Tws

Dolly Duke Westminster College MAT Teacher Work Sample
PART II: UNIT THEME AND ANNOTATED

BIBLIOGRAPHY
Ayer, E. H., Waterford, H., & Heck, A. (1995). Parallel Journeys. New York:
Atheneum Books for Young Readers.dfw2y
This book provides a fascinating account of the Holocaust from the perspective of a Nazi
Youth and a German Jew who grew up just miles apart from each other during World War
II. Reading a chapter from the perspective of Alfons Heck, the Nazi Youth, could be an
excellent way to supplement Night with a contrasting view of WWII and demonstrate just
how powerful Nazi propaganda was.
Brown, K. (2015, July 12). Much Of What You Know About The "Bystander
Effect" Is Wrong. | Ken Brown | TEDxUIowa. Retrieved April 11, 2016, from
https://www.youtube.com/watch?v=Ufs8cKyzLvg
While we will learn about the harmful consequences of the bystander effect in this unit,
this Ted Talk provides a more hopeful take on the bystander effect. I would love to end
the unit with this clip to lift students spirits after a very heavy book and to empower
them to make positive changes in their community.
Common Questions About The Holocaust. (n.d.). Retrieved April 11, 2016, from
http://www.ushmm.org/educators/teaching-about-the-holocaust/commonquestions
This website provides an incredible amount of background information on the Holocaust
and answers commonly asked questions that many students are likely to wonder about,
such as, Why didnt the Jews leave when the Nazis came to power? How did the
perpetrators know who was Jewish? Why wasnt there more resistance from the Jews?
What happened if you disobeyed an order to participate in an atrocity? What did the U.S.
know about the Holocaust and how did it respond? I think it could be very valuable to
discuss some of these questions as a class and, afterward, read the answers the website
provides to these questions.
Documentation Required for Emigration from Germany. (n.d.). Retrieved April
11, 2016, from https://www.ushmm.org/m/pdfs/20020516-documentationrequired-emigration-germany.pdf
In the beginning of Night, Elie Wiesel and his family think about fleeing when the Nazis
come to power, but decide not to. The Wiesels decision not to flee was a very common
one that I hope to explore with the class. I want students to realize how hard it was for
Germans to get the proper documentation required to immigrate and how difficult it was
to get accepted into another country. This website has some amazing primary source
documents that will enable students to see exactly how complicated immigrating was for
Jews during World War II.
2
Doig, M. (2008, August 18). Space Ship a Cooperative Group Activity.
Retrieved April 11, 2016, from http://scienceboom.com/99/space-ship-acooperative-group-activity.htm
This activity would be an excellent kinesthetic way to kick off our Night unit. It prompts
students to take a look at how willing individuals are to submit to authority and how
quickly human beings will sacrifice others to save themselves.
Fox, S. (2016). Ladder of Prejudice. Retrieved April 11, 2016, from
http://www.tolerance.org/exchange/ladder-prejudice
This webpage details how to facilitate a Ladder of Prejudice activity, in which students
define and rank various levels of prejudice. They are then asked to draw upon their funds
of knowledge, as they talk about their personal experiences with prejudice. This would
be a great activity to incorporate into a first introductory lesson of the Night unit
possibly in conjunction with the space ship activity.
H. (2012). The Bystander Effect:The Death of Kitty Genovese. Retrieved April
11, 2016, from https://www.youtube.com/watch?v=BdpdUbW8vbw
One concept I want to emphasize in this unit is the bystander effect and the harms that
arise when everyone has the mentality that someone else will do something about a
problem. It is my hope that, through learning about the bystander effect, students will
begin to take a more active role in standing up for others when they see something
morally wrong occur. This video does an excellent job of explaining exactly what the
bystander effect is and the kind of consequences it brings.
Nazi Concentration Camps [Video file]. (1945). National Archives and Records
Administration. Retrieved April 11, 2016, from
https://archive.org/details/gov.archives.arc.43452
This is an extremely impactful documentary with real footage of several Nazi
concentration camps from when British and U.S. forces liberated them. This video is very
graphic and emotional, but I think it is something students need to see in order to fully
understand what Elie Wiesel and the 11 million+ other victims of the Holocaust endured.
Rosenberg, J. (n.d.). What You Need to Know About the Holocaust. Retrieved
April 11, 2016, from
http://history1900s.about.com/od/1930s/a/Dachau.htm
This website is a great source for basic facts and background information about the
Holocaust. Before we begin the Night unit, I plan to do a lesson on Holocaust background
information so students can better understand the book and what Wiesel went through. I
plan to popcorn read sections of this page aloud as a class.
Some Were Neighbors -- Deconstructing the Familiar: Photo Activity. (n.d.).
Retrieved April 11, 2016, from
http://somewereneighbors.ushmm.org/education/lesson/deconstructingthe-familiar
3
This photo activity has students examine photographs from the Holocaust--first without a
caption and then with a caption. The goal is for students see the behaviors of ordinary
individuals and think about the pressures and motives that might have shaped their
behaviors during the Holocaust. This would be an excellent activity to bring into the unit
after we read the part of the Night where German civilans throw breadcrumbs into the
cattle cars and watch the men fight to the death over them.
Study Guide for Night by Elie Wiesel, - Glencoe/McGraw-Hill. (n.d.). Retrieved
April 11, 2016, from
http://glencoe.com/sec/literature/litlibrary/pdf/night.pdf
This study guide is a very useful resource to reference throughout the unit. It has several
useful reading response worksheets for each chapter of Night, as well as a great article
about Elie Wiesel.
Wiesel, E., & Wiesel, M. (2006). Night. New York, NY: Hill and Wang, a division
of Farrar, Straus and Giroux.
Night by Elie Wiesel is the book we will be reading over the course of the unit. It is an
extremely honest and powerful real-life account of the Holocaust from
Concept Map
How/why
is Night
still
relevant
today?
Why do
people
hate?
When do
we step in
and speak
up?
Reading: Literature
Standard 6 Analyze a particular point of
view or cultural experience
reflected in a work of
literature from outside the
United States, drawing on a
wide reading of world
Essential
Essential
Question
Question
s
s
Night
by
Elie
Wiesel
Time
Frame
State
State
Standard
Standard
s
s
Eduring
Understanding
s
8 - 10
class
periods
Hate
spawns
from fear,
propagan
da, and
prejudices
.
It is
importan
t to
speak up
for
victims
Learning
about horrific
events that
have
happened in
the past helps
us prevent
such
atrocities
from
Writing: Standard 1 - Write

arguments to support
claims in an analysis of
substantive topics or texts,
using valid reasoning and
relevant and sufficient
Reading: Lit. Standard
3Analyze how complex
characters (e.g., those with
multiple or conflicting
motivations) develop over
the course of a text, interact
with other characters, and
advance the plot or develop
PART III: UNIT OVERVIEW/PRE-PLANNING

UNIT THEME/SUBJECT/GRADE LEVEL: Unit on Night by Elie Wiesel for
English 10
Curriculum Standards
Speaking and Listening: Standard 1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grades 910 topics, texts, and issues, building on
others ideas and expressing their own clearly and persuasively.
Reading: Literature Standard 6
Analyze a particular point of view or cultural experience reflected in a work of literature from
outside the United States, drawing on a wide reading of world literature.

By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in
the grades 910 text complexity band proficiently, with scaffolding as needed at the high end of
the range.
Reading: Informational Text Standard 2
Determine a central idea of a text and analyze its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text.
Writing: Standard 1
Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
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.
Speaking and Listening: Standard 3 Evaluate a speakers point of view, reasoning, and use
of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points
of emphasis, and tone used.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop
over the course of a text, interact with other characters, and advance the plot or develop the
theme.
Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the cumulative impact of specific word choices on meaning
and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or
informal tone).
Language: Standard 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.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grades 910 reading and content, choosing flexibly from a range of strategies.
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
UNDERSTANDINGS
Students will understand
That reading about horrific events that have happened in the past can helps us to
better understand/prevent such atrocities from happening in the future.
That students have the power to make positive changes in their school, community,
state, country and world.
That it is important to stand up and speak out for victims of injustice.
That hate spawns from fear, propaganda, and prejudices.
That writing helps people cope with tragic events they have experienced in their lives.
ESSENTIAL QUESTIONS
6
What makes us human?
Why do people hate? Is hatred innate or learned?
Why did Hitler and the Nazis hate and seek to exterminate the Jews in Germany and
surrounding countries?
If you see someone doing something that is morally wrong, do you share responsibility in
the wrongdoing if you take no action?
How does propaganda affect opinions and actions of people and leaders during wartime?
How is Night relevant to our lives today?
When do we step in and speak up?
STUDENTS WILL KNOW...
Why it is important to stand up/speak out for those in need.

Why Night is still relevant to our lives today.
How to identify themes in a body of literature.
How to find identify and find evidence from credible sources.
Why it is important to study and remember the Holocaust.
What causes people to hate.
What makes us human.
What it means to be a bystander.
The power writing plays in helping people cope with horrific events.
The power propaganda plays in horrific acts like the Holocaust.
How to write, organize, and deliver a persuasive speech using evidence from credible
sources.
STUDENTS WILL BE ABLE TO...
Express their understanding of the book Night both orally and in writing.
Trace the major themes in Night throughout their reading.
Draw comparisons between the Holocaust and current events.
Analyze and interpret primary source documents.
Advocate for an important social issue or marginalized group in the form of a final
speech.
Write and deliver an organized persuasive speech using evidence from credible
sources.
Formative Reading Quizzes, class discussions, journal
responses, compare and contrast assignments, theme
ASSESSMENTS
illustration assignment, and an in-class essay.
Summative The Night Theme Tracker
The Final STAND UP speech
ASSESSMENT EVIDENCE

AUTHENTIC TASKS
Students will track Nights major themes throughout their

reading and hand-in their theme trackers at the end of the unit.
Students will complete an assignment in which they compare
Wiesels account of the Holocaust in Night with Alfons Heckss
account in chapter 13 of Parallel Journeys.
Students will write an in-class essay using evidence from Night
to compare and contrast the Holocaust with recent current
events.
Students will demonstrate their understanding of the major
themes in the first three chapters of Night by illustrating them.
Students will write and deliver an organized persuasive
advocacy speech on the topic of their choice, using evidence
from credible sources.
OTHER EVIDENCE
Students will demonstrate their understanding of the units

essential questions in whole class discussions and think-pairshare activities.
LEARNING PLAN
LEARNING ACTIVITIES
Viewing the National Archives concentration camp liberation Film

The Spaceship Activity
The Ladder of Prejudice Activity
An opinion spectrum on the question, Should you always speak up
even if it will make you unpopular or put you and/or your loved ones
in danger?
Watch the Kitty Genovese Bystander video
Read a Bio on Elie Wiesel
Read What You Need to Know About the Holocaust by Jennifer
Rosenberg
Read the Night Preface as a class
View the primary source documents, "Documentation Required for
Immigration Visas to Enter the United States and Documentation

Required for Emigration from Germany"
Do the Holocaust Museum Responsibility Activity
Read the Josef Mengele article as a class

Do the Night chapter 1-3 Illustration Activity and Gallery Walk
Do the reaction essay to the Eva Schloss opinion article
Read chapter 13 of Parallel Journeys and compare Wiesels account
of the Holocaust in Night with Alfons Heckss account in Parallel
Journeys
Watch the clip of Oprah and Wiesel revising Auschwitz
Read Wiesels acceptance speech aloud
Watch the 2nd bystander video
Brainstorm Speech topics
Do the speech proposal research worksheet
Work on Final Speeches
Deliver final speeches
PART IV: PRE-ASSESSMENT

Night Unit Pre-Assessment
Have you read the book Night by Elie Wiesel Before? PRIOR KNOWLEDGE
YES
NO
I asked this question because it will help me to gauge who is already

familiar with the book and its storyline. It will also give me a heads up on if
I will need to create an alternative unit, if a large number of students have
already read the book.
Have you read the book Night by Elie Wiesel?
60
Student
Responses
40
20
0
No
Yes
Question 1 Data Analysis: None of my students have read Night. Therefore, I will not
need to worry about creating an alternative unit.
If you have read Night, what did you take away from it? If you havent read this book,
have you heard anything about it? What have you heard? PRIOR KNOWLEDGE
Are students coming into the unit with any pre-existing opinions about the
book I will need to combat? This question will help me to identify that.
ve you heard anything about the book Night by Elie Wiesel?

