Night
CLA
Standards
Reading
1.3
Identify
Greek,
Roman,
and
Norse
mythology
and
use
the
knowledge
to
understand
the
origin
and
meaning
of
new
words
(e.g.,
the
word
narcissistic
drawn
from
the
myth
of
Narcissus
and
Echo).
2.5
Extend
ideas
presented
in
primary
or
secondary
sources
through
original
analysis,
evaluation,
and
elaboration.
Literary
Response
and
Analysis
3.1
Articulate
the
relationship
between
the
expressed
purposes
and
the
characteristics
of
different
forms
of
dramatic
literature
(e.g.,
comedy,
tragedy,
drama,
dramatic
monologue).
3.2
Compare
and
contrast
the
presentation
of
a
similar
theme
or
topic
across
genres
to
explain
how
the
selection
of
genre
shapes
the
theme
or
topic.
3.3
Analyze
interactions
between
main
and
subordinate
characters
in
a
literary
text
(e.g.,
internal
and
external
conflicts,
motivations,
relationships,
influences)
and
explain
the
way
those
interactions
affect
the
plot.
3.4
Determine
characters’
traits
by
what
the
characters
say
about
themselves
in
narration,
dialogue,
dramatic
monologue,
and
soliloquy.
3.5
Compare
works
that
express
a
universal
theme
and
provide
evidence
to
support
the
ideas
expressed
in
each
work.
3.6
Analyze
and
trace
an
author’s
development
of
time
and
sequence,
including
the
use
of
complex
literary
devices
(e.g.,
foreshadowing,
flashbacks).
3.7
Recognize
and
understand
the
significance
of
various
literary
devices,
including
figurative
language,
imagery,
allegory,
and
symbolism,
and
explain
their
appeal.
3.9
Explain
how
voice,
persona,
and
the
choice
of
a
narrator
affect
characterization
and
the
tone,
plot,
and
credibility
of
a
text.
Literary
Criticism
3.12
Analyze
the
way
in
which
a
work
of
literature
is
related
to
the
themes
and
issues
of
its
historical
period.
(Historical
approach)
Writing
1.1
Establish
a
controlling
impression
or
coherent
thesis
that
conveys
a
clear
and
distinctive
perspective
on
the
subject
and
maintain
a
consistent
tone
and
focus
throughout
the
piece
of
writing.
1.9
Revise
writing
to
improve
the
logic
and
coherence
of
the
organization
and
controlling
perspective,
the
precision
of
word
choice,
and
the
tone
by
taking
into
consideration
the
audience,
purpose,
and
formality
of
the
context.
Written
and
Oral
English
Language
Conventions
1.1
Identify
and
correctly
use
clauses
(e.g.,
main
and
subordinate),
phrases
(e.g.,
gerund,
infinitive,
and
participial),
and
mechanics
of
punctuation
(e.g.,
semicolons,
colons,
ellipses,
hyphens).
1.2
Understand
sentence
construction
(e.g.,
parallel
structure,
subordination,
proper
placement
of
modifiers)
and
proper
English
usage
(e.g.,
consistency
of
verb
tenses).
1.3
Demonstrate
an
understanding
of
proper
English
usage
and
control
of
grammar,
paragraph
and
sentence
structure,
diction,
and
syntax.
Speaking
Applications
2.3
Apply
appropriate
interviewing
techniques:
a.
Prepare
and
ask
relevant
questions.
b.
Make
notes
of
responses.
c.
Use
language
that
conveys
maturity,
sensitivity,
and
respect.
d.
Respond
correctly
and
effectively
to
questions.
e.
Demonstrate
knowledge
of
the
subject
or
organization.
f.
Compile
and
report
responses.
g.
Evaluate
the
effectiveness
of
the
interview.
Night
CLA
Standards
Speaking
Applications
(Continued)
2.4
Deliver
oral
responses
to
literature:
a.
Advance
a
judgment
demonstrating
a
comprehensive
grasp
of
the
significant
ideas
of
works
or
passages
(i.e.,
make
and
support
warranted
assertions
about
the
text).
b.
Support
important
ideas
and
viewpoints
through
accurate
and
detailed
references
to
the
text
or
to
other
works.
c.
Demonstrate
awareness
of
the
author’s
use
of
stylistic
devices
and
an
appreciation
of
the
effects
created.
d.
Identify
and
assess
the
impact
of
perceived
ambiguities,
nuances,
and
complexities
within
the
text.
CLA Standard: Literary Response and Analysis 3.3, 3.4, and 3.12
Reading
10:
Night
pp.
94‐96
or
ConnecBons
pp.
104‐112
Big
Idea:
What
is
the
selec0on
mainly
about?
______________________
______________________
______________________
!
React
Explain
what
other
kinds
of
games
does
this
remind
you
of?
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
Student
Objec0ves:
‐
To
understand
the
dehumanizing
aspects
of
war
‐
To
analyze
a
work
of
literature
and
how
it
is
related
to
historical
events
of
its
Bme
We
were
given
no
food.
We
lived
on
snow;
it
took
the
place
of
bread.
The
days
were
like
nights,
and
the
nights
leG
the
dregs
of
their
darkness
in
our
souls.
The
train
was
traveling
slowly,
oGen
stopping
for
several
hours
and
then
seHng
off
again.
It
never
ceased
snowing.
All
through
these
days
and
nights
we
stayed
crouching,
one
on
top
of
the
other,
never
speaking
a
word.
We
were
no
more
than
frozen
bodies.
Our
eyes
closed,
we
waited
merely
for
the
next
stop,
so
that
we
could
unload
our
dead.
Ten
days,
ten
nights
of
traveling.
SomeBmes
we
would
pass
through
German
townships.
Very
early
in
the
morning,
usually.
The
workmen
were
going
to
work.
They
stopped
and
stared
aGer
us,
but
other‐wise
showed
no
surprise.
One
day
when
we
had
stopped,
a
workman
took
a
piece
of
bread
out
of
his
bag
and
threw
it
into
a
wagon.
There
was
a
stampede.
Dozens
of
starving
men
fought
each
other
to
the
death
for
a
few
crumbs.
The
German
workmen
took
a
lively
interest
in
this
spectacle.
Some
years
later,
I
watched
the
same
kind
of
scene
at
Aden.
The
passengers
on
our
boat
were
amusing
themselves
by
throwing
coins
to
the
"naBves,"
who
were
diving
in
to
get
them.
An
aRracBve,
aristocraBc
Parisienne
was
deriving
special
pleasure
from
the
game.
I
suddenly
noBced
that
two
children
were
engaged
in
a
death
struggle,
trying
to
strangle
each
other.
I
turned
to
the
lady.
"Please,"
I
begged,
"don't
throw
any
more
money
in!"
"Why
not?"
she
said.
"I
like
to
give
to
charity.
.
.
"
In
the
wagon
where
the
bread
had
fallen,
a
real
baRle
had
broken
out.
Men
threw
themselves
on
top
of
each
other,
stamping
on
each
other,
tearing
at
each
other,
biBng
each
other.
Wild
beasts
of
prey,
with
animal
hatred
in
their
eyes,
an
extraordinary
vitality
had
seized
them,
sharpening
their
teeth
and
nails.
Words
to
know!
Spectacle
(n):
something
on
view
that
is
unusual
or
entertaining.
CLA Standard: Literary Response and Analysis 3.3, 3.4, and 3.12
A
crowd
of
workmen
and
curious
spectators
had
collected
along
the
train.
They
had
probably
never
seen
a
train
with
such
a
cargo.
Soon,
nearly
everywhere,
pieces
of
bread
were
being
dropped
into
the
wagons.
The
audience
stared
at
these
skeletons
of
men,
fighBng
one
another
to
the
death
for
a
mouthful.
A
piece
fell
into
our
wagon.
I
decided
that
I
would
not
move.
Anyway,
I
knew
that
I
would
never
have
the
strength
to
fight
with
a
dozen
savage
men!
Not
far
away
I
noBced
an
old
man
dragging
himself
along
on
all
fours.
He
was
trhying
to
disengage
himself
from
the
struggle.
He
held
one
hand
to
his
heart.
I
thought
at
first
he
had
received
a
blow
in
the
chest.
Then
I
understood:
he
had
a
bit
of
bread
under
his
shirt.
With
remarkable
speed
he
drew
it
out
and
put
it
to
his
mouth.
His
eyes
gleamed;
a
smile,
like
a
grimace,
lit
up
his
dead
face.
And
was
immediately
exBnguished.
A
shadow
had
just
loomed
up
near
him.
The
shadow
threw
itself
upon
him.
Felled
to
the
ground,
stunned
with
blows,
the
old
man
cried:
"Meir.
Meir,
my
boy!
don't
you
recognize
me?
I'm
your
father.
.
.you're
hurBng
me.
.
.you're
killing
your
father!
I've
got
some
bread
.
.
.for
you
too
.
.
.
for
you
too
.
.
."
He
collapsed.
His
fist
was
sBll
clenched
around
a
small
piece.
He
tried
to
carry
it
to
his
mouth.
But
the
other
one
threw
himself
upon
him
and
snatched
it.
The
old
man
again
whispered
something,
let
out
a
raRle,
and
died
amid
the
general
indifference.
His
son
searched
him,
took
the
bread,
and
began
to
de‐
vour
it.
He
was
not
able
to
get
very
far.
Two
men
had
seen
and
hurled
themselves
upon
him.
Others
joined
in.
When
they
withdrew,
next
to
me
were
two
corpses,
side
by
side,
the
father
and
the
son.
I
was
fiGeen
years
old.
Words
to
know!
Indifference
(n):
lack
of
caring,
especially
to
suffering
and
poverty.
Analyze
To
analyze
how
war
creates
animals
out
of
humans
1.
Underline
the
sentence
which
describes
the
men
as
animals.
2.
Write
the
sentence
that
describes
the
old
man's
eyes.
___________________________
___________________________
___________________________
___________________________
___________________________
Review:
How
did
Elie,
at
age
fiGeen,
try
to
maintain
a
sense
of
dignity
with
the
French
woman's
behavior?
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
CLA Standard: Literary Response and Analysis 3.3, 3.4, and 3.9
Reading
11:
Night
pp.
96‐101
or
Connec&ons
pp.
106‐112
Big
Idea:
What
is
the
selec0on
mainly
about?
______________________
______________________
______________________
!
React
Who
has
to
be
the
father‐figure
now?
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
Student
Objec0ves:
‐
To
understand
Elie's
rela=onship
with
his
father
‐
Analyze
interac=ons
between
the
main
and
subordinate
characters
and
how
it
affects
plot
pp.
100‐101
"I
can't
go
on.
.
.
.
This
is
the
end.
.
.
.
I'm
going
to
die
here.
.
.
."
He
dragged
me
toward
a
hillock
of
snow
from
which
emerged
human
shapes
and
ragged
pieces
of
blanket.
"Leave
me,"
he
said
to
me.
"I
can't
go
on.
.
.
.
Have
mercy
on
me.
.
.
.
I'll
wait
here
un=l
we
can
get
into
the
baths.
.
.
.
You
can
come
and
find
me."
I
could
have
wept
with
rage.
Having
lived
through
so
much,
suffered
so
much,
could
I
leave
my
father
to
die
now?
Now,
when
we
could
have
a
good
hot
bath
and
lie
down?
"Father!"
I
screamed.
"Father!
Get
up
from
here!
Immediately!
You're
killing
yourself.
.
.
."
I
seized
him
by
the
arm.
He
con=nued
to
groan.
"Don't
shout,
son.
.
.
.
Take
pity
on
your
old
father.
.
.
.
Leave
me
to
rest
here.
.
.
.
Just
for
a
bit.
I'm
so
=red.
.
.
.
at
the
end
of
my
strength.
.
.
."
He
had
become
like
a
child,
weak,
=mid,
vulnerable.
"Father,"
I
said.
"You
can't
stay
here."
I
showed
him
the
corpses
all
around
him;
they
too
had
wanted
to
rest
here.
"I
can
see
them,
son.
I
can
see
them
all
right.
Let
them
sleep.
It's
so
long
since
they
closed
their
eyes.
.
.
.They
are
exhausted
.
.
.exhausted.
.
.
."
His
voice
was
tender.
I
yelled
against
the
wind:
"They'll
never
wake
again!
Never!
Don't
you
understand?"
For
a
long
=me
this
argument
went
on.
I
felt
that
I
was
not
arguing
with
him,
but
with
death
itself,
with
the
death
that
he
had
already
chosen.
The
sirens
began
to
wail.
An
alert.
The
lights
went
out
throughout
the
camp.
The
guards
drove
us
toward
the
blocks.
In
a
flash,
there
was
no
one
leX
on
the
assembly
place.
We
were
only
too
glad
not
to
have
had
to
stay
outside
longer
in
the
icy
wind.
We
let
ourselves
sink
down
onto
the
planks.
The
beds
were
in
several
=ers.
The
cauldrons
of
soup
at
the
entrance
aYracted
no
one.
To
sleep,
that
was
all
that
maYered.
Connect‐‐Is
the"
hillock
of
snow"
a
naturally
formed
snow
hill?
CLA Standard: Literary Response and Analysis 3.3, 3.4, and 3.9
It
was
day=me
when
I
awoke.
And
then
I
remembered
that
I
had
a
father.
Since
the
alert,
I
had
followed
the
crowd
without
troubling
about
him.
I
had
known
that
he
wsa
at
the
end,
on
the
brink
of
death,
and
yet
I
had
abandoned
him.
I
went
to
look
for
him.
But
at
the
same
moment
this
thought
came
into
my
mind:
"Don't
let
me
find
him!
If
only
I
could
get
rid
of
this
dead
weight,
so
that
I
could
use
all
my
strength
to
struggle
for
my
own
survival,
and
only
worry
about
myself."
Immediately
I
felt
ashamed
of
myself,
ashamed
forever.
I
walked
for
hours
without
finding
him.
Then
I
came
to
the
block
where
they
were
giving
out
black
"coffee."
