Night Reading Schedule and Assignments
You will be discussing Night with your table groups. You will have some written work to
prepare for these four discussions, and we will observe you during discussion time in class. The
written work should be typed in the quad table structure that we show below. If you are absent
on any day work is due, you are expected to show us the work on the day you return to
class. We will not ask you for this work. If you do not show it to us, you will receive a zero
for this day’s work as your table is missing out on your insightful work.
Reading Schedule - Pages assigned are due on the day indicated.
Mon, 2/23 – 1-26
| Wed., 2/25 – 27-43
|
Mon., 3/2 – 45-80
|
Fri., 3/6 – 81-109
Written Work - Your written work is due the same day the assigned reading section is due. You
must type this written work in a quad-page like the one below for each reading section (four
times total). We will check each page as you discuss that day in class and you will turn them all
in on Friday, March 6, 2015. All work will also be submitted to Turnitin.com. Failure to do
so will lower your grade.
In this quad, you will summarize the reading
for the assigned section. Your summary
should cover the important events of the
section, be written in your own words (not
lifted from some other place, quoted from the
text, or copied from a classmate’s) and be
about 75 words.
This quad will be longer and develop your
personal response to the section. Connect to
the reading. Have you ever felt as Wiesel
does? Can you put yourself in his
position? Can you connect his experiences to
your own experiences, learning, or
reading? What are your thoughts about what
he experiences in the assigned section? Don’t
just state the obvious as in “I would feel awful
too if I saw someone die in front of me.” Try
to develop comments that show you are
making connections to some of what Elie
Wiesel is sharing.
Here, you’ll define some vocabulary words
that you will divide up with your group ahead
of time. You’ll note the page number where
the word appears, copy down the sentence in
which the word appears, give its part of
speech and write a definition that makes sense
for the context of the word. It might look like
this:
In this final quad, you’ll find an example of
and react to one of four literary elements that
you will divide up ahead of time (see
directions on reverse side). You will also write
three questions that you have about the
reading. These might be things that confused
you or issues that may prompt a good group
discussion. You do not have to answer the
questions, but the questions should be specific
to the assigned section, show good reading on
your part, and include page numbers so that
you can direct the group to the section that
prompted your question.
encumbered - p. 1, “Nobody every felt
encumbered by his presence.” verb, to be
burdened or entangled by
Literary Elements Directions – In the fourth quad, along with your questions, you will also
need to deal with one of four literary elements. You will rotate these elements so that by the
memoir’s end, you will have dealt with all four terms. Definitions of these terms can be found on
the bright orange CMHS Terminology handout we gave you last semester.
For the tone/mood, find an example of where Wiesel conveys a strong tone or mood. Indicate
the page number, what tone or mood Wiesel conveys, and why you feel it is a strong example.
For diction, choose a passage or part of the reading where Wiesel’s use of language seems
interesting or different to you. Indicate the page number and tell what this use of language adds
to the memoir. For imagery, indicate the page number where Wiesel appeals to the reader’s
senses. What senses are particularly evoked and tell how this passage helps the reader to “feel”
Wiesel’s experience. For the point of view section, think about the limitations of the memoir as a
genre of literature. In the assigned section, find a part where you feel Wiesel’s perspective limits
his understanding of a particular event or person. Indicate the page number of this scene and
discuss why the scene is an example of the limited perspective of a first-person narration.
Use the chart below to indicate which term you have for which section.
Literary Term
tone/mood
diction
imagery
point of view
2/23
2/25
3/2
3/6
Night Scoring Guide
Check Plus
Writing meets/exceeds expectations, is always typed and meets all deadlines
Written work shows outstanding understanding, breadth and thought about the reading
Observed participation in discussion shows active engagement with the group and at times
initiation and leadership of discussion
Check
Writing is complete, meets most expectations, and is most often typed
Written work shows reading and understanding of the text, may not always show great breadth or
depth of reading
Observed participation in discussion shows mostly active engagement with the group
Check Minus
Writing is incomplete, often not meeting expectations, and or may not be typed
Written work shows overly general detail, not much thought about the text or limited scope
Observed participation in discussion may show little participation with the group or the text or
may demonstrate off-topic or inappropriate involvement with classmates
Night Vocabulary List for Quad Charts
(to be divided equally among group members for each section)
Terms for pp. 1-26
waiflike (1)
perilous (2)
mysticism (2)
lorries (4)
synagogue (4)
liquidate (6)
abstraction (6)
billet(ed) (7)
prominent (8)
dishearten (9)
treatise (10)
firmament (10)
premonition (11)
avid (11)
edict (13)
phylacteries (13)
truncheons (13)
infernal (16)
compatriots (17)
pillage (19)
Terms for pp. 27-43
antechamber (32)
bestial (32)
lucidity (34)
harangued (36)
reverie (37)
congeal (42)
blandishments (43)
Terms for pp. 45-62
hooligan (46)
cynical (47)
meister (47)
innumerable (48)
sanctity (48)
imperceptibly (56)
interlude (58)
Terms for pp. 63-80
prostrated (64)
wallowing (69)
emaciated (69)
din (72)
dysentery (74)
annihilate (76)
summarily (77)
mountebanks (79)
monochrome (79)
lamentation (65)
notorious (68)