Teaching Lit Gram Vocab Assignment
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Transcript of Teaching Lit Gram Vocab Assignment
Anne Wolter
English Methods
Nov. 11, 2010
Teaching Literature, Vocabulary & Grammar Assignment:
TABLE OF CONTENTS
Item Pages
Rationale ……………………………………………1-6
Concept Map ………..………………………………7
Test ……………….…………………………………8-11
Completed Test ……………………………………..12-15
Differentiated Project ……………………………….16-17
Vocabulary Activity ………………………………...18
Grammar Quiz ………………………………………19-21
Completed Grammar Quiz ………………………….22-24
LFS Lesson Plan …………………………………….25-26
LFS Lesson Plan Handouts …………………………27-33
Test (Peer Reviewed) ……………………………….34-39
Annie Wolter
English Methods
November 11, 2010
Teaching Literature, Vocabulary & Grammar – Rationale
For this assignment, I chose to focus on Night by Elie Wiesel as my text. I had not yet
done a non-fiction piece, so this appealed to me. After reading the book, I thought about what I
considered the most important ideas that I would want my students to know, and that is where I
began with my test. These thoughts led me to my unit essential question and concepts as shown
on the concept map. To me, the “big idea” in this novel is how war changes the way people
behave and relate to each other. It draws lines through humanity; people have to make awful
choices in their fight for survival; and it often leads to a loss of faith. At first I did not think
“night” as the symbol and title of the book could be its own concept related to these topics. But I
was able to put it into the concept map after the Holocaust. Part of the reason this book is called
Night is because of the horrors faced by everyone. Night represents death, darkness, suffering,
and pain – all of which are related to the behavior and relationships between people (between
Nazis and Jews, for instance). So I made it a concept following the Holocaust Background
concept.
My test consists of three separate sections. The first is a matching section. I think it is
important that students know the major places and people in the text, and a matching section is
objective, so it doesn’t require as much thought as the later sections. In this way, I am trying to
build confidence in my students. I did, however, have two items that did not have a match in
order to challenge them a little. I allow them to use these two items in an extra credit section if
they want to try and gain some extra points, because I think extra credit boosts morale on a test.
The second section is short answer in which they must pick apart some quotes from the
book. When I read a book, quotes always jump out at me as significant to the whole text, and I
think students should be able to see the connections between what the author writes and how it
relates to the entirety of the novel. I provide them with six quotes and they may choose five.
The element of choice also gives students the opportunity to decide to drop the quote they are
least familiar with, and this helps with their confidence. I provide an example as well so that
they can see what I am asking them to do. Examples let students know that I’m not trying to
trick them – I want them to succeed, so I show them exactly how to do it. Each quote relates in
some way to the major concepts I wanted them to learn from the unit.
The final section is an essay portion in which I give them two questions and again allow
them to choose one. The point breakdown here was my most difficult to articulate. Basically, I
want them to answer the question (which can, theoretically, be done in just one sentence) and
then provide textual support for their answer, all within three paragraphs. Each paragraph in
which they provide textual support will be worth 10 points (for a total of 30 points), and the
answer itself is worth 10 points. It was difficult to figure out this breakdown, but answering the
essay myself made it a bit clearer what I was looking for. Hopefully this clarity came across in
my directions.
I spent the most time on the differentiated project portion of this assignment. I worked on
it and completed it prior to the class in which we discussed it, but realized after class that I hadn’t
really incorporated my concepts – I had instead a bunch of “cool” projects that didn’t really show
me that the students learned anything (except that they had to read the book in order to do the
projects). So, I regrouped and thought about my four concepts, trying to figure out a way to
incorporate them into a final project. I knew that I wanted to allow students some choice, and I
wanted to touch on some of the different “multiple intelligences” so that students might actually
enjoy completing this project.
Finally, I decided to list the four themes that the students should be familiar with by the
end of the unit when they receive this project. I assign the groups of four heterogeneously so
that there is a mix of abilities and no one is left out. I then allow the group to list their choices
of theme from 1st to 4
th choice. While I wanted to allow for some choice, I also want to receive a
variety of projects, so I don’t want every group to end up with the same theme while the other
three themes are neglected. I will review and try to give every group their first or second choice
if at all possible, while making sure each theme is represented. After looking at my project
assignment sheet, I would say it is differentiated by content, since each group will be working on
a different theme.