The
men
were
lining
up
and
figh=ng.
A
plain0ve,
beseeching
voice
caught
me
in
the
spine:
"Eliezer
.
.
.
my
son
.
.
.
bring
me
.
.
.
a
drop
of
coffee.
.
.
."
I
ran
to
him.
"Father!
I've
been
looking
for
you
for
so
long.
.
.
.
Where
were
you?
Did
you
sleep?
.
.
.
How
do
you
feel?"
He
was
burning
with
fever.
Like
a
wild
beast,
I
cleared
a
way
for
myself
to
the
coffee
cauldron.
And
I
managed
to
carry
back
a
cupful.
I
had
a
sip.
The
rest
was
for
him.
I
can't
forget
the
light
of
thankful‐
ness
in
his
eyes
while
he
gulped
it
down‐‐an
animal
gra=tude.
With
those
few
gulps
of
hot
water,
I
probably
brought
him
more
sa=sfac=on
than
I
had
done
during
my
whole
childhood.
Words
to
know!
0ers
(n):
rows
one
on
top
of
the
other
plain0ve
(adj):
in
a
suffering
expression
Analyze
To
analyze
theme
of
self‐preserva=on
vs.
family
commitment
1.
Underline
Elie's
thought
of
abandoning
his
father.
2.
Write
how
Elie
felt
aXer
thinking
that.
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
Check
For
Understanding
How
is
Elie's
father
both
like
a
child
and
an
animal?
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
CLA Standard: Literary Response and Analysis 3.4, 3.6, 3.7 and 3.12
Reading
12:
Night
pp.
102‐109
or
Connec<ons
pp.
112‐119
Big
Idea:
What
is
the
selec0on
mainly
about?
______________________
______________________
______________________
!
React
Can
you
imagine
going
without
food
for
six
days,
then
having
to
wait
another
day
to
eat?
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
Student
Objec0ves:
‐
Analyze
what
Elie
says
about
himself
in
the
end
‐
Recognize
the
significance
of
imagery
and
irony
and
how
they
affect
plot
pp.
108‐109
The
roll
call
took
place.
The
head
of
the
camp
announced
that
Buchenwald
was
to
be
liquidated.
Ten
blocks
of
deportees
would
be
evacuated
each
day.
From
this
moment,
there
would
be
no
further
distribu<on
of
bread
and
soup.
And
the
evacua<on
began.
Every
day,
several
thousand
prisoners
went
through
the
camp
gate
and
never
came
back.
On
April
tenth,
there
were
s<ll
about
twenty
thousand
of
us
in
the
camp,
including
several
hundred
children.
They
decided
to
evacuate
us
all
at
once,
right
on
un<l
the
evening.
AOerward,
they
were
going
to
blow
up
the
camp.
So
we
were
massed
in
the
huge
assembly
square,
in
rows
of
five,
wai<ng
to
see
the
gate
open.
Suddenly,
the
sirens
began
to
wail.
An
alert!
We
went
back
to
the
blocks.
It
was
too
late
to
evacuate
us
that
evening.
The
evacua<on
was
postponed
again
to
the
following
day.
We
were
tormented
with
hunger.
We
had
eaten
nothing
for
six
days,
except
for
a
bit
of
grass
or
some
potato
peelings
found
near
the
kitchens.
At
ten
o'clock
in
the
morning
the
SS
scaUered
through
the
camp,
moving
the
last
vic<ms
toward
the
assembly
place.
Then
the
resistance
movement
decided
to
act.
Armed
men
suddenly
rose
up
everywhere.
Bursts
of
firing.
Grenades
exploding.
We
children
stayed
flat
on
the
ground
in
the
block.
The
baUle
did
not
last
long.
Toward
noon
everything
was
quiet
again.
The
SS
had
fled
and
the
resistance
had
taken
charge
of
the
running
of
the
camp.
At
about
six
o'clock
in
the
evening,
the
first
American
tank
stood
at
the
gates
of
Buchenwald.
Our
first
act
as
free
men
was
to
throw
ourselves
onto
the
provisions.
We
thought
only
of
that.
Not
of
revenge,
not
of
our
families.
Nothing
but
bread.
Words
to
know!
Resistance
movement
(n.):
a
secret
organiza<on
figh<ng
the
opposi<on.
CLA Standard: Literary Response and Analysis 3.4, 3.6, 3.7 and 3.12
And
even
when
we
were
no
longer
hungry,
there
was
s<ll
no
one
who
thought
of
revenge.
On
the
following
day,
some
of
the
young
men
went
to
Weimar
to
get
some
potatoes
and
clothes‐‐and
to
sleep
with
girls.
But
of
revenge,
not
a
sign.
Three
days
aOer
the
libera<on
of
Buchenwald
I
became
very
ill
with
food
poisoning.
I
was
transferred
to
the
hospital
and
spent
two
weeks
between
life
and
death.
One
day
I
was
able
to
get
up,
aOer
gathering
all
my
strength.
I
wanted
to
see
myself
in
the
mirror
hanging
on
the
opposite
wall.
I
had
not
seen
myself
since
the
gheUo.
From
the
depths
of
the
mirror,
a
corpse
gazed
back
at
me.
The
look
in
his
eyes,
as
they
stared
into
mine,
has
never
leO
me.
Elements
of
Literature:
Irony
Irony
has
several
meanings.
Here,
it
is
that
something
was
expected
to
happen
in
a
very
ordinary
way,
but
it
did
not!
Elie's
irony
was
that
he
finally
had
all
the
food
he
wanted,
only
to
get
food
poisoning!
All
that
<me,
wai<ng
to
be
free,
he
lost
his
leg,
he
lost
his
father,
mother
and
baby
sister,
but
he
was
s<ll
preUy
healthy.
So,
to
get
out
of
the
camps
only
to
land
in
the
hospital
and
nearly
die
there,
is
very
ironic.
Connect:
Did
you
ever
have
an
ironic
experience,
or
know
of
one?
__________________________________________
Analyze
To
analyze
Elie's
experiences
over
the
<me
of
the
memoir.
1.
Underline
the
sentence
that
shows
what
Elie
saw
in
the
mirror.
2.
Write
the
last
sentence.
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
Review
Overall,
which
story
had
more
of
an
impact
on
you:
The
Diary
of
Anne
Frank,
or
Night?
Why?
__________________________________
__________________________________
__________________________________
__________________________________________
__________________________________________
__________________________________________
Reflect:
Why
didn't
anyone
think
of
revenge
against
the
Germans?
_______________________________________________
_______________________________________________
_______________________________________________
__________________________________
__________________________________
__________________________________
__________________________________
CLA Standard: Literary Response and Analysis 3.3, 3.4, 3.7, 3.9 and 3.12
Reading
1:
Night
pp.
18‐27
Connec&ons
pp,30‐37
Big
Idea:
What
is
the
selec0on
mainly
about?
______________________
______________________
______________________
ACTIVE
READING
No$ce
that
quota$on
marks
represent
dialogue,
whereas
the
sentences
without
quota$ons
represent
Elie's,
the
narrator's,
words.
In
the
last
part
of
the
passage
on
this
page,
dis$nguish
the
difference
between
Elie's
words
and
the
prisoner's
words
by
labeling
each
line
with
either
Elie
the
narrator,
Elie,
or
Other
boy.
Student
Objec0ves:
‐
To
understand
Elie
through
his
experiences
‐
To
analyze
how
dialogue
and
tone
affect
credibility
of
a
text.
pp.
27‐28
The
cherished
objects
we
had
brought
with
us
thus
far
were
leI
behind
in
the
train,
and
with
them,
at
last,
our
illusions.
Every
two
yards
or
so
an
SS
man
held
his
tommy
gun
trained
on
us.
Hand
in
hand
we
followed
the
crowd.
An
SS
noncommissioned
officer
came
to
meet
us,
a
truncheon
in
his
hand.
He
gave
the
order.
"Men
to
the
leI!
Women
to
the
right!"
Eight
words
spoken
quietly,
indifferently,
without
emo$on.
Eight
short,
simple
words.
Yet
that
was
the
moment
when
I
parted
from
my
mother.
I
had
not
had
$me
to
think,
but
already
I
felt
the
pressure
of
my
father's
hand:
we
were
alone.
For
a
part
of
a
second
I
glimpsed
my
mother
and
my
sisters
moving
away
to
the
right.
Tzipora
held
Mother's
hand.
I
saw
them
disappear
into
the
distance,
my
mother
stroking
my
sister's
fair
hair,
as
though
to
protect
her,
while
I
walked
on
with
my
father
and
the
other
men.
And
I
did
not
know
that
in
that
place,
at
that
moment,
I
was
par$ng
from
my
mother
and
Tzipora
forever.
I
went
on
walking.
My
father
held
onto
my
hand.
Behind
me,
an
old
man
fell
to
the
ground.
Near
him
was
an
SS
man,
puVng
his
revolver
back
in
its
holster.
My
hand
shiIed
on
my
father's
arm.
I
had
one
thought‐‐not
to
lose
him.
Not
to
be
leI
alone.
The
SS
officers
gave
the
order:
"Form
fives!"
______________
Commo$on.
At
all
costs
we
must
keep
together.
______________"Here,
kid,
how
old
are
you?"
______________
It
was
one
of
the
prisoners
who
asked
me
this.
I
could
not
see
his
face,
but
his
voice
was
tense
and
weary.
_______________"I'm
not
quite
fiIeen
yet."
_______________"No.
Eighteen."
Words
to
know!
Noncommissioned
(adj.):a
person
who
has
a
lower
military
rank
or
authority.
oaths
(n):
swear
words
CLA Standard: Literary Response and Analysis 3.3, 3.4, 3.7, 3.9 and 3.12
"But
I'm
not,
"
I
said.
"FiIeen."
"Fool.
Listen
to
what
I
say."
Then
he
ques$oned
my
father,
who
replied:
"FiIy."
The
other
grew
more
furious
than
ever.
"No,
not
fiIy.
Forty.
Do
you
understand?
Eighteen
and
forty."
He
disappeared
into
the
night
shadows.
A
second
man
came
up,
spiVng
oaths
at
us.
"What
have
you
come
here
for,
you
sons
of
bitches?
What
are
you
doing
here,
eh?"
Someone
dared
to
answer
him.
"What
do
you
think?
Do
you
suppose
we've
come
here
for
our
own
pleasure?
Do
you
think
we
asked
to
come?"
A
licle
more,
and
the
man
would
have
killed
him.
"You
shut
your
trap,
you
filthy
swine,
or
I'll
squash
you
right
now!
You'd
have
done
becer
to
have
hanged
yourselves
where
you
were
than
come
here.
Didn't
you
know
what
was
in
store
for
you
at
Auschwitz?
Haven't
you
heard
about
it?
In
1944?
No,
we
had
not
heard.
No
one
had
told
us.
He
could
not
believe
his
ears.
His
tone
of
voice
became
increasingly
brutal.
"Do
you
see
that
chimney
over
there?
See
it?
Do
you
see
those
flames?
(Yes,
we
did
see
the
flames.)
Over
there‐‐that's
where
you're
going
to
be
taken.
That's
your
grave,
over
there.
Haven't
you
realized
it
yet?
You
dumb
bastards,
don't
you
understand
anything?
You're
going
to
be
burned.
Frizzled
away.
Turned
into
ashes."
He
was
growing
hysterical
in
his
fury.
We
stayed
mo$onless,
petrified.
Surely
it
was
all
a
nightmare?
An
unimaginable
nightmare?
Story
Elements
Tone
1.
Underline
any
words
that
suggest
a
nega$ve
tone
as
Elie
tries
to
understand
what
is
happening.
Describe
the
tone
of
this
passage.
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
2.
Place
a
star
next
to
the
eight
words
where
Elie
lost
his
mother
and
sister
forever.
Compare
and
Contrast
Compare
and
contrast
the
mo0f
of
night
now
with
night
at
the
beginning
of
the
book.
Beginning
Now
CLA Standard: Literary Response and Analysis 3.4 ,3.7 and 3.9
Reading
2:
Night
pp.
28‐36
or
Connec&ons
pp.
44‐48
Big
Idea:
Where
is
Elie?
____________________
Which
theme
does
this
selec1on
show
evidence?
__________________________
__________________________
Student
ObjecAves:
‐
To
understand
how
to
make
inferences
‐
To
determine
Elie's
character
traits
through
narra1on
Never
shall
I
forget
that
night,
the
first
night
in
camp,
which
has
turned
my
life
into
one
long
night,
seven
1mes
cursed
and
seven
1mes
sealed.
Never
shall
I
forget
that
smoke.
Never
shall
I
forget
the
liGle
faces
of
children,
whose
bodies
I
saw
turned
into
wreaths
of
smoke
beneath
a
silent
blue
sky.
Never
shall
I
forget
those
flames
which
consumed
my
faith
forever.
Never
shall
I
forget
that
nocturnal
silence
which
deprived
me,
for
all
eternity,
of
the
desire
to
live.
Never
shall
I
forget
those
moments
which
murdered
my
God
and
my
soul
and
turned
my
dreams
to
dust.
Never
shall
I
forget
these
things,
even
if
I
am
condemned
to
live
as
long
as
God
Himself.
Never.
!
React
Words
to
know!
Nocturnal
(adj.):
rela1ng
to,
or
of,
the
night.
Condemned
(v.):
sentenced
to
death.
Elie
feels
passionate
about
his
beliefs.
Have
you
ever
felt
this
passionate
about
something?
Rate
the
following
areas
of
importance
in
your
life
1
to
4.
(1
being
the
most
important).
_____
Religion
(i.e.
following
the
prac1ces
of
a
religion)
_____
Honesty
(i.e.
being
honest
with
your
friends
and
family
at
all
1mes)
_____
Devo1on/Loyalty
(i.e.
staying
commiGed
to
a
person,
sport,
or
a
promise)
_____
Gradua1on
from
High
School
CLA Standard: Literary Response and Analysis 3.4 ,3.7 and 3.9
Using
RepeAAon
for
Effect
1.
