SINGLE SUBJECT CREDENTIAL PROGRAM

EDSC LESSON PLAN TEMPLATE Revised 1.4.17

For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.
Name CWID Subject Area
English
Class Title Lesson Title Unit Title Grade Levels Total Minutes
Language Arts 2 Holocaust Testimony Night 10 55 x 2-day lesson
CLASS DESCRIPTION (including specific special needs and language proficiencies)
There is a total of 36 students in this class. 23 are male and 13 are female. 1 student is designated as GATE, 2 students are redesignated English
Learners, 1 student is a resource student diagnosed with ADHD, and 2 students are going through socioemotional distress.
STANDARDS, OBJECTIVES, & ACCOMODATIONS
Content Objective(s)
CCSS Math, CCSS ELA & Literacy History/Social Studies, Science and
(cognitive, psychomotor,
Technical Subjects, NGSS, and Content Standards
affective)
1. Students will individually
CCSS.ELA-LITERACY.RI.9-10.7 choose and watch a
Analyze various accounts of a subject told in different testimony given by a
mediums (e.g., a person's life story in both print and Holocaust survivor from a
multimedia), determining which details are emphasized in video database.
each account.
2. Students will analyze the
point of view given in the
CCSS.ELA-LITERACY.RL.9-10.6 testimony and write a short
Analyze a particular point of view or cultural experience response explaining that
reflected in a work of literature from outside the United point of view while
States, drawing on a wide reading of world literature. referencing specific evidence
from the video.

Disciplinary Language
English Language Development Standards (ELD)
Objective(s)
P1 9-10.6 Reading/Viewing Closely
a. Explain ideas, phenomena, processes, and
relationships within and across texts (e.g., 1. Students will be able to
compare/contrast, cause/effect, theses, evidence- respond to the video
testimony by writing a
based argument) based on close reading of a variety short paragraph that
of grade-level texts, presented in various print and connects the point of view
multimedia formats, using a variety of detailed in the video to the point of
sentences and a range of general academic and view in the novel.
domain-specific words.

Additional Student Accommodations (Behavioral, Cognitive, & Physical)

Specific Needs Specific Accommodations

STUDENT ASSESSMENT
Type Purpose/Focus of Assessment
Quick-write
This quick-write will access
students’ prior knowledge to
develop a connection between
EL the students and the videos/
novel. Students will practice
thinking about perspectives by
analyzing their own point of
view on something that they
have experienced.
Implementation
In the beginning of class,
students will get a hard copy of
the quick-write sheet to put in
the quick-write section in their
binders. The teacher will read
aloud the quick-write to the
students and provide an
example of something that
students could address in their
quick-writes. Students are
Feedback Strategy
Students will read aloud their
quick-write in their small
groups (3-4 students) as the
teacher walks around the room
and listens to student
responses. The teacher will ask
some students to share out
with the whole class if they are
comfortable.
How Informs Teaching
The teacher will go around and
listen to student responses to
understand the level of
experience students have with
the topic of injustice and how
students discuss their point of
view on the subject.
If students are having a hard
time with addressing a point of

