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Night

Night. Pacing Guide. Night Background Information. Elie Wiesel. Holocaust KWL Chart. Directions: For full credit, provide 3 bullet points in the K column AND provide 3 bullet points in the W column. Auschwitz: Inside the Nazi State Factories of Death. 48:28.

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Night

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  1. Night Pacing Guide

  2. NightBackground Information Elie Wiesel

  3. Holocaust KWL Chart • Directions: For full credit, provide 3 bullet points in the K column AND provide 3 bullet points in the W column.

  4. Auschwitz: Inside the Nazi State Factories of Death 48:28 Answer Questions during film

  5. Holocaust KWL Chart • Directions: For full credit, provide 3 bullet points in the L column.

  6. Factories of Death: Discussion • Pragmatic: Practical • Ideological: relating to ideas • Why do the Nazis believed it necessary to kill Jewish children? To what degree were these murders pragmatic and to what degree were they ideological?

  7. Jacket Exploration

  8. Standards • SL 2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. • RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. • RI2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text • RI4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone. • W2a Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

  9. Essential Question What is the relationship between our stories and our identity? To what extent are we all witnesses of history and messengers to humanity?

  10. Speaking and Listening Goal Standard: SL 2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. Objective: Integrate multiple sources of information about yourself presented in diverse media in order to answer the question, “Who am I?” Content: Your personal character traits Process: Guided whole group instruction and homework Product: Identity Box

  11. Your goal is to create as complete an image of how you see your identity as well as how you would like your identity to be perceived

  12. Identity Box Teacher Air ForCe

  13. Identity Box Teacher Air ForCe

  14. Your goal is to create as complete an image of how you see your identity as well as how you would like your identity to be perceived

  15. Journal • Read pages vii-xi

  16. Reading Goal Standard: RI4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone. Objective: Determine the meaning of words as they are used in the book Night Content: Night vocabulary Process: Guided whole class instruction and individual work Product: Vocabulary Notebook (Frayer and Marzano), on line games, and http://onelook.com

  17. Introduce Vocabulary • Context Clues • Connotation • What does it look like? • Parts of Speech • Word Parts

  18. The fate of the Jews of the little Transylvanian town called Sighet, their blindness in the face of a destiny from which they would still have had time to flee; the inconceivable passivity with which they gave themselves up to it, deaf … to the world… (viii) inconceivable Adjective N LV Adj Her hunger is voracious

  19. Never shall I forget that nocturnal silence which deprived me, for all eternity, of the desire to live (ix). nocturnal Adjective N LV Adj Bats are nocturnal

  20. For him, Nietzshe's cry expressed an almost physical reality: God is dead, the God of love, of gentleness, of comfort, the God of Abraham, of Isaac, of Jacob, has vanished forevermore, beneath the gaze of Race, the most voracious of all idols (ix). greedy Adjective N LV Adj Her hunger is voracious

  21. CCSS Grade 9-10, RI1 and RI2 Notes

  22. Reading Goal Standard: RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Objective: Cite strong and thorough textual evidence to support your analysis of what the text says explicitly and implicitly about Elie Wiesel. Content: Novel Process: Guided Whole Group Instruction, Individually, and Think-Pair-Share Product: Notes

  23. Reading Goal Standard: RI2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text Objective: Analyze the development of Elie Wiesel’s identity over the course of the text, including how it emerges and is shaped and refined by specific details Content: Character traits of Elie Wiesel Process: Guided Whole Group Instruction, Individually, and Think-Pair-Share Product: Notes

  24. Your goal is to cite strong and thorough textual evidence to support your analysis of what the text says explicitly and implicitly about Elie Wiesel

  25. Pages 1-9 • Journal Prompt: • Read • Pages 1-3 “into that time where question and answer would become one.” • Pages 3-6 “Thus the year 1943 passed by.” • Pages 6-9 “Then came the ghetto.”

  26. Reading Goal Standard: RI4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone. Objective: Determine the meaning of words as they are used in the book Night Content: Night vocabulary Process: Guided whole class instruction and individual work Product: Vocabulary Notebook (Frayer and Marzano), on line games, and http://onelook.com

  27. Introduce Vocabulary • Context Clues • Connotation • What does it look like? • Parts of Speech • Word Parts

  28. Nobody ever felt embarrassed by him. Nobody ever felt encumbered by his presence. He was a past master in the art of making himself insignificant, of seeming invisible (1). encumbered Adjective N LV Adj I was encumbered.

  29. Some of the prominentmembers of the community came to see my father--who had highly placed connections in the Hungarian police--to ask him what he thought of the situation (8). prominent Adjective N LV Adj His nose was prominent.

  30. CCSS Grade 9-10, RI1 and RI2 Notes

  31. Your goal is to cite strong and thorough textual evidence to support your analysis of what the text says explicitly and implicitly about Elie Wiesel

  32. Pages 9-20 • Journal Prompt: • Read pages • Pages 9-12 “They fled, silently, in all directions.” • Pages 12-15 “A hot summer sun.” • Pages 15-18 “Naturally, we refused to be separated.” • Pages 18-20 …end of chapter 1

  33. Reading Goal Standard: RI4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone. Objective: Determine the meaning of words as they are used in the book Night Content: Night vocabulary Process: Guided whole class instruction and individual work Product: Vocabulary Notebook (Frayer and Marzano), on line games, and http://onelook.com

  34. Introduce Vocabulary • Context Clues • Connotation • What does it look like? • Parts of Speech • Word Parts

  35. My father was telling them anecdotes and expounding his own views on the situation (10). anecdote Noun N AV N He reads anecdotes

  36. I've got a premonitionof evil," said my mother, "This afternoon I noticed some new faces in the ghetto--two German officers, from the Gestapo, I believe. Since we've been here, not a single officer has ever shown himself…(10) premonition Noun N LV ADJ The premonition was scary

  37. My father ran to right and left, exhausted, comforting friends, running to the Jewish Council to see if the edict had not been revoked in the meantime. To the very last moment, a germ of hope stayed alive in our hearts (13). edict Noun N AV N He announced the edict.

  38. We could hear the wheels churning out that monotonous rhythm of a train traveling through the night. We could begin to doze, to rest, to dream (23). monotonous Adjective N LV ADJ His voice is monotonous.

  39. CCSS Grade 9-10, RI1 and RI2 Notes

  40. Your goal is to cite strong and thorough textual evidence to support your analysis of what the text says explicitly and implicitly about Elie Wiesel

  41. Pages 21-26 • Journal Prompt: • Read pages • Pages 21-26…Chapter 2

  42. No vocabulary for this section

  43. CCSS Grade 9-10, RI1 and RI2 Notes

  44. Your goal is to cite strong and thorough textual evidence to support your analysis of what the text says explicitly and implicitly about Elie Wiesel

  45. Pages 27-35 • Read pages • Pages 27 – 29 The baton once again pointed to the left for him too. A weight was lifted from my heart.” • Pages 30 - 32 “Never.” • Pages 32 – 35 “Surely it was a dream”

  46. Reading Goal Standard: RI4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone. Objective: Determine the meaning of words as they are used in the book Night Content: Night vocabulary Process: Guided whole class instruction and individual work Product: Vocabulary Notebook (Frayer and Marzano), on line games, and http://onelook.com

  47. Introduce Vocabulary • Context Clues • Connotation • What does it look like? • Parts of Speech • Word Parts

  48. They had knives on them, and they tried to incite the others to throw themselves on the armed guards (29). incite Verb N AV N She incites a riot.

  49. How old are you?" he asked, in an attempt at a paternal tone of voice (29) paternal adjective N LV ADJ He is paternal.

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