In
this
very
important
and
emo1onal
passage,
Elie
Wiesel
repeats
the
words
"Never
shall
I
forget"
how
many
1mes?
_______
2.
By
using
repe11on,
the
words
become
almost
like
the
lines
of
a
prayer,
a
poem
or
a
song.
The
words
begins
with
a
main
idea,
then
move
into
the
details
of
that
idea.
Write
the
main
idea
below.
_____________________________________________________________
____________________________________________________________
____________________________________________________________
_____________________________________________________________
3.
He
will
never
forget:
Story
Elements
CharacterizaAon
1.
Underline
the
sentence
that
shows
Elie
cared
about
the
children
who
were
killed.
2.
Write
a
sentence
that
reveals
for
whom
Elie
was
thinking.
__________________
__________________
__________________
__________________
a)
________________________________________________________
b)
________________________________________________________
c)
_______________________________________________________
4.
"
.
.
.a
silent
blue
sky,
.
.
.
nocturnal
silence
.
.
."
This
image
is
a
form
of
personificaAon.
To
whom
might
Elie
be
referring
by
using
these
words?
Who
should
not
be
silent,
but
saving
them
from
these
horrors?
____________________________________________________________
___________________________________________________________
____________________________________________________________
_____________________________________________________________
Words
to
know!
PersonificaAon
(n):
represen1ng
a
thing
as
human
or
having
human
quali1es.
Summarize
How
have
Elie's
life's
dreams
been
destroyed
in
one
night?
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
CLA Standard: Literary Response and Analysis 3.4 and 3.6
Reading
3:
Night
pp.
50‐54
or
Connec&ons
pp.
60‐64
Student
ObjecEves:
ACTIVE
READING
On
the
following
page,
At
the
warehouse
I
oPen
worked
next
to
a
young
French
girl.
We
did
not
speak
to
one
another,
since
she
knew
no
German
and
I
did
not
understand
French.
She
seemed
to
me
to
be
a
Jews,
though
here
she
passes
as
Aryan.
She
was
a
forced
labor
deportee.
One
day
when
Idek
was
seized
with
one
of
his
fits
of
frenzy,
I
got
in
his
way.
He
leapt
on
me,
like
a
wild
animal,
hiXng
me
in
the
chest,
on
the
head,
throwing
me
down
and
pulling
me
up
again,
his
blows
growing
more
and
more
violent,
un9l
I
was
covered
with
blood.
As
I
was
bi9ng
my
lips
to
stop
myself
from
screaming
with
pain,
he
must
have
taken
my
silence
for
defiance,
for
he
went
on
hiXng
me
even
harder.
Suddenly,
he
calmed
down.
As
if
nothing
had
happened,
he
sent
me
back
to
work.
It
was
as
though
we
had
been
taking
part
together
in
some
game
where
we
each
had
our
role
to
play.
I
dragged
myself
to
my
corner.
I
ached
all
over.
I
felt
a
cool
hand
wiping
my
blood‐stained
forehead.
It
was
the
French
girl.
She
gave
me
her
mournful
smile
and
slipped
a
bit
of
bread
into
my
hand.
She
looked
into
my
eyes.
I
felt
that
she
wanted
to
say
something
but
was
choked
by
fear.
For
a
long
moment
she
stayed
like
that,
then
her
face
cleared
and
she
said
to
me
in
almost
perfect
German:
"Bite
your
lip,
li8le
brother
.
.
.
Don't
cry.
Keep
your
anger
and
hatred
for
another
day,
for
later
on.
The
day
will
come,
but
not
now
.
.
.
Wait.
Grit
your
teeth
and
wait.
.
.
.
"
Many
years
later,
in
Paris,
I
was
reading
my
paper
in
the
Metro.
Facing
me
was
a
very
beau9ful
woman
with
black
hair
and
dreamy
eyes.
I
had
seen
those
eyes
before
somewhere.
It
was
she.
__________
"You
don't
recognize
me?"
__________
"I
don't
know
you."
__________"In
1944
you
were
in
Germany,
at
Buna,
weren't
you?"
__________"Yes.
.
.
.
"
label
the
name
of
each
person
speaking
in
passage.
Remember
to
pay
a8en9on
to
quota9on
marks.
When
the
line
changes,
the
person
speaking
changes
too.
!
React
List
two
ways
to
avoid
trouble.
1.
______________
_________________
2._______________
_________________
‐
To
understand
how
to
make
inferences
‐
To
analyze
flashback
to
understand
characters'
traits
Create
a
list
of
adjec9ves
to
describe
the
impact
another
person's
eyes
might
have
on
you.
Then,
create
a
personality
descrip9on
to
match
the
adjec9ve.
ADJECTIVE
Personality_____________________________________
1.
Dreamy
A
person
with
dreamy
eyes
is
a
hopeful,
posiEve
person.]
2.________
_______________________________________________
Words
to
know!
3.________
_______________________________________________
Aryan
(n,):
a
person
of
Nordic
(northern)
race.
4.________
_______________________________________________
Defiance
(n.):
the
act
of
resis9ng
the
opposi9on.
5.
Fierce
A
person
with
fierce
eyes
is
inEmidaEng.
They
scare
others
without
saying
a
word.
CLA Standard: Literary Response and Analysis 3.4 and 3.6
__________"You
used
to
work
in
the
electrical
warehouse.
.
.
.
"
__________"Yes,,"
she
said,
somewhat
disturbed.
And
then,
aPer
a
moment's
silence:
"Wait
a
minute
.
.
.
.
I
do
remember
.
.
.
."
__________"Idek,
the
Kapo
.
.
.
the
li8le
Jewish
boy
.
.
.
your
kind
words.
.
.
."
__________
We
leP
the
Metro
together
to
sit
down
on
the
terrace
of
a
cafe.
We
spent
the
whole
evening
reminiscing.
__________Before
I
parted
from
her,
I
asked
her:
"May
I
ask
you
a
ques9on?"
__________"I
know
what
it
will
be‐‐go
on."
___________"What?"
___________
"Am
I
Jewish
.
.
.
?
Yes,
I
am
Jewish.
From
a
religious
family.
During
the
occupa9on
I
obtained
forged
papers
and
passed
myself
off
as
an
Aryan.
That's
how
I
was
enlisted
in
the
forced
labor
groups,
and
when
I
was
deported
to
Germany,
I
escaped
the
concentra9on
camp.
At
the
warehouse,
no
one
knew
I
could
speak
German.
That
would
have
aroused
suspicions.
Saying
those
few
words
to
you
was
risky:
but
I
knew
you
wouldn't
give
me
away.
.
.
."
Story
Elements:
Characteriza9on
1.
Underline
all
the
lines
that
show
the
French
girl's
kindness
to
Elie.
2.
Write
Since
the
two
were
never
able
to
talk
to
one
another,
it
is
Elie's
eyes
that
allow
the
French
girl
to
trust
Elie.
How
might
the
French
girl
describe
Elie's
eyes?
__________________
__________________
__________________
__________________
__________________
__________________
__________________
Review:
Words
to
know!
Reminiscing
(v.):
to
recall
past
experiences.
There
are
two
different
periods
of
Eme
referenced
in
this
passage.
At
first,
Elie
and
the
French
girl
are
located
where?
__________________
__________________
Cirle
the
words
"Many
years
later..."
Where
are
Elie
and
the
French
girl?
__________________
__________________
__________________
CLA Standard: Literary Response and Analysis 3.3, 3.4, 3.6, 3.7, 3.8 and 3.12
Reading
4:
Night
pp.
54‐62
Connec&ons
pp.
64‐72
Student
Objec?ves:
‐
Understanding
how
Elie's
experiences
affected
his
growing
up
‐
How
imagery
affects
plot
and
credibility
of
a
text
Big
Idea:
What
horrible
act
of
inhuman
cruelty
is
Elie
witnessing
in
this
scene?
_______________________
_______________________
_______________________
A
week
later,
on
the
way
back
from
work,
we
noDced
in
the
c
enter
of
the
camp.
at
the
assembly
place,
a
black
gallows.
We
were
told
that
the
soup
would
not
be
distribu‐
ted
unDl
aEer
roll
call.
This
took
longer
than
usual.
The
orders
were
given
in
a
sharper
manner
than
on
other
days,
and
in
the
air
there
were
strange
undertones.
"Bare
your
heads!"
yelled
the
head
of
the
camp,
suddenly.
Ten
thousand
caps
were
simultaneously
removed.
"Cover
your
heads!"
Ten
thousand
caps
went
back
onto
their
skulls,
as
quick
as
lightning.
The
gate
to
the
camp
opened.
An
SS
secDon
appeared
and
surrounded
us:
one
SS
at
every
three
paces.
On
the
lookout
towers
the
machine
guns
were
trained
on
the
assembly
place.
"They
fear
trouble,"
whispered
Juliek.
Two
SS
men
had
gone
to
the
cells.
They
came
back
with
the
condemned
man
between
them.
He
was
a
youth
from
Warsaw.
He
had
three
years
of
concentraDon
camp
life
behind
him.
He
was
a
strong,
well‐built
boy,
a
giant
in
comparison
with
me.
His
back
to
the
gallows,
his
face
turned
toward
his
judge,
who
was
the
head
of
the
camp,
the
boy
was
pale,
but
seemed
more
moved
than
afraid.
His
manacled
hands
did
not
tremble.
His
eyes
gazed
coldly
at
the
hundreds
of
SS
guards,
the
thousands
of
prisoners
who
surrounded
him.
The
head
of
the
camp
began
to
read
his
verdict,
hammering
out
each
phrase:
"In
the
name
of
Himmler
.
.
.
prisoner
Number
.
.
.
.
stole
during
the
alert
.
.
.
.
According
to
the
law
.
.
.
paragraph
.
.
.
prisoner
Number
.
.
.
is
condemned
to
death.
May
this
ACTIVE
be
a
warning
and
an
example
to
all
prisoners."
READING
1.
.
Underline
the
condemned
man's
words
of
encouragement
that
caused
the
Germans's
own
words
to
backfire.
2.
Place
a
star
next
to
the
sentence
that
showed
this
hanging
to
"overwhelm"
him.
No
one
moved.
Words
to
know!
manacled
(adj.)
describing
wrists
that
have
been
handcuffed.
CLA Standard: Literary Response and Analysis 3.3, 3.4, 3.6, 3.7, 3.8 and 3.12
I
could
hear
my
heart
beaDng.
The
thousands
who
had
died
daily
at
Auschwitz
and
Birkenau
in
the
crematory
ovens
no
longer
troubled
me.
But
this
one,
leaning
against
his
gallows‐‐he
overwhelmed
me.
"Do
you
think
this
ceremony'll
be
over
soon?
I'm
hungry.
.
.
."
whispered
Juliek.
At
a
sign
from
the
head
of
the
camp,
the
Lagerkapo
advanced
toward
the
condemned
man.
Two
prisoners
helped
him
in
his
task‐‐
for
two
plates
of
soup.
The
Kapo
wanted
to
bandage
the
vicDm's
eyes,
but
he
refused.
AEer
a
long
moment
of
waiDng,
the
execuDoner
put
the
rope
around
his
neck.
He
was
on
the
point
of
moDoning
to
his
assistants
to
draw
the
chair
away
from
the
prisoner's
feet,
when
the
lader
cried,
in
a
calm,
strong
voice:
"Long
live
liberty!
A
curse
upon
Germany!
A
curse.
.
.
.!
A
cur‐‐"
The
execuDoners
had
completed
their
task.
A
command
cleL
the
air
like
a
sword.
"Bare
your
heads."
Ten
thousand
prisoners
paid
their
last
respects.
"Cover
your
heads."
Then
the
whole
camp,
block
aEer
block,
had
to
march
past
the
hanged
man
and
stare
at
the
dimmed
eyes,
the
lolling
tongue
of
death.
The
Kapos
and
head
of
each
block
forced
everyone
to
look
him
full
in
the
face.
AEer
the
march,
we
were
given
permission
to
return
to
the
blocks
for
our
meal.
I
remember
that
I
found
the
soup
excellent
that
evening.
.
.
.
Words
to
know!
cleL
(v.):
split
or
divided.
Characteriza?on:
1.
There
are
two
unusually
dignified
acDons
this
young
man
takes
as
he
is
being
hung.
First,
what
does
the
Kapo
offer
to
him
that
he
refuses?______________
_____________________
Secondly,
what
are
his
last
words?___________
_____________________
Explain
how
these
words
fit
the
theme
of
dignity
in
the
face
of
inhuman
cruelty.
______________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
2.
By
the
end
of
the
passage,
how
can
you
tell
Elie
is
no
longer
bothered
about
the
hanging?
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
CLA Standard: Literary Response and Analysis 3.3, 3.4, and 3.9
Reading
5:
Night
pp.
63‐69
or
Connec&ons
pp.
73‐79
Student
Objec@ves:
Big
Idea:
Which
of
the
3
Themes
we
have
discussed
is
represented
here?
The
summer
was
coming
to
an
end.
The
Jewish
year
was
nearly
over.
On
the
eve
of
Rosh
Hashanah,
the
last
day
of
that
accursed
year,
the
whole
camp
was
electric
with
the
tension
which
was
in
all
our
hearts.
In
spite
of
everything,
this
day
was
different
from
any
other.
The
last
day
of
the
year.
The
word
"last"
rang
very
strangely.
What
if
it
were
indeed
the
last
day?
They
gave
us
our
evening
meal,
a
very
thick
soup,
but
no
one
touched
it.
We
wanted
to
wait
un9l
aIer
prayers.
At
the
place
of
assembly,
surrounded
by
the
electrified
barbed
wire,
thousands
of
silent
Jews
gathered,
their
faces
stricken.
Night
was
falling.
Other
prisoners
con9nued
to
crowd
in,
from
every
block,
able
suddenly
to
conquer
9me
and
space
and
submit
both
to
their
will.