60
Student
Responses
40
20
0
No
Yes
Question 2 Data Analysis: None of my students have heard anything about the book
Night. Therefore, I will not need to worry about combating any pre-existing opinions on
the book.
List any books that you have read or movies you have seen about the Holocaust. PRIOR
KNOWLEDGE
This question will help me to see how much time I will need to scaffold this
unit before we dive into the book. If students have had a lot of exposure to
literature on the Holocaust, I will spend fewer days building/activating their
background knowledge. If students have had little exposure to the
Holocaust, I will show a film from the National Archives that will help to give
students a greater understanding of the horrors of the concentration
camps.
Books/Movies about the Holocaust Students Have Been Exposed To
on
e
N
Th
e
Po
we
r
of
O
ne
Fu
ry
Number of Students who have

Read or Watched the work
Bo
y
In
Th
e
St
rip
ed
Pa
ja
m
as
35
30
25
20
15
10
5
0
Question 3 Data analysis: This data shows the out of 42 students, only 5 have not been
exposed to any books or movies about the Holocaust. Knowing that five students have had no
exposure to the Holocaust, however, I will need to provide students with some basic
background information, in order to bring those 5 students with no background knowledge up
to speed.
10
What does this picture represent to you? PRIOR KNOWLEDGE
Long live Germany
This question is meant to appeal to visual learners. It will help me to gauge

how familiar students are with Hitler and identifying propagandaa topic I
intend to spend time on over the course of the unit.
esponses to the question "What Does This Picture Represent To You?"

50
40
30
Student
responses
20
10
0
Identified that it was propaganda
Question 4 Data analysis: Only three students identified the photo as Nazi propaganda. This
shows me that we will need to spend some time on what Nazi propaganda was and how it
was used.
How would you define or describe the Holocaust? PRIOR KNOWLEDGE

This is another question that is meant to gauge exactly how much students
know about the Holocaust. If students are able to accurately define it, it shows
me that they at least have a basic level of understanding of what it was. If
they are not able to define it, it shows me that we will need to spend a lot of
time developing their background knowledge before we start the book.
Thorough
11
ts responses to the question, "how would you define/describe the Holocaust?"

25
20
15
Student Response
10
5
0
Showed a thorough understanding
Question 5 Data analysis: Out of 42 students, 16 students had very vague and incomplete
definitions of the Holocaust that demonstrated little understanding. Four students did not know
what the Holocaust was. This shows me that we will need to spend at least two days on
background information before we delve into the novel.
About how many people died in the Holocaust? What types of people were they and
where were they from? PRIOR KNOWLEDGE
This question is meant to show me how much detail students know about the
Holocaust. Do they know that it was more than just the Jewish population that
was victimized, or will we need to spend some time on what populations were
effected? Do my ELL students know that 11 million people died in the
Holocaust, or is that something I will need to spend time teaching?
esponse to the question, "about how many people died in the Holocaust?"
40
30
20
10
0
illi
on
W
er
e
wa
y
off
illi
on
m
11
or
di
dn
't
kn
ow
Student Response
12
Question 6 Data analysis: 11 million people died in the Holocaust, but out of 42 students, no
students knew 11 million died. 11 students said 6 million died, which is only the amount of Jews
that died. This shows me that we have a lot of background information to review about the
Holocaust before we begin the book. We will especially need to review that it was not just Jews
that died in the Holocaust but gypsies, political dissenters, people with disabilities, etc.
Rate (circle) how you feel about the following statement and EXPLAIN:
The Holocaust is in the past and things like that dont happen anymore. PRIOR
KNOWLEDGE
Strongly Agree / Agree / Neutral / Disagree / Strongly Disagree
This question is meant to show me if students fully understand why
learning about the Holocaust is still relevant. If a large amount of students
answer that things like the Holocaust dont happen anymore, I will bring
some mass genocides that have occurred recently into the unit to help
students understand that events like the Holocaust are still happening in
our world today.
esponse to the question "The Holocaust is in the past and things like that don't happen anym
20
15
10
5
0
St
ro
ng
ly
D
is
ag
re
e
eu
tr
al
D
is
ag
re
e
St
ro
ng
ly
Ag
re
e
Ag
re
e
Student Response
Question 7 Data analysis: From the data, 80% of students disagree or strongly disagree with
the the statement that things like the Holocaust dont happen anymore. This shows me that
most students realize the relevance of learning about the Holocaust, so I probably will not
need to spend excess time reviewing recent mass genocides.
Are there times when it is best to stay silent when you see something that is wrong? Why
or why not? PRIOR KNOWLEDGE
We will spend a good amount of time on the bystander effect in this unit. I
want to see what students beliefs about being a bystander are before the
unit vs. after. If a lot of students answer that it is best to stay silent, I will
spend more time on the bystander effect and the role it played in the
Holocaust.
o the question, "Are there times when it is best to stay silent when you see something that
20
Student Response
10
0
Yes
No
It Depends
13
Question 8 Data analysis: Student responses to this question were very interesting. Many
students answered that even if it isnt right, sometimes you have to stay silent for your safety.
More than half either answered that it is best to stay silent or that it depends on the situation.
This prompts me to add in a class discussion on the bystander effect to talk more about
whether or not it is best to stay silent.
Why do people hate? Is hatred innate or learned? PRIOR KNOWLEDGE

This is one of the main essential questions of the unit. From this question, I
want to see if students have existing beliefs on why people hate. Do they
realize that a lot of time it comes from fear, prejudices, and propaganda? If
not, we will spend a substantial amount of time exploring why people hate
and whether it is innate or learned.
Student response to the question, "is hatred innate or learned?"
40
20
0
Learned
No Answer
Both
Innate
Question 9 Data analysis: A large majority of students responded that hatred is learned. While we
will still spend a substantial amount of time on this essential question, student responses
seemed to show that they can identify that hatred spawns from fear, racism, jealousy, and
difference in opinion. I will now be able to build upon those existing student opinions.
What is the bystander effect? PRIOR KNOWLEDGE

As I stated, we will a good amount of time on the bystander effect in this
unit. I want to see what students know what it is. Have they learned about
it in other classes? If a lot of students already know what it is, we will
spend less time learning about it. If most students dont know what it is, I
will spend a good portion of a lesson on the effect.
Student Response to the question, "What is the 'bystander effect?'
20
10
0
ot
Kn
ow
N
D
efi
ni
tio
n
D
efi
ni
tio
n
Student Response
D
id
pl
et
e
In
ac
cu
ra
te
/In
co
m
Ac
cu
ra
te
Question 10 Data analysis: Student responses on this question were split. About half of students
knew what the bystander effect is and about half were either unsure or inaccurate. This indicates
to me that we will likely need to take some time to go over what the effect is before we begin
learning the role it played in the Holocaust.
If you see someone doing something that is morally wrong, do you share responsibility
in the wrongdoing if you take no action? Why or why not? PRIOR KNOWLEDGE
Many German civilians and countries, including the U.S., knew the
Holocaust was going on and did very little to help until it was too late. I
want to see if students think bystanders share in the responsibility of a
horrible act when they see something going on, but do little to help. During
14
the whole course of the unit, I want students to understand how important
it is to stand up and speak out for those who need help. Student responses
to this question will help me to see how much time I need to spend
scaffolding the concept of standing up for those in need. Do students have
pre-existing biases I will have to overcome? This question will help me to
gauge that.
e someone doing something that is morally wrong, do you share responsibility in the wrongdo
30
20
Student Response
10
0
Yes
Depends
No
No Answer
Question 11 Data analysis: Student responses show that most students do think one assumes
responsibility if they see something morally wrong occur but take no action. Based on this
responses, it looks like I will not need to spend as much time scaffolding the concept of why it
is important to help those in need. Instead we can move onto the HOW of standing up for
those in need.
Do you have any family ties to the Holocaust or World War II? What are they? FUNDS
OF KNOWLEDGE
Some students may have relatives that were involved in the Holocaust in
some way. If students do have family ties to the Holocaust, I will need to be
very sensitive to how I approach certain concepts in the unit. This question
will help me to see what funds of knowledge students bring into the unit.
nse to the question, "Do you have any family ties to the Holocaust or World War II? What ar
40
30
20
10
0
Je
wi
sh
Fa
m
ily
G
er
m
Tie
s
an
Student Response
Fa
m
ily
m
em
be
rw
as
Question 12 Data analysis: While a vast majority of my students have no family ties to the
Holocaust, there are three students that I will need to be aware of and especially sensitive to
when presenting contenttwo students had Jewish family members that were victims of the
Holocaust and one students great grandfather was a Nazi.
Are there some groups of people in your country that are a major problem to our society?
PRIOR KNOWLEDGE/ FUNDS OF KNOWLEDGE
Hitlers ability to capitalize on racial fears and prejudices was a major catalyst
of the Holocaust. This question will help me to see if students have any racial
stereotypes/prejudices coming into the unit that we may need to address. At
the end of this unit, I want students to realize that no single group is a major
problem to a society and that you cant judge a whole group of people based
on the actions of a few.
15
the question, "Are there some groups of people in your country that are a major problem to
15
10
5
0
Ye
s
-R
ac
is
t
-G
an
gs
pe
op
le
-I
si
s
Ye
s
-U
ns
pe
ci
fie
d
Student Response
Ye
s
Ye
s
Question 13 Data analysis: I did get some astounding responses to this question. While
several fell into the yes, unspecified category, they implied that undocumented people were
a major problem, which was very unsettling to me. One student responded, yes, but they will
be dealt with soon. Another student, who I gave the benefit of the doubt and lumped into the
Isis category, responded that Muslims are a major problem to this country. This made me
realize that I did have some major biases and racial prejudices to combat over the course of
this unit. Therefore, we will need to delve into the why do people hate? question deeper
than I previously thought.
What is propaganda? PRIOR KNOWLEDGE

