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Running Head: Field Trip Plan

Night: Field Trip Plan to Virginia Holocaust Museum in Accompaniment to the Novel

Lauren N. Bruce

University of Richmond

I pledge that I have neither given nor received

unauthorized assistance during the completion of this work.

Lesson Plan for English 9 (Advanced)


Lesson topic: Night/ I Never Saw Another Butterfly Pre-Field Trip Lesson

Length of Lesson: 90 minutes

VA Standards of Learning- English 9.4 (c) The student will read and analyze a variety of informational materials and nonfiction materials; synthesize information from sources and apply it in written and oral presentations.

Cognitive Objectives

The student will reflect upon their reading from Night and will respond thoughtfully to a quick-write exercise, requiring students to re-read a quote from the text and explain the characters reasoning.

The student will recall prior lessons on the elements of poetry and will apply this existing knowledge, with a partner, while analyzing a given poem from I Never Saw Another Butterfly.

The student will prepare for a field trip to the Virginia Holocaust Museum, during which he or she will work collectively with a small pre-assigned group of students to examine exhibits present within the museum, making connections to the literature read in class (Night and I Never Saw Another Butterfly) and, with this group, create a media presentation (through Power Point or Windows Movie Maker) which highlights key components of any chosen artifact/ exhibit to the class in an oral presentation that includes factual information about the item, its connection to literature read in class, and a minimum of 10 pictures.



Quick-write activity for the class period will be checked for completion, and will be graded according to quick-write guidelines. (At the end of the grading period, students receive a quiz grade for quick-writes completed in class. Students lose five points off of the quiz grade for each quick-write not completed during the designated time in class.)

Partner-work on poem analysis (for selected poems from I Never Saw Another Butterfly) will be turned in, and reviewed for a daily class work grade.


After visiting the Virginia Holocaust Museum, the student will create an original piece of writing designed to reflect upon the connection between literature read in class (Night and selected poems from I Never Saw Another Butterfly) and exhibits/artifacts viewed at the Virginia Holocaust Museum. This assignment will count as a test grade, and will be due two class periods after the field trip.

In groups of four, the students will take notes and photographs while in the museum, then discriminate between meaningful items and exhibits viewed and will design an original Power Point or Windows Movie Player presentation to share with the class, highlighting background information about the item/exhibit and its importance and incorporating photographs taken by the students themselves. This group assignment will be created and presented the class period after the field trip, and will count as a quiz grade.

Materials/Technology and Advanced Preparation

15 copies of I Never Saw Another Butterfly

Front/back copies of notes page handout for field trip

Students should have their novel, their five-subject English notebook, and a pencil or pen

Teaching and Learning Sequence

Introduction/Anticipatory Set

Quick Write- quote from Night (5 minutes)

Partner Share (5 minutes)

Lesson Development

Discussion re: Night (10 minutes)

Introduce I Never Saw Another Butterfly (10 minutes)

Read poem The Butterfly & discuss poetic elements (5 minutes)

Poem analyses with partners (10 minutes)

Whole-class share (15 minutes)

Field Trip Guidelines, Expectations & Assignment (15 minutes)


Excerpt from I Never Saw Another Butterfly Epilogue & Closing Discussion (10 minutes)


Begin thinking about your Individual Reflection Assignment, which will be due two class periods after your visit to the museum.


Instructional Content Organizer (page 3)

Curriculum Framework (page 15)

Field Trip Notes page (page 16-19)

Field Trip Group Project Assignment Guidelines (page 20)

Individual Reflection Assignment Guidelines (page 21)

Powerpoint slides for Quick Write and Poetic Elements (pages 22-23)


The American-Israeli Cooperative Enterprise. (2012). Concentration camp bunks photograph. Retrieved

17 March 2012 from http://www.jewishvirtuallibrary.org/jsource/biography/Wiesel.html.

Volavkov, H. (1993). I mever saw another butterfly. Schocken Books: New York.

Wiesel, N. (1982). Night. Bantam Books: New York.