"What
are
You,
my
God,"
I
thought
angrily,
"compared
to
this
afflicted
crowd,
proclaiming
to
You
their
faith,
their
anger,
their
revolt?
What
does
Your
greatness
mean,
Lord
of
the
universe,
in
the
face
of
all
this
weakness,
this
decomposi9on,
and
this
decay?
Why
do
You
s9ll
trouble
their
sick
minds,
their
crippled
bodies?"
______________________
______________________
______________________
‐
To
understand
Elie's
struggle
with
his
religious
beliefs
‐
To
∂etermine
character
traits
through
narra9on
and
dialogue.
Ten
thousand
men
had
come
to
aQend
the
solemn
service,
heads
of
the
blocks,
Kapos,
func9onaries
of
death.
"Bless
the
Eternal.
.
.
."
The
voice
of
the
officiant
had
just
made
itself
heard.
I
thought
at
first
it
was
the
wind.
"Blessed
be
the
Name
of
the
Eternal!"
Thousands
of
voices
repeated
the
benedic9on;
thousands
of
men
prostrated
themselves
like
trees
before
a
tempest.
"Blessed
be
the
Name
of
the
Eternal!"
ACTIVE
Why,
but
why
should
I
bless
Him?
In
every
fiber
I
rebelled.
Because
He
had
thousands
of
children
burned
in
His
pits?
Because
he
kept
six
READING
crematories
working
night
and
day,
on
Sundays
and
feast
days?
Because
in
1.
Underline
all
His
great
might
He
had
created
Auschwitz,
Birkenau,
Buna,
and
so
many
sentences
that
make
factories
of
death?
How
could
I
say
to
Him:
"Blessed
art
Thou,
Eternal,
Master
of
the
Universe,
Who
chose
us
from
among
the
races
to
be
tortured
reference
to
Elie's
day
and
night,
to
see
our
fathers,
our
mothers,
our
brothers,
end
in
the
feelings
towards
God
crematory?
Praised
be
Thy
Holy
Name,
Thou
Who
hast
chosen
us
to
be
butchered
on
Thine
Altar?"
2.
Write:
Even
during
these
horrible
9mes,
how
many
prisioners
gathered
for
prayer?
____________________
I
heard
the
voice
of
the
officiant
rising
up,
as
though
he
did
not
have
the
strength
to
find
the
meaning
beneath
the
words.
The
melody
choked
in
his
throat.
And
I,
mys9c
that
I
had
been,
I
thought:
"Yes,
man
is
very
strong,
greater
than
God.
When
You
were
deceived
by
Adam
and
Eve,
You
drove
them
out
of
Paradise.
When
Noah's
genera9on
CLA Standard: Literary Response and Analysis 3.3, 3.4, and 3.9
displeased
You,
You
brought
down
the
flood.
When
Sodom
no
longer
found
favor
in
Your
eyes,
You
made
the
sky
rain
down
fire
and
sulphur.
But
these
men
here,
whom
You
have
betrayed,
whom
You
have
allowed
to
be
tortured,
butchered,
gassed,
burned,
what
do
they
do?
They
pray
before
You!
They
praise
Your
name!"
"All
crea9on
bears
witness
to
the
greatness
of
God!"
Once,
New
Year's
Day
had
dominated
my
life.
I
knew
that
my
sins
grieved
the
Eternal;
I
implored
his
forgiveness.
Once,
I
had
believed
profoundly
that
upon
one
solitary
deed
of
mine,
one
solitary
prayer,
depended
the
salva9on
of
the
world.
This
day
I
had
ceased
to
plead.
I
was
no
longer
capable
of
lamenta@on.
On
the
contrary,
I
felt
very
strong.
I
was
the
accuser,
God
the
accused.
My
eyes
were
open
and
I
was
alone‐‐terribly
alone
in
a
world
without
God
and
without
man.
Without
love
or
mercy.
I
had
ceased
to
be
anything
but
ashes,
yet
I
felt
myself
to
be
stronger
than
the
Almighty,
to
whom
my
life
had
been
9ed
for
so
long.
I
stood
amid
that
praying
congrega9on,
observing
it
like
a
stranger.
The
service
ended
with
the
Kaddish.
Everyone
recited
the
Kaddish
over
his
parents,
over
his
children,
over
his
brothers,
and
over
himself.
We
stayed
for
a
long
9me
at
the
assembly
place.
No
one
dared
to
drag
himself
away
from
this
mirage.
Then
it
was
9me
to
go
to
bed
and
slowly
the
prisoners
made
their
way
over
to
their
blocks.
I
heard
people
wishing
one
another
a
Happy
New
Year!
I
ran
off
to
look
for
my
father.
And
at
the
same
9me
I
was
afraid
of
having
to
wish
him
a
Happy
New
Year
when
I
no
longer
believed
in
it.
He
was
standing
near
the
wall,
bowed
down,
his
shoulders
sagging
as
though
beneath
a
heavy
burden.
I
went
up
to
him,
took
his
hand
and
kissed
it.
A
tear
fell
upon
it.
Whose
was
that
tear?
Mine?
His?
I
said
nothing.
Nor
did
he.
We
had
never
understood
one
another
so
clearly.
The
sound
of
the
bell
jolted
us
back
to
reality.
We
must
go
to
bed.
We
came
back
from
far
away.
I
raised
my
eyes
to
look
at
my
father's
face
leaning
over
mine,
to
try
to
discover
a
smile
or
something
resembling
one
upon
the
aged,
dried‐up
countenance.
Nothing.
Not
the
shadow
of
an
expression.
Beaten.
Yom
Kippur.
The
Day
of
Atonement.
Shoud
we
fast?
The
ques9on
was
hotly
debated.
To
fast
would
mean
a
surer,
swiIer
death.
We
fasted
here
the
whole
year
around.
The
whole
year
was
Yom
Kippur.
But
others
said
that
we
should
fast
simply
because
it
was
dangerous
to
do
so.
We
should
show
God
that
even
here,
in
this
enclosed
hell,
that
we
were
capable
of
singing
His
praises.
I
did
not
fast,
mainly
to
please
my
father,
who
had
forbidden
me
to
do
so.
But
further,
there
was
no
longer
any
reason
why
I
should
fast.
I
no
longer
accepted
God's
silence.
As
I
swallowed
my
bowl
of
soup,
I
saw
in
the
gesture
an
act
of
rebellion
and
protest
against
Him.
And
I
nibbled
my
crust
of
bread.
In
the
depths
of
my
heart,
I
felt
a
great
void.
!
Characteriza@on
Elie
is
clearly
ques9oning
God.
Describe
how
Elie
has
changed
since
the
beginning
of
his
story.
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
Explain
what
he
means
when
he
says,
"In
the
depths
of
my
heart,
I
felt
a
great
void."
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
Words
to
know!
Afflicted
(adj.):
troubled
and
tortured
Officiant
(n.):
leader
of
the
service
lamenta@on
(n.):
tears
or
weeping.
Kaddish
(n.):
a
prayer
recited
both
daily
and
at
funerals
for
those
who
have
died.
Countenance
(n.):
the
face
showing
mood
or
emo9on.
Void
(n.):
emp9ness;
the
feeling
of
being
without
something.
CLA Standard: Literary Response and Analysis 3.3, 3.4 and 3.9
Reading
6:
Night
pp.
69‐73
or
Connec&ons
pp.
79‐83
Big
Idea:
What
thema.c
moment
occurs
during
this
selec.on
process?
______________________
_______________________
_____________________
______________________
!
React
A
rabbi
is
supposed
to
be
a
spiritual
leader
of
his
people.
How
does
this
sec7on
contribute
to
the
theme
of
the
of
Elie's
story?
________________________
________________________
________________________
________________________
________________________
________________________
________________________
Student
Objec.ves:
‐
To
understand
theme
amd
mo7f
in
Elie's
wri7ngs
‐
To
determine
characters'
traits
by
what
they
say
about
themselves
in
narra7on
and
dialogue.
pp.
72‐73
Akiba
Drumer
leH
us,
a
vic7m
of
the
selec7on.
Lately,
he
had
wandered
among
us,
his
eyes
glazed,
telling
everyone
of
his
weakness:
"I
can't
go
on
.
.
.
It's
all
over.
.
.
."
It
was
impossible
to
raise
his
morale.
He
didn't
listen
to
what
we
told
him.
He
could
only
repeat
that
all
was
over
for
him,
that
he
could
no
longer
keep
up
the
struggle,
that
he
had
no
strength
leH,
nor
faith.
Suddenly
his
eyes
would
become
blank,
nothing
but
two
open
wounds,
two
pits
of
terror.
He
was
not
the
only
one
to
lose
his
faith
during
those
selec7on
days.
I
knew
a
rabbi
from
a
liPle
town
in
Poland,
a
bent
old
man,
whose
lips
were
always
trembling.
He
used
to
pray
all
the
7me,
in
the
block,
in
the
yard,
in
the
ranks.
He
would
recite
whole
pages
of
the
Talmud
from
memory,
argue
with
himself
,
ask
himself
ques7ons
and
answer
himself.
And
one
day
he
said
to
me,
"It's
the
end.
God
is
no
longer
with
us."
And,
as
though
he
had
repented
of
having
spoken
such
words,
so
clipped,
so
cold,
he
added
in
his
faint
voice:
"I
know.
One
has
no
right
to
say
things
like
that.
I
know.
Man
is
too
small,
too
humble
and
inconsiderable
to
seek
to
understand
the
mysterious
ways
of
God.
But
what
can
I
do?
I'm
not
a
sage,
one
of
the
elect,
nor
a
saint.
I'm
just
an
ordinary
creature
of
flesh
and
blood.
I've
got
eyes,
too,
and
I
can
see
what
they're
doing
here.
Where
is
the
divine
Mercy?
Where
is
God?
How
can
I
believe,
how
could
anyone
believe,
in
this
merciful
God?
Poor
Akiba
Drumer,
if
he
could
have
gone
on
believing
in
God,
if
he
could
have
seen
a
proof
of
God
in
this
Calvary,
he
would
not
have
been
taken
by
the
selec7on.
But
as
soon
as
he
felt
the
first
cracks
forming
in
his
faith,
he
had
lost
his
reason
for
struggling
and
had
begun
to
die.
When
the
selec7on
came,
he
was
condemned
in
advance,
offering
his
own
neck
to
the
execu7oner.
Words
to
know!
cracks
forming
in
his
faith:
Before,
nothing
could
break
Akiba's
faith.
Once
he
gave
up,
it
was
like
a
broken
glass
that
could
not
be
repaired.
CLA Standard: Literary Response and Analysis 3.3, 3.4 and 3.9
All
he
asked
of
us
was:
"In
three
days
I
shall
no
longer
be
here.
.
.
.
Say
the
Kaddish
for
me."
We
promised
him.
In
three
days'
7me,
when
we
saw
the
smoke
rising
from
the
chimney,
we
would
think
of
him.
Ten
of
us
would
gather
together
and
hold
a
special
service.
All
his
friends
would
say
the
Kaddish.
Then
he
went
off
toward
the
hospital,
his
step
steadier,
not
looking
back.
An
ambulance
was
wai7ng
to
take
him
to
Birkenau.
These
were
terrible
days.
We
received
more
blows
than
food;
we
were
crushed
with
work.
And
three
days
aHer
he
had
gone
we
forgot
to
say
the
Kaddish.
Ac.ve
Reading
1.
Underline
the
sentences
that
illustrate
that
Akiba
has
given
up
for
good.
2.
Star
the
words
that
show
that
the
rabbi
has
given
up
his
faith
in
God.
3.
Explain
how
the
rabbi's
words
are
a
clear
example
of
someone
"struggling
to
maintain
faith."
___________________________
___________________________
___________________________
___________________________
___________________________
Reflect
1.
What
was
happening
that
caused
Elie
and
the
others
to
forget
to
say
the
Kaddish
for
Akiba
Drumer?
________________________
________________________
________________________
________________________
2.
Mo7f
of
eyes:
Explain
why
Akiba's
eyes
were
blank,
open
wounds,
and
pits
of
terror.
________________________
________________________
________________________
________________________
________________________
________________________
CLA Standard: Literary Response and Analysis 3.3 and 3.12
Reading
7:
Night
pp.
73‐97
or
Connec?ons
pp.
83‐96
Big
Idea:
What
is
the
selec0on
mainly
about?
______________________
______________________
______________________
Student
Objec0ves:
‐
Analyze
Elie's
interac?ons
with
his
hospital
neighbor
‐
Analyze
interac?ons
between
the
main
and
subordinate
characters
through
narra?on
and
dialogue
"What's
the
maCer,
son?"
I
lacked
the
courage
to
ask
him
the
ques?on.
"Doctor,
I'm
thirsty
.
.
."
He
had
water
brought
to
me.
He
was
smiling.
He
was
geIng
ready
to
go
and
visit
the
other
pa?ents.
"Doctor?"
"What?"
"Shall
I
s?ll
be
able
to
use
my
leg?"
"Do
you
trust
me,
my
boy?"
"I
trust
you
absolutely,
Doctor."
"Well
then,
listen
to
me.
You'll
be
completely
re‐
covered
in
a
fortnight.
You'll
be
able
to
walk
like
anyone
else.
The
sole
of
your
foot
was
all
full
of
pus.
We
just
had
to
open
the
swelling.
You
haven't
had
your
leg
amputated.
You'll
see.
In
a
fortnight's
?me
you'll
be
walking
about
like
everyone
else."
I
had
only
a
fortnight
to
wait.
Two
days
aNer
my
opera?on,
there
was
a
rumor
going
round
the
camp
that
the
front
had
suddenly
drawn
nearer.
The
Red
Army,
they
said,
was
advancing
on
Buna;
it
was
only
a
maCer
of
hours
now.
We
were
already
accustomed
to
rumors
of
this
kind.
It
was
not
the
first
?me
a
false
prophet
had
foretold
to
us
peace‐on‐earth,
nego?a?ons‐with‐the‐Red‐Cross‐for‐our‐release,
or
other
false
rumors.