Propaganda is a topic we will spend a lot of time on in this unit. I want to see if
students know what it is. How students respond to this question will help me
to see how much time we need to spend on propaganda over the course of the
unit.
Student response to the question, "what is propaganda?"
20
15
10
5
0
D
id
n'
tA
ns
we
r
D
id
n'
tK
no
w
e
Re
sp
on
s
In
ac
cu
ra
te
Ac
cu
ra
te
Re
po
ns
e
Student Response
Question 14 Data analysis: 61% of students did not provide an accurate definition of propaganda.
This shows me that we will need to do a comprehensive lesson on what it is before we delve into
how it was used in Germany in the years leading up to WWII.
Define Genocide. PRIOR KNOWLEDGE

Do students know what genocide is? How students respond to this question
will help me to see how much time we need to spend on the concept of
genocide over the course of the unit.
Student Response to the question, "define genocide."
30
20
10
0
D
id
n'
tR
es
po
nd
D
id
n'
tK
no
w
e
Re
sp
on
s
In
ac
cu
ra
te
Ac
cu
ra
te
Re
sp
on
se
Student Response
Question 15 Data analysis: It appears that students understanding of genocide is pretty evenly
split. About half were able to accurately describe what genocide is, while the other half either
didnt know, didnt respond, or provided an inaccurate/incomplete definition. Therefore I will
16
need to go over what genocide is before we ever start the book or embark on the Holocaust
background information.
Who was responsible for the Holocaust? PRIOR KNOWLEDGE

One of the things I want students to walk away from this unit with is the
knowledge that no individual was responsible for the Holocaust. No one
person could commit such atrocities on his or her own. It took hundreds of
thousands of people to orchestrate the Holocaust. Every Nazi soldier, German
civilian that watched silently, cattle car operator, country that refused to
intervene or take Jewish refugees, shared responsibility in the Holocaustthis
question will help me to gauge if students understand that. If many students
answer Hitler it will show me that they do not understand that Hitler was
not the sole person responsible for the Holocaust.
Student Response to the question, "who was responsible for the Holocaust?"
40
30
20
10
0
th
at
wa
s
in
vo
lv
ed
H
itl
er
Student Response
Ev
er
yo
ne
Question 16 Data analysis: An overwhelming amount of students responded that Hitler was
responsible for the Holocaust. This shows me that I will need to spend some time demonstrating
how the bystander effect related to the Holocaust. We will need to do some sort of activity where
students see photos or documents about German civilians and/or other countries who knew the
Holocaust was going on, but did nothing. After said activity, we will then have some sort of class
discussion on whether or not those people or countries were also to blame. I want students by
the end to realize that there is no way such a systematic extermination of millions could be
accomplished by one man and his soldiers alone.
What does this picture mean to you? PRIOR KNOWLEDGE
17
An Aryan compared to a Jew

This question is intended to appeal to visual learners. It will help me to see
if students can spot Nazi propaganda.
Student Response
Student Response
Pr
op
ag
an
da
St
er
eo
ty
pi
ng
20
15
10
5
0
Question 17 Data analysis: Very few students recognized this photo as Jewish propagandalikely
because very few of them know what propaganda is. This shows me that we will need to spend
time learning about propaganda and how it was used to manipulate the German people. While I
was unsure whether of not to incorporate a propaganda gallery walk into my unit, I think I will,
based on the data from this question.
What is your favorite way to show what you know? (Circle all that apply.) LEARNING
STYLES
CLASS DEBATE
VIDEO CREATION
RESEARCH PROJECT
ESSAY
PRESENTATION
OTHER_________________
This question will help shape the types of assessments I use to measure
student learning in this unit. If a lot of students answer class debate, I will
incorporate a debate. If a lot of students answer presentation, I will likely
choose a summative presentation assessment.
18
esponse to the question, "what is your favorite way to show what you know?"
20
15
10
5
0
Cr
ea
tio
n
Vi
de
o
Pr
es
en
ta
tio
n
ay
Es
s
D
eb
at
e
Student Response
Question 18 Data analysis: A large percentage of students answered that they prefer to
demonstrate their knowledge through debates and presentations. Based on these findings, I will
work to incorporate either a debate or presentation element into this units summative
assessment.
In what academic areas do you struggle? STUDENTS INTERESTS/FUNDS OF

KNOWLEDGE
This question is intended to help me understand each individual student
better. Is English the students strong suite or is it one they may need a bit
more support in? Knowing more about the students as individuals will help me
better cater to each student.
Student Response
18
16
14
12
10
8
6
4
2
0
ot
hi
ng
/B
la
nk
ar
G
ra
m
m
Sp
ea
ki
ng
W
rit
in
g
Re
ad
in
g
Pu
bl
ic
En
gl
is
h
in
ge
ne
ra
l
Student Response
Question 19 Data analysis: From the data on this question, I gathered that one of the most
common things students struggle with, besides English in general, is writing. This is great for me
to know because now, before any writing assignment I give, I know to heavily scaffold it for the
struggling writers in my classes.
Do you learn most effectively by (Circle all that apply): LEARNING STYLES
READING
WATCHING
LISTENING
DOING
This question will help shape the types of lessons and instructional strategies I
use to teach important concepts. If a large portion of students learn best by
listening, I will work to incorporate more auditory teaching strategies into the
unit. If the majority of students learn best by watching, I will work to
incorporate more visual elements into my lessons.
19
dent Response to the question, "how do you learn most effectively?"

40
Student Response
20
0
Reading
Watching Listening
Doing
Question 20 Data analysis: Most students said they learn most effectively by doing. Therefore, I
will work to incorporate a lot of kinesthetic, hands-on learning into this unit.
Do you work best (circle all that apply): LEARNING STYLES

BY MYSELF
IN PAIRS
IN A GROUP
This question will also help shape the types of lessons and instructional
strategies I use to teach important concepts. If a large portion of students
work best in groups, I will work to incorporate more group work into the unit.
If the majority of students learn best by working alone, I will incorporate less
group work.
Student Response to the question, "how do you work best?"
40
Student Response
20
0
In a Group
In Pairs
By Myself
Question 21 Data analysis: Based on student responses, most students prefer to either work
alone or in groups. Therefore, I will incorporate group work into my daily lesson plans, but will
likely keep the summative assessment an individual assignment.
What do you want to do for a career/job after high school? STUDENT

INTEREST/MOTIVATION
This question is intended to help me learn more about each individual student.
I want to get to know students long term plans so I can help them get there in
any way I can!
Student response to the question, "what do you want to be when you grow up?"
14
12
10
8
6
4
2
0
O
th
er
Kn
ow
D
on
't
Co
sm
et
ol
og
is
t
Ar
ch
ite
ct
En
gi
ne
er
D
oc
to
r
Student Response
20
Question 22 Data analysis: Answers to this question were all across the board. I included the
most popular on the graph and all of the one-off student responses are categorized within
other. I mostly asked this question to get to better know each student and their hopes and
dreams for the future.
What motivates you to come to school every day? STUDENT INTEREST/MOTIVATION

This question will help me to understand student interests and motivations. By
knowing more about what motivates students, I can work to incorporate those
motivators into my curriculum.
Student Reponse to the question, "what motivates you to come to school every day?"
8
7
6
5
4
3
2
1
0
jo
b
To
ge
ta
go
od
G
ra
de
s
G
oo
d
M
on
ey
po
rt
s
Sc
ho
ol
S
Fr
ie
nd
s
Pa
re
nt
s
Student Reponse
Question 23 Data analysis: This question helped me to get to know each student and his or
her motivations a little better. By knowing what motivates each student to come to school. I
can work to incorporate those motivators into my curriculum.
Is there anything else you would like me to know about you? STUDENT
INTEREST/MOTIVATION
Do students have any learning disabilities or personal issues they would like
me to know about? This is a chance for them to let me know.
nt Response to the question, "is there anything else you would like me to know about you?"
30
25
20
15
10
5
0
ot
hi
ng
N
50
4
a
H
as
M
ot
iv
at
ed
by
Fo
od
Student Response
21
Question 24 Data analysis: This question helped me to learn some very important things
about my students such as that one has a 504 for dyslexia and dysgraphia, two are exchange
students, and two are deathly afraid of public speaking. This information will help me to make
the necessary accommodations for them moving forward.
PART V: AUTHENTIC ASSESSMENT

Final Authentic Assessment: STAND Up Speech Project
Standards:
Writing Standard 1 - Write arguments to support claims in an analysis of substantive
topics or texts, using valid reasoning and relevant and sufficient evidence.
Writing Standard 4 - Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 13 above.)
Writing Standard 7 - Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
Language Standard 1 - Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
Speaking and Listening Standard 4 - Present information, findings, and supporting
evidence clearly, concisely, and logically such that listeners can follow the line of
reasoning and the organization, Development, substance, and style are appropriate to
purpose, audience, and task.
Unit essential questions this reinforces: When do we step in and speak up?
Depth of Student Learning: This assignment asks students to stand up for a cause
they believe in, a task that is extremely transferable to real life situations and issues
they will face as adults.
Assignment Prompt: For the STAND Up Speech Project, you will be choosing a
marginalized population or important social issue to advocate for. Your topic could be
one that affects the PCHS or Park City community, or it could be on a larger statewide,
nation-wide, or global scale.
Examples: veterans, homeless youth, cognitive or physically disabled individuals, victims
of domestic abuse, undocumented individuals, victims of child slavery, the need for
affordable housing, the need to support our troops, water conservation in Utah, clean air
in Utah
Categor
y
Intro
Evidenc
e
Conclus
ion
Topic
Deliver
y
-Begins speech
-Begins speech
-Attempts to get the -No attentionwith an
with an attentionattention of
getting device is
22
Duke device
Westminster
College
MAT
Teacher Work Sample
attention- Dolly getting
such audience
with
used.
getting device,
as an interesting
attention-getting
such as an
fact, question, or
device such as an
-Doesnt state the
interesting fact, idea.
interesting fact,
speech topic or
question, or
question, or idea.
the speaker's
idea.
-States topic and
stance.
position on the
-The speech topic or
-Clearly states
topic, but it is
the speaker's stance
the topic of the somewhat unclear.
is not clearly
speech AND
stated.
STAND UP Oral
the speaker's
Presentation
stance.
Rubric
-Includes at
-Includes at least
-Includes at least
-Does not include
Name:
least TWO facts TWO facts from
TWO facts from
TWO facts from
in support of
TWO different
TWO different
TWO different
speakers
sources.
sources.
sources.
stance from
TWO different
-One of the sources -Facts need clarity
-Facts are
sources.
is not explicitly
or are not relevant
irrelevant or
Period:
stated.
to the speakers
unsupportive of
-Both sources
stance/topic.
the speakers
are explicitly
-Facts are
topic/stance.
stated within
somewhat relevant -Sources are not
the speech.
to speakers
explicitly stated in
-No sources are
stance/topic.
speech.
stated.
-Facts are
clearly relevant
to the
speakers
stance/topic.
-Reviews
-Reviews position.
-Brings closure.
-Does not bring
position.
-Brings closure to
closure; the
-Brings closure
the speech.
audience is left
to the speech.
hanging.
-Calls the
audience to
action (urges
the audience to
do something
about the
problem.)
-The speech
focuses on a
major social
issue and
explains the
speaker's
stance
thoroughly.
-The student
takes the
speech
seriously and
gives it his or
her best effort
to persuade the
audience.
-The student
speaks clearly
and
passionately
The speech focuses

on a major social
issue but does not
fully explain the
speaker's stance.
-The speech focuses

on a major social
issue, but the
speaker does not
take a stance.
-Both the topic of

the speech and
the speaker's
stance are unclear.
-The student takes

the speech
seriously and gives
it his or her best
effort, but does not
speak clearly and
passionately OR
does not make eye
contact with the
audience.
-The student is
unsure/unplanned in
delivery.
-The student does

not give the
speech his or her
best effort.
23
PART VI: DAILY LESSON PLANS/LEARNING

