Standard #8: Instructional Strategies.

The teacher understands and uses a variety of instructional strategies to encourage

learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in
meaningful ways.
Unit Plan

Teachers Name: Mary Diehl Date: 23 February 2015

Grade Level 12th Grade Subject/Topic: English
School: East Detroit High School District: East Detroit Public Schools
Lesson Plan Title: Never Shall I Forget Poem
CCSS/GLCES/Benchmarks//Michigan Content Standards/Rationale
11-12.RI.4: Determine the meaning of the words and phrases as they are used in a text including figurative, connotative, and technical
meanings; analyzing how an author uses and refines the meaning of a key term or terms over the course of the text.
11-12.RI.6:3: Determine the authors point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style
and content contribute to the power, persuasiveness or beauty of the text.
711-12.W.4: Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and
audience.
11-12.W.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose or audience.
Objectives
S.W.B.A.T:
Read and understand the Never Will I Forget Poem by Elie Wiesel in Chapter 3 of Night
Analyze the themes and structure of the poem
Create their own original poem following the structure of Wiesels poem

Materials Needed
Copy of Night
Writing Utensil
Rubric
Positive example of assignment for scaffolding (See last page)
Smart board
Teacher Procedure/Development

Introduction
1. Class will begin with a Jump Starter (What does an event have to have in order to be memorable, list at least 3 memorable events
from your life)
2. Instructor will re-read the poem Never Shall I Forget in the text Night to refresh students memory
3. Students will discuss what the main theme(s) of the poem is and why Wiesel chose to repeat the phrase never will I forget
4. Students will be asked to think about some of the events in their lives that they will never forget
Methods and Procedures
1. Instructor will read through the parameters of the assignments, students may follow along (guidelines for assignment will be posted
on the smart board)
2. Time will be allotted for questions after a complete explanation of the assignment is given by the teacher
3. Students will make a written list of events from their lives they will never forget.

4. Each student will select one event to write their poem about
5. Once the student decides on the event they will be given the remainder of the class period to begin drafting their rough drafts
Closure
1. Any last minute questions concerning the assignment will be answered
2. If there are any students who feel comfortable they may share their drafts with the class
3. Students will listen attentively to any student sharing their work
4. Students will be responsible for bringing their completed drafts to school the following day
Technology Use
If students need to look up the word memorable they may do so using their phones.
I will be using a smart board to display the parameters of the assignment for students to reference throughout the class period.
Accommodations/Adaptations
Students may use a thesaurus and/or dictionary to aid in their writing
All instruction will be spoken slowly and clearly, and instructions will be written and remain on the board for students to see
Outcomes/Assessment/Evaluation
On the next page is the Rubric for this assignment
Each poem is to be seven lines and centered on a singular (positive or negative) life event
Students are also asked to maintain the form of Elie Wiesels original poem in that it repeats at the beginning of each of the seven lines,
never shall I forget and ending with the word never.

After all final drafts have been completed, students will vote on which poem they feel is the best and the winner will receive a prize
Rubric for Final Draft of the Poem

Teacher Reflection
I have not done this lesson yet so I have no reflection on how effective/ineffective the lesson is or how the lesson could be changed;
however I do anticipate some reluctance from the students when it comes time to share their individual poems with the class.

Example Poem
Never Shall I Forget
Never shall I forget, when my whole world was only one block and I ruled it all
Never shall I forget, laying there looking up at the clouds and deciding which shapes they could take
Never shall I forget, that first time I raced around my world before anyone or anything could catch me
Never shall I forget, when the worst pain I ever had to bear was an early bedtime, or a skinned knee
Never shall I forget how I seemed to turn my back on my world, promising to return when I had the time
Never shall I forget sacrificing my play, for their work
Never shall I forget that moment when my world became the world around me.
Never

Day II

CCSS/GLCES/Benchmarks//Michigan Content Standards/Rationale

11-12 L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for
meaning or style, and to comprehend more fully when reading or listening.

11-12 L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 1112 reading
and content, choosing flexibly from a range of strategies.

11-12 L.4a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a words position or function in a sentence) as a
clue to the meaning of a word or phrase.

11-12 L.4c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to
find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

11-12 L.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in
context or in a dictionary).

Objectives
S.W.B.A.T:
Gain a deeper understanding vocabulary terms from Chapters 3 and 4 of the novel Night.
Use these terms correctly in a sentence
Visually represent one term of the students choosing
Materials Needed
Example Visual (both good and bad)
Projector and Computer
Copy of Night
List of Vocabulary Terms
Index card (1 per student)
Art supplies (markers, colored pencils)

Teacher Procedure/Development

Introduction
1. Jump Starter: Teacher shows students Jabberwocky poem by Lewis Carroll. Students are given 5-10 minutes to try and decode the
terms in the poem to illustrate the importance of familiarity with the vocabulary in a text.
2. Students are then given an opportunity to discuss any words in the past 4 chapters of Night they are having difficulty with or do not
understand

1.
2.
3.
4.
5.

