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Jason Bearden
9th Literature/Composition
Haralson County High School

Lesson Description:
In connection with Elie Wiesel’s Night, students will research the Holocaust and prepare a report with visual aids to present to the class.

GPS: (georgiastandards.org)
ELA9RL3 The student deepens understanding of literary works by relating them to contemporary context or historical background.

ELA9RL4 The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in selected literary works. The student composes essays, narratives, poems, or technical documents.

ELA9RL5 The student understands and acquires new vocabulary and uses it correctly in reading and writing.

ELA9RC1 The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.

ELA9RC2 The student participates in discussions related to curricular learning in all subject areas.

ELA9RC3 The student acquires new vocabulary in each content area and uses it correctly.

ELA9RC4 The student establishes a context for information acquired by reading across subject areas.

ELA9W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals closure.

ELA9W3 The student uses research and technology to support writing.

ELA9W4 The student practices both timed and process writing and, when applicable, uses the writing process to develop, revise, and evaluate writing.

ELA9LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions.

ELA9LSV2 The student formulates reasoned judgments about written and oral communication in various media genres. The student delivers focused, coherent, and polished presentations that convey a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description.

Goals:
SWBAT
1. Use the internet to find source material for a research project.
2. Use technology as appropriate to develop visual aids to be used in class presentations.
3. Communicate research findings to peers and to the teacher using prepared notes and visual aids.
4. Explain the historical background of a nonfiction work.

Warmups:
Warmups will consist of grammar correction or EOCT practice questions.

Procedures/Activities:
Students will work in small groups to research the Holocaust using both print and electronic sources and prepare a report with accompanying visual aid to present to the class. Although research topics do not necessarily need to be directly related to Elie Wiesel or his book, Night, that is one option. Visual aids may include Powerpoint presentations, posters, models, or other collaborative projects.

On a designated day, students will present their reports and visual aids to the class, taking about 10 minutes per group.

Modifications:
Lower-performing students may benefit from being grouped with higher-performing students, although careful observation must be maintained to ensure that all students contribute to the best of their abilities.

The instructor may prepare research materials for those students who are unable to find their own.