.
.
.
And
oNen
we
believed
them.
It
was
an
injec?on
of
morphine.
But
this
?me
these
prophecies
seemed
more
solid.
During
these
last
few
nights,
we
had
heard
the
guns
in
the
distance.
My
neighbor,
the
faceless
one,
said,
"Don't
let
yourself
be
fooled
with
illusions.
Hitler
has
made
it
very
ACTIVE
clear
that
he
will
annihilate
all
the
Jews
before
the
clock
strikes
READING
twelve,
before
they
can
hear
the
last
stroke."
1.
Underline
the
mo?f
of
eyes
of
the
"faceless
one."
2.
Box
and
Star
the
words
describing
Hitler's
promise
to
the
Jews.
Words
to
remember:
Red
Army
(n.):
The
Russians,
who
were
against
Hitler,
and
were
allies
of
America,
etc.
Annihilate
(v.):
To
completely
destroy
or
wipe
out.
CLA Standard: Literary Response and Analysis 3.3 and 3.12
I
burst
out.
"What
does
it
maCer
to
you?
Do
we
have
to
regard
Hitler
as
a
prophet?"
His
glazed,
faded
eyes
looked
at
me.
At
last
he
said
in
a
weary
voice:
"I've
got
more
faith
in
Hitler
than
in
anyone
else.
He's
the
only
one
who's
kept
his
promises,
all
his
promises,
to
the
Jewish
people."
At
four
o'clock
on
the
aNernoon
of
the
same
day,
as
usual
the
bell
summoned
all
the
heads
of
the
blocks
to
go
and
report.
They
came
back
shaCered.
They
could
only
just
open
their
lips
enough
to
say
the
word:
evacua?on.
The
camp
was
to
be
emp?ed,
and
we
were
to
be
sent
farther
back.
Where
to?
To
somewhere
right
in
the
depths
of
Germany,
to
other
camps;
there
was
no
shortage
of
them.
"When?"
"Tomorrow
evening."
"Perhaps
the
Russians
will
arrive
first."
"Perhaps."
We
knew
perfectly
well
that
they
would
not.
Skills
Review:
Summarize
1.
Describe
Elie's
surgery.
How
much
0me
will
he
need
to
heal.
___________________________
___________________________
___________________________
2.
Who
has
invaded
the
camp?
___________________________
___________________________
___________________________
3.
What
are
Elie
and
the
other
prisoner
pa0ents'
choices.
___________________________
___________________________
___________________________
4.
What
does
Elie
choose
to
do?
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
!
Predict
Words
to
remember:
Prophet
(n.):
A
person
who
can
see
the
future,
and
who
tells
others
about
it.
What
do
you
think
will
happen
to
Elie's
leg?
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
CLA Standard: Literary Response and Analysis 3.3, 3.4 and 3.9
Reading
8:
Night
pp.
80‐92
or
Connec&ons
pp.
96‐101
Student
Objec0ves:
Big
Idea:
What
is
the
selec0on
mainly
about?
pp.
86‐87
The
door
of
the
shed
opened.
An
old
man
appeared,
his
moustache
covered
with
frost,
his
lips
blue
with
cold.
It
was
Rabbi
Eliahou,
the
rabbi
of
a
small
Polish
community.
He
was
a
very
good
man,
well
loved
by
everyone
in
the
camp,
even
by
the
Kapos
and
the
heads
of
the
blocks.
Despite
the
trials
and
priva@ons,
his
face
s@ll
shone
with
his
inner
purity.
He
was
the
only
rabbi
who
was
always
addressed
as
"Rabbi"
at
Buna.
He
was
like
one
of
the
old
prophets,
always
in
the
midst
of
his
people
to
comfort
them.
And,
strangely,
his
words
of
comfort
never
provoked
rebellion;
they
really
brought
peace.
He
came
into
the
shed
and
his
eyes,
brighter
than
ever,
seemed
to
be
looking
for
someone:
"Perhaps
someone
has
seen
my
son
somewhere?"
He
had
lost
his
son
in
the
crowd.
He
had
looked
in
vain
among
the
dying.
Then
he
had
scratched
up
the
snow
to
findhis
corpse.
Without
result.
For
three
years
they
had
stuck
together.
Always
near
each
other,
for
suffering,
for
blows,
for
the
ra@on
of
bread,
for
prayer.
Three
years,
from
camp
to
camp,
from
selec@on
to
selec@on.
And
now‐‐when
the
end
seemed
near‐‐Rabbi
Eliahou
whispered:
"It
happened
on
the
road.
We
lost
sight
of
one
another
during
the
journey.
I
had
stayed
a
liUle
to
the
rear
of
the
colun.
I
hadn't
any
strength
leV
for
running.
And
my
son
didn't
no@ce.
That's
all
I
know.
Where
has
he
disappeared?
Where
can
I
find
him?
Perhaps
you've
seen
him
somewhere?"
"No,
Rabbi
Eliahou.
I
haven't
seen
him."
He
leV
then
as
he
had
come:
like
a
wind‐swept
shadow.
He
had
already
passed
through
the
door
when
I
suddenly
remembered
seeing
his
son
running
by
my
side.
I
had
forgoUen
that,
and
I
didn't
tell
Rabbi
Eliahou!
Then
I
remembered
something
else:
his
son
had
seen
him
losing
ground,
limping,
staggering
back
to
the
rear
of
the
column.
He
had
seen
him.
And
he
had
con@nued
to
run
in
front,
leXng
the
distance
between
them
grow
greater.
______________________
______________________
______________________
!
React
How
do
you
feel
about
the
rabbi's
son
leaving
him
in
order
to
save
himself?
‐
To
understand
Elie's
struggle
to
maintain
faith
‐
To
analyze
interac@ons
between
main
and
subordinate
characters
through
narra@on
and
dialogue.
Words
to
know!
‐Priva0ons
(n.):
being
without
what
one
needs
to
live.
CLA Standard: Literary Response and Analysis 3.3, 3.4 and 3.9
A
terrible
thought
loomed
up
in
my
mind:
he
had
wanted
to
get
rid
of
his
father!
He
had
felt
that
his
father
was
growing
weak,
he
had
believed
that
the
end
was
near
and
had
sought
this
separa@on
in
order
to
get
rid
of
the
burden,
to
free
himself
from
an
encumbrance
which
could
lessen
his
own
chances
of
survival.
I
had
done
well
to
forget
that.
And
I
was
glad
that
Rabbi
Eliahou
should
con@nue
to
look
for
his
beloved
son.
And,
in
spite
of
myself,
a
prayer
rose
in
my
heart,
to
that
God
in
whom
I
no
longer
believed.
My
God,
Lord
of
the
Universe,
give
me
strength
never
to
do
what
Rabbi
Eliahou's
son
has
done.
Themes
in
Night:
In
this
selec@on,
there
are
two
of
four
themes
men@oned.
While
the
struggle
to
maintain
faith
is
very
difficult
for
Elie,
the
other
theme
is
not
so
difficult.
Unlike
Rabbi
Eliahou's
son,
who
gave
up
on
his
father,
Elie
and
his
father
have
tried
their
best
to
be
there
for
each
other.
This
theme
is
self‐preserva@on
versus
family
commitment.
In
order
to
save
themeselves,
to
have
beUer
treatment,
beUer
work,
food
and
clothing,
many
of
the
prisoners
were
willing
to
leave
their
families,
or
evern
injure
or
kill
their
own
family
members.
The
drive
to
survive
was
that
strong.
REACT:
What
do
you
think
you
would
do
in
this
situa@on?
Would
you
be
there
for
your
family,
no
maUer
what,
or,
would
you
take
advantage
of
any
survival
situa@ons
that
came
your
way?
Words
to
know!
‐Encumbrance
(n.):
Something
that
weighs
a
person
down‐‐the
person
is
a
burden
to
someone.
THEME
1.
Underline
the
sentence
where
Elie
prayed
never
to
be
like
the
rabbi's
son.
2.
Write:
Describe
Rabbi
Eliahou's
face.
___________________________
___________________________
___________________________
___________________________
___________________________
Summarize
Why
was
Elie
glad
that
he
hadn't
remembered
seeing
the
rabbi's
son
while
the
rabbi
was
s@ll
there
talking
to
him?
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
CLA Standard: Literary Response and Analysis 3.3, 3.7 and 3.12
Reading
9:
Night
pp.
90‐93
or
Connec&ons
pp.
101‐103
Big
Idea:
What
is
the
selec0on
mainly
about?
______________________
______________________
______________________
!
React
What
is
the
most
beau0ful
music
you
have
ever
heard?
____________________
____________________
____________________
____________________
____________________
____________________
Student
Objec0ves:
‐
To
recognize
theme,
figura0ve
language
and
imagery
in
literature
‐
To
analyze
a
work
of
literature
and
its
historical
period
pp.
90‐91
"Father,
how
are
you?"
I
asked,
as
soon
as
I
could
uJer
a
word.
I
knew
he
could
not
be
far
from
me.
"Well!"
answered
a
distant
voice,
which
seemed
to
come
from
another
world.
I
tried
to
sleep.
He
tried
to
sleep.
Was
he
right
or
wrong?
Could
one
sleep
here?
Was
it
not
dangerous
to
allow
your
vigilance
to
fail,
even
for
a
moment,
when
at
any
minute
death
could
pounce
upon
you?
I
was
thinking
of
this
when
I
heard
the
sound
of
a
violin.
The
sound
of
a
violin,
in
this
dark
shed,
where
the
dead
were
heaped
on
the
living.
What
madman
could
be
playing
the
violin
here,
at
the
brink
of
his
own
grave?
Or
was
it
really
an
hallucina0on?
It
must
have
been
Juliek.
He
played
a
fragment
from
Beethoven's
concerto.
I
had
never
heard
sounds
so
pure.
In
such
a
silence.
How
had
he
managed
to
free
himself?
To
draw
his
body
from
under
mine
without
my
being
aware
of
it?
It
was
pitch
dark.
I
could
only
hear
the
violin,
and
it
was
as
though
Juliek's
soul
were
the
bow.
He
was
playing
his
life.
The
whole
of
his
life
was
gliding
on
the
strings‐‐his
lost
hopes,
his
charred
past,
his
ex0nguished
future.
He
played
as
he
would
never
play
again.
I
shall
never
forget
Juliek.
How
could
I
forget
that
concert,
given
to
an
audience
of
dying
and
dead
men!
To
this
day,
whenever
I
hear
Beethoven
played
my
eyes
close
and
out
of
the
dark
rises
the
sad,
pale
face
of
my
Polish
friend,
as
he
said
farewell
on
his
violin
to
an
audience
of
dying
men.
I
do
not
know
for
how
long
he
played.
I
was
over‐
come
by
sleep.
When
I
awoke,
in
the
daylight,
I
could
see
Juliek,
opposite
me,
slumped
over,
dead.
Near
him
lay
his
violin,
smashed,
trampled,
a
strange
over‐
whelming
liJle
corpse.
Words
to
know!
‐Brink
(n.):
on
the
verge,
or
the
edge
of
something.
‐Pitch
(n.):
a
thick,
black
substance.
CLA Standard: Literary Response and Analysis 3.3, 3.7 and 3.12
Imagery
in
this
passage:
There
are
several
types
of
images
here
in
this
short
passage.
1.
First,
when
Elie's
father
answers
him,
he
says
the
voice
is
"distant,"
"seemed
to
come
from
another
world."
What
is
this
other
world?
___________________________________________
2.
The
words
"any
minute
death
could
pounce
upon
you"
create
the
image
of
what
kind
of
animal?
___________________________________________
3.
Elie
writes
that
Juliek's
"soul"
seemed
to
be
the
bow
of
the
violin.
That
creates
an
image
of
how
he
heard
the
music,
because
it
was
too
dark
to
see.
4.
Have
you
ever
been
to
a
concert,
or
seen
one
at
the
movies
or
on
TV?
Think
of
this
image:
a
concert
given
for
dying
men.
The
beauty
and
the
peaceful‐
ness
of
the
music
creates
the
image
of
comfor0ng
them
on
their
way
out
of
their
suffering.
5.
The
last
sentence
men0ons
the
violin
as
"smashed,
trampled,
a
strange
overwhelming
liJle
corpse."
This
literary
device
is
known
as
personifica0on.
It
gives
human
characteris0cs
to
things
which
are
not
human,
such
as
the
violin
here.
It
is
easy
to
remember
because
of
the
word
person.
How
is
the
violin
the
same
as
many
of
the
Jews
who
died
on
the
enforced
march?
__________________________________________
__________________________________________
__________________________________________
__________________________________________
How
does
this
passage
fit
the
theme
of
dignity
in
the
face
of
inhuman
cruelty?
________________________________________________
________________________________________________
________________________________________________
________________________________________________
Analyze
the
suffering
of
the
Jews
during
WWII.
1.
Underline
the
sentence
that
shows
the
danger
of
simply
sleeping.
2.
Write:
the
sentence
showing
whose
music
was
being
played.
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
Check
For
Understanding
Why
was
Beethoven's
music
forbidden
to
the
Jews?
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
OBJECTIVE
*To record student’s final analysis of the most important theme in Night
Students will retrieve information about a Jewish prisoner they had adopted at
the beginning of the unit. Individually, students will read about their individual to
discover whether or not they survived the Holocaust.
Lastly, students will record the most important theme under their adopted
prisoners name and post it in the classroom.
Essay
Outline
Test
KEY
(Each
Line
5pts
for
a
total
of
100pts)
Introduc)on:
Background
Informa)on
on
your
topic:_____________________________________________
______________________________________________________________________________
Your
Opinion___________________________________________________________________
1
S
T
B
O
D
Y
P
A
R
A
G
R
A
P
H
Reason
#1:
________________________________________________________________________
Reasibs
fir
the
Opinion
(Pros)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Reasons
Agains
the
Primary
Support
2:(State
another
example
or
reason/
This
comes
from
brainstorm)
In
addi6on
____________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Secondary
Support
2:
Add
the
quote
from
the
text
to
support
your
example
or
reason.