Instructional Content and Strategies Organizer

Instructional Content

Prior to students entering class, the teacher will have the Quick-write Power Point Slide for the day projected onto the white board.

Introduction/Anticipatory Set:

Quick-write (5 minutes): Why were these prisoners not vengeful? (Displayed on board- Power Point slide with a picture of Jewish concentration camp prisoners, along with the quote We thought only of that. Not of revenge, not of our families. Nothing but bre9ad. And even when we were no longer hungry, there was still no one who thought of revenge. Wiesel, Night, p. 84))

Partner share (5 minutes): Instruct students to turn to one or two peers seated near them and share their writing.

Lesson Development:

Discussion (10 minutes): Engage the class in a discussion about Night and its ending. (Last periods homework assignment was to finish reading the novel.) Ask the following questions:

-As a Jewish man imprisoned, what were some of the hardships Elie Wiesel faced?

-How did Elies character change throughout the course of the book?

-How did he feel once he was finally free?

-Why do you think he felt this way? (journal entry)

-What does this say about his character?

-I want you to close your eyes and think silently for two minutes: Imagine you are Elie Wiesel and you have just survived this terrible ordeal. Would you feel the same way as he did at the conclusion of Night? (After two minutes of silent reflection, allow students to share answers.)

-In reflection, why do you think Wiesel wrote this book?

Introduce I Never Saw Another Butterfly (10 minutes): To introduce the book to the students, read the following excerpts aloud to students, from the books Introduction-

-read pg. xi- paragraphs 1 & 2 (geographic background info. on Terezin)

-say, We all know about the concentration work and death camps for the common Jew. As youll hear in the passage Im about to read, Terezin was set up for a slightly different, but equally unjust purpose.

-read pg. xiii- last paragraph through paragraph 4 on pg. xv (these pages describe Terezin as a model town deceitfully showing the world how kindly the Nazis were treating the Jews, but a survivors account of life at Terezin will show otherwise.)

-read pg. xvii (the cover-up for the Red Cross visit to the Terezin concentration camp)

-read pg. xviii- paragraph 4 through the end of pg. xxi discusses the culture of the ghetto and the children living in the ghetto through the end of the war.)

The Butterfly (5 minutes): Share with students background on the poem The Butterfly (it was written by Pavel Friedmann, a young man prisoner at Terezin. Born in January 1921 in Prague, he was deported to the concentration camp at Terezin when he was 21 years old. He was later deported to Auschwitz and was killed there, at the age of 23).

Read the poem The Butterfly (page 39 to students. Display slide (on Power Point) displaying different poetic element terminology weve discussed previously in class. Discuss poetic elements in the poem- personification (suns tears would sing), end rhyme (high goodbye), tone of poem (complacent, slightly optimistic but still resigned to the truth)

Poem Analyses w/ Partners (10 minutes): Students will pair up with their pre-assigned literacy partners, will be given a copy of the book I Never Saw Another Butterfly and will read and find poetic elements existing in their poems. (They will take note of these elements on a piece of loose-leaf paper, which will be turned in, and reviewed for a daily classwork grade.) The teacher will pre-assign the poems to student pairs, based on student ability level. The following poems will be used:

-For low-level students: Illness (pg. 30), Untitled (pg. 69), and The Garden (pg. 70)

-For on-level students: At Terezin (pg. 3), It Depends on How You Look at It (pg. 13), Theresienstadts Hospital (pg. 30), A Letter to Daddy (pg. 37), An Evening in Terezin (pg. 42), and On a Sunny Evening (pg. 42)

-For higher-level students: Terezin (pg. 20), Concert in the Old School Garret (pg. 34), Homesick (pg. 47), and The Storm (pg. 78)

Sharing (15 minutes): Student pairs read their poem to the class and discuss poetic elements that were found within their assigned poem, and discuss the tone of the poem. One student in each pair will read the poem, and the other will discuss the poem. If there appears to be enough time, the teacher will share the short biographical information about each poems author following the reading (found in the Appendix to I Never Saw Another Butterfly)