Coming up with a way to grade these projects was more difficult than I had anticipated. I
decided to grade them individually. I will review (based on the letter of contribution they each
give to me) what each student did with the projects (whether they helped with a different part of
each project or completed one of the projects individually) and they will receive a grade based on
their contribution to the project and presentation. I’m not sure this is the best way to do this, but
I personally do not agree with giving the entire group a single grade. I think this can easily cause
issues where one person ends up doing a lot of work themselves because they are more
concerned with the grade than the rest of the group members. So this is how I decided to grade
them individually, out of 100 total points. In my point breakdown, I decided that it was more
important that they see how each portion will be graded (where the 20 points is distributed),
without completing a table rubric in which I detail the different levels of grades they can get. I
think it is clear this way.
For the vocabulary, I decided on an activity I would do with the students to help them get
to know the words. My husband and I often play taboo, which is where I came up with the idea
for the vocabulary activity. The purpose is to have the students play a really fun game with
something that can be potentially very boring. It is a way for the students to get to know the
words, because in order to get the class to guess without saying the few “taboo” synonyms listed
or the sentence from the book, they need to understand the meaning of the word and how it can
be used in another sentence. This allows them to connect contextually to the words, something I
think is really important in helping them remember the vocabulary. Hopefully it is fun enough
for them to enjoy it as well, rather than focusing on the fact that it is a vocabulary lesson.
The grammar I struggled with quite a bit, and I wished I had chosen another grammar
rule! I decided to focus on the “grammar 1” rule about what sounds right. For the perfect tense,
it is tricky because there are times when the perfect tense OR the regular past tense would work
or “sound right.” So, in keeping that in mind, I used some quotes from the book and rewrote
them in a way that included some time clues. The time clues tend to give away which perfect
tense needs to be used. I also include a section at the end for them to write their own sentences
using the perfect tense, and I include an example paragraph so they can see what I’m asking. In
writing their own sentences, they can see what time clues they use for which tense, and I think it
helps to actually use the words in their own sentences to learn them.
Finally, my lesson plan focuses on the “night=darkness/death” concept on my unit map.
It was quite a different experience writing this lesson plan in LFS format, and I must say I didn’t
particularly enjoy it. I don’t like how structured it is, and the different wording (activating
strategy vs. motivation activity) tended to throw off my thinking. I’m not certain that I
completed it correctly, since I couldn’t seem to shake off the fact that it is not a “daily” lesson
plan but a “concept” lesson plan. It is difficult to plan in this way – I prefer thinking in terms of
time and day-to-day activities.
I have as my activating strategy a word cluster in which students will list words that come
to mind when they think of the word “night.” Then I have them find passages from the book – I
assign them page numbers by group – that have the word “night” in context. I want them to see
the scenes that occur when the word “night” comes into play in the novel and see if they can
come up with some new words associated with “night” besides what we had listed in the cluster.
I come back to the clustering activity with the word “Holocaust” because my goal is to get them
to see the connections between the two, so that they can understand why Wiesel decided to make
“night” the title of his story about the Holocaust. I figure two clusters side by side might be
helpful in this way. My biggest issue is getting them to see the connections between words that
aren’t the same, but may be similar in a symbolic way (for instance, death and dark are not the
same word, but dark can symbolize death). I’m not sure that I accomplish this by the end of my
lesson, and I am not sure what to do to bridge that gap. The assessment is a Venn Diagram for
the two words so that they might be able to see the connections, and share their words with the
class so we can come up with a master list of related words. The exit ticket they fill out should
show that they learned why Wiesel used the word “night” as the title for his book, and is also the
summarizing strategy.
The only part I didn’t know how to incorporate was the previewing vocabulary. It was
not clear to me whether that part needs to be listed in the “teaching activities” section. My
confusion stems from the fact that this is not a “timed” lesson, but it is still a sequential lesson
(i.e., I still list how I plan on carrying it out in order of activities). In that case, I wasn’t sure
where to place the vocabulary activity without it seeming out of place, so I listed it first in the
teaching activities. I decided to do an “acrostic” where the students get in groups, groups get a
word, and they have to come up with synonyms for the words or phrases that accurately express
the word’s meaning.
It was really helpful planning this big of a project around one book. It opened my eyes
as to the detail that must go into just a single novel (and a short one at that)! I think doing this
project is really going to help me when I start my unit portfolio because I can see now how
everything connects. My biggest struggle was doing this in LFS format, working my concepts
into the differentiated project and test, and dealing with the grading of these elements. In the
end, though, I feel even more excited to become a teacher and put all I’ve learned into practice!
My reflective questions from this activity are as follows:
1. In the lesson, was I able to convey the symbolism of the word “night” effectively? If
not, what could I do differently to make sure they see the connection?
2. Is my vocabulary activity going to help them learn the words, or will it end up being
just “fun” but a waste of teaching time?
3. In what other ways could I have taught the perfect tense? Is there another way,
besides time clues, to really help them understand when to use the perfect tense?
