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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

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Lauren Bruce, Field Trip Plan1

Lesson Plan for English 9 (Advanced)Introduction

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 character’s 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.

AssessmentFormative

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.

Summative 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)

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

Homework: Begin thinking about your Individual Reflection Assignment, which will be due two class periods

after your visit to the museum.

Appendix: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)

References:The American-Israeli Cooperative Enterprise. (2012). Concentration camp bunks photograph. Retrieved 17 March 2012 from http://www.jewishvirtuallibrary.org/jsource/biography/Wiesel.html. Volavková, H. (1993). I mever saw another butterfly. Schocken Books: New York.Wiesel, N. (1982). Night. Bantam Books: New York.

Instructional Content and Strategies OrganizerInstructional ContentPrior to students entering class, the teacher will have the “Quick-write” Power Point Slide for the day projected onto the white board.

http://www.jewishvirtuallibrary.org/jsource/biography/Wiesel.html


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

period’s 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 Elie’s 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 book’s 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 you’ll hear in the passage I’m 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 survivor’s 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 we’ve discussed previously in class. Discuss poetic elements in the poem- personification (“sun’s 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), “Theresienstadt’s 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 poem’s 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. We’re going to learn a lot of factual information that will back up the reading you’ve 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 you’re 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 you’re 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 you’re 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 we’re in the museum-What not to bring : Your backpack, any electronic for the bus ride- it’s less than a thirty-minute bus ride and would have to stay on the bus when we go into the museum (so it’s better to leave locked up at school so it won’t get lost or stolen), your cell-phone (shouldn’t 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 peer’s 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.)

Closure: 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 day’s 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 Major Instructional Strategies Instructional Modifications to


ASSIST Weakest Students 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 to refer to when analyzing poems.-Opportunity to choose from four writing prompts for individual reflection piece, so students can create a piece of writing that best reflects their comprehension of the content from this unit in the manner which is most appropriate for their learning style.-Field Trip Notes Page- to guide students during their field trip to the museum. (Not required to be turned in, but will serve as a guide for students during the field trip and may give them ideas for use when preparing their group presentation.)

-Journal writing (“Quick write”) will allow students time to reflect on their reading assignment, and organize their thoughts on the reading, prior to class discussion.-Sharing journal writing with a partner will allow students to build confidence by communicating their views in a one-on-one fashion with a peer-Whole-class discussions will allow students to share the knowledge/ opinions they acquired through reading, as well as will support learning by creating the opportunity for students to learn from their peers.-Teacher Read-Alouds will reinforce students reading fluency as they hear the teacher demonstrate appropriate tone, pace and reflection on the reading. Teacher will actively ask questions throughout the reading to ensure students are engaged with, and benefitting from, the lesson.-Poem Analysis w/ Partners- will require students to apply prior knowledge of poetic elements to material while also enhancing the students’ understanding of the Holocaust.

-More difficult poems assigned to stronger students for poem analysis. Students are assigned partners based on strength in poem analysis.-Students who finish poem analysis early will be asked to either assist the weaker students with their poem analysis or may continue reading other poems within the book I Never Saw Another Butterfly.-Opportunity to choose from four writing prompts for individual reflection piece, so that stronger students can challenge themselves to go “above and beyond.” As always, students will have the opportunity to propose an alternate writing topic for themselves that conveys the same information in a different manner.

Lesson Plan for English 9 (Advanced)

Introduction Lesson topic: Field Trip to Virginia Holocaust Museum Length of Lesson: approximately 5.5 hours


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 participate in 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.

AssessmentFormative

(There are no formative evaluation pieces for this class session, although, it should be noted that as long as students appear to remain on-task at the museum, demonstrating an interest/appreciation for exhibits within the museum and appropriate behavior, will receive a class work grade of “100” for the day. Students who receive three or more behavioral warnings or “strikes” while in the museum will receive a “zero” class participation grade for the day.)


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 Prior to field trip, all students have been given a field trip notes handout. Have copies on hand

for those students who have forgotten their notes page. “Photographers” for student groups may not have access to cameras of their own. In these

cases, students should have notified the teacher prior to the trip, and the teacher will have checked out school cameras from the media center for use on the field trip.