“_________________________________________________________________
_______________________________________________________”
(_____).
This
is
important
because_____________________________________________
_________________________________________________________________
_________________________________________________________________
Conclusion
Sentence:
(Restate
the
topic
of
this
paragraph)
Overall,_________________________________________________________________
________________________________________________________________________
_
2
N
D
B
O
D
Y
P
A
R
A
G
R
A
P
H
Topic
Sentence:
_________________________________________________________________________
Primary
Support
1:(State
your
example
or
reason/
This
comes
from
your
brainstorm)
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
__
Secondary
Support
1:
Add
the
quote
from
the
text
to
support
your
example
or
reason.
“______________________________________________________________
_____________________________________________________”
(_____).
This
is
important
because__________________________________________
_______________________________________________________________
_______________________________________________________________
Primary
Support
2:(State
another
example
or
reason/
This
comes
from
brainstorm)
Also,________________________________________________________________
____________________________________________________________________
Secondary
Support
2:Add
the
quote
from
the
text
to
support
your
example
or
reason.
“_______________________________________________________________
________________________________________________”
(_____).
This
is
important
because
________________________________________
______________________________________________________________
______________________________________________________________
Conclusion
Sentence:
(Restate
the
topic
of
this
paragraph)
Overall,___________________________________________________________________
____________________________________________________________________
Conclusion
Paragraph:
A.
Restate
the
Thesis
in
a
new
way.
_________________________________________________________________________
_________________________________________________________________________
B.
Finish
the
hook
by
offering
advice.
_________________________________________________________________________
_________________________________________________________________________
NAME___________________________
TEST
Direc/ons:
Fill
in
each
line
by
labeling
the
boxes
with
the
items
needed
when
wri/ng
a
4
paragraph
essay.
This
test
is
worth
100points!
________________________:
A.
____________________________________
B.
____________________________________
____________________
_____________________________________________________________________
__________________________________________________________________
_____________________________________________________________________
_________________________________________________________________
________________________________________________________________________
_________________________________________________________________________
______________________________________________________________________
_______________________________________________________________
____________________________________________________________________
________________________________________________________________
_________________________________________________________________________
_____________________________:
A.
_____________________________
B.
_____________________________
Interview Questions
6 Ways To Generate Great Interview Questions
(Adapted from Allena Tapia’s article with www.freelancewrite.about.com)
Here are six things to keep in mind as you generate and ask interview
questions.
Prepare Ahead of Time. Never, ever go in "fresh," your research
and preparation will be the ground you stand on.
Set the Tone. Simply put, funny questions result in funny
interviews, inspiring questions result in inspiring interviews.
What is the final product you have in mind, and, more
importantly, what is the final tone your editor is looking for?
Keep this in mind as you prepare your questions.
Let Your Curiosity Lead You. Your best bet is to find out what you
want to know about this person, their career, or their pet
project. Take your questions from there.
Avoid Yes-No Answers. Speaking of more material, another way to
get it is to ask open-ended questions that will get your subject
talking, reminiscing, and/or expounding on the topic.
Go to the Source/Research an Unknown Subject Beforehand
If you're interviewing an author, writer, researcher, blogger,
artist or other expert who produces a firm product, by all means,
go check out that product!
Ask a Teacher or Mentor for Ideas. Another viable option is to
ask your teacher or someone who is experienced in interviewing.
Of course, don't expect them to come up with the questions for
the work that they just assigned you, but do try to get a feel for
what kind of story they're looking for.
Of course, be loose as you conduct your interview. Carefully consider
your subjects words and stories, and ask appropriate questions to
follow up. Do they go off on a tangent? Follow it if it's interesting! Any
kind of connection you forge with this other person will contribute to
communicating and educating one another about the past.
NAME__________________________
WriJng
Prompt:
What
moJf
does
Elie
Wiesel
in
Night?
How
does
it
effect
the
reader?
P
A
R
A
G
R
A
P
H
O
u
t
l
i
n
e
Topic
Sentence:
______________________________________________________________________
Primary
Support
1:
(State
your
example
or
reason/
This
comes
brainstorm!)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Secondary
Support
1:
Add
the
quote
from
the
text
to
support
your
example.
“_________________________________________________________________
_______________________________________________________”
(_____).
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Primary
Support
2:(State
another
example
or
reason/
This
comes
from
brainstorm)
In
addi(on
____________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Secondary
Support
2:
Add
the
quote
from
the
text
to
support
your
example
or
reason.
“_________________________________________________________________
_______________________________________________________”
(_____).
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Conclusion
Sentence:
(Restate
the
topic
of
this
paragraph)
________________________________________________________________________
________________________________________________________________________
Motifs
in
Night
MOTIF
A
distinctive
feature
or
dominant
idea
in
an
artistic
or
literary
composition.
*Provides
added
meaning
to
a
story.
*Encourages
the
reader
to
reflect
on
the
description
of
the
object
and
how
it
impacts
the
story.
*The
reader
should
STOP
&
THINK
each
time
they
locate
a
motif
in
the
reading.
Ask:
“What
effect
does
this
motif
suggest?”
Directions:
For
each
of
the
two
motifs
Night
find
at
least
two
examples
that
show
powerful
description
that
impact
the
reader.
Don’t
forget
to
write
the
page
numbers
after
the
text
you
select.
EYES
(PAY
ATTENTION
TO
THE
ADJECTIVES
AND
THE
EMOTIONS
THAT
MIGHT
GO
WITH
THE
EYES!)
1._______________________________________________________________________________________
_______________________________________________________________________________________
__________________________________________________________________________________
(
).
Why
is
it
important?
________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
2.______________________________________________________________________________________
_________________________________________________________________________________________
__________________________________________________________________________________
(
).
Why
is
it
important?
________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
NIGHT
(PAY
ATTENTION
TO
THE
ADJECTIVES
AND
THE
CONNOTATION
OF
THE
WORD
NIGHT!)
1.______________________________________________________________________________________
_________________________________________________________________________________________
__________________________________________________________________________________
(
).
Why
is
it
important?
________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
2.______________________________________________________________________________________
_________________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________________________________
(
).
Why
is
it
important?
________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
NAME_____________________________
DATE_____________________________
THE
INTERVIEW
Directions:
There
have
been
several
historical
moments
in
our
nation’s
history.
Through
the
reading
of
Night,
Elie
Wiesel
has
taught
the
reader
it
is
important
to
never
forget
what
happened
in
the
Holocaust.
In
detail,
he
describes
images,
emotions,
and
the
impact
of
this
horrific
period
of
time.
Choose
another
significant
moment
from
the
past
to
create
an
interview
that
will
elicit
the
same
type
of
impact
Oprah
created
in
her
interview
with
Elie
Wiesel.
Select
a
friend
or
family
member
to
interview
about
one
of
the
following
topics:
JFK
Assassination
Nixon/Watergate
Scandal
Obama’s
Presidential
Inauguration
Vietnam
L.A.
Race
Riots
9‐11
STEP
1:
Select
a
person
to
Interview
STEP
2:
Anticipate
TWO
of
the
interview
topics
to
generate
your
interview
questions.
STEP
3:
Write
a
list
of
interview
questions
following
the
“6
Ways
to
Generate
Great
Interview
Questions”
discussed
in
class.
STEP
4:
Have
your
list
of
questions
approved
by
the
teacher.
STEP
5:
Set
up
an
appointment
to
interview
the
person
you
chose.
DUE
DATE:
_______________________________________
*Your
interview
notes
must
be
included
with
a
final
draft.
The
final
draft
may
either
be
printed
neatly
or
typed.
SAMPLE
INTERVIEW:
1. .
I’d
like
to
record
some
background
information.
What
is
your
full
name?_____________________________________
Age?______________________
Occupation?
_________________________________
2.
Where
were
you
when
you
first
heard
the
news
of
__________________________?
3.
What
was
your
reaction?
Describe
your
feelings
and
the
sounds
around
you.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
4.
How
did
others
react?
_________________________________________________________________________________________
_________________________________________________________________________________________
5. In
what
ways
did
this
event
have
an
impact
on
you?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
6.
How
has
this
event
changed
the
U.S.A.?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
7.
What
advice
would
you
give
to
the
future
generation
to
support
or
discourage
this
from
happening
again?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Essay Type:Literature Response ( ) In-class timed essay ( X ) Take home essay
Student legal name (“nick name”):_____________________________________
Student ID#:__________________ Student Signature:_____________________
Teacher’s Name:____Mrs. Perez
Freshmen
Sophomore
( ) Eng 1 Fall
( ) Eng 3 Fall
( ) Eng 2 Spring ( ) Eng 4 Spring
(X) English I Intensive
__________
Junior
( ) Eng 5 Fall
( ) Eng 6 Spring
20 __10___
Senior
( ) Eng 7 Fall
( ) Eng 8 Spring
Writing Prompt:
Elie Wiesel uses symbols that make the reader think more deeply about the
events that occurred through the Holocaust.
In a body paragraph, what is one of the motifs Elie Wiesel uses? What is the
effect of the motif on the reader? Be sure to use textual evidence to support
your answer.
Night
Directions: Answer these 30 questions before asking to take the first Reading Counts! Quiz.
You will not be able to use this sheet as you take the quiz.
1.
When the American planes bombed Buna,
2.
After the Hungarian police came to Sighet, Eliezer's father
3.
The job Eliezer was assigned in Buna was
4.
The dentist at Buna
5.
When Eliezer and his father arrived at Auschwitz, _____ to have faith and help each other.
6.
When Dr. Mengele asked him his age and occupation, Eliezer
7.
What did the prisoners do as soon as they were free?
8.
Moshe the Beadle was one of the first to leave his home because
9.
At Gleiwitz, the SS officers laughed at the men eating snow because
10. At Auschwitz, the skilled laborers
11. When the train stopped at Birkenau, the Jews
12. When his number was selected, Eliezer's father
13. In Sighet, the Jews were forced
14. After he saw Eliezer praying, Moshe the Beadle
15. When the German officer struck Eliezer's father the first night at the gypsy barracks, Eliezer
16. When the Germans occupied Sighet, the synagogues
17. Moshe the Beadle returned to the town of Sighet
18. For three days, the Jews of Sighet had
19. After he returned from the special council meeting, Eliezer's father told the Jews
20. Eliezer went to the hospital because
21. When Eliezer and his father arrived at Birkenau, an SS officer
22. Eliezer was beaten with a whip after
23. What advice did Stein give Eliezer and his father at Auschwitz?
24. Why didn't Eliezer's father move to Palestine?
25. When Eliezer and his father arrived in the barracks at Birkenau, an officer ____ to run the furnaces.
26. At Birkenau, the Jews
27. In the railroad car, Madame Schachter
28. Moshe the Beadle was able to escape the Gestapo because
29. Eliezer's father told his son that their family
30. During his first night at Birkenau, Eliezer
Essay Type:Literature Response ( ) In-class timed essay ( X ) Take home essay
Student legal name (“nick name”):_____________________________________
Student ID#:__________________ Student Signature:_____________________
Teacher’s Name:____Mrs. Perez
Freshmen
Sophomore
( ) Eng 1 Fall
( ) Eng 3 Fall
( ) Eng 2 Spring ( ) Eng 4 Spring
(X) English I Intensive
20 __10___
Junior
( ) Eng 5 Fall
( ) Eng 6 Spring
Senior
( ) Eng 7 Fall
( ) Eng 8 Spring
Writing Prompt:
Choose from one of the following themes, self preservation versus family
commitment, struggle to maintain faith, dignity in the face of inhuman cruelty,
or emotional death, and explain its significance in Night.
Essay Type:Literature Response ( ) In-class timed essay ( X ) Take home essay
Student legal name (“nick name”):_____________________________________
Student ID#:__________________ Student Signature:_____________________
Teacher’s Name:____Mrs. Perez
Freshmen
Sophomore
( ) Eng 1 Fall
( ) Eng 3 Fall
( ) Eng 2 Spring ( ) Eng 4 Spring
(X) English I Intensive
__________
Junior
( ) Eng 5 Fall
( ) Eng 6 Spring
20 __10___
Senior
( ) Eng 7 Fall
( ) Eng 8 Spring
Writing Prompt:
By the time students enter high school, they have learned about many
moments in history that have influenced our world today. Think about
moments in history you studied and consider the importance of each.
Write one body paragraph in which you discuss two moments in history.
Share its importance in today’s world. Be sure to support the moment with
details and examples.
How
would
you
explain
this
quote?
EYES
“The
eyes
are
a
window
to
the
soul.”
As
a
Whole
Group,
let’s
create
a
list
of
words
that
describe
different
types
of
EMOTIONS?
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
Using
the
handout
in
front
of
you,
analyze
the
eyes
in
the
photo.
With
your
classmate,
answer
the
following
questions.
1. Describe
the
emotions
of
the
eyes.
2. What
parts
of
the
eyes
lead
you
to
believe
they
are
sad,
depressed,
happy,
caring,
hopeful,
positive,
etc?
3. Do
you
think
you
could
be
friends
with
this
person?
Why
or
why
not?
Now
add
the
rest
of
the
face
to
the
eyes.
Have
any
of
your
answers
changed?
Why
or
why
not?
Night
CLA
Standards
Reading
1.3
Identify
Greek,
Roman,
and
Norse
mythology
and
use
the
knowledge
to
understand
the
origin
and
meaning
of
new
words
(e.g.,
the
word
narcissistic
drawn
from
the
myth
of
Narcissus
and
Echo).
2.5
Extend
ideas
presented
in
primary
or
secondary
sources
through
original
analysis,
evaluation,
and
elaboration.
Literary
Response
and
Analysis
3.1
Articulate
the
relationship
between
the
expressed
purposes
and
the
characteristics
of
different
forms
of
dramatic
literature
(e.g.,
comedy,
tragedy,
drama,
dramatic
monologue).