4. Did my major concepts come through in the differentiated projects and test?
5. Are my projects differentiated enough, and do they allow students to explore their
different abilities while still showing me they understand the major themes?
6. Is the way I chose to grade them clear – can they visualize what a “good one” looks
like from my grading information?
Harrisburg School District
Optional
Instructional Tools:
Name:
Topic:
Grade:
Dates:
Unit Essential Question(s):
Anne Wolter
Elie Wiesel’s Night
9
2 weeks
To understand the Holocaust in
terms of the effect it had on
people’s faith, relationships, and
behavior.
How does war affect human
relationships and behaviors? PowerPoint, graphic
organizers, vocabulary
games, exit ticket, test, final
project
Concept: Concept: Concept: Concept:
Holocaust/WWII Night=death/darkness/loss Relationships with Others Relationships with God/Faith
Lesson Essential Questions:
Lesson Essential Questions:
Lesson Essential Question
Lesson Essential Questions:
Why is the Holocaust
considered one of the
darkest times in history?
In what ways is the single
word “night” an
appropriate title for a
novel about the
Holocaust?
In what ways does the
need/desire to survive
change how humans
relate to one another?
What are the effects of war
on a person’s faith and belief
in God?
Vocabulary: Vocabulary: Vocabulary: Vocabulary:
Prejudice
Liberated
Dehumanize
Refuge
Ghetto
Oppression
Inhumane
Immoral
Nocturnal
Abominable
Desperation
Indifference
Aggressor
Famished
Ration
Mysticism
Atonement
Pious/Piety
Sanctity
Apathy
Pennsylvania Standards:
1.1.8 B, C, D, F, G; 1.2.8 A, B, C; 1.3.8 A, B, C, F; 1.4.8 A, B; 1.5.8 A, B, G; 1.6.8 A, B, C, D, E, F
Key Standards/Learning:
Decision One: Student Learning Map
English 9
Night Unit Test
Part I – Matching – 20 points (2 points each)
Match the item in the box with the descriptor below by placing the appropriate letter in
the space provided. Two items from the box will not be used. No item will be used more
than once.
1. _____ is the town where the narrator is from
2. _____ is the 1st camp where the narrator is separated from his mother and sisters
3. _____ thinks there is a fire before anyone else can see it
4. _____ is a Kapo
5. _____ plays the violin
6. _____ is where roll call takes place in the labor camp
7. _____ is a relative of the narrator’s who inquires about his family
8. _____ is the way that the narrator was identified in the labor camp
9. _____ is the boy who was hanged in the gallows
10. _____ is where the narrator was freed at the end of the novel
Extra credit option – 10 points (5 points each)
Take the two items from the box from the above section that you did not use, and write
one sentence describing the item in relation to the novel (as above). *Note – you must
have the correct leftover word(s) to get the extra credit!
1._______________________________ is_____________________________________
_______________________________________________________________________.
2. _______________________________ is ____________________________________
_______________________________________________________________________.
A. Stein E. Moishe the Beadle I. Idek
B. Sighet F. Juliek J. Madame Schacter
C. A-7713 G. Birkenau K. Buchenwald
D. Appelplatz H. Pipel L. Dr. Mengele
Part II – Short Answer Quotations – 40 points (8 points each)
Choose five out of six of the following quotations, and please indicate, in one sentence,
what was happening in the story when the quote appeared (2 points) and in at least two
sentences, explain why it is significant (6 points). An example is provided below.
Example: “I was the accuser, God the accused. My eyes had opened and I was alone,
terribly alone in a world without God, without man. Without love or mercy.” The narrator, Elie Wiesel, thought these words during Rosh Hashanah while he was staying in the
concentration camp and the others were praying. It is significant because Elie was a big believer
in God at the beginning of the book, before he was sent to a concentration camp. It shows his
change from a man of faith to a man who no longer believed because of his terrible experiences.
1. “‟Men to the left! Women to the right!‟ Eight words spoken quietly, indifferently,
without emotion. Eight simple, short words.”
2. “I have more faith in Hitler than in anyone else. He alone has kept his promises, all
his promises, to the Jewish people.”
3. “Meir, my little Meir! Don‟t you recognize me…You‟re killing your father…I have
bread…for you too…for you too…”
4. “The last night at home, the last night in the ghetto, the last night in the cattle car,
and, now, the last night in Buna. How much longer would our lives be lived from
one „last night‟ to the next?”
5. “Never shall I forget those moments that murdered my God and my soul and turned
my dreams to ashes.”
6. “He was lost in thought. The choice was in our hands. For once. We could decide
our fate for ourselves.”