Video Analysis
Students will be taken to the
lab to watch a video on a
testimony from a survivor or
rescuer from the Holocaust.
Students will be given the
PM opportunity to choose a
testimony that they want to
watch from a video database.
Students will hear personal
accounts of the Holocaust and
compare that point of view to
the point of view from their
reading of Night.
Video Response
Students will respond to the
video by describing the
testimony’s point of view and
connect that point of view to
S feedback and expand on
the protagonist in the novel.
Students will draw on their
inferences from the videos to
analyze why the testimony was
given and what perspective
was shown.
INSTRUCTION
Assessments provided on the following page.
given 10 minutes to complete
their quick-writes.
Students will be given a note-
taking guide so their thoughts
can be organized as they watch
their videos. The note-taking
guide is two columns so that
students can practice finding
important information while
explaining why that
information is relevant and
important. Students will also
be given questions to answer
at the end of the video, so they
may start to think about what
will be addressed in the next
portion of the lesson.
The teacher will give students a
hard copy of the prompt to
annotate as the teacher goes
over the prompt on the
overhead projector. Students
will also see a copy of the
rubric so they understand what
they need to do to get an A on
this assignment. Students will
have time in-class to begin
their writing and collaborate
with peers who had the same
video that they chose.
Students will have to finish
their responses for homework
and read them in their small
groups the following class
period.
Students get grades for their
quick-writes at the end of
three weeks when about five
quick-writes are graded at
once.
This assignment will not be
graded for points, but will be
used to assess student
understanding. This
assignment will also be used as
a guide for students when they
write their passages in the next
step for this lesson.
The teacher will walk around
the room and affirm student
responses as they share in
their small groups. The teacher
will also provide positive
student ideas as they share
them in the whole-class
discussion. Students will turn-
in their work and the teacher
will grade per the rubric
attached to the prompt.
view, then the teacher will
spend more time clarifying
point of view and perspectives
with students before
continuing the lesson.
The teacher will check students
notes as they are watching the
videos to (1) ensure that
students are on task and
watching their videos (2) to
check for understanding of
gathering information and
determining inferences from
the information provided.
This summative assessment will
allow the teacher to see how
students identify and support a
point of view in a multimedia
format. The teacher will also
see how students understand
the different point of views
that are presented in the same
historical context. If students
show they met the objectives
for this lesson, then the
teacher may continue the
reading of the novel. If the
objective is not met, then the
teacher will need to spend
more time on teaching
perspectives and provide
specific examples taken from
the reading.
Quick Write- 10 minutes

Think about a time where you may have experienced an injustice or seen someone else experience injustice.
Did you stand up for yourself or another? Is there something that you did not do that you wish you could have
done? Have you ever thought of disobeying authority because your values are challenged?

Your paragraph response should be at least 50 words and cite a specific instance of injustice.

√ (10pts)
Responses are 50 or more words
written in complete sentences.
Students address the quick-write
questions and elaborate on topics.
Quick-Write Rubric
√- (5pts)
Responses are around 25 words
written in complete sentences.
Students address the quick-write
questions and minimally discusses
the topics.
0
Responses are under 25 words
and written in incomplete
sentences or bullet points.
Students do not clearly address
the quick-write questions.
Video Title: _____________________________

Testimony by: ___________________________

Video Analysis Note Guide

Quotes/ Evidence from the Video How it contributes to your understanding of the
speaker’s perspective

Questions:
1. Is the testimony from a survivor or rescuer?
2. What is the individual’s motivation in telling their story?
3. What is their purpose? What specific memory from the testimony brought you to this understanding?
 Video Prompt

After you have listened to the testimony of either a survivor or a rescuer, think about why that individual
chose to tell their story and how they viewed the events that took place.

Prompt: Write a 250-word passage explaining the point of view from the testimony that you
watched, while connecting it to Eliezer’s point of view in Night. Remember to quote specific
evidence from the video to support your ideas. Prepare to share your response with the
class.

Video Response Rubric

Criteria Skilled (4) Proficient (3) Emerging (2) Beginning (1)
Point of View (x3) A clear and well- A clear point of view The point of view is The point of view
articulated point of is addressed in the not clearly addressed from the testimony is
view is addressed in response. The point in the response. The not addressed in the
the response. The of view connects to point of view from response.
point of view is the novel, but is not the novel is briefly
connected to the well explained. mentioned or not
point of view in the mentioned at all.
novel.
Development Very well organized Well organized with Organization lacks Disorganized with
with the use of the use of quotes clarity with the use of little to no quotes
relevant quotes from the video/ general quotes to from the video/
chosen from the novel to support support ideas. No novel to support
video/ novel to ideas. Ideas link quotes from the ideas.
support ideas. Ideas together through novel are used.
are linked together transitional phrases. Absence of
through transitional transitions create a
phrases. lack of cohesion.
Conventions Little to no Few grammatical Many grammatical Frequent
grammatical errors. errors. Words are errors are present grammatical errors
Written in full used properly and throughout the that disrupt the
sentences and incorporates response. understanding of the
incorporates elevated diction. response.
advanced language
use as appropriate.

Total: _____/20