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Harnett County High School ELA Integrated Unit Circle One Course: English II Timeframe: 3 weeks Pacing Guide: Weeks 10-12 Title of Unit: Being Human in an Inhumane World Primary Text: Night by Elie Wiesel Essential Questions: 1. How can hatred, prejudice, and discrimination be destructive to both individuals and groups? 2. How do individuals cope with inhumanity, injustice, and loss? 3. What are my obligations to my fellow man as a member of the human race? Circle Two Reading (Informational) Standard(s): RL 6, 7 Reading (Literature) Standard(s): RI 6, 7, 8, 9 Writing Standard(s): W1a-e, W9 Speaking and Listening Standard(s): SL 3, 6 Language Standard(s): L1a, L5a, b Math Practice(s): MP 3, MP 4 Technology Standard(s): HS.SI Evaluate resources needed to solve a given problem HS.TT.1 Use technology and other resources for assigned tasks HS.SE.1 Analyze issues and practices of responsible behavior when using resources. Harnett County High School ELA Integrated Unit Circle Three Learning Experiences/Activities: READING LITERATURE Read Elie Wiesel’s Night. Suggested individual, group, and teacher readings (RL 10) Write Bio Poems to capture the characterization of Elie Wiesel (various forms available at http://www.tlcinstitute.org/Biopoem.pdf) (RL 3) (bio poem forms are also provided at the bottom of this unit) Create a flow-chart to sequence the major events of Elie’s journey from home to concentration camp to freedom (RL5) Create a Double T-chart (what does it say, what does it mean, what does it matter) to catalog figurative language (similes, metaphors) in Night (L5a,b) (example provided at bottom of this unit) Create an unfamiliar vocabulary list; have students compare lists and work together to use context clues to determine the meanings of unknown words. Use resources such as the dictionary to check their understanding (L4) Have students complete a context clue graphic organizer; teacher will give words and page reference numbers. Students will list context clues provided in the text, write their own definition, and check their understanding by finding the actual definition of the word (L4) Students create a connotation/denotation mini-presentation using Animoto. Teacher will assign words such as house, suitcase, cattle car, camp, hungry, etc. that have a different meaning for Jewish victims like Elie. In short 30 sec. video, students will provide the denotation of the word and its various connotations, highlighting the differences in meaning to them compared to Jewish victims of the Holocaust (RL 4) (L4) (SL 4, 5) (pre-video graphic organizer provided at bottom of unit) Gather a collection of concentration camp photographs. Have these available to students in a large format (printed 8 ½ by 11). Photos available at http://www.jewishvirtuallibrary.org/jsource/Holocaust/ccphototoc.html . Students create a Venn-diagram or double-bubble Thinking Map to compare and contrast how the experiences are portrayed in photo and in text-form (using Night as the comparing text) (RL7) Watch Swing Kids (movie) and have students create a double-bubble Thinking Map (or Venn diagram) comparing and contrasting the experiences of Peter Mueller, a German teenager, to those of Elie Wiesel, a Jewish teenager. (RL6) Write a mini-essay in respose to this prompt: Compare the cultural experiences of Peter Mueller and Elie Wiesel. Delineate the similarities in their situations despite their cultural differences. What doe these two experiences cause you to infer about the atmosphere of countries ruled by the Nazi Regime? (RL6) READING INFORMATIONAL Read the “Declaration of Independence” (www.archives.gov/exhibits/charters/declaration_transcript.html) and create an MLA style outline to delineate colonists’ argument and claims supporting that argument (RI 6, 8, 9) Students will record specific accusations against King George that correlate to Hitler’s actions against the Jews that are apparent in Night (RI 8, 9) Have students read Law for the Protection of German Blood and German Honor (http://www.jewishvirtuallibrary.org/jsource/Holocaust/nurmlaw2.html) and compare these Harnett County High School ELA Integrated Unit laws to Wiesel’s account in chapter one about the rights of Jews being taken away. (RI7) Read Elie Wiesel’s Nobel Peace Prize Speech (http://www.nobelprize.org/nobel_prizes/peace/laureates/1986/wiesel-acceptance.html). Identify the purpose of his speech and cite specific passages that support that purpose. Create a doublet-T chart (what does it say, what does it mean, what does it matter) to identify examples of rhetorical devices in Wiesel’s speech and the effect of those devices) (RI 6) Analyze different mediums of anti-Semitic propaganda (http://www.calvin.edu/academic/cas/gpa/ or http://www.youtube.com/watch?v=fwsySS2EzgU or http://www.ushmm.org/wlc/en/article.php?ModuleId=10005274). Compare which medium has the greatest effect on a viewer and why. (RI 7) WRITING Have students write an argumentative essay in response to the following prompt: In his Nobel acceptance speech, Elie Wiesel says, “When human lives are endangered, when human dignity is in jeopardy, national borders and sensitivities become irrelevant. Wherever men or women are persecuted because of their race, religion, or political views, that place must – at that moment – become the center of the universe.” Create an argument that agrees or disagrees with this. Argue for or against U.S. involvement in current human atrocities. Dispute/refute the opposition’s potential arguments. Use readings and viewings from the unit and your own additional research and findings. Cite in MLA format as needed. (W1a-e) (SL 6) Write a mini-essay