Methods and Procedures

Instructor explains that students are to define all 20 words on a vocabulary sheet.
Students must use any 10 of the words and use them correctly in a sentence
After completing the sentences/definitions the student must select one vocabulary term and visually represent it.
Teacher will display the finished cards in the classroom for students to view
Students will vote on the 2 cards they like the most and those two students are affix their cards on the Winner Board
Closure
1. Students must turn in their definitions and sentences by the end of class
2. If any student needs more time they may take their cards home to finish along with any necessary art supplies

Technology Use
1. Teacher displays Jump Starter on the projector
2. Students may use their electronic devices to look up definitions to unfamiliar vocabulary
Accommodations/Adaptations
1. Students who are uncomfortable drawing/displaying their cards may choose to write sentences correctly using all 20 vocabulary
terms
2. Students who may not have access to mobile device will have access to paperback dictionaries
3. Students who may not have access to art supplies at home may bring supplies from class

Outcomes/Assessment/Evaluation
1. Visual Vocabulary Card
2. 10 (or 20) written sentences using the vocabulary terms correctly
3. 20 definitions to the vocabulary terms

Teacher Reflection
Students may require more in-class time to complete assignment; Some students were reluctant to try to decode Jabberwocky

Night Vocabulary

1. Genocide

11.

Immigrant

2. Oppression

12.

Emigrate

3. Relocation

13.

Sanctity

4. Rabbi

14.

Tether

5. Atonement

15.

Stricken

6. Humane

16.

Stifled

7. Jewish

17.

Pestilence

8. Despair

18.

Hermetically

9. Ghetto

19.

Afflicted

10.

20.

Apathy

Gestapo

Day III

CCSS/GLCES/Benchmarks//Michigan Content Standards/Rationale

11-12 RI.1 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical
meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison
defines faction in Federalist No. 10).

11-12 RI.4 Determine an authors point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how
style and content contribute to the power, persuasiveness or beauty of the text.

11-12 RI.6 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text, including determining where the text leaves matters uncertain.

Objectives
S.W.B.A.T:
Comprehend the text of Chapters 5-6 of Night
Complete a study guide covering material from Chapters 4-6 of Night
Materials Needed
Projector
Computer
A copy of Night
Study Guide covering Chapters 4-6 of Night

Teacher Procedure/Development

Introduction
1. Jump Starter: What does hope mean to you? Is hope important to survival? Explain your answers.

Methods and Procedures

1. Teacher will reach Chapters 5 and 6 aloud to students, pausing to emphasize certain parts and answer questions as needed
2. Students will listen and follow along in their own copies of the text, asking for clarification when needed
3. Teacher will pass out Study Guides to students
4. Remainder of the class students may work on the study guide individually or in pairs, each student must complete a study
guide and answers should be in their own words.
Closure
1. If students complete the study guide they may hand it in
2. If they have not completed the study guide they will have time to work on it in class the following day because texts cannot
leave the classroom
3. Students will submit their Jump Starter sheets

Technology Use
Jump Starter is displayed on the projector
Accommodations/Adaptations
Students who have a low reading fluency can listen as the text is read aloud
Students who feel comfortable reading on their own may read ahead provided they pause to listen if the instructor stops for
emphasis/explanation
Teacher is available to answer any questions about the text/study guide
Students may work in pairs to assist each other

Outcomes/Assessment/Evaluation
Jump Starter sheets are submitted

Study guides are submitted and graded on correctness and completeness of answers

Teacher Reflection

Some students were found directly copying off of other students instead of collaborating on answers. Perhaps next time it should be strictly
and individual assignment.
Some students had difficulty remembering the content from Chapter 4, maybe more review was needed before moving to Chs 5-6.

Night Study Guide Chapters 4-6

1. What did Elie Wiesel do when Idek hit his father? What was he thinking?

2. Who took Elies gold tooth? Why did Elie give it up?

3. How did Elie describe the men after the air raid?

4. What happened to the young man from Warsaw? Why?

5. How did Elie say the soup tasted the night the pipel was hanged? What does this suggest?

6. What did the prisoners do on the eve of Rosh Hashana? How did Elie feel while the others were praying?

7. What was Elies decision about fasting on Yom Kippur? What were the 2 reasons for that decision?

8. What was Elies inheritance from his father? Why was his father giving it to him?

9. What was the last thing the head of the block ordered the men to do before they evacuated? Why?

10. While running during the evacuation, an idea began to fascinate Elie. What was that idea? What kept him from carrying out his idea?

11. What did Elie realize about Rabbi Eliahou and his son?