Night by Elie Wiesel
Sections 7-9 and
Final Project
Introduction: English Language Arts: 9th Grade.
The unit is comprised of six 110 minute lessons (Block Schedule). Each lesson contains a grammar assignment, vocabulary lesson and additional activies to support the reading and assessments. Students will learn and identify the prevalent theme of “conflict” within the novel. Students will also create a post-reflection final project and present to the class. Scaffolding and real-world connection activities are included. I hope you enjoy!
“Night” by Elie Wiesel
A Matter of Life or Death
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To endure what is unendurable is true endurance.
~Japanese Proverb
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Learning Objectives
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The student will be able to... |
RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text RI.9-10.2: 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 |
RI.9-10.4: 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 |
RI.9-10.6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose RI.9-10.7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. |
L.9-10.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening L.9-10.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies |
SL.9-10.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest |
Week 1
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Lesson 1
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Lesson 1: Monday (110 minutes)
Day 1 Lesson Plan: “Night” Sections 7-9
Homework: Spend 20 minutes on Vocabulary.com; Sections 6-7 Mastery check on Wednesday; Journals* Due on Wednesday for Night
*Student journals are written in daily and include reflections, quotes, literary devices, connections and any other thoughts about reading
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Grammar Warm-Up
Copy down sentences and make the necessary grammar corrections. Check your corrections with your peer. Be prepared to share corrections with class!
1) When ethan brown peels a part his ready-to-eat veggetarian chicken strips the stringy strands mimic the moist meat of the real thing.
2) Thats the beauty. That’s absolutely everything said Brown, founder of beyond meat admiring the strands of fough chicken at a cafe near the companys’ Southern California headquarters.
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Grammar Warm-Up KEY
Compare your corrections with the key! How did you do?
1) When Ethan Brown peels apart his ready-to-eat vegetarian chicken strips, the stringy strands mimic the moist meat of the real thing.
2) “That’s the beauty. That’s absolutely everything,” said Brown, founder of Beyond Meat, admiring the strands of faux chicken at a cafe near the company’s Southern California headquarters.
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“Night” Section 7 Analysis Questions
Section 7 Analysis:
1. In the beginning of this chapter, Wiesel says that the “night was growing longer, never-ending” and that finally “a grayish light appeared on the horizon” (98). Why, do you suppose, he describes the daybreak light as grayish instead of yellow or golden?
2. How is the German worker who throws the first piece of bread similar to the French woman in Elie’s flash forward who throws coins to the “natives” in Aden? Are the German worker and the woman kind? Cruel? Explain your answer. (book pg. 100)
3. Explain how the father and son killed in the cattle-car next to Wiesel died. What message can you take away from this incident? (book pg. 101-102)
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“Night” Section 8 Analysis Questions
Section 8 Analysis:
4. Describe what happens that makes Wiesel feel ashamed of himself forever? (book pg. 106)
5. What test does Wiesel believe he has failed? Do you think he is morally the same as Rabbi Eliahu’s son? Explain your answer. (book pg. 107)
6. As Shlomo Wiesel is dying, he has information that he must tell his son. Between gasps for breath, what does he say? What does this show about Shlomo’s character? (book pg. 108)
7. What was Shlomo Wiesel’s final word? Why didn’t Wiesel weep when he realized his father had died? (book pg. 111-112)
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“Night” Section 9 Analysis Questions
Section 9 Analysis:
8. There’s a bit of irony involved in the final threat to Wiesel’s life at the end of the book. After liberation, Wiesel and the other freed men gorge themselves with food. What happens that forces Wiesel to spend two weeks fighting for his life in a hospital?
9. Write the final sentence of the chapter. Then, explain Wiesel’s purposeful mixing of the third-person pronoun “he” and the first-person pronoun “me” in that sentence. What point can be draw from this moment?
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Lesson 2
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Lesson 2: Wednesday (110 minutes)
Day 2 Lesson Plan: “Night” Sections 7-9
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Grammar Warm-Up
Copy down sentences and make the necessary grammar corrections. Check your corrections with your peer. Be prepared to share corrections with class!
3) Brown started out in the energy Industry to him mock meat is not only a much healthier alternative. It is also a way to reduce methane and other harmful gasses emitted by animals.
4) Some of these gases, are believed to cause climate change, the affect of those gasses could change whether pattern and nature.
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Grammar Warm-Up KEY
Compare your corrections with the key! How did you do?
3) Brown started out in the energy industry. To him, mock meat is not only a much healthier alternative, it is also a way to reduce methane and other harmful gases emitted by animals.
4) Some of these gases are believed to cause climate change. The effect of those gases could change weather patterns and nature. (NO COMMA AFTER GASES)
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Conflict Assignment
1- With your assigned student peer, view the PowerPoint Presentation on Conflict: https://docs.google.com/presentation/d/1tDaDpVG6op39pIcTLj5jRgznPMU_GtoBSBgPbfYmmEs/edit?usp=sharing
2- With your assigned student peer, define conflict and identify the six types of conflict and give a real world example.