GUIDES
UNIT THEME/SUBJECT/GRADE LEVEL: Unit on Night by Elie Wiesel for
English 10
Curriculum Standards
Speaking and Listening: Standard 1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 910 topics, texts, and issues, building on others ideas and
expressing their own clearly and persuasively.
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the
United States, drawing on a wide reading of world literature. Reading: Literature Standard 10
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the
grades 910 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Determine a central idea of a text and analyze its development over the course of the text, including how
it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Writing: Standard 1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
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.
Speaking and Listening: Standard 3 Evaluate a speakers point of view, reasoning, and use of
evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis,
and tone used.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the
course of a text, interact with other characters, and advance the plot or develop the theme.
Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g.,
how the language evokes a sense of time and place; how it sets a formal or informal tone).
24
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.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades
910 reading and content, choosing flexibly from a range of strategies.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
UNDERSTANDINGS
Students will understand
That by reading about horrific events that have happened in the past, we can prevent
such atrocities from happening in the future.
That students have the power to make positive changes in their school, community,
state, country and world.
That it is important to stand up and speak out for victims of injustice.
That hate spawns from fear, propaganda, and prejudices.
That writing helps people cope with tragic events they have experienced in their lives.
ESSENTIAL QUESTIONS
Why did Hitler and the Nazis hate and seek to exterminate the Jews in Germany and
surrounding countries?
If you see someone doing something that is morally wrong, do you share responsibility in
the wrong-doing if you take no action?
How does propaganda affect opinions and actions of people and leaders during wartime?
How is Night relevant to our lives today?
STUDENTS WILL KNOW...
Why it is important to stand up/speak out for those in need.

Why Night is still relevant to our lives today.
Why it is important to study and remember the Holocaust.
Why people hate.
What makes us human.
What it mean to be a bystander.
The power writing plays in helping people cope with horrific events.
The power propaganda plays in horrific acts like the Holocaust.
How to write, organize, and deliver a persuasive speech using evidence from credible
sources
STUDENTS WILL BE ABLE TO...

Express their understanding of the book Night both orally and in writing
Trace the major themes in Night throughout their reading
Draw comparisons between the Holocaust and current events
25
Analyze and interpret primary source documents
Advocate for an important social issue or marginalized group in the form of a final
speech
Write and deliver an organized persuasive speech using evidence from credible
sources
Formative Reading Quizzes, class discussions,
journal responses,
and an in-class essay
ASSESSMENTS
Summative The Night Theme Tracker
The Final STAND UP speech
As a result of the pre-assessment, I decided to add in a
whole extra day on Holocaust background information. I had
no idea how little some of my students, particularly many of
my ELL students have been exposed to the Holocaust.
How has the unit changed
Instead of diving right into the book, I now plan to show a
since your pre-planning
film clip of real footage from the US Armys liberation of
based on the information
several concentration camps. It is very important that
gleaned from the prestudents realize that Wiesels experiences in Night are
assessment and knowledge experiences that really happened to over 11 million people.
of students?
While this film is very emotional, I feel it is something
students need to see. We will also read several articles
about the Holocaust to give students even more
background informationsomething I had not originally
planned to do.
Prejudice Ladder/Holocaust Background Lesson Day 2

Utah State Core
Standard and Objective
Speaking and Listening Standard 1

Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 910 topics, texts, and issues, building on
Analyze a particular point of view or cultural experience reflected
in a work of literature from outside the United States, drawing on
a wide reading of world literature.
By the end of grade 9, read and comprehend literature, including
stories, dramas, and poems, in the grades 910 text complexity
band proficiently, with scaffolding as needed at the high end of
the range.
Essential Question(s)

How does prejudice escalate to extermination?
How do activities,
materials etc. connect
to students prior
The Ladder of Prejudice draws on students funds of

knowledge by asking them to talk about their personal
experiences with prejudice. Posting the students sticky

knowledge?
(academic, interests,
learning styles,
motivation, Funds of
Knowledge)
Assessments
(formative and/or
summative)
Learning Activities:
(Include detailed
description and time
frame for each activity)
26
notes on the ladder enables the visual learner to see the

role prejudice plays in many students lives.
The spaceship activity appeals to kinesthetic learners, as
they are forced to act out a simulation.
The ladder and the spaceship activity both help students to
begin to emotionally connect with the victims we will be
studying in Night.
Formative:
The journal response and class debrief of the spaceship
activity will help me to understand what students took away
from it.
The class debrief of the ladder activity will help me to see
how well students were able to transfer the ladder analogy
to their own community and their own lives.
Spaceship activity - Divide groups into two/3 groups of 11

(may need to duplicate some characters) (15 min)
Journal Response to ppt questions on activity (8 min)
Do a class debrief of activity (10 min)
Students will take Night Pre-Assessment (10 min)
The Ladder of Prejudice Stick parts of ladder on board.
As a whole, we will define and discuss what the ladder's
terms mean. Students will place these terms on the ladder
in order of severity. (10 min)
o Once the terms are defined and placed on the ladder,
students will write on a Post-it Note something that has
happened in the school or community that could fit under
on of the rungs of the ladder. The ladder will provide a
visual to the students that many students experience
different levels of prejudice every day. (10 min)
o Do a think/pair/share of the question: Why didnt the
individuals with the power stand up for the
powerless in this activity? Why didnt anyone speak
up to me? What keeps the students and community
from reaching the extermination level? How can we, as
individuals, defeat the rungs on the prejudice ladder? (10)
o Go over syllabus (6 min.)
o Hand out Night Packets and go over Packet Rubric (10 min.)
Accommodations for
struggling/accelerated
learners
Instead of doing a reading assignment about the levels of

prejudice, I incorporated one very hands-on activity (the
spaceship simulation) and one very visual activity (the ladder of
Resources
How has the prior days

assessment shaped
your instruction?
27
prejudice) into the lesson to get the same point across.

Rather than dive straight into a discussion after the activity, we
start with a journal, in order to give struggling learners time to
process and write down their thoughts before we discuss as a
class.
The questions start out very simple and gradually become more
complex, as they eventually work up to asking students to apply
the activity to society and human nature.
This activity utilizes group work to help struggling learners
collaborate with more advanced learners.
Spaceship Activity http://scienceboom.com/99/space-ship-acooperative-group-activity.htm

Prejudice Ladder
http://www.tolerance.org/exchange/ladder-prejudice
The students watched a video on the Holocaust and took

notes in a note taker. The note-takers indicated to me that
students had a firm grasp on what took place in the
Holocaust and were ready to begin the actual unit, which
we did today.
Daily Reflection Notes:

Academic Reflection-- Today we introduced the unit with a spaceship simulation
and by constructing a ladder of prejudice. In the spaceship simulation, students
basically had to vote one another off the island based on the age, occupation and
physical traits of their assigned roles. I told several students with black characters that
they couldnt talk because they were black. I think this helped to get my point of
prejudice across. I could have been more mean during the activity, but I had trouble
doing that. So some of the students reflection questions were less cut and dry to answer
than if I had stayed more in charactersuch as, how did the treatment of your
classmates make you feel? I didnt do a very good job of treating them differently so I
had to say, pretend like I was a very mean moderator when they were answering their
questions, because some students were confused about how to answer.
Students were very engaged in the simulation and seemed to enjoy the activity.
Its connection to the Holocaust clicked for several kids during it who would say ohhhh
I get why were doing this. The students also seemed to engage with defining the terms
of prejudice in their groups and throwing out what came to mind when we defined each
rung of the ladder (avoidance, speech, physical attack, discrimination, extermination.)
The term discrimination seemed to create a lot more tension in the room than I expected
particularly among my ELL students. One of the ELL students, Leslie, seemed to shut
down. I did not even realize this, but Diana and my mentor teacher did and my mentor
teacher went over to console her. The pair shares started off slow at first, as students are
not used to pair sharing. I had to urge them several times to talk to each other and
discuss. The more we did it throughout class, though, the more students seemed to
accept it and participate. The journal entry reflection helped me to see what students
took away from the activity, and, overall, I felt students gained from this lesson what I
wanted them to. It looks like they be ready to begin to learn about the bystander effect
and begin the book.
28
I was well prepared with pictures set out for students to better envision their roles
and had the questions I was going to ask posted on canvas ahead of time. I had
everything I was going to do written out and planned well ahead of time. While I did run
out of time with the third period, I felt my transitions and timing were very good overall
for one of my first lessons!
Management I thought I made good use of proximity to quiet down rowdy students.
Students would get a little carried away with their parts and with the voting off the
island aspect of the activity, so the chatting carried over into when I had each group
present to the class. My proximity and moving closer to chatty students helped them to
quiet down.
More Background/Speaking Up Day 3
Utah State
Core Standard
and Objective
Essential
Question(s)