Part III – Essay – 40 points
10 points for answering the question
30 points for textual support of your answer
Choose one of the following two questions. On a separate piece of paper, write at least
three paragraphs of four sentences each answering the question. Be sure to pull evidence
from the text to support your answer. Introduction and conclusion paragraphs are not
required.
1. How does the narrator’s relationship with his father change throughout the course
of the novel? Discuss, citing specific examples from the text to support your
answer.
2. Why did the author decided to name this book Night? Discuss, citing specific
examples from the text to support your answer.
English 9
Night Unit Test
Part I – Matching – 20 points (2 points each)
Match the item in the box with the descriptor below by placing the appropriate letter in
the space provided. Two items from the box will not be used. No item will be used more
than once.
1. B is the town where the narrator is from
2. G is the 1st camp where the narrator is separated from his mother and sisters
3. J thinks there is a fire before anyone else can see it
4. I is a Kapo
5. F plays the violin
6. D is where roll call takes place in the labor camp
7. A is a relative of the narrator‟s who inquires about his family
8. C is the way that the narrator was identified in the labor camp
9. H is the boy who was hanged in the gallows
10. K is where the narrator was freed at the end of the novel
Extra credit option – 10 points (5 points each)
Take the two items from the box from the above section that you did not use, and write
one sentence describing the item in relation to the novel (as above). *Note – you must
have the correct leftover word(s) to get the extra credit!
1. Dr. Mengele is _the SS Officer who makes the selection of which men live or die
based on whether they will be useful workers.
2. Blockälteste is the German Jew in charge of the Jewish men in their respective blocks
throughout the different concentration camps.
A. Stein E. Blockälteste I. Idek
B. Sighet F. Juliek J. Mrs. Schächter
C. A-7713 G. Birkenau K. Buchenwald
D. Appelplatz H. Pipel L. Dr. Mengele
Part II – Short Answer Quotations – 40 points (8 points each)
Choose five out of six of the following quotations, and please indicate, in one sentence,
what was happening in the story when the quote appeared (2 points) and in at least two
sentences, explain why it is significant (6 points). An example is provided below.
Example: “I was the accuser, God the accused. My eyes had opened and I was alone,
terribly alone in a world without God, without man. Without love or mercy.” The narrator, Elie Wiesel, thought these words during Rosh Hashanah while he was staying in the
concentration camp and the others were praying. It is significant because Elie was a big believer
in God at the beginning of the book, before he was sent to a concentration camp. It shows his
change from a man of faith to a man who no longer believed because of his terrible experiences.
1. “‟Men to the left! Women to the right!‟ Eight words spoken quietly, indifferently,
without emotion. Eight simple, short words.”
These words were spoken when Elie and his family arrived at the first camp Birkenau,
when he was separated from his mother and sisters. It is significant because it is the
beginning of the terrible suffering that many people were to endure in the way of
separation from loved ones. It also shows the indifference and inhumanity shown by the
SS officers, who separated families like one might separate animals.
2. “I have more faith in Hitler than in anyone else. He alone has kept his promises, all
his promises, to the Jewish people.”
These words were spoken when Elie was in the hospital with his injured foot and there
was talk of liberation in the camps, but this fellow hospital inmate did not believe them.
It is significant because like so many people in this book, this man had lost his faith in
everything except his oppressor. It shows that when surrounded by death, violence, and
tragedy, it is difficult to keep faith and hope.
3. “Meir, my little Meir! Don‟t you recognize me…You‟re killing your father…I have
bread…for you too…for you too…”
These words were spoken when a piece of bread was tossed on the wagon and Elie
witnessed the starved inmates fight desperately for it, with the son killing his father for it
and then is himself killed over it. It is significant because it shows how desperate men
can become to survive, that they are willing to kill others in order to save themselves. It
is also significant because Elie is starting to have thoughts about leaving his father behind
in order to ensure his own survival, and this display is about a son sacrificing his own
father to save himself.
4. “The last night at home, the last night in the ghetto, the last night in the cattle car,
and, now, the last night in Buna. How much longer would our lives be lived from
one „last night‟ to the next?”
This quote is from the night before the journey in which Elie‟s father dies, when the
camp at Buna is evacuated because of the coming of the Russians to liberate them. It is
significant because the worst suffering occurs at night throughout the narrative, and each
last night represents the coming of a terrible tragedy. Night represents death, and with
each “last night,” Elie has witnessed the death of someone or something that was once
important to him.
5. “Never shall I forget those moments that murdered my God and my soul and turned
my dreams to ashes.”
