Night

Pacing Guide

NightBackground 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

Answer Questions during film

48:28

Holocaust KWL Chart

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

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?

Jacket Exploration

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.

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?

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 traitsProcess: Guided whole group instruction and homeworkProduct: Identity Box

  5 4 3 2

Content 

Uses a diversity of media to accurately answer the question, “Who am I?”   CCSS - Speaking and Listening Standard 2

Uses a limited variety of media to answer the question, “Who am I?” Connection between media an d identity is sometimes difficult but not impossible to understand.

The use of media is limited and may not be diverse.Connection between media and identity may be unclear.

Media is singular or not used at all. There is a weak and possibly incomprehensible connection between media and identity.

Conventions There are no grammatical mistakes

There may be a few grammatical mistakes but are not distracting

Grammatical mistakes are distracting

Excessive grammatical errors.

Presentation The presentation is exceptionally attractive in design, layout, and neatness.

Effectively balances white space with visuals and text in a clean and neat manner.

Unorganized and somewhat messy.

Carelessly put together with little or no regard to neatness.

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

Identity Box

Identity Box

  5 4 3 2

Content 

Uses a diversity of media to accurately answer the question, “Who am I?”   CCSS - Speaking and Listening Standard 2

Uses a limited variety of media to answer the question, “Who am I?” Connection between media an d identity is sometimes difficult but not impossible to understand.

The use of media is limited and may not be diverse.Connection between media and identity may be unclear.

Media is singular or not used at all. There is a weak and possibly incomprehensible connection between media and identity.

Conventions There are no grammatical mistakes

There may be a few grammatical mistakes but are not distracting

Grammatical mistakes are distracting

Excessive grammatical errors.

Presentation The presentation is exceptionally attractive in design, layout, and neatness.

Effectively balances white space with visuals and text in a clean and neat manner.

Unorganized and somewhat messy.

Carelessly put together with little or no regard to neatness.

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

• Journal

• Read pages vii-xi

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 NightContent: Night vocabularyProcess: Guided whole class instruction and individual workProduct: Vocabulary Notebook (Frayer and Marzano), on line games, and http://onelook.com

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

Adjective

inconceivable

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)

N LV Adj

Her hunger is voracious

Adjective

nocturnal

Never shall I forget that nocturnal silence which deprived me, for all eternity, of the desire to live (ix).

N LV Adj

Bats are nocturnal

greedy

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).

Adjective

N LV Adj

Her hunger is voracious

Notes

CCSS Grade 9-10, RI1 and RI2

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: NovelProcess: Guided Whole Group Instruction, Individually, and Think-Pair-ShareProduct: Notes

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 textObjective: 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 detailsContent: Character traits of Elie WieselProcess: Guided Whole Group Instruction, Individually, and Think-Pair-ShareProduct: Notes

  5 4 3 2

Content 

Cites explicit and implicit evidence that communicates the characteristics of Elie Wiesel CCSS – Reading Information 1

Cites explicit evidence that communicates the characteristics of Elie Wiesel. An attempt is made to cite implicit evidence..

Cites explicit evidence that communicates the characteristics of Elie Wiesel. No attempt is made to cite implicit evidence.

Evidence is either not topical or is very limited.

Conventions Citations include page number and quotation marks when applicable.

Citations include page number and quotation marks when applicable.

Citations may not include page number and quotation marks are not always used when needed.

Citations do not include page numbers or quotation marks

Presentation The notes are organized by date and easy to read and access.

The notes are organized by date and may be a little difficult to read and access

Dates are intermittent and notes are difficult to read and access.

Dates are not used and notes are very difficult to read and access.

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

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.”

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 NightContent: Night vocabularyProcess: Guided whole class instruction and individual workProduct: Vocabulary Notebook (Frayer and Marzano), on line games, and http://onelook.com

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

Adjective

encumbered

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).

N LV Adj

I was encumbered.

Adjective

prominent

Some of the prominent members 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).

N LV AdjHis nose was prominent.

Notes

CCSS Grade 9-10, RI1 and RI2

  5 4 3 2

Content 

Cites explicit and implicit evidence that communicates the characteristics of Elie Wiesel CCSS – Reading Information 1

Cites explicit evidence that communicates the characteristics of Elie Wiesel. An attempt is made to cite implicit evidence..

Cites explicit evidence that communicates the characteristics of Elie Wiesel. No attempt is made to cite implicit evidence.

Evidence is either not topical or is very limited.

Conventions Citations include page number and quotation marks when applicable.

Citations include page number and quotation marks when applicable.

Citations may not include page number and quotation marks are not always used when needed.

