The women cooked meat for Passover. (meaning; an eight day festival

commemorating the freeing of the Jewish people from Egyptian slavery.)

Subtask Two: Historical Context.This lesson is designed to access and enrich student’s prior knowledge of Nazi Germany to help create the context of the novel.

EXPECTATIONS STRATEGIES TEACHER NOTES-communicate in a clear coherent manner for a few different purposes. -identify and use a few different active listening strategies when participating in classroom interactions.

As a class, design a web on the chalkboard or whiteboard detailing all the information we, as a class, know about Nazi Germany, and concentration camps.

The discussion should involve most of the class, though some students may not have anything to contribute. Some good teacher prompts may include; “What do we know about the timeframe?” “How many people tragically lost their lives?” “Who was the leader of the Nazi party?” “What was the primary reason people were put in concentration camps?”

See appendix for a sample of a web designed to act as background context for the novel.

This creation of a web will help serve as a diagnostic assessment of the students’ prior knowledge.

The web should be exhaustive.

-identify the important information and ideas in simple oral texts, and some teacher-selected complex texts.

If students have insufficient background information on Nazi Germany and concentration camps, consider reading the accompanying excerpt. Students should then be able to extrapolate some significant information.

EXCERPT ON NAZI GERMANY (taken from the Glencoe Literature Library): http://www.glencoe.com/sec/literature/litlibrary/pdf/night.pdf

Hitler’s treatment of the Jews was more than a political strategy. He was an anti- Semite (hater of Jews) who viewed the Jews as an inferior race. In fact, Judaism is not a race, but rather a religion. Soon after taking control of Germany, Hitler began persecuting German Jews. They lost their citizenship and often their right to work, were barred from public schools and gathering places, could no longer marry non-Jews, and suffered frequent physical attacks to their homes and businesses. Hitler defined as Jews those with at least one Jewish grandparent, whether or not they observed their religion. By 1938, before the War spread beyond Germany, Hitler and his secret-police organization, the Gestapo, had already imprisoned more than 30,000 Jews. In keeping with his goal of achieving German racial “purity,” Hitler also attacked and imprisoned Gypsies, people with handicaps, and homosexuals. Those

who disagreed with Hitler’s political views—Communists, Jehovah’s Witnesses, Soviet and Slavic prisoners of war—were also mercilessly imprisoned, enslaved, and murdered. As Hitler’s control of Europe spread, more and more innocent people were imprisoned or killed. Some were forced to live in ghettos, enclosed areas within cities, where they often starved. Others were executed or sent to the rapidly expanding camp system. By the end of the war, at least six million Jews and five million non-Jews had lost their lives.

APPENDIX:

Subtask Three: Geographical Context. This lesson is designed to help students begin to understand the great distances travelled in the text, as well as where in the world it is taking place.

EXPECTATIONS STRATEGIES TEACHER NOTESThis lesson will utilize the free web based resource; Google Lit Trips. Follow along with the slides, they scaffold the journey the main character will go on very well.

Be sure to familiarize yourself with the interface of Google Lit Trips beforehand. It may also prove useful to have some printed hard copies of the slides for those students who desire or require a closer inspection.

Nazi Germany and Concentration Camps

Imprisoned People

Mostly Jewish. Also, Polish, Romas (gypsies), homosexuals, and other ‘enemies of the state.’

Prisoners were forced workers. Awful conditions.

Death Camps. Between 11 and 17 million people died.

Inhumane

Never enough food or drink.

Medical experiments

Abuse and torture.

Media

Shindlers List, Boy in the Striped Pyjamas. Inglorious Basterds.

To bring context to the journey, tell students that through the course of the novel, the narrator will travel over 1000 kilometers. That’s like travelling from Toronto, to Thunder Bay.See Appendix for slide samples.

APPENDIX:This map shows the entire route the narrator travels throughout the course of the novel.

This map shows a satelite image of Buchenwald concentration camp, taken in the year 2007.

Subtask Four: Providing Emotional Context.This lesson is designed to set up an appropriate tone, and emotional context before reading the novel. The novel is very raw, and can evoke powerful reactions. Therefore it is important to prepare students for what they are about to encounter, so that they are not overly traumatized by the work, and can react in a mature and appropriate way.

EXPECTATIONS STRATEGIES TEACHER NOTESTo begin, remind students that the novel they are about to read, is a piece of non-fiction. It is one man’s memoir, of his personal journey. It took him ten years before he could even begin to write his story down.