Have several extra packed lunches on hand for students who forgot/ were unable to pack their lunch for the field trip.

Have a field trip bag packed containing: cell phone, list of emergency contacts (including school numbers, signed permission trip forms (containing emergency number for parent/guardian), basic first-aid supplies (tissues, band-aids, antiseptic wash), camera, hand sanitizer, and extra writing utensils)

Have busses reserved, and confirm the day before the trip.


Teaching and Learning Sequence (See instructional content organizer for intended day’s schedule.)

Introduction/Anticipatory Set Group Meeting- Field Trip Reminders (15 minutes)

Board busses/ Head counts/ Travel to museum (45 minutes)

Lesson Development Virginia Holocaust Museum small-group exploration (approximately 2 hours, 30 minutes)

Closure Small group discussion, during lunch (10-15 minutes) Quick “wrap-up” meeting once back at school (5 minutes) Small-group presentation planning time (approximately 20 minutes)

Board busses/ Head counts/ Travel back to school (45 minutes)

Homework: Organize your notes or pictures from the field trip, so that your group can work efficiently during

the time provided next class period. (Your group is welcome, but not required to, meet outside of class for a more organized presentation… See me if you need a library pass to meet as a group.)

Begin writing your Individual Reflection Assignment, which will be due two class periods from today.

Appendix:Instructional Content Organizer (page 9)Curriculum Framework (page 15)Field Trip Notes Page (page 16)Field Trip Group Project Assignment Guidelines (page 20)

References:Virginia Holocaust Museum. http://www.va-holocaust.com/default.asp.

Instructional Content and Strategies OrganizerInstructional Content8:30 am --Group Meeting/ Field Trip Reminders: The classes attending the field trip will meet in the school’s auditorium at 8:30 am for a quick review of expectations and guidelines for the field trip:

-“Use appropriate field trip behavior: walk in the museum, use quiet voices, be aware of and respectful towards all others in the museum… Not adhering to this “museum etiquette” can result in a “zero” class participation grade for the day.”

http://www.va-holocaust.com/default.asp


-“Do not touch anything in the museum—there are sensors!”-“Leave your cell phones, iPods, money, etc, in your locker. The school is not responsible for anything lost or stolen, as these items are prohibited on the field trip anyways.”-“You will ride the bus with your group, as assigned last class period. If for any reason you do not remember your group or bus assignment, see me.”-Check to make sure all notes-takers remembered to bring their field-trip notes packet and that all photographers have either a personal camera, or a rented camera from the school’s media center.-“See me before we depart if you do not have a lunch.”

8:45 am –Students/Chaperones Board Busses Teacher chaperones must double check attendance on each bus before departing the school…approximate departure time from the high school is 9:00 am.

9:30 am –Arrival at Virginia Holocaust Museum (2000 East Cary Street, Richmond, VA 23223)

9:45 am –Docent-guided tours of the museum Docents will guide student groups around the museum- four to five groups per docent. All will view “The Ipson Saga” (40-minute introductory video at the museum) upon arrival, and then will break off with their docent for the remainder of the tour. The museum estimates the entire tour, including the video, will last approximately two hours and fifteen minutes.

12:15 pm –Lunch/Group Meetings Students should eat lunch with their groups, and hopefully use this time wisely to discuss and agree upon which exhibit that they will base their group presentation around.

12:45 pm –Students/Chaperones Board Busses Teacher chaperones must double check attendance on each bus before departing the Holocaust Museum…approximate departure time from the museum back to the school is 1:00 pm.

1:30 pm –Arrival back at School; Quick “De-briefing” meeting in auditorium Teacher will hopefully be able to thank students for their excellent behavior at this time. Teacher will say, “Hopefully you were able to come up with a focal point for your group presentation either during lunch or on the bus ride back to school. Next class period, I will have the laptop cart from the media center, and you will have time to work on your project in class. The presentations don’t have to be extensive, but they should include key information, a connection to your literature, and at least 10 pictures. You are welcome to get started on the projects before next class period. Please see me if you need a library pass for group-work time! You should also begin working on your individual reflection piece, as this will count as a test grade for the unit. You have about twenty minutes left until the bell, and we’re going to stay in the auditorium until then, so please use the remaining time wisely and plan out your presentation with your group.” Students will remain in the auditorium until the bell rings, at which point they will be dismissed to their last-block class.