Citations do not include page numbers or quotation marks

Presentation The notes are organized by date and easy to read and access.

The notes are organized by date and may be a little difficult to read and access

Dates are intermittent and notes are difficult to read and access.

Dates are not used and notes are very difficult to read and access.

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

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

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 NightContent: Night vocabularyProcess: Guided whole class instruction and individual workProduct: Vocabulary Notebook (Frayer and Marzano), on line games, and http://onelook.com

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

Noun

anecdote

My father was telling them anecdotes and expounding his own views on the situation (10).

N AV NHe reads anecdotes

Noun

premonition

I've got a premonition of 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)

N LV ADJThe premonition was scary

Noun

edict

N AV NHe announced the edict.

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).

Adjective

monotonous

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).

N LV ADJHis voice is monotonous.

Notes

CCSS Grade 9-10, RI1 and RI2

  5 4 3 2

Content 

Cites explicit and implicit evidence that communicates the characteristics of Elie Wiesel CCSS – Reading Information 1

Cites explicit evidence that communicates the characteristics of Elie Wiesel. An attempt is made to cite implicit evidence..

Cites explicit evidence that communicates the characteristics of Elie Wiesel. No attempt is made to cite implicit evidence.

Evidence is either not topical or is very limited.

Conventions Citations include page number and quotation marks when applicable.

Citations include page number and quotation marks when applicable.

Citations may not include page number and quotation marks are not always used when needed.

Citations do not include page numbers or quotation marks

Presentation The notes are organized by date and easy to read and access.

The notes are organized by date and may be a little difficult to read and access

Dates are intermittent and notes are difficult to read and access.

Dates are not used and notes are very difficult to read and access.

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

Pages 21-26

• Journal Prompt:• Read pages

– Pages 21-26…Chapter 2

• No vocabulary for this section

Notes

CCSS Grade 9-10, RI1 and RI2

  5 4 3 2

Content 

Cites explicit and implicit evidence that communicates the characteristics of Elie Wiesel CCSS – Reading Information 1

Cites explicit evidence that communicates the characteristics of Elie Wiesel. An attempt is made to cite implicit evidence..

Cites explicit evidence that communicates the characteristics of Elie Wiesel. No attempt is made to cite implicit evidence.

Evidence is either not topical or is very limited.

Conventions Citations include page number and quotation marks when applicable.

Citations include page number and quotation marks when applicable.

Citations may not include page number and quotation marks are not always used when needed.

Citations do not include page numbers or quotation marks

Presentation The notes are organized by date and easy to read and access.

The notes are organized by date and may be a little difficult to read and access

Dates are intermittent and notes are difficult to read and access.

Dates are not used and notes are very difficult to read and access.

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

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”

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 NightContent: Night vocabularyProcess: Guided whole class instruction and individual workProduct: Vocabulary Notebook (Frayer and Marzano), on line games, and http://onelook.com

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

Verb

incite

N AV NShe incites a riot.

They had knives on them, and they tried to incite the others to throw themselves on the armed guards (29).

adjective

paternal

N LV ADJHe is paternal.

How old are you?" he asked, in an attempt at a paternal tone of voice (29)

noun

crematory

N LV ADJThe crematory was hot.

Poor devils, you're going to the crematory.

He seemed to be telling the truth. Not far from us, flames were leaping up from a ditch, gigantic flames (30).

adjective

ultimate

N LV ADJCollege is ultimate.

In one ultimate moment of lucidity it seemed to me that we were damned souls wandering in the half-world, souls condemned to wander through space till the generations of man came to an end, seeking their redemption, seeking oblivion--without hope (34).

Notes

CCSS Grade 9-10, RI1 and RI2

  5 4 3 2

Content 

Cites explicit and implicit evidence that communicates the characteristics of Elie Wiesel CCSS – Reading Information 1

Cites explicit evidence that communicates the characteristics of Elie Wiesel. An attempt is made to cite implicit evidence..

Cites explicit evidence that communicates the characteristics of Elie Wiesel. No attempt is made to cite implicit evidence.

Evidence is either not topical or is very limited.

Conventions Citations include page number and quotation marks when applicable.

Citations include page number and quotation marks when applicable.

Citations may not include page number and quotation marks are not always used when needed.

Citations do not include page numbers or quotation marks

Presentation The notes are organized by date and easy to read and access.

The notes are organized by date and may be a little difficult to read and access

Dates are intermittent and notes are difficult to read and access.

Dates are not used and notes are very difficult to read and access.