Consider utilizing this quote by Wiesel: “"So heavy was my anguish that I made a vow: not to speak, not to touch upon the essential for at least ten years. Long enough to see clearly. Long enough to learn to listen to the voices crying inside my own. Long enough to regain possession of my memory. Long enough to unite the language of man with the silence of the dead."

-use appropriate descriptive words, phrases, and expressions

Distribute index cards to students, one for each. Tell each student to have a

to make their writing clear for their intended audience.

pen or pencil. They will be asked to write.

-write complete sentences that communicate their meaning accurately …-explain how their own beliefs, values, and experiences are revealed in their writing.

See the appendix for suggestions of images to be used. Project images using an overhead, or digital projector.

Tell students to answer the following; “I see…”

This response is meant to be simply factual. A detailed description of that they can observe by looking at the photo. This forces them to study the photo closely.

Next, remove the image. Have students complete the following statement; “I remember…”

This response should be the particular part of the image that stood out to them the most. Could be the general mood, tone, or feeling the photo created, or it could be a particular look on someone’s face, or other small detail. This is meant to make the students think about why the photo was, or was not captivating.

Finally, have students complete the following; “I hope…”

This response should be a desire for the people featured in the photo. It is meant to cause students to become emotionally invested in what they have just seen.

If anyone wishes to share something they have written, allow them to do so.

Do not make it mandatory to read what they have written. These are designed to be personal responses.

Have students hold on to their writing, as it may be required later on.

APPENDIX:

Night by Elie Wiesel

Lesson 2: Strand: Media Studies

These lessons on the strand of media studies, revolve around connecting the text (which has been read by this point) and the film “Life is Beautiful” together. Students will focus on the importance of establishing their understanding of characters effectively, so to be able to understand the point of view of anyone students were instructed to analyze.

Subtask One: Looking Through a LensThis lesson will ask students to reflect on the film and the events of the Holocaust, by imagining to see it through the perspective or lens of different types of people. Students are expected to explore and understand how different types of people would understand, respond, be affected and “see” the events within the film.

EXPECTATIONS STRATEGIES TEACHER NOTESExpectations are taken from The Ontario Curriculum- English, Grade 9 Applied.

1.1 Purpose and Audience

Lesson will begin by hooking the students through watching two 3 minute clips of a Holocaust documentary, “Witness: Voices from the Holocaust.”

Accommodations for ELL or identified students:

- Provide extra time for students who need more time to formulate their thoughts and be creative

explain how simple media texts and some teacher-selected complex media texts are created to suit particular purposes and audiences

1.4 Audience Responses- identify how different audiences might respond to selected media texts

1.5 Critical Literacy- identify the perspectives and/or biases evident in a few simple media texts and teacher-selected complex media texts and comment on the questions that may arise about beliefs, values and identity

2.1 Form- identify general characteristics of a few different media forms and explain how they shape content and create meaning

source: http://www.youtube.com/watch?v=leqkGOqyWMI

Purpose: Students see the perspective of the war through the recollection and perspective of several different people. * The link or title of the clip will not be disclosed to the students due to parental warnings. - Teacher will explain the power of films and perspective. Part 1: Brainstorming (10 minutes)- students brainstorm (at least 5) different types of people (audiences) who would see this film/events during the Holocaust and analyze and understand it , through the lens of each type of person they choose- after, share answers with the class - Modeling through provided example (i.e. child, father, mother, etc.)

Part: 2 Think/Pair/Share (15-20 minutes on think & 10-15 minutes on pair/share)- students will take their list and write how each person would “see” the perspective of the film and the effects of the war.- students will use the graphic organizer to write their ideas (Appendix 2.1)- Students are expected to

- Less text and more visuals

- Provide modeling and examples to guide students, - Students have time to think about their answers before speaking about them orally to their partner (Think/Pair/Share)

- Extra time for processing

- Repeat/Rephrase instructions

- reduced/uncluttered format

use their prior knowledge, their imagination and creativity- afterwards, students will share their ideas and thoughts with a partner (Oral skills) and submit at the end of class.

APPENDIX 2.1

Use this chart to help guide you with your answers.

Person What they saw What does it mean to you?