Determine a central idea of a text and analyze its development over the
course of the text, including how it emerges and is shaped and refined
by specific details; provide an objective summary of the text.
Writing Standard 1
Write arguments to support claims in an analysis of substantive topics
or texts, using valid reasoning and relevant and sufficient evidence.
partners on grades 910 topics, texts, and issues, building on others
ideas and expressing their own clearly and persuasively.
If you see someone doing something that is morally wrong, do

you share responsibility in the wrongdoing if you take no action?
What is our responsibility toward those who arent heard?
When do we step in and stand up for those in need?
How do
activities,
materials etc.
connect to
students prior
knowledge?
This activity asks students to bring their funds of knowledge into

their journal entries by sharing their beliefs about coming to
someones aid or describing a time they failed to come to the
assistance of someone who needed help. The opinion spectrum
also brings in students funds of knowledge by asking students to
express their personal views about when an individual should
speak up.
Assessments
(formative
and/or
summative)
Formative Assessment The three-sentence summary of Wiesel

article and background article will allow me to gauge what
students gleaned from the articles.
The closing discussion will also help me gauge what students
gleaned from the articles.
Learning
Activities:
(Include
detailed
o Students will write an argumentative journal entry in their daily

journals on the topic, If you see someone doing something that is
morally wrong, do you share responsibility in the wrong-doing if
you take no action? Write about a time when you failed to come to

description and
time frame for
each activity)
Accommodatio
ns made for
struggling and
accelerated
learners
the assistance of someone who needed help.
OR
o Write about a time when you felt prompted to follow your own
moral conscience rather than follow the group mentality. I will
issue books during journal time. (6 minutes)
OPINION SPECTRUMI will pose the question, Should you
always speak up even if it will make you unpopular or put
you and/or your loved ones in danger? I will ask students to
move to the side of the room that represents their point of view
for the opinion spectrum discussion. (One side will be that you
SHOULD always speak up, the other side that you SHOULD NOT.) I
will then facilitate the opinion spectrum. Every student must
contribute, but it can be in the form of I agree because (12
min.)
Show The Bystander Effect: The Death of Kitty Genovese (6
min.)
Debrief video what is the bystander effect? (10 min.)
Have students Google the bystander effect in pairs and share
what they come up with the class. (10 min.)
We will then read the bio on Elie Wiesel as a class. (6 min.)
Students will highlight important parts and break into pairs to
generate three sentence summaries of the article. (6 min.)
Students will break into same pairs to generate 3 sentence
summaries on the background information (6 min.)
We will come back together as a class and I will ask each group to
share one interesting/shocking/new thing they learned from
the readings. Summaries will serve as students exit tickets as
they leave. (10 min.)
Read preface aloud as a class (10 min.)
Demonstrate how to do the theme tracker if time permits.
Resources
29
Reading articles aloud and the preface of the book aloud will
allow struggling readers to follow along with reading.
Compiling summarizing sentences of the articles with a partner
will allow struggling learners to bounce ideas off of their partners
and follow the partners thought process when summarizing
articles. It will also help guide/support students through the
summarizing process.
Watching a video on the bystander effect is meant to help more
visual learners better understand the concept.
The Bystander Effect: The Death of Kitty Genovese

https://www.youtube.com/watch?v=BdpdUbW8vbw
o Meet Elie Wiesel
http://www.glencoe.com/sec/literature/litlibrary/pdf/night.pdf
o What You Need to Know About the Holocaust by Jennifer
Rosenberg http://history1900s.about.com/od/1930s/a/Dachau.htm

Homework
30
Assign Chapters 1 & 2 for next class (through page 28)
How has the prior days assessment shaped

your instruction?
Both the journal response and class debrief

of the spaceship activity last class indicated
to me that students grasped the concepts
of prejudice that I wanted them to were
ready to move onto the book. Thus, we
began diving into the book today.

Academic Reflection -Students are not used to reading aloud, but it went well when
first period highlighted and then wrote a paragraph about what they learned. In second
period, I ran out of copies and students had to sharethey were unable to highlight so
they followed along less and were less engaged. The opinion spectrum did not work very
well because everyone answered sometimes to the question, which was kind of a cop
out and also did not allow for any class discussion. The second class went a lot less well
than the first. I tried to reference the previous lesson and got distracted/lost my train of
thought. Passing out the books also took way too long and they were all done writing
their paragraphs so they werent doing anything for a while, which caused talking.
Overall, it was a dry lesson. I need to go more in-depth with discussions and jump around
when calling on people. Also, mentor teacher told me I need to clarify what students are
doing in pairs because I blaze through the instructions and then say go, which leaves
them confused and unsure of what they should be doing. I could have done a better
recap/ connection to last class for third period because we ran out of time, but I felt ill
prepared to review the concepts of last class and ended up blazing through the recap. I
think reading the preface aloud was powerful and held students attention, even though I
stumbled through it.
Second period was much more dry than first period. I did a pair share on the
question, but instead led straight into the opinion spectrum. I Took their superficial
answers and didnt have one build on another, which made is much less interactive. The
ELL aid was also talking to two ELL boys and they kept talking during my lesson, which
flustered me, but I didnt feel like I could tell them to be quiet because she (the aid) was
talking to them.
I received valuable feedback from the ELL aid to scatter pairs I call on instead of
just going down the line, so it keeps them more engaged. She also suggested I have
them build on each others answers rather than just each saying their answers so it is
more in-depth and less superficial. I will work to do both of those things in my next
lesson!
I felt my preparation was goodI had a PowerPoint of the lesson and a video. While
I generally felt well prepared, I should have been more prepared with a definition of the
bystander effect for students to read. I planned on having them research it online and
then share, but I felt like I was taking too much time on the bystander effect, so we just
talked about it as a class, which was probably less effective than reading about it. I felt
like I did an adequate amount of reading and prepping beforehand, so my content
knowledge was good. My transitions were very slow and rocky. I took a long time
passing out the books and didnt have an adequate time-filling activity while I was
passing out books, so students got rowdy and started to talk. Next class, I plan to have
every minute well-planned for to eliminate free talking time. In the next lesson, we will
dive into the actual reading of Night and explore why the Jews didnt leave when they
had the chance.

Management: Armando and Paco were talking, and then the ELL aid began talking,
which distracted and flustered me a bit. There was no consequence because they were
talking to the ELL aid and I did not feel I could discipline the aid. If the problem
continues, I may try to nicely talk with the aid about letting me discipline the students
without her help.
Why Didnt The Jews Leave? Day 4
Utah State
Core
Standard and
Objective
Essential
Question(s)
Writing Standard 1
Write arguments to support claims in an analysis of substantive
topics or texts, using valid reasoning and relevant and sufficient
evidence.
partners on grades 910 topics, texts, and issues, building on
Why didnt the Jews leave Germany while they had the
chance?
If you see someone doing something that is morally wrong, do
you share responsibility in the wrongdoing if you take no
action?
What is our responsibility toward those who arent heard?
How do
activities
connect to
students
prior
knowledge?
The journal entry draws on students funds of knowledge, as it asks

students to contemplate what they would have done in the Wiesels
situation. The lesson overall asks students to reflect on what they
have read from the book so far to infer why the Jews didnt leave
when they had the chance.
Assessments
(formative
and/or
summative)
Formative the journal entry and lit circles/class discussions will

help me to see if students have done the reading and comprehend
it. Debriefing the documents will help me to see if students views
about whether or not the Wiesels should have tried to leave
Germany changed after reading the documents. The responsibility
activity worksheet will help me to see if students took anything
away from the responsibility activity.
Learning
Activities:
(Include
detailed
description
and time
frame for
each activity)
Students will respond to the question in their journals, Should

the Wiesels have tried to resist the Nazis and/or leave
Germany while they had the chance? Why didnt they? Would
you have? Why or Why not? (5 min.)
Have students discuss their answers with the person next to
them. (2 min.)
Ask a few groups to give their argument to the class for why
or why not. (2 min.)
Students will take a short reading quiz. (10 min.)
31
Accommodati
ons made for
struggling
and
accelerated
learners
We will go over quiz answers as a class.

Students will write one quote from their theme tracker on a
stickie note. I will call on random students to share their
quotes and the theme it works to support. Students will them
stick their stickies onto one of the three large stickie notes
(with our themes written on them) at the front of the
classroomeach large stickie has one of the themes we are
tracking written at the top (Father-son relationships,
Inhumanity toward others, and the struggle to maintain faith
in god.)
Show a short clip on the Jewish religion (realized students
need this background because the book has a lot of unfamiliar
terms like Kaballah, etc.) (3 min.)
Pass out the Holocaust Museum responsibility worksheet and
photos have them fill it out in partners. (15 min.)
Popcorn read the documents entitled, Common Questions
About The Holocaust Why Didnt the Jews Leave When The
Nazis Came To Power? (10 Min.) (this document also goes over
the fact that there were many bystanders in the Holocaust/lay
people that actively played a role)
Pass out Holocaust photos without captions and have students
fill out their worksheets in pairs. Pass out the captioned
photos. (10 min.)
Project each groups photo on the screen and have them share
what their answers were to section 2 and 3 of the worksheet.
(6 min.)
Debrief documents (10 min.)
As a class, explain and model theme tracker and communicate
3 quote/night expectation (10 min.)
Ask students for examples of the themes in the theme tracker
(Elies Struggle to Maintain Faith in God, Inhumanity Toward
Other Humans, The Importance of Father-Son Bonds,
Bystanders.) Have students write down good examples they
hear (10 min.)
Read next chapter aloud if time permits.
Discussing the journal question in lit circles will help students
generate ideas with one another student before they are
asked to share with the whole class.
Modeling the theme tracker and generating quotes as a class
is meant to provide an extra level of help to those who are
struggling with it.
The clip on the Jewish religion is meant to help visual learners
better understand some of the terms they are reading about
in the book.
Viewing the primary sources on immigration is also meant to
help visual learners understand why the characters in the
32
33
book didnt escape from the Nazis when they had the chance.
Resources
Homework
How has the
prior days
assessment
shaped your
instruction?
Common Questions About The Holocaust Why Didnt the Jews

Leave When The Nazis Came To Power?
http://www.ushmm.org/educators/teaching-about-theholocaust/common-questions
Documentation Required for Immigration Visas to Enter the
United States http://www.ushmm.org/m/pdfs/20020516documentation-required-immigration-visa.pdf
Documentation Required for Emigration from Germany
http://www.ushmm.org/m/pdfs/20020516-documentationrequired-emigration-germany.pdf
http://somewereneighbors.ushmm.org/education/lesson/decon
structing-the-familiar
Theme tracker (loss of faith, father/son
relationships/inhumanity)
Reading Quiz (CREATE)
Assign Chapter 3 for next class (through page 46,) + Page 2 of

theme tracker.
Last lesson, students three-sentence summaries and the

closing discussion indicated to me that students were ready to
discuss more than just facts and background on the Holocaust.
Thus, I brought in some primary source documents for them to
analyze and we began to take a look at the books themes
today.