Instructional Strategies Organizer:Instructional Modifications to ASSIST Weakest Students Major Instructional Strategies Instructional Modifications to

CHALLENGE Strongest Students


-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. -Opportunity to choose from four writing prompts for individual reflection piece, so students can create a piece of writing that best reflects their comprehension of the content from this unit in the manner which is most appropriate for their learning style.-Field Trip Notes Page- to guide students during their field trip to the museum. (Not required to be turned in, but will serve as a guide for students during the field trip and may give them ideas for use when preparing their group presentation.)

-Video shown at Virginia Holocaust Museum will capture students’ attention by giving factual information about the Holocaust and sharing the Ipson family’s story. (Ipson, a Holocaust survivor himself, is the museum’s Executive Director).-Docent-guided tours will allow students to reap the full benefits of the museum visit as docents will be able to fully explain, and point out the most important aspects of each exhibit. Docents will also be able to answer questions students may have, and will be able to help the students make present-day connections.-Small Group Time once back at school will give the students time to organize their “rough plan” for their presentation, so that they will be able to utilize given class time most effectively during the next class session.

-Opportunity to choose from four writing prompts for individual reflection piece, so that stronger students can challenge themselves to go “above and beyond.” As always, students will have the opportunity to propose an alternate writing topic for themselves that conveys the same information in a different manner.


Lesson Plan for English 9 (Advanced)Introduction

Lesson topic: Post-Field Trip Lesson/ Night Unit Wrap-Up Length of Lesson: 90 minutes 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 create a media presentation (through Power Point or Windows Movie Maker),

with a small group, which highlights key components of any chosen artifact/ exhibit viewed at the Virginia Holocaust Museum, and will share this work in a five-minute oral presentation that includes factual information about the item, its connection to literature read in class, and a minimum of 10 pictures.

AssessmentFormative

(There are no formative evaluation pieces for this class session, although, it should be noted that as long as students appear to remain on-task during group-work time, collaborating with peers and appearing engaged in the presentation creation process, they will receive a class work grade of “100” for the day. Students who are disengaged with the time designated for group work, or are frequently off-task during the assignment will receive a “zero” class participation grade for the day.)


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 at the next class meeting.

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 today in class, and will count as a “quiz” grade.

Materials/Technology and Advanced Preparation “Laptop cart” containing laptops for student use checked out from the library and in class prior

to the period starting. Teacher should be sure that the projector is working, so that students will easily be able to plug

in their laptop and share their presentation with the class at the designated time. Students should have their novel, notes/pictures from field trip, their five-subject English

notebook, and a pencil or pen


Teaching and Learning Sequence

Introduction/Anticipatory Set Quick Reflect- Emotions Evoked & Subsequent Discussion (10 minutes)

Lesson Development Review- Group Project criteria (5 minutes) Group work (45 minutes) Group sharing (15 minutes*)

*The teacher understands that not all groups will be able to present during this time. The students should have their presentations completed during this class period, and sent to the teacher for grading, but we will only get through 2-3 group presentations in class today. The beginning of next class period will be reserved for the other 3-4 groups to share their presentation.

Closure Unit wrap-up discussion (5 minutes) Field Trip Evaluation form – “Exit Ticket” (10 minutes)

Homework: Complete your Individual Reflection Assignment; this is due next class period.

Appendix:Instructional Content Organizer (page 13) Curriculum Framework (page 15)Field Trip Group Project Assignment Guidelines (page 20)Individual Reflection Assignment Guidelines (page 21)“Exit Ticket” – Field Trip Evaluation Form (page 22)

References:Volavková, H. (1993). I mever saw another butterfly. Schocken Books: New York.Wiesel, N. (1982). Night. Bantam Books: New York.