This quote appears after the first night at the concentration camp, when Elie and his
father escaped the crematorium/selection. It is significant because this is the moment that
Elie first loses faith, something that was of utmost importance to him at the beginning of
the novel. It shows a loss of innocence that he never regains once he begins to witness
the horrors of the Holocaust.
6. “He was lost in thought. The choice was in our hands. For once. We could decide
our fate for ourselves.”
The narrator writes these words when they are given a choice to stay in the infirmary in
Buna or be evacuated. It is significant because up to this point, they had been treated like
animals and were stripped of their free will, and so this ability to choose is the first
freedom they were given. It is also significant because at this point, they do make a
decision – to leave Buna – only to find out later that those who stayed were liberated,
while his father and many others who were evacuated end up dead.
1st sentence
answers the
question.
(10 points)
Separation,
selections,
characters
referenced
(10 points)
“never
forget”
textual
reference
(10 points)
“last night”
references
(10 points)
1st sentence
answers the
question
(10 points)
Specific
characters
referenced.
(10 points)
Selection,
beatings,
characters
referenced
(10 points)
Specific scenes,
father‟s death
referenced (10
points)
Part III – Essay – 40 points
Choose one of the following two questions. On a separate piece of paper, write at least
three paragraphs of four sentences each answering the question. Your first sentence
should specifically answer the question (10 points). Each of the three paragraphs should
cite evidence from the text to support your answer (10 points per paragraph that uses
textual support). Introduction and conclusion paragraphs are not required.
1. How does the narrator‟s relationship with his father change throughout the course of the
novel? Discuss, citing specific examples from the text to support your answer.
While Elie starts out clinging to his father, by the end of the novel, he is glad to free of
the burden so that he can focus on his own survival. Upon arrival at the first camp, Elie and his
father are separated from his mother and sisters. This separation leaves Elie desperate to hold onto
the only family he has left: his father. As initial selections are made, Elie and his father are
relieved when they are both spared. At this point, they begin to lean on each other in order to
survive.
As their time in the concentration camp goes on, Elie starts to notice some changes in
himself and his father. He sees his father aging and begins to fear his ability to pass selections.
When Elie is being beaten, he says he feels bad for his father having to watch it. But when his
father is being beaten by Idek in one of the factories, Elie finds he is mad at his father for not
being able to avoid the beating.
Finally, on the last leg of the journey, Elie sees a son abandon his father to be rid of the
burden of caring for him. He witnesses a son kill his own father for a few crumbs of bread. When
Elie‟s own father becomes sick with dysentery, he is told to look out for himself and eat his
father‟s rations, since his father will likely not make it. When his father does die, he feels a weight
lifted, and feels terribly guilty for thinking “free at last.”
2. Why is the title of the book Night significant? Discuss, citing specific examples from the
text to support your answer.
The word „night‟ represents death, darkness, and loss of faith, which makes it an
appropriate title for a book about the Holocaust. Throughout the novel, Elie references the various
„last nights‟ he spends in different places, each of which precedes a loss of some kind. After his
last night in Sighet, he loses his home and his life as he knows it. After the last night in the ghetto,
he loses his freedom. After the last night in the cattle car, he loses his mother and sisters. And
after the last night in Buna, he loses his father.
The Holocaust was one of the darkest events in history, so what better way to represent a
novel on the Holocaust than to call it Night? On his first night, Elie states that he will never forget
that night which became like one long night, and then he references the many horrors he witnessed
while in the concentration camps. Jews were starved, beaten, and shot to death. They were
separated from family members or forced to watch loved ones slowly die. They were forced to
travel in herds like cattle in the most brutal weather conditions. Children were hanged and burned
in crematoriums along.
Additionally, it is nearly impossible to believe that God could possibly exist amidst such
horror. Elie, who started out in the novel as a firm believer in God, loses faith quickly when he
sees what God allows to happen to His people. He doesn‟t just lose faith; he loses hope, as do
many of even the most religious men in the novel like Moishe the Beadle & Akiba Drumer. The
title Night represents all of the darkness, the death, and the loss/pain/suffering Jews experiences
throughout the novel and the Holocaust.
FINAL PROJECT FOR NIGHT
For this project, you will be assigned to a group of four.
As a group, you will list your choices of themes in order from 1st choice to 4
th
choice on an index card and hand it in to me. I will let you know by tomorrow
which theme you receive (I will try to give everyone their 1st or 2
nd choice!)
Your group will complete the four projects listed beneath the box based on the
theme you choose.
It doesn’t matter to me how you distribute the work as long as every person
contributes.**
In addition to the projects, each person will submit to me a one page, double
spaced (12 point Times New Roman) paper in which you detail your contribution
to the project/group. This will be a part of your presentation grade.
