Mr. Mulgrew's Unit Objectives and State Frameworks for the
Novel Night, by Elie Wiesel
*Boldfaced items indicate a Massachusetts State Standard
By the end of the unit the student shall:
*use agreed-upon rules for informal and formal discussions in small and large groups.
*pose questions, listen to the ideas of others and contribute their own information or ideas in group discussions and interviews in order to acquire new knowledge.
*acquire and use correctly an advanced reading vocabulary of English words, identifying meanings through an understanding of word relationships.
comprehend the meanings of grade level vocabulary words in isolation.
use a dictionary, thesaurus, and multimedia resources as reference guides.
*describe and analyze how the English language has developed and been influenced by other languages.
describe the origins and meanings of common, learned, and foreign words used frequently in written language.
*identify the basic facts and essential ideas in what they have read, heard, or viewed.
identify basic facts and ideas in what they have read, heard, or viewed, drawing on such strategies as recalling genre characteristics, setting a purpose, generating essential questions, and clarifying ideas by rereading and discussing.
summarize or paraphrase a passage after reading it.
identify the stated and implied main idea(s).
identify cause and effect relationships implied in a passage.
identify the writer's purpose in a passage.
draw an appropriate conclusion/inference implied in a passage.
analyze the characteristics of a biography and an autobiography.
*identify, analyze , and apply knowledge of theme in literature and provide evidence from the text to support their understanding.
define and recognize the following elements of plot: introduction/exposition, rising action, climax, falling action, conclusion/resolution.
define and recognize setting; time and place.
define and recognize an author's use of symbolism.
*identify, analyze, and apply knowledge of the structure, elements, and meaning of nonfiction or informational material and provide evidence from the text to support their understanding.
identify the writer’s purpose in a passage.
draw an appropriate conclusion/inference implied in a passage.
define and recognize the following elements of form: plot, introduction/exposition, rising action, climax, falling action, conclusion/resolution.
analyze the characteristics of a biography and an autobiography.
*identify, analyze , and apply knowledge of theme in literature and provide evidence from the text to support their understanding.
define and recognize setting; time and place.
define and recognize an author's use of symbolism.
*identify, analyze, and apply knowledge of the structure, elements, and meaning of nonfiction or informational material and provide evidence from the text to support their understanding.
identify the writer’s purpose in a passage.
*identify, analyze, and apply knowledge of the structure, elements, and theme of poetry and provide evidence from the text to support their understanding.
respond to and analyze the effects of sound in poetry (alliteration, assonance, consonance, onomatopoeia, and rhyme scheme).
*identify and analyze how an author's choice of words appeals to the senses, creates imagery, suggests mood, and sets tone.
identify sensory imagery when responding to literature, and then choose words for this purpose in their compositions.
*interpret the meanings of literary works, non-fiction, films, and media by using different critical lenses and analytical techniques.
analyze how a film or work of literature can be shown to reflect the period, ideas, customs, and outlooks of a people living in a particular time in history.
*write compositions with a clear focus, logically related ideas to develop it, and adequate supporting detail.
write coherent compositions with clear focus and supporting ideas, drawing on strategies that are most helpful for developing and organizing students' ideas.
create an appropriate graphic organizer, such as mind map/web, or outline.
write a three-part thesis statement containing the topic, position, and three to five supporting details.
develop a piece of writing which has a thesis, supporting details, and a conclusion.
*select and use appropriate genres, modes of reasoning, and speaking styles when writing for different audiences and rhetorical purposes.
write an opinion piece.
write a response to literature.
write persuasively.
write descriptively using emotions and senses.
*improve organization, content, paragraph development, level of detail, style, tone, and word choice in revising their compositions.
demonstrate a willingness to revise the content of their writing.
discuss, edit, and revise own writing in regard to word choice, diction, and level of details.
refine each draft in reference to and with emphasis on order, logic, unity, and clarity of meaning.
use dictionary, thesaurus, and multimedia resources as references.
*use their knowledge of standard English conventions for sentence structure, usage, punctuation, capitalization, and spelling to edit their writing.
*use self-generated questions, note taking, summarizing, precis writing, and outlining to enhance learning when reading or writing.
*obtain information by using a variety of media and evaluate the quality of the information obtained.
use the Internet to gather information.
*explain how techniques used in electronic media modify traditional forms of discourse for different aesthetic and rhetorical purposes.
analyze the effect on the reader's or viewer's emotions of text and image in print journalism, with images, text, and sound in electronic journalism, distinguishing the techniques used in each to achieve these effects.
Barnstable Middle School's Language Arts Curriculum and Frameworks