Instructional Content and Strategies OrganizerInstructional ContentIntroduction/Anticipatory Set

Quick Reflect- Emotions Evoked & Subsequent Discussion (10 minutes): At the start of class, the teacher will ask the students to quietly reflect for one minute at their desks and find the one word that best describes the affective climate of the museum- or more simply stated- “What emotion did you feel most at the museum?” After the one minute reflection period, the students will come to the board and each write their one word on the board, which will be otherwise blank. After all emotions are on the board, the teacher will instruct the students to take a minute to review the words their peers wrote on the board. The teacher will then ask for several students to explain why they wrote their word on the board/ what about the museum (or Holocaust) made them feel that way? Then, briefly discuss the literature’s connection to the museum- “What evidence did you see at the museum that supported the content of Night and I Never Saw Another Butterfly?” “Was there anything at the museum that surprised or bothered you?”

Lesson Development Review- Group Project criteria (5 minutes): The teacher will remind students that at this point, their groups

should have collectively decided what exhibit they will be presenting from the museum, and should have already (at least on an independent level) organized their notes/photographs of the exhibit. At this time, students may go ahead and divide into their groups… The school’s laptops are available for groups to use to work on their presentation, or they may use one of the desktop computers in the classroom.

Group work (45 minutes): As students work in their groups, the teacher will rotate around the room, checking progress, providing feedback and input as needed, and will remind students who are stuck on resolving “little details” that this should be a quick, summarizing presentation. She will ensure that all students are staying on-task and will provide frequent reminders of time left.

Group sharing (15 minutes * ): Groups will share their presentation with the class. The teacher will grade each presentation per the rubric on the group presentation sheet (appended). Project requirements include: a clear description of the chosen exhibit, complete with background information about the exhibit/ item(s) and a minimum of 10 original photos, a connection to literature read in class during this unit, and an explanation of why this display was chosen. Each member of the group must speak at least once in the presentation, which should last no more than five minutes. (*The teacher understands that not all groups will be able to present during this time. The students should have their presentations completed during this class period, and sent to the teacher for grading, but we will only get through 2-3 group presentations in class today. The beginning of next class period will be reserved for the other 3-4 groups to share their presentation.)

Closure Unit wrap-up discussion (5 minutes): Review the genre of Night (autobiography) with students, and ask

them to identify the book’s value (it gives a first-hand account of a nightmarish event in history). Ask students to verbally identify what they liked about the books (Night and I Never Saw Another Butterfly).

Field Trip Evaluation form – “Exit Ticket” (10 minutes): Students will use the last ten minutes of class in reflection, completing an “exit ticket” for the unit, which will provide the teacher with valuable feedback to assess the effectiveness of the unit for future planning purposes.

Instructional Strategies Organizer:


Instructional Modifications to ASSIST Weakest Students Major Instructional Strategies Instructional Modifications to

CHALLENGE Strongest Students-Opportunity to choose from four writing prompts for individual reflection piece, so students can create a piece of writing that best reflects their comprehension of the content from this unit in the manner which is most appropriate for their learning style.-Choice of Power Point or Windows Movie Maker for groups to make final project, so they are able to use the medium with which they are most comfortable to share photos.

-“Quick Reflect” Activity & Discussion will reinforce students’ understanding of the Holocaust, as learned from the reading (Night and I Never Saw Another Butterfly) and make connections to the field trip.-Small Group Time will give the students time in class to create a quick presentation, based on their experience at the museum.-Group Sharing will give the students the opportunity to share with peers what they took away from the field trip, and will also allow students to learn from each others’ experiences and perhaps see the value of something they may have overlooked during their tour of the museum. All students are required to talk during the presentation, so everyone has an equal opportunity for oral presentation practice.

-Opportunity to choose from four writing prompts for individual reflection piece, so that stronger students can challenge themselves to go “above and beyond.” As always, students will have the opportunity to propose an alternate writing topic for themselves that conveys the same information in a different manner.


Curriculum Framework(retrieved March 2012 from http://www.doe.virginia.gov/testing/sol/standards_docs/english/index.shtml)

Standard 9.4 Strand: Reading Analysis Grade Level 9

9.4 The student will read and analyze a variety of informational materials (manuals, textbooks, business letters, newspapers, brochures, reports, catalogs) and nonfiction materials, including journals, essays, speeches, biographies, and autobiographies.a) Identify a position/argument to be confirmed, disproved, or modified.b) Evaluate clarity and accuracy of information.c) Synthesize information from sources and apply it in written and oral presentations.d) Identify questions not answered by a selected text.e) Extend general and specialized vocabulary through speaking, reading, and writing.f) Read and follow instructions to complete an assigned project or task.

