Designer: Christy Herrera Subject Area: English Language Arts

Term 3 / Cadre 19 Title: Denial or Survival? Writing A Persuasive Paragraph (based on Night by Elie Weisel) Stage 1 Desired Results

Established Goals: English Language Arts Content Standard Writing Applications 2.4: Write persuasive compositions: a. Structure ideas and arguments in a sustained and logical fashion. b. Use specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or ethical belief; relate a personal anecdote, case study, or analogy). c. Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, and expressions of commonly accepted beliefs and logical reasoning. d. Address readers concerns, counterclaims, biases, and expectations. Understandings: Essential Questions: Have the students read the required material in order to gain knowledge before beginning their writing? Students will understand that in order to write a persuasive composition, they must use facts to make a convincing argument. Have the students taken notes about any facts and/or quotes they wish to reference in their persuasive composition? Students will know: Students will know how to create a convincing argument using facts. Students will be able to: Students will be able to develop a thesis statement. Students will be able to use at least two quotations from their reading to prove their point.

Stage 2 Assessment Evidence Performance Tasks: Students will: create and add daily to a timeline of the story create and add to a KWL chart as the story progresses respond to comprehension questions create a map of Europe and trace Elies journey through the concentration camps as the story progresses add five new vocabulary words to the Word Wall; define each Stage 3 Learning Plan Learning Activities: W = Whereto; Where from 1. 2. 3. Begin discussion using questions below. Introduce standards to be covered. Give students overview of the lesson. Other Evidence: Students will practice the art of persuasion by creating a blog which they will use to convince their readers of something (of their choosing, approved by the teacher).

H = Hook and Hold 1. 2. 3. Why dont people react when they see others being oppressed? What can you do if see someone being threatened or oppressed? What would you do if your life were being threatened?

E = Equip for Expected Performance 1. 2. 3. 4. Facilitate class discussion about times in history when people were oppressed in one way or another. Discuss what could have been done (if nothing was done). Talk about the facts of the story Night so far what is happening? Talk about using rhetoric in writing what is it?

R = Rethink, Revise/Refine, Reflect 1. 2. 3. Add to daily timeline of story as it progresses. Answer comprehension questions after each reading. Students create a map of Europe and trace Elies journey through the concentration camps. Discuss new vocabulary each day. Discuss different rhetorical devices writers use.

4. 5.

E = Encourage Self-Evaluation 1. Have students keep a journal in which they write a brief summary of each days readings and where they also reflect on how they may have reacted had they been going through what Elie is going through. Students check their understanding of the story by doing the comprehension questions and correcting any false information.

2.

T = Tailor for Diverse Learners 1. 2. 3. Allow students who struggle with reading to listen to the story or allow for partner reading. Some days, read the selection out loud together or have teacher read to class. Use a visual for vocabulary Word Wall; project vocabulary and definitions for all to see; share sentences correctly using vocabulary. Allow students who struggle with writing to use a word processor. For students who need more challenge, pose an extra question for them about what can be done when you see a whole nation or other large group being threatened or oppressed.

4. 5.

O = Organize The Learning 1. 2. 3. 4. 5. 6. Introduce lesson and standards. Read through selection and take notes. Introduce/review vocabulary. Talk about the discussion questions. Discuss how to use rhetoric when writing. Guide students through first draft of their paragraph.