Furthermore

* Yale University. “Witness: Voices from the Holocaust.” Aug 27 2009. Only video clip. Youtube. Accessed Feb 27. <http://www.youtube.com/watch?v=leqkGOqyWMI>

Subtask Two: Creation

This lesson gives students the opportunity to choose their own project, out of 3 projects. Each project allows students to demonstrate and further their understanding of different characters and the corresponding perspectives/points of view (i.e. emotions, thoughts). This lesson will also revolve around a variety of

assessments.

EXPECTATIONS STRATEGIES TEACHER NOTESExpectations are taken from The Ontario Curriculum- English, Grade 9 Applied.

1.1 Purpose and Audience explain how simple media texts and some teacher-selected complex media texts are created to suit particular purposes and audiences

2.2. Conventions and Techniques- identify a few different conventions and/or techniques used in familiar media forms and explain how they convey meaning

3.1 Purpose and Audience- describe the topic, purpose and audience for media texts they plan to create

4.1 Metacognition- describe a few different strategies they used in interpreting and creating media texts and explain how these or other strategies can help them improve as media interpreters and producers

Purpose: This lesson will give students some freedom in choosing one of 2 projects. Each project will demonstrate students' current grasp on understanding characters other then themselves (“Night” and/or “Life is Beautiful)

Choice #1: Film Poster

Part 1: Brainstorm (10 minutes)- Students who choose this project will come together as a group and brainstorm their ideas on what they believe would make an effective film poster - Students will have an example of a Film Poster of the film (Appendix 3.1)

Part:2 – Thinking (10 Minutes)- Students will sit back at their desks- Students will initially choose a character or characters (from “Life is Beautiful” and “Night”), which they want the poster to be based on. The poster will focus on the chosen character's own perspective, which also will be student's choice. This will demonstrate student's ability to show their understanding of how to imagine seeing through the lens of their chosen character

Part 3: Writing (15 Minutes)

- Before making the poster, students will create their own checklist of what they believe will make an effective film poster, based on their character choice

Part 4: Creating (90-100 Minutes)

Accommodations for ELL or identified students:

- Allow for extra time during Brainstorm periods, Thinking periods, Writing periods, Creating periods and Assessment periods, if students are in need of extra time

- Prompts to return students' attention to task, if teacher notices students are not on task

- Assistive devices are offered to students (i.e. dictionaries for ELL learners)

- Variety of assessment strategies

- Oral responses to student work

- More frequent breaks to divert restlessness

- Reduction in the number of tasks used to assess a concept or skill

- Encourage and praise student work and creativity if students are lacking confident in themselves

- Students will create their poster- teacher will coach and encourage students

Part 5: Assessment (10 minutes)

- Once the poster is complete, students will check off each point on their checklist, if it were met. This will serve as their self-assessment. - Metacognition falls here

Choice #2: Mock Interview Transcript

Purpose:- Students will pair up and will create a transcript of a mock interview between an interviewer and a character from the film or from “Night”. - an example of a transcript will be provided, to guide student to create an effective interview

Part 1: Pair up (10 minutes)

- Students pair up with another- Pairs decide who plays and the interviewer and the interviewee – students must decide which character will be interviewed

Part 2: Designing (Remainder of class plus first half of next class, if need be)

- teacher informs students that the goal of this lesson is to make the lesson effective – the character's personality and perspective is evident - Students work together and plot/design the interview transcript, through referring to the example provided- Students will brainstorm ideas on

how to make an effective interview and will create a checklist on what makes an effective interview

Part 3: Exchange (15-20 Minutes)

- Students meet up with another pair and exchange their interviews accompanied with the corresponding checklist- Each pair reviews the exchanged interview and checks off each point on the exchanged checklist- Students peer assess

APPENDIX 3.1

Film Poster Example

This poster shows the perspective of each character of the film, perhaps through their understanding of the importance of family.

Ask yourself, what makes this poster effective in showing us an understanding of the characters?

What does the setting of the poster suggest?

*moviegods. “Life is Beautiful.” Photo. Moviegods.com <http://www.moviegoods.com//Assets/product_images/1020/194289.1020.A.jpg>

Lesson Three- Strand: Writing

This lesson allows students to reflect during reading, preparing them to complete the Questioning Circles, making connections, and journal writing in role assignments after the text has been read.

Subtask One: Questioning CirclesThis lesson will help students think and question the text in three areas: the text itself, the world and themselves. These areas will help students deepen their reading and understanding of the text and see how the text connects personally to their own lives.