As a group you will choose ONE of the four projects to present to the class in any
way you wish. Be sure that every group member spends a few moments talking
about the project. Presentations should be 7-10 minutes in length.
#1 Holocaust/Prejudice #2 Night #3 Relationships #4 Loss of Faith
1. Create a newspaper with at least three sections (front page must be one of these
sections and you may choose the other two sections) in which you depict different
scenes about the chosen theme. Include visuals like a real newspaper does.
20 points
2. Write a poem or song. Include with this poem/song a cover page (think CD
cover) using some visuals to represent the images from your poem/song.
20 points
3. Pretend you are the anchor of a news show and film a 15 minute news segment
where you describe at least five scenes (3 minutes for each scene!) like a news
anchor would. (I can get you access to a camera if you don’t have one!)
20 points
4. Create a poster-size collage using only visuals (you may draw or use
magazine/Internet pictures) in which you represent one of the major themes listed.
Include a one paragraph caption in which you explain your visual choices.
20 points
**Note: It would be beneficial to consider individual strengths and abilities when choosing how to divide up the project!
GRADING INFORMATION
Each part of the project is worth 20 points, and the presentation is worth 20 points, for a
total of 100 points.
EACH GROUP MEMBER WILL RECEIVE AN INDIVIDUAL GRADE BASED
ON THE COMPLETION OF THE PROJECTS AND YOUR INDIVIDUAL
CONTRIBUTION! Following is a point breakdown by project.
20 point breakdown by project: Newspaper – 20 points
o Scenes from Night are depicted according to chosen theme (10 pts.)
o Is a finished product, meaning it is polished and effort is evident (5 pts.)
o Includes three sections & visuals as stated in the instructions (4 pts.)
o Contains few, if any, grammatical/spelling/usage errors (1 pt.)
Poem/Song & cover – 20 points
o Contains imagery and ideas from Night as related to the chosen theme (10 pts.)
o Is a finished product, meaning it is polished and effort is evident (5 pts.)
o In form of a poem/song and has visual cover as stated in the instructions (4 pts.)
o Contains few, if any, grammatical/spelling/usage errors (1 pt.)
News Anchor Film – 20 points
o Contains scenes from Night clearly connected to the chosen theme (10 pts.)
o Is a finished product, meaning it is polished and effort is evident (5 pts.)
o Has five scenes and meets time requirements as stated in the instructions (4 pts.)
o Contains few, if any, grammatical/spelling/usage errors (1 pt.)
Collage – 20 points o Chosen theme from Night is clear in the collage & caption paragraph (10 pts.)
o Is a finished product, meaning it is polished and effort is evident (5 pts.)
o Has visuals and paragraph caption as stated in the instructions (4 pts.)
o Contains few, if any, grammatical/spelling/usage errors (1 pt.)
Presentation – 20 points o Every member speaks briefly about the project (5 pts.)
o Every member is clearly prepared for their part of the presentation (5 pts.)
o Every member turns in a contribution paper that meets guidelines (5 pts.)
o Presentation is 7-10 minutes in length as stated in the instructions (5 pts.)
Vocabulary Activity:
Don’t Say That Word!
Students receive a list of words with sentences that use the word in context from the
novel. Then, students pick a partner to work with on the vocabulary.
Give each pair one of the vocabulary words on an index card, plus three synonyms for the
word. On the back of the index card for their reference is the definition and a sentence
from the novel that uses that word in context.
Pairs have to think of ways to get the other people in the class to guess the word without
stating the definition, the sentence, or any of the three synonyms. Each pair has 2 min.
per word to try and get the class to guess. The rest of the class uses the word list they
were provided to try and guess, from the clues provided by the pair, what the word is.
FRONT BACK
Example of what they could come up with to get the class to guess: “When I
play Doom, I’m trying to _________ all the monsters” OR “My dad uses bug
spray to ______ all the spiders from our house.”
Afterwards, the pair will read out the definition and the sentence for the class. Then the
next pair goes, and so on.
20 Word Vocabulary List from Night
1. Aggressor
2. Apathy
3. Prejudice
4. Refuge
5. Reprieve
6. Oppression
7. Inhumane
8. Immoral
9. Nocturnal
10. Abominable
11. Desperation
12. Indifference
13. Famished
14. Ration
15. Mysticism
16. Atonement
17. Pious
18. Sanctity
19. Annihilate
20. Innumerable
ANNIHILATE
DESTROY
ELIMINATE
EXTERMINATE
ANNIHILATE Definition: destroy completely; exterminate
Sentence: “Hitler has made it clear that he
will annihilate all Jews before the clock
strikes twelve."” (Wiesel, 98).