UNDERSTANDING THE STANDARD (Teacher Notes)

ESSENTIAL UNDERSTANDINGS

ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

This standard encourages the implementation and use of activities that support a process for reading.

Students will understand before-, during-, and after-reading strategies.

Students will read and analyze a variety of nonfiction, i.e., informational/factual prose materials.

All students should

employ activities that support the reading process

understand that specialized vocabulary is vocabulary that is unique to a specific content, topic, or discipline.

To be successful with this standard, students are expected to

use before-, during-, and after-reading strategies

identify a position/argument in an informational text

evaluate the clarity and accuracy of information found in informational texts, such as manuals textbooks business letters newspapers brochures reports catalogs journals essays speeches biographies autobiographies

apply information gained from sources to complete an assigned task

increase general and specialized vocabulary

identify information not answered by a selected text.

http://www.doe.virginia.gov/testing/sol/standards_docs/english/index.shtml


Virginia Holocaust MuseumNotes Page & Suggested questions for consideration during English 9

Field Trip(The “Think” questions below were taken from the Virginia Holocaust Museum’s Student Study

Guide, retrieved from the museum’s website in March 2012 – http://www.va-holocaust.com/documents/study%20guidefin.pdf)

1) Notes on Train Station exhibit:

Think: What does it mean to be intolerant?

2) Notes on Dachu/Buchenwald exhibit:

Think: Why is it important to know about the bad things that people do to others?

Think: Why do you think a person would draw or write about what he or she was seeing or experiencing under such terrible conditions?

3) Notes on Hyde Farmlands exhibit:

4) Notes on the Nuremberg Laws and Kristallnacht exhibit:

Think: Why is it important for governments to treat all of its citizens with fairness?5) Notes on S.S. St. Louis exhibit:

Think: Why did the U.S. refuse entry to the passengers on the St. Louis when one of its

http://www.va-holocaust.com/documents/study%20guidefin.pdf


monuments, the Statue of Liberty, has a poem which includes the lines, “Send me your tired, your poor, your huddled masses yearning to breathe free…” written on its base?

6) Notes on The Kovno Ghetto exhibit:

Think: Were George Kadisch’s photographs an example of resistance?

7) Notes on Demographic Square exhibit:

Think: Is a photograph a diary? Explain.

Think: What is the definition of resistance? Was hiding Jews an example of resistance?

8) Notes on Paskovski’s Farm exhibit:

Think: Why would people who were strangers to the Ipson family risk their lives to spare them?9) Notes on Hall of the Righteous exhibit:

Think: Some people say that the definition of a hero is, “An ordinary person in an extra-ordinary situation reacting in a remarkable way.” Would you agree that Mr. Sugihara is a hero?

10) Notes on Partisans exhibit:


11) Notes on Children’s Remembrance exhibit:

12) Notes on Box Car & Dressing Room exhibit:

Think: Why is it important for students to learn character education?

13) Notes on Gas Chamber & Crematorium exhibit:

Think: Why is it important to accept people who are not the same as you are?

14) Notes on Liberation exhibit:

(Liberation exhibit notes continued…) Think: Why is it important to have witnesses?

15) Notes on Displaced Persons Camps exhibit:

16) Notes on Exodus exhibit:

Think: What role did the media have on the outcome of the people on the Exodus?

17) Notes on Cyprus exhibit:


Think: What is the definition of a refuge?

18) Notes on Palestine/Israel exhibit:

19) Notes on Nuremburg Courtroom exhibit:


Place a check mark next to the role (below) to which you have been assigned:_____ Note-taker: Using the “notes page” given by the teacher as a guide, I should take detailed notes of exhibits and items of interest while at the museum. My group’s final project depends on the amount of detail contained within my notes!

_____ Photographer: Using my own camera, or a school camera, I must take pictures during the visit to the museum. As I tour the museum, I should be sure to take multiple photographs of items/exhibits which I, and my group-mates, are interested in. My group’s final project depends on the quality of my photographs!