3- For each of the six types of conflict, describe at least 2 scenes or quotes from the novel “Night” that match that conflict type. You must provide textual evidence.
***Example***
External Conflict: Person vs Person
Eliezer was whipped by Idek when Eliezer happened to him being intimate with a girl. Idek was angry and decided to teach Eliezer a lesson. (pg. 57)
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Week 2
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Lesson 3
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Lesson 3: Monday (110 minutes)
Day 3 Lesson Plan: Auschwitz Documentary
Homework: Journal entry: One full page of your impressions, thoughts, feelings, questions, connections to film “Auschwitz Death Camp” viewed today with Oprah and Elie Wiesel
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Grammar Warm-Up
Copy down sentences and make the necessary grammar corrections. Check your corrections with your peer. Be prepared to share corrections with class!
1) Globally up to, a 3rd of all food is spoiled, or lost before it can be ate.
2) America wasted about 62 Million Tons of food annually, this waste amounts to some 218 Million dollars.
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Grammar Warm-Up KEY
Compare your corrections with the key! How did you do?
1) Globally, up to a third of all food is spoiled or lost before it can be eaten. (no comma before “or”)
2) America wastes about 62 million tons of food annually. This waste amounts to some
218 million dollars.
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“Night” Section 7-9 Reading Quiz
1. While on the trains, Elie said, “We received no food. We lived on ________; it took the place of
bread” (100). Fill in the correct word for this quote.
a. Coffee b. Water c. snow d. mice
2. German laborers would throw __________ into the trains as a form of entertainment.
a. Bread b. Water c. sticks d. dirt
3. “Men were hurling themselves against each other, trampling, tearing at and mauling each other.
Beasts of prey unleashed, animal hate in their eyes” (101). What type of figurative language is
present in this example?
a. Simile b. Metaphor c. personification d. irony
4. True or False: A boy killed his father over a piece of bread.
a. True b. False
5. How many men started out in the train that Eliezer was on? How many were left when they
arrived at Buchenwald?
a. Ten thousand men started out. Five hundred were left. b. Three hundred started out. Fifty were left. c. Four thousand started out. Two thousand were left. d. One hundred men started out. Twelve were left.
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“Night” Section 7-9 Reading Quiz
6. Eliezer’s father got sick with
a. Dysentery b. Influenza c. cholera d. pneumonia
7. What happened to Eliezer’s father?
a. He survived. b. He died.
8. On which day did the American tank stand at the gates of Buchenwald to liberate the prisoners?
a. January 10, 1945 b. February 10, 1945 c. March 10, 1945 d. April 10, 1945
9. Eliezer disclosed that the prisoners’ first act as free men was about
a. Bread b. thanking God c. revenge d. family
10. At the very end of the novel Eliezer
a. found Tzipora b. began to write this book c. looked at himself in a mirror d. reunited with Moishe the beadle
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Lesson 4
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Lesson 4: Wednesday (110 minutes)
Day 4 Lesson Plan: “Remembering the Millions”
Homework: Finish “Remembering the Millions” Final Project. Be Prepared to share presentation next class period.
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“Remembering the Millions” Final Project
Here is a link to an example of a student’s final presentation:
https://docs.google.com/presentation/d/1CAom70j9QxOUbuJDKla5d1zsyEwv6Gg7GYgldTldni0/edit#slide=id.p
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Week 3
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Lesson 5
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Lesson 5: Monday (110 minutes)
Day 5 Lesson Plan: “Remembering the Millions” Student Presentations
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Lesson 6
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Lesson 6: Wednesday (110 minutes)
Day 6 Lesson Plan: Real-World Connections
I have no doubt that education is good for the soul, not only for the mind. I have no doubt that questions have their own magic, their own charm and their own immortality. I have no doubt that faith is only pure when it does not negate the faith of another. I have no doubt that evil can be fought and that indifference is no option. I have no doubt that fanaticism is dangerous. And of all the books in the world on life, I have no doubt that the life of one person weighs more than them all. -Elie Wiesel
Read more: http://www.oprah.com/omagazine/oprah-interviews-elie-wiesel/all#ixzz5ETILQFbj
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Scaffolding Lessons
ELL: Utilize the ESL Administrative Staff member to assist English Language Learners. In group projects and peer-pairs, place ELL students with peers fluent in both languages for support. Allow additional time for preparation and presentation of final project. Allow additional time for grammar warm-up assignments and reading assessments.
GATE: Consider a field trip to Holocaust Museum for additional insight and experiences. Have GATE students present on what they experienced.
SN: Be sure Special Needs students have access to lesson plans projected o the screen and shared with their computers. Allow additional time for preparation and presentation and presentation. Utilize Special Education staff for additional support.
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