Quiz on Perfect Tenses
Section I – 2 points each (20 points)
Read the sentences below. In the blank(s) beneath each sentence, write either “correct” if
you think the underlined portion is correct as it is, or write in the correct auxiliary verb
(have, has, had, will have).
Example:
It was as if Juliek's soul will have become the bow. ______had________
1. "The look in his eyes, as they stared into mine, will have never left me."
__________________
2. “And, in the depths of my being, in the recesses of my weakened conscience,
could I have searched it, I might perhaps had found something like-free at last!"
__________________ _____________________
3. "I probably brought him more satisfaction than I will have done during my whole
childhood."
__________________
4. "Long since, we has exceeded the limits of fatigue.
__________________
5. “We were the masters of nature, the masters of the world. We will have
transcended everything--death, fatigue, our natural needs.”
__________________
6. "I had got more faith in Hitler than in anyone else. He's the only one who has kept
his promises, all his promises, to the Jewish people."
__________________ ____________________
7. "He must had suffered more than I did."
__________________
8. "Never shall I forget that night...which will have turned my life into one long
night, seven times cursed and seven times sealed."
__________________
9. “I too had become a completely different person.”
__________________
10. “A dark flame will have entered my soul and devoured it.”
__________________
Section II – 6 points each (48 points)
Using the time clues given, change the underlined verbs in the following sentences to
past perfect, present perfect, or future perfect tense. Conjugate the verb, if needed, to
make it work.
Example:
Bread, soup – up until now these were my whole life. ___had been___
1. Before that night, the soup tasted of corpses. ___________________
2. By tomorrow, I pray to the God within me that He will give me the strength to ask
Him the right questions. ____________________
3. To this day, I swore never to be silent whenever and wherever human beings
endure suffering and humiliation. ________________________
4. Over time, he explained to me with great insistence that every question possessed
a power that did not lie in the answer. _______________________
5. When it is all over, they committed the greatest indignity human beings can inflict
on one another: telling people who have suffered excruciating pain and loss that
their pain and loss were illusions. _________________________
6. I did not forget Juliek as of yet. How could I forget this concert given before an
audience of the dead and dying? ________________________
7. When they remove his body, he remained hanging for half an hour.
_________________________
8. At that point, how could I say to Him: Blessed be Thou, Almighty, Master of the
Universe? _________________________
Section III – 8 points each (32 points)
Write four sentences of your own that use the perfect tense. They can be four separate
sentences or one four-sentence paragraph, but be sure to use the perfect tense in each
sentence. You must use at least two different perfect tense words (will have, have, has,
had) followed by the correct form of the verb. These sentences may be about anything!
Example: I have been looking1 forward to our visit to the amusement park for
three weeks now. I had planned2 to check the statistics on the safety of the roller
coaster ride but I never got to it. After this visit, I will have ridden3 a roller coaster
ten times in my life! It has been4 a long wait, but I’m glad it is almost over!
1.______________________________________________________________________.
2.______________________________________________________________________.
3.______________________________________________________________________.
4.______________________________________________________________________.
Quiz on Perfect Tenses
Section I – 2 points each (20 points)
Read the sentences below. In the blank(s) beneath each sentence, write either “correct” if
you think the underlined portion is correct as it is, or write in the correct auxiliary verb
(have, has, had, will have).
Example:
It was as if Juliek's soul will have become the bow. ______had________
1. "The look in his eyes, as they stared into mine, will have never left me."
____has______
2. “And, in the depths of my being, in the recesses of my weakened conscience,
could I have searched it, I might perhaps had found something like-free at last!"
________correct____ _______have______
3. "I probably brought him more satisfaction than I will have done during my whole
childhood."
_________had______
4. "Long since, we has exceeded the limits of fatigue.
______had_________
5. “We were the masters of nature, the masters of the world. We will have
transcended everything--death, fatigue, our natural needs.”
_______had________
6. "I had got more faith in Hitler than in anyone else. He's the only one who has kept
his promises, all his promises, to the Jewish people."
__________have_____ _______correct_______
7. "He must had suffered more than I did."
_______have________
8. "My eyes has opened and I was alone, terribly alone in a world without God,
without man.
________had________
9. “They must had taken him away before daybreak and taken him to the
crematorium.”
________have_______
10. “The night will have passed completely. The morning star shone in the sky.”
_______had_________
Section II – 6 points each (48 points)
Using the time clues given, change the underlined verbs in the following sentences to
past perfect, present perfect, or future perfect tense. Conjugate the verb, if needed, to
make it work.