EXPECTATIONS STRATEGIES TEACHER NOTESExpectations are taken from The Ontario Curriculum- English, Grade 9 Applied.

1.2 generate and focus ideas for potential writing tasks.

1.4 identify, sort, and order main ideas and supporting details for writing tasks.

Introduce the “Questioning Circles” organizer to students. (see Appendix 1.1 for organizer) Draw attention to the categories of the three outer circles first: text, reader and world.

Part one:As a class, students will brainstorm and list any ideas using a three column T-chart (see Appendix 1.2), under the headings text, reader and world.

Part two: The following activity will then be repeated using the three inner circles (see Appendix 1.3): text to reader, text to world, reader to world and text to world to reader (dense question).

Accommodations for ELL or identified students:

-Provide a color copy of the “Questioning Circles” handout so that circles and headings are clearer.

-Provide several examples of each category.

-Allow extended time for brainstorming.

-Pair ELL or identified students with a stronger student in the class.

-Use large font when writing on the board.

APPENDIX 1.1:Questioning Circles Organizer

Text: Relating events/major ideas in the text. What point are the characters or is the author trying to make through their text?

Reader: Relating events/major ideas in the text to personal lived experiences, interests related to the topics in the text.

World: Relating events/major ides in the text to the world, other texts and/or subject areas.

Text to Reader: What events/major ideas in the text have you experienced? Have you ever felt the same feelings?

Text to World: How does X in the world compare with Y in the text? Think about how a topic or an idea from the text connects to problems, issues, ideas or ways or doing things that we see in different subject areas, in the world or in other texts.

Reader to World: How you feel or think about a real world issue that has to do with the topic or idea. Ask yourself “How do I feel/think/react to X”?

Text to World to Reader (Dense question): World to Reader to Text: Think first about the inquiry topic/issue/idea and then ask what the text is saying to the reader and other people about how to use the information or think about the information. How does this relate to your own thinking and doing when you are living your own life?

APPENDIX 1.2 Three column T-Chart: part one

Text Reader World

APPENDIX 1.3Three column T-Chart: part two

Text to reader

Text to World

Reader to World

Text to World to Reader (Dense Question)

Subtask Two: Making ConnectionsThis lesson is designed to help readers make connections between the text, themselves and the world in which they live.

EXPECTATIONS STRATEGIES TEACHER NOTESExpectations are taken from The Ontario Curriculum- English, Grade 9 Applied.

Using their brainstorming from Subtask one for ideas, students will choose two of the following questions: one from

Accommodations for ELL or identified students:

-Allow extended time for completion or assign only

-2.5 explain how their own beliefs, values, and experiences are revealed in their writing.

-1.5 extend understanding of simple texts and some teacher-selected complex texts by making basic connections between the ideas in them and personal knowledge, experience, and insights.

section A, one from section B. See Appendix 2.1 for the list of questions.

Students will be required to write a minimum three paragraph response, including an introduction, body and conclusion.

one question.

-Use large typed font.

-Simplify questions if necessary.

-Allow student to complete work orally first, then complete written after feedback for ideas has been given.

APPENDIX 2.1Making Connections: Questions

A

Text: Compare the narrator’s point of view in the preface to his point of view in the novel. Has his perspective changed?

Reader: Explain a situation where you felt like you were being treated unfairly and you could not understand why. How did this make you feel?

World: What are some other groups in the world that have been treated like the narrator and his people?

B

Text to Reader: Explain a time when you may have felt like the narrator. What feelings do you share?

Text to World: Choose a group in today’s society which is treated poorly by another group. How does this group compare to the narrator and his people? Why are they being treated this way?

Reader to World: How do you feel/think/react when you hear about being people treated differently because of their culture or race?

Text to World to Reader (Dense question): Using your knowledge and personal experience, explain why it is important for people to be able to practice their own culture but may be forced to follow another such as the narrator in Night.

Subtask Three: Journal entry: Writing in Role

This lesson is designed to help readers further understand setting and character so that they can respond writing in role to select quotes and/or passages in the text.

EXPECTATIONS STRATEGIES TEACHER NOTESExpectations are taken from The Ontario Curriculum- English, Grade 9 Applied.

-1.8 identify the perspectives and/or biases evident in simple texts and some teacher-selected complex texts and comment on any questions they may raise about beliefs, values and identity.

-2.2 establish an identifiable voice in their writing, modifying language and tone to suit the form, audience, and purpose for writing.