3.2
Compare
and
contrast
the
presentation
of
a
similar
theme
or
topic
across
genres
to
explain
how
the
selection
of
genre
shapes
the
theme
or
topic.
3.3
Analyze
interactions
between
main
and
subordinate
characters
in
a
literary
text
(e.g.,
internal
and
external
conflicts,
motivations,
relationships,
influences)
and
explain
the
way
those
interactions
affect
the
plot.
3.4
Determine
characters’
traits
by
what
the
characters
say
about
themselves
in
narration,
dialogue,
dramatic
monologue,
and
soliloquy.
3.5
Compare
works
that
express
a
universal
theme
and
provide
evidence
to
support
the
ideas
expressed
in
each
work.
3.6
Analyze
and
trace
an
author’s
development
of
time
and
sequence,
including
the
use
of
complex
literary
devices
(e.g.,
foreshadowing,
flashbacks).
3.7
Recognize
and
understand
the
significance
of
various
literary
devices,
including
figurative
language,
imagery,
allegory,
and
symbolism,
and
explain
their
appeal.
3.9
Explain
how
voice,
persona,
and
the
choice
of
a
narrator
affect
characterization
and
the
tone,
plot,
and
credibility
of
a
text.
Literary
Criticism
3.12
Analyze
the
way
in
which
a
work
of
literature
is
related
to
the
themes
and
issues
of
its
historical
period.
(Historical
approach)
Writing
1.1
Establish
a
controlling
impression
or
coherent
thesis
that
conveys
a
clear
and
distinctive
perspective
on
the
subject
and
maintain
a
consistent
tone
and
focus
throughout
the
piece
of
writing.
1.9
Revise
writing
to
improve
the
logic
and
coherence
of
the
organization
and
controlling
perspective,
the
precision
of
word
choice,
and
the
tone
by
taking
into
consideration
the
audience,
purpose,
and
formality
of
the
context.
Written
and
Oral
English
Language
Conventions
1.1
Identify
and
correctly
use
clauses
(e.g.,
main
and
subordinate),
phrases
(e.g.,
gerund,
infinitive,
and
participial),
and
mechanics
of
punctuation
(e.g.,
semicolons,
colons,
ellipses,
hyphens).
1.2
Understand
sentence
construction
(e.g.,
parallel
structure,
subordination,
proper
placement
of
modifiers)
and
proper
English
usage
(e.g.,
consistency
of
verb
tenses).
1.3
Demonstrate
an
understanding
of
proper
English
usage
and
control
of
grammar,
paragraph
and
sentence
structure,
diction,
and
syntax.
Speaking
Applications
2.3
Apply
appropriate
interviewing
techniques:
a.
Prepare
and
ask
relevant
questions.
b.
Make
notes
of
responses.
c.
Use
language
that
conveys
maturity,
sensitivity,
and
respect.
d.
Respond
correctly
and
effectively
to
questions.
e.
Demonstrate
knowledge
of
the
subject
or
organization.
f.
Compile
and
report
responses.
g.
Evaluate
the
effectiveness
of
the
interview.
Night
CLA
Standards
Speaking
Applications
(Continued)
2.4
Deliver
oral
responses
to
literature:
a.
Advance
a
judgment
demonstrating
a
comprehensive
grasp
of
the
significant
ideas
of
works
or
passages
(i.e.,
make
and
support
warranted
assertions
about
the
text).
b.
Support
important
ideas
and
viewpoints
through
accurate
and
detailed
references
to
the
text
or
to
other
works.
c.
Demonstrate
awareness
of
the
author’s
use
of
stylistic
devices
and
an
appreciation
of
the
effects
created.
d.
Identify
and
assess
the
impact
of
perceived
ambiguities,
nuances,
and
complexities
within
the
text.
NAME______________________________
DATE_______________________
The
Interview
Shareout
How
Effective
and
Impactful
was
your
Interview?
1.
2.
3.
4.
5.
My
classmate’s
name
is
OPRAH
WINFREY
The
person
he/she
interviewed
was______ELIE
WIESEL_____________________
The
most
effective
and
impactful
question
asked
during
the
interview
was
“Why
do
you
write?”
The
answer
to
this
“effective
and
impactful”
question
was
I
write
because
this
story
must
be
told
again
and
again.
I
write
so
that
we
never
forget
what
happened
during
the
Holocaust
to
keep
it
from
ever
happening
again.
Based
on
that
answer,
any
human
being
can
learn
a
valuable
lesson.
The
lesson
this
interview
seems
to
teach
is
Man
is
capable
of
horrific
evils.
We
must
always
tell
the
story
of
the
Holocaust.
We
must
never
forget.
It
must
not
happen
again.
NOW
YOU
TRY:
6.
My
classmate’s
name
is_________________________________
7.
The
person
he/she
interviewed
was_______________________________________
8.
The
most
effective
and
impactful
question
asked
during
the
interview
was
_______________________________________________________________________________
9.
The
answer
to
this
“effective
and
impactful”
question
was
____________________________________________________________________________________
10.
Based
on
that
answer,
any
human
being
can
learn
a
valuable
lesson.
The
lesson
this
interview
seems
to
teach
is
____________________________________________________________________________________
____________________________________________________________________________________
CLA Standard: Writing Applications 2.3
TransiJons/Word
Choices
NIGHT
Plan
Your
PARAGRAPHS!
1
S
T
B
O
D
Y
P
A
R
A
G
R
A
P
H
Topic
Sentence:
In
Elie
Wiesel’s
memoir,
Night,
he
writes
many
repea7ng
images,
known
as
mo7fs,
of
____________.(GIVE
BACKGROUND
INFO)
He
writes
about
his
life
before
and
during
his
experiences
in
the
camps
during
World
War
II,
from
1943‐1945.
Primary
Support
1:
In
the
beginning,
the
image
of
__________is
seen
as
_________.(Example:
night,
comfortable,
a
Jme
to
learn.
OR
Eyes,
dreamy,
thinking
about
spirituality.)
However,
by
the
7me
the
Jews
moved
into
the
gheJo,
the
image
of
______________________
(night/eyes)
drama7cally
changed.
Secondary
Support
1:
"Insert
1st
quote,"
(p.____).
Primary
Support
2:
As
Elie’s
experiences
become
worse,
so
does
the
mo7f.
(Explain)
Secondary
Support
2:
"Insert
2nd
quote,"
(p.____).
Primary
Support
3:
The
horrors
of
the
camps
con7nue
to
destroy
the
boy
that
used
to
be
Elie.
(Explain)
Secondary
Support
3:
"Insert
3rd
quote,"
(p.____).
Conclusion
Sentence:
(End
by
using
a
conclusion
word
or
phrase:
)
Thus,
So
Far,
In
conclusion…..
by
using
the
mo7f
of
_______________,
Elie
Wiesel
is
able
to
make
his
readers
beJer
understand
what
he
experiences
in
his
personal
account
of
Night.
* Sentence starters are only suggestions. Replace them with your own if you like.
CLA Standard: Writing Applications 2.3
PEER
REVISION
Form:
YES
NO
SuggesJons
1)
Does
the
beginning
clearly
state
the
purpose
of
the
paragraph?
Is
the
author
and
Jtle
listed?
2)
Does
the
student
provide
background
informaJon
to
the
topic?
3)
Does
the
student
make
three
important
points
related
to
the
topic,
followed
by
three
quotes
that
are
in
correct
chronological
order?
4)
Does
the
student
use
linking
words
or
appropriate
transiton
words
(First,
next,
later,
in
the
end,
etc.)?
5)
Does
the
student
show
evidence
of
revising
errors?
* Sentence starters are only suggestions. Replace them with your own if you like.
CLA Standard: Writing Applications 2.3
2
N
D
B
O
D
Y
P
A
R
A
G
R
A
P
H
Topic
Sentence:
A
____________
is
an
idea
that
runs
throughout
a
piece
of
literature.
Primary
Support
1:
One
of
the
themes
in
Elie
Wiesel's
Night
is
________________________________.
His
memoir
focuses
on
how
his
life
changed
forever
due
to
the
____________________
(horrors,
atrociJes)
of
his
experiences
in
several
concentra7on
camps.
Secondary
Support
1:
The
theme
of
______________
is
first
seen
when
Elie________
(Explain).
"Insert
1st
Quote"(p.____).
Primary
Support
2:
Next,
Elie
_________(witnesses,
experiences)________________,
which
further
con7nues
the
theme.
Explain
what
is
happening.
Secondary
Support
2:
"Insert
2nd
Quote"
(p.
___).
Primary
Support
3:
Later,
the
theme
reappears
when
___________takes
place.
(Explain)
Secondary
Support
3:
"
Insert
3rd
Quote"
(p.____).
Conclusion
Sentence:
Overall,
the
theme
of
__________________________
adds
to
Elie's
memoir,
Night
,by
helping
the
reader
understand
how
difficult
life
was
in
the
camps
for
Elie
and
the
others.
* Sentence starters are only suggestions. Replace them with your own if you like.
CLA Standard: Writing Applications 2.3
* Sentence starters are only suggestions. Replace them with your own if you like.
CLA Standard: Writing Applications 2.3
* Sentence starters are only suggestions. Replace them with your own if you like.
CLA Standard: Writing Applications 2.3
* Sentence starters are only suggestions. Replace them with your own if you like.
NIGHT
Whole-Group
Instruction 20
Minutes
Small-Group
Instruction 20
Minutes
Instructional
Software 20
Minutes
Modeled and
Whole-Group WrapIndependent
Up 10 Minutes
Reading 20 Minutes
Day 1
Powerpoint on the
Holocaust/Into
Notes, Then Watch
2 Clips f/USC Shoah
Institute DVD
Day 2
Adopt a possible
Preview Book
Survivor Bookmark Read pp. 14-15
RECORD the 4
MODEL Motif
Themes of NIGHT
Annotations
Day 3
Read pp. 13-26
Motif Annotations
Read 180 Topic
for Night Worksheet Software
READ
Record 2
Annotations
Complete Motif
worksheet for
homework
Day 4
Watch Next 2 Clips
f/USC Shoah
Institute DVD
Read pp. 27-37
Motif Annotations
Read 180 Topic
for Eyes Worksheet Software
READ
Input Reading Log
Complete Motif
worksheet for
Homework
Day 5
Essay Outline TEST Theme Exercise:
Read
Cite events in the
Night pp.38-48
story to represent
each of the four
themes
Review Elements Read 180 Topic
of a Story and
Software
Teach the concept
of Motifs
Read 180 Topic
Software
Read 180 Topic
Software
READ
Input Reading Log
READ
Be Sure at least 1
Summary has been
written
Be Sure at least 1
Journal Entry has
been written
NIGHT
Whole-Group
Instruction 20
Minutes
Small-Group
Instruction 20
Minutes
Instructional
Software 20
Minutes
Modeled and
Whole-Group WrapIndependent
Up 10 Minutes
Reading 20 Minutes
Day 6
Read 49-64
Shoe Powerpoint
rbook Journal #3 Read 180 Topic
Software
READ
Input Reading Log
Day 7
Read pp. 64-72
Finish USC Shoah
Institute DVD
rbook Journal *4
READ
Be Sure at least 1
Summary has been
written
Day 8
Write Paragraph #1
Review Writing
Process , refer to
motif sheet for
"brainstorm" ideas
Continue to work on Read 180 Topic
paragraph outline, Software
get teacher
approval before you
leave small group.
READ
Record 2
Annotations
Day 9
Watch Oprah 1st
half of Interview
with Elie Wiesel
Read pp. 73-76
rbook journal #5
Read 180 Topic
Software
READ
Input Reading Log
Day 10
Read Night
pp. 76-80
Watch 2nd half of
Oprah Interview
Interview
Read 180 Topic
Assignment/ How to Software
Generate Great
interview Questions
Be Sure at least 1
Journal Entry has
been written
Read 180 Topic
Software
Write Rough Draft
for your motif
paragraph using
your outline from
class today
Decide who you
plan to interview,
write out your
interview questions,
and make an appt.
NIGHT
Whole-Group
Instruction 20
Minutes
Small-Group
Instruction 20
Minutes
Instructional
Software 20
Minutes
Modeled and
Whole-Group WrapIndependent
Up 10 Minutes
Reading 20 Minutes
Day 11
Read pp 81-82
Rbook Journal #6
Themes
Worksheet
Day 12
NO Rotations
Read pp. 83-86
Rbook journal #7
Complete Outline
for Paragraph #2
Day 13
Read pp. 96-102
Rbook Journal #8
Read pp. 102-103
Rbook Journal #9
Read 180 Topic
Software
READ
Record 2
Annotations
Day 14
Finish USC Shoah
Institute DVD
Read pp. 104-106
Target Word and
React Box
Rbook Journal #10
Read 180 Topic
Software
READ
Input Reading Log
Day 15
Interviews DUE!!
Read 106-112
Target Word and
React Box
Rbook Journal #11
Read 180 Topic
Software
Be Sure at least 1
Journal Entry has
been written
Read 180 Topic
Software
READ
Input Reading Log
Finish Theme
Worksheet
Finish Outline for
Homework and
write out Rough
draft in MLA format.
Interview Due
tomorrow!
NIGHT
Whole-Group
Instruction 20
Minutes
Small-Group
Instruction 20
Minutes
Instructional
Software 20
Minutes
Modeled and
Whole-Group WrapIndependent
Up 10 Minutes
Reading 20 Minutes
Day 16
Read pp. 112- 119
Target Word and
React Box
Day 17
Peer Editing
Review for Test
NIGHT 30 Questions tomorrow!
RC ReviewQuestions
RC QUIZ for NIGHT READ
Revise both
Read 180 Topic
Be Sure at least 1
Paragraphs/Final
Software
Summary has been Draft Due Tomorrow
written
Day 18
NO
ROTATIONS
Night Exam TEST
FINAL DRAFT Motif
Paragraphs Due
Independent
Reading the
Remainder of class
time
Day 19
NO
ROTATIONS
Independent
Review Computer
RC QUIZ
Reading for 30
Reports and Grades Read 180 Topic
minutes as a Whole
Software
Group
Book Conference
and Quiz
Day 20
Read about your
Surivivor/Did they
survive?
