Unit 1

Night: Guaranteed Curriculum Unit


Grade 10


Unit Length and Description:


24 Instructional Days


Students will focus on themes of hypocrisy and the ignoble motives of society and individuals as well as explore the ideas of ambition/failure and good/evil. Students will engage with texts that have persuasive power and examine how argument is created. They will come to understand the immeasurable power of words and language. Students will also read and analyze poems and short non-fiction that supplement the anchor text either thematically or through the use of literary devices. Through these texts, teachers will introduce course expectations related to reading, writing, and speaking and listening standards. Examples of strategies introduced include annotating, SOAPSTone analysis, writing frames, and accountable talk. This unit will build student capacity for future Guidebook coursework.




Reading Literature

1. Cite several pieces of relevant textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.


Reading Informational Texts

1. Cite several pieces of relevant textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

2. Determine two or more central ideas in a text and analyze their development over the course of the text;

provide an objective summary of the text.

3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).



2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Establish and maintain a formal style.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented.


4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.


Speaking and Listening

1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on othersí ideas and expressing their own clearly and persuasively.

a)   Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b)   Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking notes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

c)    Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; clarify, verify, or challenge ideas and conclusions.

d)   Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.



1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a)   Use parallel structure.

b)   Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.


2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a)   Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

b)   Use a colon to introduce a list or quotation.

c)    Spell correctly.


Enduring Understandings:


         Reading the firsthand accounts of those affected by tragedies helps us to understand them.


         When one person speaks or writes about the tragedies that he or she has experienced, he or she allows a collective voice to be heard.


         Tragedies can dramatically alter the course of a personís life if he or she does not understand it.


         Maintaining hope in the midst of tragedy allows a person to achieve goals that seem unattainable.


         With freedom comes immense responsibility.


         An authorís personal experiences influence the key ideas, details, craft, and structure of his or her work.


Essential Questions:


         How can we understand tragedies like the Holocaust?


         How does one personís experience represent the experience of millions?


         How can events suddenly change the course of a personís life?


         How can hopelessness affect peopleís lives?


         What is the relationship between freedom and responsibility?


         How can an authorís personal experiences influence his or her work?