Ask students to think/pair/share about the following quote from the narrator: “On my father’s cot there lay another sick person. They must have take him away before day-break and taken him to the crematorium. Perhaps he was still breathing….” (Wiesel, p. 112). Consider how the narrator felt at this point in your answer.

Explain to students that the think/pair/share activity they have just completed will model their journal writing in role assignment.

Accommodations for ELL or identified students:

-Allow extended time for think/pair/share.

-Pair ELL or identified students with a stronger student in the class.

Students can use their understanding of the characters from lesson two to complete this subtask.

Review character traits and feelings of main characters if necessary.

Discuss the characteristics of journal writing, and define “writing in role” with students. Use the think/pair/share quote to model writing in role as the narrator or any journal entries of the narrator.

Students will then choose one of four quotes/passages and will respond to it in a journal

-Provide written information for characters and characteristics of journal writing if necessary.

-Provide students with possible prompting questions which could help them write in role.

-Allow student extra time to complete the assignment.

entry while writing in role of the character of their choice. See Appendix 3.1 for a list of quotes/passages.

Students should consider how they would think/feel/react to the passage and what they would do if they were in that situation while writing their response. See Appendix 3.2 for evaluation rubric.

APPENDIX 3.1Quotes/passages for writing in role

1) “Everything happened very quickly. The race toward death had begun. First edict: Jews were prohibited from leaving their residences for three days, under penalty of death”. –Eliezer (Wiesel, p. 10).

2) “Every Jew had to wear the yellow star”. -Eliezer (Wiesel, p. 11).

3) “So many events had taken place in just a few hours that I completely lost all notion of time. When had we left our homes? And the ghetto? And the train? Only a week ago? One night? One single night?”. –Eliezer (Wiesel, p. 37).

4) “So? Did you pass? Yes. And you? Also. We were able to breathe again” –Eliezer and Chlomo (Wiesel, p. 73).

APPENDIX 3.2Evaluation Rubric

CriteriaThe student:

No evidence Fair Good Excellent

-understands the issue(s) from the perspective of the character

-has no understanding of the issue(s) from the perspective of the character

-has someunderstanding of the issue(s) from the perspective of the character

-understands the issue(s) from the perspective of the character

-understands in depth the issue(s) from the perspective of the character

-demonstrates commitment to and belief in the role

-demonstrates no commitment and belief to/in the role

-demonstrates some commitment and belief to/in the role

-demonstrates commitment and belief to/in the role

-demonstrates full commitment and belief to/in the role

-demonstrates empathy and insight

-demonstrates no empathy and insight

-demonstrates some empathy and insight

-demonstrates empathy and insight

-demonstrates a great amount of empathy and insight

-few minor mechanical errors are made.

-Frequent major mechanical errors

-Some major mechanical errors

-Some minor mechanical errors

-Few minor mechanical errors

Lesson Four: Strand: Oral Communication

This lesson allows students work in groups, share their opinion with supporting reasons to the following discussion question.

Quote p. 110

“Listen to me, kid. Don’t forget that you are in a concentration camp. In this place, it is every man for himself, and you cannot think of others. Not even your father. In this place, there is no such thing as father, brother, friend. Each of us lives and dies alone. Let me give you good advice: stop giving your ration of bread and soup to your old father. You cannot help him anymore. And you are hurting yourself. In fact, you should be getting his rations…” Do you agree/disagree with Blockalteste’s idea? What would you do if you were the protagonist?

Subtask1

EXPECTATIONS STRATEGIES TEACHER NOTES

Expectations are taken from The Ontario Curriculum- English, Grade 9 Applied.

Interpersonal Speaking Strategies

2.2 demonstrate an understanding of a few different interpersonal speaking strategies and adapt them to suit the purpose, situation, and audience, exhibiting sensitivity to cultural differences(e.g. speak in turn; acknowledge alternative points of view during a small-group discussion)

Metacognition

3.1 describe a few different strategies they used before, during and after listening and

Prepare students for group discussion by introducing useful strategies and structures.

- Use culturally appropriate body language and eye contact when participating in a discussion, take turns to speak and avoid interrupting others, express interest by commenting and asking questions(paraphrase, seek clarification)

- Respond to others appropriatelye.g. I’m afraid I hold a different view…

-Teacher observes group discussions.

-Give some time for self and peer evaluation.

-Hold a class discussion

To make sure that every student contributes, students are required to make notes of their discussion and submit individual record sheet at the end of the lesson.