on the propaganda medium that has the greatest impact on a population. Support argument with specifics from viewings. (W1a-e) (SL 6) LANGUAGE Identify parallelism in Night, Elie Wiesel’s Nobel Peace Prize speech, and/or FDR’s speech. Have students identify the role of the parallel parts (nouns, verbs, prepositional phrases) (L1a) (SL 6) Students create responses in demonstrating parallel structure. (L1a) (SL 6) Write/Rewrite character bio poem (of Elie Wiesel) implementing parallel structure. (L1a) (SL 6) Write bio poem for themselves implementing parallel structure. (L1a) (SL 6) SPEAKING AND LISTENING Have students listen to FDR’s “Arsenal of Democracy” Speech (available at http://www.americanrhetoric.com/speeches/fdrarsenalofdemocracy.html in audio). Have students delineate FDR’s argument and supporting claims for assisting Great Britain in World War II. (RI 8, 9) (SL 3) Domain Specific Vocabulary: characterization figurative language rhetoric connotation denotation culture point of view parallelism nuance Academic Vocabulary: argument claim counter claim Harnett County High School ELA Integrated Unit purpose analyze medium Instructional Resources (print materials, technology, websites, etc.): Night Swing Kids “Declaration of Independence” Elie Wiesel’s Nobel Peace Prize speech FDR’s “Arsenal of Democracy” Speech Print Propaganda (posters, flyers) Video Propaganda Children’s Books Propaganda Animoto Concentration camp photographs Formative Assessment(s) (both pre-unit and during unit): Discussion (whole group, collaborative groups) Student-generated responses Biography Poems Flow map Double-bubble or Venn Diagrams Essay drafts Evidence of research/ understanding of topic/ argument Rough drafts Peer reviews Teacher feedback SAS Writing Reviser Animoto presentation Summative Assessment(s): Final argumentative essay Notes & Additional Information: There are a lot of activities and learning experiences listed in the above sections. It is unfeasible to believe all of this can be done in a three week span; however, there are multiple texts and activities that can be used to meet the standards, so as the teacher you can take your pick of the activities. This unit also provides activities that meet standards that are not explicitly taught in this section of the pacing guide but can provide valuable review of standards previously taught. Harnett County High School ELA Integrated Unit Figurative Language and page number Metaphor Figurative Language Graphic Organizer Chapter_____________________________________________ What does it say? What does it mean? What does it matter? “we were so many dried up trees in a desert…” The concentration camp prisoners were withered, at the end of their ropes, malnurished It provides imagery for the reader that depicts just how skinny, emaciated, and beaten the prisoners were. Harnett County High School ELA Integrated Unit Night: English II Redefining Words and Examining Connotation Most words have a single definition; however, these same words can have different CONNOTATIONS or the cultural and emotional feelings associated with a word. For example, the real definition of mob is “a group of people”; however, when one hears mob, one normally thinks of an angry group of people or people out for revenge or justice. This emotional association is the CONNOTATION of the word. Think about these words; they have the same dictionary definition, but we associate different emotional definitions. Write down your connotations for these words. House: ____________________________ Home: _____________________________________ Curious: ____________________________Nosy: __________________________________ Thrifty: ____________________________Cheap: ____________________________________ During the Holocaust, many every day words took on new connotations because of their circumstances. In the activity below, you will examine the new connotations of these words and compare them to your own. Directions: Complete the chart below by comparing and contrasting what words mean to us (in our 21 st century, democratic society) to what they meant to the Jewish people during the Holocaust. Word tired camp skinny shower work winter hungry railroad moving prayer fire What it means to us ready to go home after working at school for 8 hours, ready to relax, eat dinner, and watch TV. What it meant to Jewish people during the Holocaust totally exhausted from forced labor, going back to a barrack with an empty stomach, sleeping on wooden bunks Harnett County High School ELA Integrated Unit Night: Connections through Poetry Bio Poem Forms Form #1 I am…(use two words that describe you). I wonder… (what do you wonder or want to know about life?) I hear…(what sounds do you hear in your mind?) I see…(what sights do you see in your mind?) I want… I am…(same as the first line) I pretend…(what do you pretend to be or do?) I believe… I touch… (what do you reach out and touch, literally or figuratively? ) I feel… I worry…(that, about, over, when, etc) I cry. I am…(same as first line) I understand…(what do you understand about your life?) I say…(what do you have to say?) I dream… I am…(same as first line) Form #2 (first name) (four words that describe you) Relative of (list close family members) Lover of (list three things, activities, people, or places) Who feels (list three different feelings, when and where you feel them) Who has been (list three places or special events) Who wishes (three things) Who admires (list three things) Who fears (list three things that scare you the most) Who needs (list three things you need) Who aspires to (at least two aspirations) Resident of (city and state) (last name) Harnett County High School ELA Integrated Unit