Book Conference
and QUIZ
rbook journal #12 Read 180 Topic
Software
Independent
Reading Book #3
DUE
RCQUIZ
Read 180 Topic
Software
Read Independently
when all work has
been completed
Book Conference
and QUIZ
NIGHT
Whole-Group
Instruction 20
Minutes
Small-Group
Instruction 20
Minutes
Instructional
Software 20
Minutes
Day 21
Read 180 Topic
Software
Day 22
Read 180 Topic
Software
Day 23
Read 180 Topic
Software
Day 24
Read 180 Topic
Software
Day 25
Read 180 Topic
Software
Modeled and
Whole-Group WrapIndependent
Up 10 Minutes
Reading 20 Minutes
NIGHT
Whole-Group
Instruction 20
Minutes
Small-Group
Instruction 20
Minutes
Instructional
Software 20
Minutes
Day 26
Read 180 Topic
Software
Day 27
Read 180 Topic
Software
Day 28
Read 180 Topic
Software
Day 29
Read 180 Topic
Software
Day 30
r
Read 180 Topic
Software
Modeled and
Whole-Group WrapIndependent
Up 10 Minutes
Reading 20 Minutes
NAME_____________________________
DATE_____________________________
PERIOD___________________________
NIGHT
PART
I:
THE
OPRAH
AND
ELIE
WIESEL
INTERVIEW
Directions:
As
you
watch
the
interview
between
Oprah
Winfrey
and
Elie
Wiesel,
record
Elie’s
answers
in
the
space
provided.
1.
OPRAH:
Describe
what
is
like
coming
back
to
Auschwitz.
ELIE
WIESEL:
________________________________________________________________________
_____________________________________________________________________________________________
2.
OPRAH:
What
was
your
initial
impression
after
you
stepped
off
the
train?
ELIE
WIESEL:
________________________________________________________________________
_____________________________________________________________________________________________
3.
OPRAH:
How
did
the
people
react
as
they
entered
through
the
gates?
ELIE
WIESEL:
________________________________________________________________________
_________________________________________________________________________________________
4.
OPRAH:
Who
did
the
German
officers
bring
through
the
crematorium
gates?
Mostly
women
and
children?
ELIE
WIESEL:
________________________________________________________________________
_________________________________________________________________________________________
5.
OPRAH:
In
spite
of
everything
that
has
happened,
do
you
still
believe
in
humanity?
ELIE
WIESEL:
________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
6.
OPRAH:
What
feeling
do
you
get
here,
today?
ELIE
WIESEL:
________________________________________________________________________
________________________________________________________________________________________
7.
OPRAH:
How
were
the
beds
set
up
in
a
typical
barrack?
ELIE
WIESEL:
_______________________________________________________________________
_____________________________________________________________________________________________
8
.
OPRAH:
What
part
is
difficult
for
you
coming
back
into
this
barrack
space?
ELIE
WIESEL:
________________________________________________________________________
9.
OPRAH:
Didn’t
you
say
the
whole
time
you
were
here
you
were
always
walking
fast
and
moving,
moving,
moving?
ELIE
WIESEL:
________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
10.
OPRAH:
Were
these
trees
here
when
you
were?
ELIE
WIESEL:
________________________________________________________________________
_____________________________________________________________________________________________
11.
OPRAH:
Who
did
you
stay
alive
for?
ELIE
WIESEL:
________________________________________________________________________
_____________________________________________________________________________________________
12.
OPRAH:
What
was
the
most
difficult
thing
to
adjust
to
after
all
of
this?
ELIE
WIESEL:
________________________________________________________________________
_____________________________________________________________________________________________
13.
OPRAH:
Explain
what
these
cans
are
for.
ELIE
WIESEL:
________________________________________________________________________
_____________________________________________________________________________________________
14.
OPRAH:
What
do
you
do
with
your
anger?
ELIE
WIESEL:
________________________________________________________________________
_____________________________________________________________________________________________
15.
OPRAH:
How
important
were
shoes?
ELIE
WIESEL:
________________________________________________________________________
_____________________________________________________________________________________________
16.
OPRAH:
What
was
the
purpose
for
taking
people’s
hair?
ELIE
WIESEL:
________________________________________________________________________
PART
II:
A.
YOUR
Reflection:
1.
Think
about
the
interview
between
Oprah
and
Elie
Wiesel.
What
impacted
you
the
most?
____________________________________________
________________________________________________________________________________
Explain.______________________________________________________________________
________________________________________________________________________________
2.
What
did
you
learn
about
the
Holocaust
and/or
Elie's
view
of
humanity
in
this
interview
that
you
hadn’t
already
known
from
our
study
in
class?________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
B.
THE
Interview
Process:
A
good
interview
is
one
that
encourages
natural
dialogue
for
authentic
communication.
When
preparing
an
interview
it
is
important
to
try
to
avoid
“yes”
or
“no”
type
questions.
“Open­
ended”
questions
offer
more
ideas
for
the
person
you
are
interviewing
to
talk
about.
It
is
important
to
create
multi­layered
questions
in
order
to
capture
the
true
essence
of
a
person’s
experience.
DIRECTIONS:
Reread
the
questions
Oprah
asks
Elie
during
her
interview
with
him.
Though
she
does
ask
some
“yes”
/
“
no”
questions,
the
majority
of
the
questions
are
multi‐layered
and
ask
for
meaningful
answers.
*
Mark
a
star
(
*
)
next
to
the
questions
that
ask
him
to
describe
a
memory.
x
Mark
an
(
x
)
next
to
the
questions
that
ask
him
to
clarify
information
in
history.
___
Underline
the
questions
that
ask
to
explain
his
beliefs
and/
or
opinions
about
humanity.
NAME_____________________________
DATE_____________________________
PERIOD___________________________
NIGHT
PART
I:
THE
OPRAH
AND
ELIE
WIESEL
INTERVIEW
Directions:
As
you
watch
the
interview
between
Oprah
Winfrey
and
Elie
Wiesel,
record
Elie’s
answers
in
the
space
provided.
1.
OPRAH:
Describe
what
is
like
coming
back
to
Auschwitz.
ELIE
WIESEL:
________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
2.
OPRAH:
Do
the
grounds
speak?
Does
it
have
the
voices
of
the
dead?
ELIE
WIESEL:
________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
3.
OPRAH:
What
was
your
initial
impression
after
you
stepped
off
the
train?
ELIE
WIESEL:
________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
4.
OPRAH:
Where
were
you
when
you
were
separated
from
your
little
sister
and
mother?
ELIE
WIESEL:
________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
5.
OPRAH:
How
did
the
people
react
as
they
entered
through
the
gates?
ELIE
WIESEL:
________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
6.
OPRAH:
Who
did
the
German
officers
bring
through
these
gates?
Mostly
women
and
children?
ELIE
WIESEL:
________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
______________________________________________________________________________________
7.
OPRAH:
In
spite
of
everything
that
has
happened,
do
you
still
believe
in
humanity?
ELIE
WIESEL:
________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
8.
OPRAH:
What
feeling
do
you
get
here,
today?
ELIE
WIESEL:
________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
9.
OPRAH:
How
were
the
beds
set
up
in
a
typical
barrack?
ELIE
WIESEL:
________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
10.
OPRAH:
What
part
is
difficult
for
you
when
coming
back
into
this
barrack
space?
ELIE
WIESEL:
________________________________________________________________________
_____________________________________________________________________________________________
11.
OPRAH:
Didn’t
you
say
the
whole
time
you
were
here
you
were
always
walking
fast
and
moving,
moving,
moving?
ELIE
WIESEL:
________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
12.
OPRAH:
Were
these
trees
here
when
you
were?
ELIE
WIESEL:
________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
13.
OPRAH:
Which
Block
Number
were
you
in?
ELIE
WIESEL:
________________________________________________________________________
14.
OPRAH:
Have
you
been
inside
since?
ELIE
WIESEL:
________________________________________________________________________
_____________________________________________________________________________________________
15.
OPRAH:
Who
did
you
stay
alive
for?
ELIE
WIESEL:
________________________________________________________________________
_____________________________________________________________________________________________
16.
OPRAH:
Was
there
ever
a
sense
of
normalcy?
How
does
a
person
ever
adjust
to
the
madness?
ELIE
WIESEL:
________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
17.
OPRAH:
What
was
the
most
difficult
thing
to
adjust
to
after
all
of
this?
ELIE
WIESEL:
________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
18.
OPRAH:
What
happened
at
this
wall?
ELIE
WIESEL:________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
19.
OPRAH:
Explain
what
these
cans
are
for.
ELIE
WIESEL:
________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
20.
OPRAH:
What
do
you
do
with
your
anger?
ELIE
WIESEL:
________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
21.
OPRAH:
How
were
the
babies
killed?
Immediately?
ELIE
WIESEL:
________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
22.
OPRAH:
Do
you
believe
there
was
grace
in
killing
the
babies
immediately?
ELIE
WIESEL:
________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
23.
OPRAH:
How
important
were
shoes?
ELIE
WIESEL:
________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
24.
OPRAH:
What
was
the
purpose
for
taking
people’s
hair?
ELIE
WIESEL:
________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
PART
II:
A.
YOUR
Reflection:
1.
Think
about
the
interview
you
just
recorded.
What
impacted
you
the
most?
_____________________________________________________________
________________________________________________________________________________
Explain.______________________________________________________________________
________________________________________________________________________________
2.
What
did
you
learn
about
the
Holocaust
and/or
Elie's
view
of
humanity
in
this
interview
that
you
hadn’t
already
known
from
our
study
in
class?________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
B.
THE
Interview
Process:
A
good
interview
is
one
that
encourages
natural
dialogue
for
authentic
communication.
When
preparing
an
interview
it
is
important
to
try
to
avoid
“yes”
or
“no”
type
questions.
“Open­
ended”
questions
offer
more
ideas
for
the
person
you
are
interviewing
to
talk
about.
It
is
important
to
create
multi­layered
questions
in
order
to
capture
the
true
essence
of
a
person’s
experience.
Directions:
Reread
the
questions
Oprah
asks
Elie
during
her
interview
with
him.
Though
she
does
ask
some
“yes”
/
“
no”
questions,
the
majority
of
the
questions
are
multi‐layered
and
ask
for
meaningful
answers.
*
Mark
a
star
(
*
)
next
to
the
questions
that
ask
him
to
describe
a
memory.
x
Mark
an
(
x
)
next
to
the
questions
that
ask
him
to
clarify
information
in
history.
___
Underline
the
questions
that
ask
to
explain
his
beliefs
and/
or
opinions
about
humanity.
NAME__________________________
WriJng
Prompt:
Choose
a
theme
from
Night
and
explain
its
significance.
P
A
R
A
G
R
A
P
H
O
u
t
l
i
n
e
Topic
Sentence:
______________________________________________________________________
Primary
Support
1:
(State
your
example
or
reason/
This
comes
brainstorm!)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Secondary
Support
1:
Add
the
quote
from
the
text
to
support
your
example.
“_________________________________________________________________
_______________________________________________________”
(_____).
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Primary
Support
2:(State
another
example
or
reason/
This
comes
from
brainstorm)
In
addi(on
____________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Secondary
Support
2:
Add
the
quote
from
the
text
to
support
your
example
or
reason.
“_________________________________________________________________
_______________________________________________________”
(_____).
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Conclusion
Sentence:
(Restate
the
topic
of
this
paragraph)
________________________________________________________________________
________________________________________________________________________
Motifs
in
Night
MOTIF
A
distinctive
feature
or
dominant
idea
in
an
artistic
or
literary
composition.
*Provides
added
meaning
to
a
story.
*Encourages
the
reader
to
reflect
on
the
description
of
the
object
and
how
it
impacts
the
story.
*The
reader
should
STOP
&
THINK
each
time
they
locate
a
motif
in
the
reading.
Ask:
“What
effect
does
this
motif
suggest?”
Directions:
For
each
of
the
two
motifs
Night
find
at
least
two
examples
that
show
powerful
description
that
impact
the
reader.
Don’t
forget
to
write
the
page
numbers
after
the
text
you
select.
EYES
(PAY
ATTENTION
TO
THE
ADJECTIVES
AND
THE
EMOTIONS
THAT
MIGHT
GO
WITH
THE
EYES!)
1._______________________________________________________________________________________
_______________________________________________________________________________________
__________________________________________________________________________________
(
).
Why
is
it
important?
________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
2.______________________________________________________________________________________
_________________________________________________________________________________________
__________________________________________________________________________________
(
).
Why
is
it
important?
________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
NIGHT
(PAY
ATTENTION
TO
THE
ADJECTIVES
AND
THE
CONNOTATION
OF
THE
WORD
NIGHT!)
1.______________________________________________________________________________________
_________________________________________________________________________________________
__________________________________________________________________________________
(
).
Why
is
it
important?
________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
2.______________________________________________________________________________________
_________________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________________________________
(
).
Why
is
it
important?
________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
NAME__________________________
Wri>ng
Prompt:
By
the
>me
students
enter
high
school,
they
have
learned
about
many
moments
in
history
that
have
influenced
our
world
today.
Think
about
moments
in
history
you
studied
and
consider
the
importance
of
each.
Write
one
body
paragraph
in
which
you
discuss
two
moments
in
history.
Share
its
importance
in
today’s
world.
Be
sure
to
support
the
moment
with
details
and
examples.
P
A
R
A
G
R
A
P
H
O
u
t
l
i
n
e
Topic
Sentence:
______________________________________________________________________
_______________________________________________________________________
Primary
Support
1:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Secondary
Support
1:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Primary
Support
2:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Secondary
Support
2:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Conclusion
Sentence:
________________________________________________________________________
________________________________________________________________________