Assignment: While at the museum, your group should decide upon one item or exhibit to highlight in a brief presentation to the class. (Be sure to take very detailed notes and many, many photographs of this exhibit while at the museum!) Immediately upon arriving back to school after the trip, your group will be given approx. 20 minutes to create a brief outline for your presentation. You will be given 45 minutes during the class period following the field trip to put together this quick presentation, and we will then begin to share presentations. This assignment will be counted as a quiz grade.

As this is a “quick” overview of your chosen exhibit, you should not need more time than this to put together your presentation, however, you are welcome to meet with your group outside of class to work on the assignment. See the teacher if you’d like a library pass to meet with your group members before or after school, during lunch, or during your study hall!

Presentation Criteria & Grade Determination:Technology (10 pts)- Teacher recommends Power Point or Windows Movie Maker (See the teacher if you have an alternate preferred mode for the digital presentation)

Content (60 pts) - 10-15 pictures of item/exhibit

(15 pts) Background information on

chosen item or exhibit (date/place, historical relevance) (15 pts)

Connection to literature read in class (15 pts)

Reason you chose this exhibit and feeling evoked by exhibit (15 pts)(Background,, connection, and reason can either be typed into the project, or can be turned in as a summary on a separate piece of paper.)

Length (10 pts)-3 to 5 minutes

Presentation (20 pts) - All members of group should speak.(Individual students will receive 20 points if they contribute equally to the presentation. Students will lose points if they do contribute equally (limited role in presentation… or for monopolizing presentation). Students who do not speak during presentation will receive 0 points.)

Night Unit Individual Reflection PieceNow that we’re at the end of our autobiography unit, which included Elie Wiesel’s Night, poems from the children from a concentration camp in Terezin in I Never

Virginia Holocaust Museum Group Project Assignment

Members of my group:


Saw Another Butterfly, and an enriching field trip to the Virginia Holocaust Museum, it’s time to reflect and demonstrate the incredible amount of learning you’ve just experienced! Choose one of the five writing assignments below, which will be due two periods after our field trip to the Holocaust Museum. This writing assignment will count as your test grade for this unit, so be sure to create an original, thoughtful piece of writing.

Holocaust Poem & Explanation:… Create a poem, either from the point-of-view of someone living through the Holocaust, or from your point-of-view, reflecting on the Holocaust. There is no length requirement for the poem, but keep in mind- a short poem must be extremely thoughtful with an extremely strong structure & affect for you to receive credit! Write two to three paragraphs to accompany your poem, explaining how the literature read in class and the visit to the museum influenced your writing and reflections.

Through a Child’s Eyes… Imagine living during the Holocaust through a Jewish child’s eyes. Write a short essay (2-3 pages) describing how that lifestyle differed from your childhood. What similarities are there? Consider the literature read in class, and take into consideration the exhibits at the museum- how might these living conditions impact a child?

Quote Book… Choose eight to ten quotes from the book Night that really stuck with you after reading. Create a booklet, displaying one quote per page, that explains the meaning of these quotes and the emotions that they evoke. You may use appropriate illustrations or symbols to illustrate your booklet if you choose.

Elie Wiesel Poem… Imagine you are Elie Wiesel. Write a poem about an event or injustice described in Night. There is no length requirement for the poem, but keep in mind- a short poem must be extremely thoughtful with an extremely strong structure & affect for you to receive credit!

“Design-Your-Own…” If you think of another way in which you can clearly communicate your personal reflections and the knowledge you’ve gained during this unit, please pitch your idea, in writing, to Ms. Bruce by field trip day (at the latest!) I would be glad to help you develop your own project idea!

Field Trip EvaluationName: _______________________________ Block: _________


Circle below to rate the educational value of the Virginia Holocaust Museum field trip, in accompaniment to reading the book Night.

1 2 3 4 5 Little value - - - - - - - - - - - Great value

How did the museum enhance your learning?

What was the best part about the field trip? Is there anything you would change about the trip?

Field Trip EvaluationName: _______________________________ Block: _________

Circle below to rate the educational value of the Virginia Holocaust Museum field trip, in accompaniment to reading the book Night.

1 2 3 4 5 Little value - - - - - - - - - - - Great value

How did the museum enhance your learning?

What was the best part about the field trip? Is there anything you would change about the trip?