Field Trip Expectations (10 minutes): Teacher will say, I believe that one of the hardest parts about events in history, like the Holocaust, is really considering the people who lived through these trying times. As we saw in the selected poems today, and as you recall from the autobiography Night, the events of the Holocaust were very really, and very devastating especially to the Jewish population, and to many others in the world. We are lucky to have literature from the time period, and from those who survived that time period, so that we can really begin to understand the injustices that occurred during this time period. I want you to keep Elie Wiesel and the children of Terezin in mind when we visit the Virginia Holocaust Museum next class period. Were going to learn a lot of factual information that will back up the reading youve done for the past few weeks, and our learning will be fun, but I want you to be conscious of your behavior and language at all times, and to be respectful while at the museum- not just for the benefit of your peers, the chaperones, the other guests, and the museum docents, but be respectful for all of those who lost their lives or lost family members during the Holocaust. After this lecture, the teacher will review the following field trip expectations with students:

-Promptness: If you a friend or family member drives you to school, be sure youre at school on time the day of the field trip. All of your belongings should be secured in your locker, and you should be in the auditorium by 8:30 for a brief field trip meeting, followed by departure.

-What to bring: Jacket (if desired), your bag lunch, a camera if youre a designated photographer (see me if you need to check out a school camera from the media center), and your field trip guide and a writing utensil (if youre the note-taker) you may bring a book or magazine to read on the bus ride, but understand these items will be left on the bus while were in the museum

-What not to bring: Your backpack, any electronic for the bus ride- its less than a thirty-minute bus ride and would have to stay on the bus when we go into the museum (so its better to leave locked up at school so it wont get lost or stolen), your cell-phone (shouldnt have it on at school anyways), money (there is no food to buy at the museum, and our trip will not include visits to the gift shop)

-One more reminder about behavior- You must be respectful to each other, the chaperones, the bus drive, the museum docents, the other guests, the exhibits, etc. Disrespectful behavior will result in office referrals, and quite possibly, a zero class participation grade. You must exhibit museum-friendly behavior at all times- walking, speaking quietly, etc. Do not touch any exhibits or displays within the museum- all are equipped with sensors and alarms will sound. This would not only be disrespectful to the museum, but it would be terribly embarrassing for you, your parents (when I notify them), and for your classmates.

Field Trip Assignment (5 minutes): Teacher will call out group assignments, and ask students to find a place in the classroom to sit with their group members. (Groups will be assigned by the teacher, who will be mindful to keep the following in considerations for group assignments in mind whenever possible: pair students not necessarily with all of their best friends in the class group students with peers who will balance out each others strengths and weaknesses Be sure each group has at least one leader-type and a visual/creative person, also try to make sure the critical/thoughtful thinkers and the good note-takers are distributed evenly amongst groups.) Pass out notes page handouts to the note-takers in each group (photographers can look-on to a peers paper while teacher is describing the notes pages) and pass out the assignment guide. Review the content within the field trip assignment guide and notes page (appended to this lesson plan packet.)


Reading from I Never Saw Another Butterfly and Wrap-Up Discussion (10 minutes): HRead a selection from the Epilogue (pg. 102 paragraph 1 through the end of the section on page 103). This selection will end the days lesson on a more uplifting note, recalling the tough times the children of Terezin lived through but their noting their optimism. Ask students to comment on their reading, both from Night and from I Never Saw Another Butterfly.

Reserve 5 minutes at the end of class to pass out and go over Individual Reflection Assignment for the unit with students (appended to this lesson plan packet) and for students to ask questions about this assignment or the group projects assignment.

Instructional Strategies Organizer:

Instructional Modifications to ASSIST Weakest Students

Major Instructional Strategies

Instructional Modifications to CHALLENGE Strongest Students

-Less difficult poems assigned to weaker students for poem analysis. Students are assigned partners based on strength in poem analysis.

-Stronger students who finish poem analysis early will assist these weaker students with their poem analysis.

-Group jobs for field trip will be assigned to highlight students strengths. Students will be paired with classmates who balance out each others strengths and weaknesses, so that all students have an equal opportunity to create an outstanding final project.

-Power Point slide displayed with poetic elements for weaker students...