See Appendix 1

Self and peer evaluations help students reflect on their performance and make improvement.

Differentiated product can be employed for ELLs. That is, ELLs may negotiate requirements with teacher.

speaking; explain which ones they found most useful and identify steps they can take to improve their oral communication skills (e.g. explain which listening strategies helped them contribute to a group discussion)

about the effectiveness of strategies used.

-Teacher provides feedback and overall comment.

Appendix1

Group members: ___________ , ___________ , ___________ , ___________

Name of speaker: Agree/disagree

Reason1:

Reason2:

Comment made by other group members:

Name of speaker: Agree/disagree

Reason1:

Reason2:

Comment made by other group members:

Name of speaker: Agree/disagree

Reason1:

Reason2:

Comment made by other group members:

In this lesson, students have to select a monologue from Night and act it out.

Subtask2

EXPECTATIONS STRATEGIES TEACHER NOTES

Vocal Strategies

2.5 identify a few vocal strategies and use them selectively and with sensitivity to audience needs(e.g. use voice inflection to convey different meanings using the same text, plan and practice the appropriate use of volume to create emphasis, use changes of pace and pauses for dramatic effect)

Non-verbal cues

2.6 identify a few different non-verbal cues and use them, with sensitivity to audience needs, to help convey their meaning

- Prepare students for the performance by highlighting the use of voice(intonation, volume), pace, pauses and non-verbal communication(facial expressions, gestures)

-Give students choices and embrace creativity. Students can act one scene that interests them most.

-Set some time for in-class practice.

-Have students comment on the performances and have vote for different awards: the Best use of voice, the most memorable facial expression, the most powerful gesture and so on

-Teacher provides feedback for students individually.

ELLs may need additional support (how to use intonation/stress to convey different meaning)

Teacher may have extra practice with ELLs.

Students will be more involved if the material is of interest

Teacher may prompt students by asking questions like ‘How did the meaning change when you placed the emphasis on the first half of the sentence?’ ‘When would you read faster, and why?’ ‘How can you express the character’s reactions without using words?’ ‘What gestures could you use to make your performance more effective?’

The vote may motivate students to participate more actively

The class discussion encourages students’ response and teacher can

further comment on their view

Students prepare for presentations on Night in this lesson.

Subtask3

EXPECTATIONS STRATEGIES TEACHER NOTES

Clarity and Coherence

2.3 communicate in a clear, coherent manner for a few different purposes

Audio-Visual Aids

2.7 Use a few different audio-visual aids to support oral presentations

Teacher goes through the rubrics(Appendix 3) with students and reminds them of the important elements in oral presentation(content, organization, language, voice projection, visual aids, collaboration among group, interaction with audience)

Each group has to identify a theme in Night and get teacher’s approval for class presentation.

Group members negotiate division of work among themselves.

Each group has 15mins for presentation in the following lesson.

Students of mixed abilities are encouraged to form a group so that cooperative learning can take place.

To avoid the problem of free riders, students will have to fill out peer evaluation form.

Appendix3 Rubrics

No evidence Fair Good Excellent

- conveys meaning in a way that requires considerable effort on the part of the audience

- little or no sense of direction and purpose, lacks relevance and balance

- little or no evidence of logical and coherent organization of ideas

- very limited or no cohesive features and discourse markers

- conveys meaning with reasonable clarity but some efforts are required of the audience

- adequate sense of direction and purpose

- some evidence of logical and coherent organization of ideas

- adequately uses appropriate cohesive features and discourse markers

- conveys meaning clearly without any undue efforts by the audience

- generally sound sense of direction and purpose

- logical and coherent organization of ideas

- uses appropriate cohesive features and discourse markers effectively

- conveys meaning with particular effectiveness, e.g. full awareness of audience

- clear overall sense of direction and purpose

- ideas presented logically, coherently and clearly

- appropriate cohesive features / discourse markers used very effectively

- little or no confidence

- very limited or no ability to elicit and respond to the views of others

- makes very little or no contribution to interaction

- adequate degree of confidence

- adequate ability to elicit and respond to the views of others

- contributes to interaction with adequate relevance and comprehensibility

- high degree of confidence

- good ability to elicit and respond to the views of others

- contributes to interaction with appropriate relevance and comprehensibility

- high degree of confidence

- strong ability to elicit and respond to the views of others

- contributes to interaction with strong relevance and comprehensibility