Academic Reflection - Students really got into the Holocaust responsibility activity.
They enjoyed analyzing the pictures and comparing their analysis with the captions of
what was actually in the photos. Students are finally talking during class discussions,
which is exciting!
My mentor gave me feedback today that we are really not talking about the book
enough. We are doing a lot of informational text, but have barely talked about the book.
This is causing me to completely re-plan my next lesson, which was going to be a
propaganda gallery walk. We will now be doing something more geared toward
discussing the book and I think I will scrap the whole propaganda lesson. In the period
after my mentor gave me the feedback, I started out immediately talking about the
book, in an effort to focus more on that and less on the Holocaust itself. I also scrapped
the journal entry and just discussed the topic as a class, so we had more time to talk
about the actual book and didnt run out of time, as we did in the period before. My
mentor also thinks I can do less pair shares to save time, so I just dove into having
students share out their stickie notes with the class, rather than sharing with a partner
beforehand. It saved time and worked well.
I felt my preparation was good, although we added in the short clip on the Jewish
religion at the last minute, so I was not as prepared to talk about it as I would have been
otherwise. I did a lot of research before this lesson, so I felt very good about my content
knowledge for this lesson and, overall, I can tell my transitions are improving. I felt the
responsibility group activity worksheet was an effective assessment. The sticky notes on
34
which they wrote a theme they noticed helped me to see if studnets understood the
themes and applied them to the reading. In my next lesson, I will continue to focus more
on the book and less on the Holocaust as a whole.
Management Armando was in another seat after I assigned seats. I had to tell
him to move seats several times, but he finally did. I also had to call Pacos name
several times during the lesson (stopping what I was saying a few times to call his
name.) Armando moved to sit back down by Paco a few times and I had to tell him
in the middle of what I was saying to move back to his seat, which he did. As I was
calling on students to tell me what quote they wrote on their stickie notes, and
after all of my volunteers had volunteered, I called on students to share their
quotes with me. Jackie told me she didnt have a quote, so did victoria, so did Alex,
so I told them to write down a quote and I would come back to them, but I forgot.
KIDS ARE TALKING MORE!! Students either are getting more comfortable
discussing or engaged with the topic of who was responsible for the Holocaust, but
they were finally talking with interest in the discussion and I felt like those who
werent talking were listening!!!
2/1 Chapter 3 in Illustration Lesson Plan for Day 5
Utah State Core
Standard and
Objective

Analyze a particular point of view or cultural experience
reflected in a work of literature from outside the United States,
drawing on a wide reading of world literature.
By the end of grade 9, read and comprehend literature,
including stories, dramas, and poems, in the grades 910 text
complexity band proficiently, with scaffolding as needed at the
high end of the range.
Cite strong and thorough textual evidence to support analysis
of what the text says explicitly as well as inferences drawn from
the text.
Essential
Question(s)

How do activities,
materials etc.
connect to students
prior knowledge?
The illustration activity is meant to appeal to the more

kinesthetic learner. It is also meant to bring in a chance
for students to use their creativity to show me what they
have learned from the book thus far.
Assessments
(formative and/or
summative)
Formative - he pictures they draw will reflect students

understanding/comprehension of the three chapters we have
read so far.

(Include detailed
frame for each
activity)
Accommodations
made for struggling
and accelerated
learners
35
Split the class into three sections (for the three chapters)
give time to glance over the book and brainstorm what
the main ideas are for their specific chapter. A student
from each group will write down the ideas generated from
that group so I can circulate (5 min.)
Give each student a piece of paper with four squares and
instruct them to draw the three most powerful images
they have seen in the book so far from each chapter and
tie it all in with a title of what they see as a common
theme or overarching idea in the three chapters. Students
should have their books open and bring in details from
the book (20 min.)
People leaving
A book
Cattle cars
Have a gallery stroll so students can see how other
students interpreted the events and asks students to put
a sticky note with their name next to the 2 images they
find the most impactful (5 min.)
Discuss which images students found the most impactful
and why (5 min.)
Hold up a few students images and ask how many other
students did that same image and how different students
showed it differently (5 min.)
Discuss, what stood out to you in this reading? In lit.
circles, students will share the additions they made to
their theme tracker (5 min.)
We will read the section of the text where Wiesel tells
about his interaction with Mengele on page 31.
Pass out Mengele article: popcorn read it around the
room. (5 min.)
Students will fill out an exit ticket on three things that
stood out to them about the article. (5 min.)
We will read next chapter aloud in class, if time permits.
The whole illustration activity is geared toward helping
struggling learners better visualize the book they are
reading. It is also geared toward helping struggling
learners communicate what they are reading in a more
creative way than a quiz or essay.
The gallery walk is meant to help students see the ideas
and takeaways of their classmates.
Going over the theme tracker with partners and as a
class is meant to provide an extra level of help to those
who are struggling with it.
Reading the Mengele article aloud is meant to help
struggling read follow along as the article is read aloud.

Resource
36
The Mengele article

The book
Homework
Assign Ch. 4, 3 quotes in tracker,
How has the prior

days assessment
shaped your
instruction?
Last lesson, the Holocaust responsibility assignment indicated

to me that students adequately interpreted the information
from the articles and the responsibility activity. It also showed
me, however, that very little of what we did last class was
related to the book. This caused me to completely scrap my
planned lesson for today to focus more on the book and less on
Holocaust propaganda, as I had previously planned.

Academic Reflection Some students didnt take the group brainstorm seriously and I
had to remind them that they could be writing an essay. One group particularly had a
hard time focusing, so I had to be apart of their group to keep them on track. Think
students had fun doing something different, although it was a little hard to keep the class
in serious work mode instead of talking and laughing with each other and not working.
Very few students referenced their book and some students drew very vague things like
people in the camps.
The drawings were actually a great assessment of what students took away from
the first three chapters, particularly for my ELL students who are unlikely to engage in a
class discussion, but could confidently draw what they had read.
I felt that my content knowledge and preparation were good, as I re-read the
chapters we were going to be talking and drawing about in class the night before. I was
able to help students generate ideas in the brainstorm and delve deeper into student
responses due to my preparation.
Management This assignment took a lot more management, as it seemed to get
students more rowdy and it was the first day Ms. Yeates was not in class. It was,
however, a more book-focused exercise, which is what she asked me to do more of. I had
to ask Armando to sit in his seat again, even though the seating chart was posted. I had
to ask him several times to move until he finally realized I meant it and wasnt going to
forget. Students were reluctant to speak about the book unless I called on them
individually, which I have started doing and it works well. They have answers, they just
dont want to volunteer. Groups were rowdy when I had them stand up and break out
into groups per chapterIm not sure why but that seemed to trigger rowdiness. The
activity went over well overall and all students seemed to enjoy/engage with the activity.
Eva Schloss Article, Day 6
Utah State Core
Standard and Objective
Writing Standard 1
Write arguments to support claims in an analysis of substantive
topics or texts, using valid reasoning and relevant and sufficient
evidence.
discussions (one-on-one, in groups, and teacher-led) with
37
diverse partners on grades 910 topics, texts, and issues,

building on others ideas and expressing their own clearly and
persuasively.
Essential Question(s)
How do activities,
materials etc. connect
to students prior
knowledge?
The essay connects to all of the background lessons we have

done thus far.
Assessments
Formative Essay on the Eva Schloss Article.
Accommodations made
for struggling and
accelerated learners
Resources
Popcorn read Eva Schloss article (5 min.)

Go over essay prompt Take a stand on the article,
defend, refute, or qualify it.
Must Include: Primary sources (article references and
book references)
Secondary sources (personal knowledge, things from the
news, personal reflection)
Grading Rubric must see:
1. A mind at workare you thinking beyond the surface?
2. Must use both primary and secondary sources (explicit
quotes from the book/article)
3. Connect to today
Students have 30 minutes to respond to the prompt (30
min.)
Reading Quiz (10 min.)
I wrote all of instructions on the board so that students
could clearly see and reference the requirements.
I wrote the key terms that they would be using in their
essays on the board (defend, refute, and qualify) and we
defined them as a class before students started writing.
We read the article aloud as a class to appeal to more
auditory learners/struggling readers
Eva Schloss article
Homework
Read chapter 5 & 6, next page of quote tracker
How has the prior days

assessment shaped
your instruction?
My assessment from last class did not actually shape todays

lesson at all. My mentor teacher found a compelling article
written by Anne Frankss sister about the Syrian refugee crisis
and she thought it would be a good way to get students to
make connections between the book and current events (and I
agreed.) Thus, this lesson was planned the period before and
had few direct ties to the previous lesson.
38
Academic Reflection This lesson went way way better than expected!! It was a
lesson I did on the fly, as my mentor teacher found the Eva Schloss article in first period
and we both thought it would connect with the unit beautifully. Therefore, my content
knowledge and preparation on the article were not as good as they could have been. I
was proud of myself for being so flexible and taking a big risk in switching my lesson at
the last minute. Luckily, all of the students seemed engaged in the essay and wrote for
the whole 35 minutes allotted. Students were also very engaged in the class discussion,
HOWEVER, the class discussion escalate very quickly and suddenly got out of hand!
Management Reflection -- I did not set the discussion up adequately enough by going
over the rules and expectations beforehand. This was a major error. I thought students
were mature enough to know to be respectful to one another during the discussion, but I
was very wrong. The debate quickly turned from the book to a political discussion and
students were talking directly to one another in a very passionate, emotional, and
personal manner. Students began to speak with great conviction about the Syrian
refuges, the wall that some have talked about building between to US and Mexico, etc.
The ELL kids did not even speak during the discussionit was probably too emotional for
them and may have seemed pointless when the other students in the classroom cannot
even begin to fathom or empathize with their situations. One very privileged Caucasian
girl, Bella, said, if they dont have the money to come here legally they need to just stay
in their own country. Another very liberal boy, Charlie, compared a classmate to one of
the nazi youth when the student said he cared more about 1 American life than 1000
other peoples lives. When Charlie called him a Nazi, the boy turned bright red in the
face and immediately got up and went to the office. I ran out into the hall to have my
mentor teacher go console him. When I returned to the class, several students said, we
shouldnt talk about politics in class because nothing good can come from it. Youre not
going to change anyones opinion. In the next period, I stalled big time to shorten the
discussionI was so nervous to even go into the discussion. I did learn from the
experience first period, though, and stated the need to be respectful and kind before we
began the discussion. I also framed it more like, lets talk about how the evidence from
the book supports your article rather than, what do you think about the article?that
went over much better. What a day! The next day I have the first period in which the
discussion went south, I plan to debrief the discussion and review why it is so important
to be respectful and kind to one another in class discussions and in general. I also plan to
speak with Charlie about why it is never okay to personally attack someone like he did
today.
Dolly Duke
Teacher Work Sample
39
Wiesel Acceptance Speech, Day 10

Utah State Core
Standard and
Objective

Analyze various accounts of a subject told in
different mediums (e.g., a persons life story
in both print and multimedia), determining
which details are emphasized in each
account.
Analyze a particular point of view or cultural
experience reflected in a work of literature
from outside the United States, drawing on a
wide reading of world literature.
Essential
Question(s)
How can we step in and stand up in our own

community?
How do activities,
materials etc.
connect to students
prior knowledge?
(academic, interests,
learning styles,
motivation, Funds of
Knowledge)
Wiesels Nobel Peace Prize acceptance

speech connects to students prior
knowledge because students have read
about Wiesels experience in the
concentration camps throughout the unit.
This speech gives students an understanding
of how Wiesel used his experience to inspire
others to step in and stand up.
Assessments
(formative and/or
summative)
Formative - The journal entry will serve as a

formative assessment to help me gauge what
students are taking away from Wiesels
acceptance speech, as well as from the
overall unit. It will also allow me to see how
well students can apply the themes and
messages from Night to their own lives.
(Include detailed
frame for each
activity)
Reading Quiz - Explain in detail how