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

Pages 35-49

• Read pages – Pages 35- 36 “A gypsy deportee was in charge of us.”– Pages 37- 38“Work is liberty!” Auschwitz.– Pages 38 – 40 “…and neighbors who had arrived in the last convoy.”– Pages 40 – 43 “The iron gate closed behind us.”– Pages 45 – 47 “He paid us about as much attention as a dealer might who

was just receiving a delivery of old rags.” - Pages 47 – 49 “…all those who were dreaming more about an extra plateful

than of liberty.”

– Take notes

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 NightContent: Night vocabularyProcess: Guided whole class instruction and individual workProduct: Vocabulary Notebook (Frayer and Marzano), on line games, and http://onelook.com

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

ration

noun

N LV ADJMy portion was very small.

I'll give you an extra ration of bread and margarine (46).

emigrate

verb

N AVThe people emigrate.

Their parents, like mine, had lacked the courage to wind up their affairs and emigrate while there was still time (48).

Notes

CCSS Grade 9-10, RI1 and RI2

  5 4 3 2

Content 

Cites explicit and implicit evidence that communicates the characteristics of Elie Wiesel CCSS – Reading Information 1

Cites explicit evidence that communicates the characteristics of Elie Wiesel. An attempt is made to cite implicit evidence..

Cites explicit evidence that communicates the characteristics of Elie Wiesel. No attempt is made to cite implicit evidence.

Evidence is either not topical or is very limited.

Conventions Citations include page number and quotation marks when applicable.

Citations include page number and quotation marks when applicable.

Citations may not include page number and quotation marks are not always used when needed.

Citations do not include page numbers or quotation marks

Presentation The notes are organized by date and easy to read and access.

The notes are organized by date and may be a little difficult to read and access

Dates are intermittent and notes are difficult to read and access.

Dates are not used and notes are very difficult to read and access.

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

Pages 49-62

• Read pages – Pages 49-50 “The stomach alone was aware of the passage of time.”– Pages 50-52 “That is what concentration camp life had made of me.”– Pages 52-54 “I had lost my crown for nothing”– Pages 54-56 “I nodded ceaselessly, as if my head had decided to say yes without ever

stopping.”– Pages 56-58 “In the afternoon we went cheerfully to clear away the ruins.”– Pages 58-60 “I remember that I found the soup excellent that evening.”– Pages 60- 62 “That night the soup tasted of corpses.”

– Take notes

• No vocabulary for this section

Notes

CCSS Grade 9-10, RI1 and RI2

  5 4 3 2

Content 

Cites explicit and implicit evidence that communicates the characteristics of Elie Wiesel CCSS – Reading Information 1

Cites explicit evidence that communicates the characteristics of Elie Wiesel. An attempt is made to cite implicit evidence..

Cites explicit evidence that communicates the characteristics of Elie Wiesel. No attempt is made to cite implicit evidence.

Evidence is either not topical or is very limited.

Conventions Citations include page number and quotation marks when applicable.

Citations include page number and quotation marks when applicable.

Citations may not include page number and quotation marks are not always used when needed.

Citations do not include page numbers or quotation marks

Presentation The notes are organized by date and easy to read and access.

The notes are organized by date and may be a little difficult to read and access

Dates are intermittent and notes are difficult to read and access.

Dates are not used and notes are very difficult to read and access.

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

Writing Assignment

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 textObjective: Using your notes, 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 detailsContent: notesProcess: Collaborative groupsProduct: STEALlab

STEAL (Speech, Thoughts, Effect on others, Actions, Looks)

Speech

Actions

Effect on others toward

the character

Thoughts

Notes

Looks

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. Complete the STEAL chart with specific examples from the text.

Label legal size paper with each STEAL category.

Individually or in pairs, using post-it notes, find specific examples in your notes for each STEAL category. Remember to include page numbers and quotation marks.

Writing Goal

Standard: 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.Objective: Using the STEAL notes, organize complex ideas, concepts, and information to make important connections to the identity topic. Content: STEAL notesProcess: Collaborative groupsProduct: 3 column organizer

Categories of Comparison

Early in book

Later in book

Explanation

Speech

Thoughts

Effect on others

Actions

Looks

Speech

Actions

Effect on others toward

the character

Thoughts

Notes

Looks

“Why do I pray?..Why do I live?” 2

“In the depths of my heart, I felt a great void” 66.

Elie seems to have lost his faith, his God.

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 textObjective: 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 detailsContent: 3 Column Graphic organizerProcess: IndividuallyProduct: Summary

Summary

• Using your STEAL notes, 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. Provide an objective summary of Elie Wiesel’s identity as it developed over the course of the text.

END

Notes

CCSS Grade 9-10, RI1 and RI3