L. Scott Ondovchik
MEDT 7477
Night
Topic: Night by Elie Wiesel (Exploration of the themes in the memoir Night)
Grade: 9
GPS Standard:
ELA9RL1 The student demonstrates comprehension by identifying evidence
(i.e., examples of diction, imagery, point of view, figurative language, symbolism,
plot events and main ideas) in a variety of texts representative of different
genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and
drama) and using this evidence as the basis for interpretation.
The student identifies, analyzes, and applies knowledge of the purpose,
structure, and elements of nonfiction and/or informational materials and
provides evidence from the text to support understanding; the student:
Analyzes and applies knowledge of the characteristics of memoir, biography,
and/or autobiography.
Analyzes and explains the purpose, structure, and elements of nonfiction works,
including memoir, biography, and autobiography.
Analyzes and evaluates the effects of language (i.e., diction, imagery, symbolism,
figurative language), structure, point of view, and selection of details in memoir,
biography, and/or autobiography.
ELA9RL2 The student identifies, analyzes, and applies knowledge of theme in
literary works from various genres and provides evidence from the works to
support understanding. The student
Applies knowledge of the concept that the theme or meaning of a selection
represents a universal view or comment on life or society and provides support
from the text for the identified theme.
Evaluates how an author’s choice of words advances the theme or purpose of a
work.
Applies knowledge of the concept that a text can contain more than one theme.
Compares and contrasts the presentation of a theme or topic across genres and
explains how the selection of genre affects the delivery of universal ideas
about life and society.
ELA9RL3 The student deepens understanding of literary works by relating
them to contemporary context or historical background. The student
Relates a literary work to non-literary documents and/or other texts from its
literary period.
Relates a literary work to non-literary documents and/or other texts relevant to
its historical setting.
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.
When responding to written and oral texts and media (i.e., television, radio,
film productions, and electronic media), the student:
Develops and applies criteria for assessing the effectiveness of the
presentation, style, and content of films and other forms of electronic
communication.
Identifies the aesthetic effects of a media presentation (i.e., layout, lighting,
color, camera angles, background, etc.).
Identifies differences between the voice, tone, and diction used in media
presentations (i.e., documentary films, news broadcasts, taped interviews)
and informal speech.
When delivering and responding to presentations, the student:
Delivers narrative, expository, or persuasive presentations that incorporate the
same elements found in that mode or genre of writing.
Uses props, visual aids, graphs, or electronic media to enhance the appeal and
accuracy of presentations.
AASL
Standards:
1 Inquire, think critically, and gain knowledge.
1.1.5 Evaluate information found in selected sources on the basis of accuracy,
validity, appropriateness for needs, importance, and social and cultural context.
1.1.6 Read, view, and listen for information presented in any format (e.g.,
textual, visual, media, digital) in order to make inferences and gather meaning.
1.1.9 Collaborate with others to deepen understanding.
1.2.3 Demonstrate creativity by using multiple resources and formats.
1.3.1 Respect copyright/intellectual property rights of creators and producers.
2 Draw conclusions, make informed decisions, apply knowledge to new
situations, and create new knowledge.
2.1.6 Use the writing process, media and visual literacy, and technology skills
to create products that express new understandings
2.2.4 Demonstrate personal productivity by completing products to express
learning.
3 Share knowledge and participate ethically and productively as members of
our democratic society.
3.1.2 Participate and collaborate as members of a social and intellectual
network of learners.
3.1.4 Use technology and other information tools to organize and display
knowledge and understanding in ways that others can view, use, and assess.
3.2.3 Demonstrate teamwork by working productively with others.
NETS-S
Performance
Indicators:
1. Creativity and Innovation: Students demonstrate creative thinking,
construct knowledge, and develop innovative products and processes using
technology.
a. apply existing knowledge to generate new ideas, products, or processes
b. create original works as a means of personal or group expression
c. evaluate and select information sources and digital tools based on the
appropriateness to specific tasks
3. Research and Information Fluency: Students apply digital tools to gather,
evaluate, and use information. Students
locate, organize, analyze, evaluate, synthesize, and ethically use information
from a variety of sources and media
evaluate and select information sources and digital tools based on the
appropriateness to specific tasks
4. Critical Thinking, Problem Solving, and Decision Making: Students use
critical thinking skills to plan and conduct research, manage projects, solve
problems, and make informed decisions using appropriate digital tools and
resources. Students
b. plan and manage activities to develop a solution or complete a project
5. Digital Citizenship: Students understand human, cultural, and societal
issues related to technology and practice legal and ethical behavior. Students
b. exhibit a positive attitude toward using technology that supports
collaboration, learning,
and productivity
6. Technology Operations and Concepts: Students demonstrate a sound
understanding of technology concepts, systems, and operations. Students
a. understand and use technology systems
b. select and use applications effectively and productively
Lesson
Overview:
As the final activity to the Night unit, the students will create a video story to
demonstrate their knowledge of the themes in the memoir Night.
Time Frame:
1 week (Five 90 minute blocks)
Essential
Questions:
What are the main themes of the memoir Night?
What is the Holocaust?
How did the Holocaust and Elie Wiesel’s experiences in the concentration
camp affect his faith?
Introduction:
The students will view a video create by the teacher and explore the various
media sources available to them.
Procedures:
Day 1: The teacher will begin with the introduction. Students will share
their thoughts and concerns about making their own video. The teacher will
review the items in the various media sources available to them.
Day 2: Students will review the themes of the memoir and decide upon an
overall idea for their movie.
Day 3: The students will create a storyboard for their movie using the
storyboard template.
Day 4: The students will complete their storyboards and begin building
their movie using the various media sources.
Day 5: Student will complete their movie.
Assessment: Final Movie and Storyboard.