Wiesel ends the book. Why do you
think he ends it this way? Is it a
hopeful ending? Why or why not? (6
min.)
Discuss the end of the book (20 min.)
Read Elie Wiesels Nobel Peace Prize
Acceptance Speech aloud. (5 min.)
Debrief speech (10 min.)
Show the bystander video (12 min.)
Dolly Duke
Teacher Work Sample
40
Accommodations
made for struggling
and accelerated
learners
(grouping patterns,
content literacy
strategies, etc.)
Resources
Homework
How did the
previous days
assessment shape
your instruction?
Brainstorm topics in PCHS, Park City,

Utah, the U.S., and the world that
students could do for their speeches
(15 min.)
Present the Final Night Project (indepth) Project Proposal, Final
Presentation, and Rubrics. (20 min.)
Give students the remainder of class
time to work on proposals. They will
bring ideas to be checked off and to
start writing next class.
I provided a completed example of the
proposal worksheet to model what I
expected of students.
I also provided a structured proposal
outline template for students who
struggle with writing and organization.
I provided several examples of
acceptable topics for students to
choose from, in addition to the topic
brainstorm we did on the board as a
class.
Proposal Worksheet and Examples
Completed Proposal worksheet
Last class, students watched an interview

between Oprah and Nights author, Elie
Wiesel. Based on the guided note-takers I
collected from the video viewing, students
did not gain as much as I expected from the
video. It seems we had gone over most of
what they gained from the video in other
lessons. Thus, instead of finishing the video
in class as I had planned, I scrapped the
video and moved on to introduce the final
assessment.

Academic Reflection -- I felt more at ease and in a groove today. I
felt like my unit had the perfect progression of learning about
prejudice, learning about the bystander effect, learning about how
Dolly Duke
Teacher Work Sample
41
those things figured into the holocaust, and then applying those things
to our own advocacy projects. Reading Wiesels speech and showing
the positive twist on the bystander effect through the video we
watched today set up our project brainstorm perfectly. I felt like my
transitions were smooth and my lesson was very cohesive. It felt good!
We ran out of time to actually work on the project proposal, but the
brainstorm was great and now they can at least be thinking about what
they will do their project on when we get back from break! I found it
was more impactful when I read Wiesels acceptance speech to
students versus when I had students read the speech, so I just read the
whole thing aloud second period. Due to Spring Break coming next
week, I trimmed the unit so we were done with the book and
everything besides the authentic assessment before the break. I gave
them the project proposal to do in class, but did not want to give them
homework over the break. It made more sense to end the book and
then delve into the project and scaffolding it fully when we get back
from the break, rather than just throwing it at them to start now.
I cut out the rest of the Oprah Winfrey and Wiesel video we
started last class because students were engaged in it than I thought
and it was a little repetitive of the other holocaust lessons we have
done. I decided to show the Much of What you Know about the
Bystander Effect is Wrong video instead that my mentor teacher
found online. It takes a more optimistic view of the bystander effect
and I thought it would be a good empowering video to show before
students do the advocacy projects.
I learned from last classs question responses that I need to be
more explicit in explaining the quality and length of responses I am
looking for and in emphasizing that ALL parts of the question must be
answered. So far, the quiz responses reflected that they understood
my more explicit instruction this time around.
Management Reflection - I let students sit in their own seats today,
which was a bad idea! They were very chatty!! Next class, I learned
from all the chattiness and implemented a seating chart, which worked
wonders. Also, Ms. Yeates thought they were chatty because I didnt
give students a task during some of the readings and activities, such
as look for this in the video, think about this during the reading. She
says to set the activities up a little more before I dive into them. This
helped me a lot the second time around! Conversation was more free
flowing and there were less interruptions/ chattiness.
In first period, I had to tell Yelanetzi and Jackie TWICE indirectly,
across the room and once by directly going up to them to put their
other homework away. Even then, they kept working on it until they
could tell I was at my wits end and finally stopped. Also, Yetlanetzi was
using Sparknotes on her quiz, so I told the whole class to close out of
Dolly Duke
Teacher Work Sample
42
any tabs during the quiz. When I walked by later, she was still on
Sparknotes and I said Yetlantzi, no outside resources. She closed the
tab and said, Im not. I said, I saw Sparknotes and she said, no I
didnt! with some attitude.
As I had students decide on their final project ideas, I went
around the room and asked students at random what their ideas were.
I asked Leslie, an ELL student, and she says Im going to give a
speech on how Im going to call ICE and round up all of the Mexicans
because they are bad and take them back to Mexico where they will be
happy and where Park City can be free of them and the rich Park City
kids can live happily ever after. I said, what are you really going to
write about? She responded, you probably dont even know what ICE
is, do you? Because you dont have to worry about your safety or
getting taken. I was very taken aback and my mentor teacher
overheard and stepped in saying, Leslie, lets look at how you want to
frame your topic. YIKESS! I felt a little attacked, but I also recognize
Leslie is going through a lot right now. She said her aunt was taken and
put in jail for 6 months.
I also had to put out the fire of the very right wing republicans in
the class wanting to do immigration for their advocacy speech. I
recommended we stay away from politics and try to find a certain
group or cause to advocate for or support. Next class, I think I will
reiterate the need to be respectful of our classmates in the topics we
choose.
PART VII: POST ASSESSMENT

Night Unit Post-Assessment
1. Now that you have read Night, what did you take away from it?
Student Response
Conclusion: I asked this question because I wanted to know what

students felt was most valuable and impactful about reading Night. I
was very pleased that only one student was unable to articulate
something valuable he or she took away from the book. Students wrote
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43
about very powerful concepts they learned such as, why one shouldnt
be a bystander, how powerful it was to read about what Wiesel went
through, how terrible the treatment of the Jews was during the
Holocaust, and how we will never be able to understand the horrors
that the victims of the Holocaust went through. *This question was only
on my post-assessment.
2. What passages have we read or clips have we watched
throughout our Night unit that most impacted you/gave you
useful background information on the Holocaust?
Student Response
Conclusion: I asked this question because, as I revise my unit for the

next time I teach it, I will inevitably omit or modify some of the outside
resources I incorporate. Thus, I wanted to find out exactly which
supplementary material students found most valuable. An
overwhelming amount of students found the footage of the US
liberation of the camps that I showed on the first day of the unit to be
extremely impactful Knowing how powerful students found the video, I
will now make sure I continue to start off the unit with that video in
future years to come.
3. What does this picture represent to you? (poster advocating for
Hitler)
Pre-assessment
Post-aseesment
Conclusion: While I had originally planned to do a whole unit on

propaganda, I realized that I was incorporating a lot of informational
text into the unit and not focusing on the actual book enough. This
caused me to completely abandon the propaganda lesson, so we
Dolly Duke
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44
ended up kind of breezing over the concepts of propaganda. While I

am glad some students gained a better understanding of the
concept, I am not surprised that understanding did not go up very
much. In the future, I will either remove this question from the preassessment or spend more time on to identify propaganda.
4. How would you define or describe the Holocaust?
Pre-assessment
Post-assessment
Conclusion: We spent a LOT of time building students background

knowledge on the Holocaust, which is definitely reflected in this data. I
am very glad to see that 15 students were able to more thoroughly
describe the Holocaust after this unit.
5. About how many people died in the Holocaust? What types of people
were they and where were they from?
Series 1
Series 2
Conclusion: I saw a clear improvement in student understanding of

how many people died in the Holocaust and what types of people they
were. On the pre-assessment, no students knew that 11 million people
Dolly Duke
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45
died in the Holocaust and, instead, many answered 6 million (the

amount of Jews that died in the Holocaust.) On the post-assessment,
16 students knew that 11 million people died and over 23 students
were able to thoroughly describe the groups other than Jews that were
also victimized. I spent a good amount of time talking about the
various populations, other than Jews, who suffered mass genocide in
the Holocaust, so I am very glad students absorbed that information.
5. Rate (circle) how you feel about the following statement and
EXPLAIN:
The Holocaust is in the past and things like that dont happen
anymore.
Strongly Agree / Agree / Neutral / Disagree / Strongly Disagree
Pre-assessment
Post-assessment
Conclusion: One of things I was blown away by in student responses

to this question were the amount of students who supported the
disagree or strongly disagree answer with evidence that mass
genocides are still going on in Syria, Sudan, etc. We wrote a whole
in-class essay in response to an opinion article on the Syrian
refugee crisis, so I am thrilled to see that students really took that
article to heart. I was also glad to see that after the Night unit, no
students said they agreed with the statement. This shows me that
students were able to understand how relevant reading Night and
learning about the Holocaust is to our lives today.
6. Are there times when it is best to stay silent when you see
something that is wrong?
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Pre-assessment
Post-assessment
Conclusion: While we talked a lot about the bystander effect in this

unit, we also talked about why so many stayed silent during the
Holocaust. For example, the fact that one could be put into the
concentration camps themselves, if they spoke out against the Nazi
regime. I think our class discussion about why so many were
bystanders in the Holocaust caused many more students to answer
that sometimes it is best to stay silent when something is wrong.
Many students expanded on their answers saying, yes, if you or
your family could be put in danger, then it is best to stay silent. I
am glad I at least got students thinking in an in-depth way about
the concept of speaking up.
7. Why do people hate? Is hatred innate or learned?
Pre-assessment
Post-assessment
Innate
Learned
Both
Don't Know
Conclusion: We spent a lot of time throughout the unit discussing

why people hate which, I believe, is why no students answered that
hatred is only innate on the post assessment and why fewer
students answered that they didnt know. I found it very impactful
that many studentsparticularly my Hispanic ELL studentssaid on
both they pre and post assessment that people hate because others
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have things they dont. That is some pretty powerful food for
thought.
8. What is the bystander effect?
Pre-assessment
Post-assessment
Conclusion: We watched two separate videos on the bystander effect

as a classeach with a different viewpoints on the concept. We also
discussed at length the role the bystander effect played in the
Holocaust and the role it plays in our everyday lives throughout the
course of the Night unit. I am very glad that, based on the data,
students gained a greater understanding of the concept from this unit,
which can be seen in the fact that 13 more students were able to
accurately articulate the bystander effect on the post assessment than
on the pre-assessment and that 9 fewer students responded that they
didnt know what the bystander effect was.
An
sw
er
o
N
he
lp
o,
bu
ty
ou
sh
ou
ld
st
ill
tr
y
to
Ye
s
9. If you see someone doing something that is morally wrong, do

you share responsibility in the wrongdoing if you take no action?
Why or why not?
Pre-assessment
Post- assessment
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Conclusion: According to the data, most students responses to this

