Friday

 I would like to give you the first 20 minutes to work on study questions. Please reshare these with me.

Friday 12/5 Read "from Farewell to Manzanar"

Monday 12/8 Read "from Farewell to Manzanar"

Monday 12/9 - 12/12 Work on Projects

Monday 12/15 Work on Projects/Study for Final 

 

Night (pages 98-115)

1)    How does Elie feel after the death of his father?

2)    Why do the Germans decide to liquidate Buchenwald and evacuate the prisoners?

3)    What stops the final evacuation of the prisons from camp?

4)    What is the first act of the prisoners after the Americans begin to arrive?

5)    What stares back at Elie at the end of the novel?

Short Answer:

Minimum 4-5 sentences

Relate this chapter to the theme of fathers and sons.   

 

CONTENT/UNIT:    

NIGHT: Memory and Social Justice

Anchor Text:

Night – Elie Wiesel

Additional Texts:

“Nobel Prize Acceptance Speech” – Elie Wiesel

“Montgomery Boycott” – Coretta Scott King

“I Have A Dream” – Martin Luther King

From Farewell to Manzanar – Jeanne Wakatsuki Houston

Unit Learning goal: Students will determine the author’s purpose by citing specific evidence from the text and creating a project (video, PowerPoint, spoken word presentation with visual aids) that connects Night to other works that contain ideas of 1) social justice; 2) the use of memory as a force of change; 3) the Holocaust.

Scale/Rubric relating to learning goal:

4 – The student can determine the author’s purpose by citing specific evidence from the text and connect NIGHT to many works, fiction and nonfiction, that contain ideas of social justice, memory as a force of change, and the Holocaust.

3 – The student can determine author’s purpose and cite specific evidence from the text and connect NIGHT to another work – either fiction or nonfiction – by connecting one of the following ideas: social justice, memory as a force of change, and/or the Holocaust.

2 – With some direction/help from the teacher the student can determine author’s purpose and cite evidence from the text and connect NIGHT to another work – either fiction or nonfiction – by connecting one of the following ideas: social justice, memory as a force of change, and/or the Holocaust.

1 – Even with help from the teacher the student cannot determine author’s purpose and cite evidence from the text and connect NIGHT to another work – either fiction or nonfiction

Objectives (smaller chunks of overall goal) and suggested time periods

Students will be able to

1. Discuss the author’s purpose by connecting it with a major theme in Night
2. Discuss how Night uses elements of fiction to tell a story
3. Outline the plot
4. Discuss 2-3 motifs found in Night
5. Discuss the importance of various characters in the story and how their roles reinforced a major idea (theme)
6. Connect Night to the larger picture of the Holocaust
7. Connect Night to the larger picture of social injustice in the world
8. Discuss one major symbol in Night and analyze its meaning in connection with a main idea (theme) of the book
9. Briefly discuss the following questions:

·     What does it mean to be human?

·     Why do bad things happen to good people?

·     How does one man’s experience represent the experience of millions?

·     How does one overcome difficult situations?

·     How do perceptions of a situation make it more or less stressful?

·     How can feelings of sadness or anger affect one’s life?

·   

·     What events can suddenly change the course of a person’s life?

·  

·     How can hopelessness affect people’s lives?

·    

·     What is freedom?

·     What is the relationship between freedom and responsibility?

·     Is liberty and justice for all attainable?

·     How can an author’s personal experiences influence his/her work?

ESSENTIAL CONCEPTS:

Why do people choose to write memoirs?  What is the difference between a memoir and a novel?  How does a memoir utilize the techniques of fiction?  What is the purpose of Elie Wiesel’s memoir?   Why did he write it? 

NIGHT STUDY GUIDE

THEMES:

1.     FAMILY: At the beginning of the book, prisoners in the concentration camps hold on to their family members. The most important thing is to stay with your family members as long as possible. However, as the book progresses, a major conflict in the book arise: self-preservation vs. love and loyalty to family.

2.     FAITH: Throughout the book, Elie presents the Jewish faith during a time of extreme darkness. The things Elie witnesses as a child cannot, in his mind, be reconciled alongside the idea of God. Throughout the book, he “loses his faith”. Is man stronger than God?

3.     DECEPTION: Especially self-deception – is a powerful force in Night. Self-deception has two primary results: boosting morale and hope, but also deluding the Jews and leaving them vulnerable.

IDENTITY: In the beginning of Night, Eliezer identity is that of an innocent child, a student of Talmud, and a devout Jew. But the concentration camps experience strips him (and his fellow Jewish prisoners) of his identity. Eliezer’s identity upon entering the concentration camp is that of a child, a student of Talmud. What is his identity when he leaves?

Below is the rubric for your project on Night. You will have much of next week to work on this project - as long as you work. If not I will have us do something else in class.

 

NIGHT UNIT GOAL PRESENTATION RUBRIC:

	4	3	2	1
Author’s purpose	Student is able to determine the authors’ purpose of multiple texts (including Night) and relate them to social injustice, memory as a force of change, or the Holocaust	Student is able to determine the authors’ purpose in Night and one other text and relate it to social injustice, memory as a force of change, or the Holocaust	Student is able to determine the author’s purpose in only one text or may not be able to relate the purpose to social injustice, memory as a force of change, or the Holocaust	Student is unable to determine author’s purpose or connect it to social injustice, memory as a force of change, or the Holocaust
Textual evidence	Student use two or more apt textual citations to reinforce his/her point of view.  The evidence is analyzed and offers insight in to the question of social injustice, memory as a force of change or the Holocaust	Student uses at least two apt textual citations that reinforce his/her point of view.  The evidence may not be analyzed or the analysis doesn’t offer a great deal of depth	Student uses least that two textual citations, or the citations are either not exact or inaccurate.  There may not be any analysis of how the sources reinforce author’s purpose	No citations used
Deliver of Presentation	Presentation’s delivery is smooth with no “filler” words or sounds.  Volume and pacing are adequate.  No pronunciation or enunciation problems.	Presentation’s delivery for the most part is smooth and understandable.  There maybe a few “filler” words, pronunciation or enunciation problems.	Multiple problems with either “filler” words or sounds.  Pronunciation or enunciation issues.	Presentation is extremely hard to follow or student fails to do it.
Visual Aids	5 or more visual aids that reinforce the ideas of the presentation and connect with the theme of social injustice, memory as a force of change or the Holocaust.	3-4 visuals that for the most part reinforce the ideas of the presentation.	Less than 3 visual aids.  The visuals may not reinforce the ideas of the presentation.	No visual aids included in the presentation.