question remained the same on the pre and post-assessment. There
were five more students that answered no in response to this
question on the post assessment than the pre-assessment. I am
surprised at this data because we spent so much time talking about
the need to stand up for others. I do think, however, the rise in no
responses could have to do with the fact that we discussed the
consequences for people who did speak up during WWII, which
possibly made students realize that sometimes it is just too
dangerous to take action. I also think that this question has a lot to
do with students moral beliefs, which are deeply rooted and
unlikely to change over the course of a few weeks,
10.
Are there some groups of people in your country that are a
major problem to our society?
Pre-assessment
Post-asssessment
Conclusion: My hope was that, after talking about how Hitler used
propaganda to blame all of Germanys problems on the Jewish people
over the course of the unit, students would realize that no one group of
people is a major problem to our society. However, many students took
a different approach to the question by citing Isis, gangs, and racist
people as groups that are a major problem to our society, which is
valid. I am a little confused by the rise in yes and Isis responses,
but it could be that by talking about the Nazis and Hitler, students
looked at this question through the lens of groups that are a threat to
our nation. Next time I do this unit, I may either omit or reword this
question.
11.
What is propaganda?
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25
20
15
10
5
0
49
Pre-assessment
Ac
cu
ra
te
Post-assessment
Conclusion: While we did go over what propaganda is, I abandoned

the propaganda lesson I had originally intended on teaching
because I realized it was not essential in teaching my unit
standards. Thus, while I am glad 11 more students were able to
accurately explain propaganda on the post-assessment than on the
pre-assessment, I will probably remove this question for future
units, because propaganda is not a focus of what I want students to
know and be able to do.
12.
Define Genocide.
Pre-assessment
Post-assessment
Conclusion: We definitely defined and revisited the concept of genocide

repeatedly throughout the unit, which is reflected in the fact that 13
more students were able to define in on the post-assessment than on
the pre-assessment and that 8 fewer students answered that they
didnt know on the post assessment.
13.
Who was responsible for the Holocaust?
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Pre-assessment
Post-assessment
Conclusion: One of the things we talked a lot about in this unit was
that Hitler and the Nazis alone could have never created such a
widespread and systematic extermination of 11 million people
alone. Hundreds of thousands of people had to buy into Hitlers
propaganda to make it successful. We looked at pictures of people
in the neighboring towns of the camps, the cattle car operators,
Germans who stood by as Jews were rounded up in the middle of
town squaresall of those people either helped it happen or stood
by and let it happen. I am glad that students understood this and
that 13 more students answered that everyone involved, including
the bystanders were responsible for the Holocaust and that 15
fewer students cited Hitler as the sole person responsible.
15. What does this picture mean to you? (A Nazi poster of an Aryan
compared to a Jew)
Pre-assessment
Post-assessment
Conclusion: One major thing I noticed from this data was that many
more students identified that the fatter character was supposed to be
a Jew and that the strong, blonde character was supposed to be Aryan
in the post assessment. On the pre-assessment almost 15 students
had no idea who was being depicted in the picture. I was hoping
students would identify this picture as propaganda, but as I said
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earlier, I cut out the propaganda lesson. Therefore, the fact that 16
more students were able to identify that the picture was saying Aryans
were better than Jews is a win in my eyes. Many students also felt the
need to specify in the responses that the picture wasnt true.
PART VIII: REFLECTION AND EVALUATION

Preparation Overall, I felt my preparation was very good
for this unit. I re-read the book each night before I taught, in
order to better direct class discussions and student thinking; I
had all necessary materials printed out, organized, uploaded,
and ready to go for class each day; I researched endlessly for
engaging ways to improve my daily lessons; I had the daily
agenda timed out and written up on the board before students
came in for class each day; I had a strategic seating
arrangement and seating chart prepared each day before classes
started and I made sure I always created very detailed daily
lesson plans, in case I needed to refer to them during or after the
lesson. When student learning and/or engagement did not go as
planned, I was quick to redirect my lessons and unit to prepare
new, more beneficial lesson when necessary. I have found that
this ability to be flexible in lesson planning is a vital component
to achieving maximum student learning and engagement.
Content Knowledge While I was definitely not an expert
in content knowledge before I taught the unit, I spent weeks
before my student teaching, as well as hours each night
becoming an expert on the content (the book itself, the author,
the Holocaust, argumentation, writing a formal persuasive
speech, giving a formal persuasive speech, brushing up on
current social issues, etc.)
Instructional Strategies I used a very wide variety of
instructional strategies throughout my teaching of this unit,
which seemed to appeal to students. In this unit, I made use of
simulations, peer-assessments, modeling, compare and contrast
activities, think/pair/shares, summarizing activities, checks for
prior knowledge, re-teaching, and facilitating discussion to
encourage deeper understandingto name a few.
While I was rocky in executing effective instructional strategies in
the beginning of the unit, I quickly learned what worked and
what didnt with my students. For example, I would oftentimes
show a clip or assign a reading without being explicit about what
I wanted students to look for in the film or reading. I soon
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realized that if I did not give students a very specific task to do

during every exercise, activity, reading, film clip, etc., they either
paid little attention or caused class disruptions. Thus, I began to
always give students something to ponder, look for, or analyze,
no matter what the task, so that their minds were always at work
and they were always engaged.
I also realized the need to improve upon my questioning
strategies. While I accepted very short student responses at the
beginning, I learned it made for very shallow, short, and
uninteresting class discussions. Over the course of a few class
periods, I learned to probe deeper into student responses by
asking students to explain their answers, by questioning why
they thought the way they did, or by asking students to respond
to their classmates comments. These deeper questioning
strategies led to vibrant discussions in which students became
engaged and passionate. I plan to employ more plentiful task
assigning and deep questioning strategies into my future
teaching.
Assessments I found the ability to be flexible was also a
vital component in assessment. Throughout the course of this
unit I learned how important it is to remember that mastery does
not mean the same thing for all students. On the final speech
assessment, I had several ELL students who were panicked to
present in front of a whole class filled with native speakers. Two
students said that if they had to present in front of the whole
class, they would simply skip class and take the F. In this
situation, I was forced to revisit what mastery was for each
individual student. What was mastery for the student who had
only been in the U.S. and speaking English for 6 months, versus
the student who had grown up debating with family members in
academic English at the dinner table? I also had to re-evaluate
what I really wanted students to know and be able to as a result
of the unit. What was this assessment supposed to be
measuring? Was I measuring students abilities to speak publicly
in front of the whole class, or was I measuring their ability to
formulate and present an argument using credible sources? For a
few of my ELL students, I decided that writing an argumentative
speech and presenting it only to me was definitely mastery. I was
blown away by the effort and passion those students put into
their speeches that easily could have gone unheard if I had
insisted that they must present in front of the whole class. I
learned a great deal about assessment from this unit and plan to
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continue to be flexible and focus on the individual in my units to

come.
Classroom Management Classroom management in this
unit was also a great learning experience. I began the unit off
with a strict and very strategic seating chart. As the quarter went
on and I felt more comfortable with the students, I thought I
could give them the freedom to sit wherever they wanted. This,
however, immediately backfired and I realized that, oftentimes,
structure is what students need to focus and learn. We quickly
went back to the seating charts and management, in turn,
improved.
There were also several times when I would give students time to
work on an assignment and they would abuse it by talking, doing
other homework, or just NOT doing the assigned project or task.
At first, I gently reminded students to get back on track, but was
met with little compliance. Finally, I told students to turn in their
assignments as is and they would be graded as they were. Many
students who hadnt been using class time freaked out and
pleaded that it wasnt fair. More than half of the class got very
low grades on their half-finished assignments. The next time I
gave students time to work in class, however, they were focused
and working on the work I had assigned. This helped me to
realize that while I love to have a warm, open, friendly
relationship with my students, I have to create clear expectations
and constantly reinforce those expectations to maintain optimal
management.

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Dolly Duke Westminster College MAT Teacher Work Sample

PART II: UNIT THEME AND ANNOTATED

Dolly Duke Westminster College MAT Teacher Work Sample

Writing: Standard 1 - Write

PART III: UNIT OVERVIEW/PRE-PLANNING

Dolly Duke Westminster College MAT Teacher Work Sample

Reading: Literature Standard 10

Why it is important to stand up/speak out for those in need.

STUDENTS WILL BE ABLE TO...

Dolly Duke Westminster College MAT Teacher Work Sample

Students will track Nights major themes throughout their

Students will demonstrate their understanding of the units

Viewing the National Archives concentration camp liberation Film

Immigration Visas to Enter the United States and Documentation

Dolly Duke Westminster College MAT Teacher Work Sample

Read the Josef Mengele article as a class

PART IV: PRE-ASSESSMENT

I asked this question because it will help me to gauge who is already

Dolly Duke Westminster College MAT Teacher Work Sample

ve you heard anything about the book Night by Elie Wiesel?

Number of Students who have

Dolly Duke Westminster College MAT Teacher Work Sample

What does this picture represent to you? PRIOR KNOWLEDGE

Long live Germany

This question is meant to appeal to visual learners. It will help me to gauge

esponses to the question "What Does This Picture Represent To You?"

How would you define or describe the Holocaust? PRIOR KNOWLEDGE

Dolly Duke Westminster College MAT Teacher Work Sample

ts responses to the question, "how would you define/describe the Holocaust?"

Dolly Duke Westminster College MAT Teacher Work Sample

Dolly Duke Westminster College MAT Teacher Work Sample

Why do people hate? Is hatred innate or learned? PRIOR KNOWLEDGE

What is the bystander effect? PRIOR KNOWLEDGE

Dolly Duke Westminster College MAT Teacher Work Sample

What is propaganda? PRIOR KNOWLEDGE

Define Genocide. PRIOR KNOWLEDGE

Dolly Duke Westminster College MAT Teacher Work Sample

Who was responsible for the Holocaust? PRIOR KNOWLEDGE

What does this picture mean to you? PRIOR KNOWLEDGE

Dolly Duke Westminster College MAT Teacher Work Sample

An Aryan compared to a Jew

Dolly Duke Westminster College MAT Teacher Work Sample

In what academic areas do you struggle? STUDENTS INTERESTS/FUNDS OF

Dolly Duke Westminster College MAT Teacher Work Sample

dent Response to the question, "how do you learn most effectively?"

Do you work best (circle all that apply): LEARNING STYLES

What do you want to do for a career/job after high school? STUDENT

Dolly Duke Westminster College MAT Teacher Work Sample

What motivates you to come to school every day? STUDENT INTEREST/MOTIVATION

Dolly Duke Westminster College MAT Teacher Work Sample

PART V: AUTHENTIC ASSESSMENT

The speech focuses

-The speech focuses

-Both the topic of

-The student takes

-The student does

Dolly Duke Westminster College MAT Teacher Work Sample

PART VI: DAILY LESSON PLANS/LEARNING

Dolly Duke Westminster College MAT Teacher Work Sample

Why it is important to stand up/speak out for those in need.

STUDENTS WILL BE ABLE TO...

Prejudice Ladder/Holocaust Background Lesson Day 2