Example:
Bread, soup – up until now these were my whole life. ___had been___
1. Before that night, the soup tasted of corpses. __had tasted___
2. By tomorrow, I pray to the God within me that He will give me the strength to ask
Him the right questions. ___will have prayed____
3. To this day, I swore never to be silent whenever and wherever human beings
endure suffering and humiliation. ____have sworn______
4. Over time, he explained to me with great insistence that every question possessed
a power that does not lie in the answer. ______has explained_____
5. When it is all over, they committed the greatest indignity human beings can inflict
on one another: telling people who have suffered excruciating pain and loss that
their pain and loss were illusions. _____will have committed_______
6. I did not forget Juliek as of yet. How could I forget this concert given before an
audience of the dead and dying? _____have not forgotten_____
7. When they remove his body, he remained hanging for half an hour.
_____will have remained_____
8. At that point, how could I say to Him: Blessed be Thou, Almighty, Master of the
Universe? ______have said______
Section III – 8 points each (32 points)
Write four sentences of your own that use the perfect tense. They can be four separate
sentences or one four-sentence paragraph, but be sure to use the perfect tense in each
sentence. You must use all four different perfect tense words (will have, have, has, had)
followed by the correct form of the verb. These sentences may be about anything!
Example: I have been looking1 forward to our visit to the amusement park for
three weeks now. I had planned2 to check the statistics on the safety of the roller
coaster ride but I never got to it. After this visit, I will have ridden3 a roller coaster
ten times in my life! It has been4 a long wait, but I’m glad it is almost over!
1. Derek and I have been planning this trip for a really long time.__________________
2. Once it is all over, I will have driven to Canada three times to see my relatives._____
3. It has been four years since the last time I visited Canada. ______________________
4. Before my parents told us we were moving, I had hoped to live in Canada forever!__
Learning Focused Schools Lesson Plan Teacher Mrs. Anne Wolter Course English 9 Unit Elie Wiesel’s Night Lesson Date(s) November 11, 2010 Lesson Title Night = death/darkness Type of Lesson _X_ Acquisition __ Refining/Extending __ Mastery/Application
Essential Question
In what ways is the single word “night” an appropriate title for a novel about the Holocaust?
Standard/Assessment Anchor
1. PA Standards: 1.1.8 B, D; 1.3.8 A, B, C, F; 1.6.8 A-E 2. Test Question – Quote #4, Essay #1; Project Theme Choice #2 3. Objective: SWBAT complete a graphic organizer in which they relate
the Holocaust to the word “night.” SWBAT complete an exit ticket in which they tell me why they think Wiesel named the book Night
Activating Strategy
Word cluster for the word “night”
Previewing (Key Vocab)
Vocabulary Acrostic Poem – Immoral, Inhuman, Oppression, Nocturnal, Abominable
Teaching Strategies (Activities)
1. Students will be grouped together and each group is given a vocabulary word. Based on a definition & contextual sentence, they will create an acrostic poem for the word and share it with the class.
2. Students will start on their word cluster for “night.” Students draw a circle on their page and write the word “night” in the center. Have them write at least 3 words that they associate with word “night.” Then, as a class, we share their ideas and make a big web on the board.
3. Groups of four are assigned a section of the book Night. They must go through and mark passages on the graphic organizer provided. I will model one example for them. They will look for passages that contain the word “night.” (see graphic organizer for more detailed instructions)
4. Each group presents their graphic organizer for their particular section of the book. As a class, we add to our word cluster any new words that may have come up from the passages.
5. Ask students to review the information they have about the Holocaust from the previous lesson. Next to their “night” cluster, have them start a new cluster with the word “Holocaust” in the center circle. Ask the students to take a few minutes and come up with three words that they think represent the Holocaust, and write them in their cluster. Then, as a class, we make a big cluster on the board for Holocaust.
6. Ask the students to go back to their passages they marked, and see if any of the words from the Holocaust cluster appear or are implied. Again, share their findings with the class.
7. In groups, students will try to find related words in the clusters (see GO #2). As a class, we will compile a master list of related words on the board.
Summarizing Strategy
Students will complete an exit ticket in which they tell me in three sentences why they think Wiesel used the word “night” as his title.
Resources/ Materials
Graphic organizers, Copies of Night, Exit Ticket
Assignment
1. PA Standards: 1.1.8 B, D; 1.3.8 A, B, C, F; 1.6.8 A-E 2. Test Question – Quote #4, Essay #1; Project Theme Choice #2 3. Objective: SWBAT complete a graphic organizer in which they relate
the Holocaust to the word “night.” SWBAT complete an exit ticket in which they tell me why they think Wiesel named the book Night
Assessment
1. PA Standards: 1.1.8 B, D; 1.3.8 A, B, C, F; 1.6.8 A-E 2. Test Question – Quote #4, Essay #1; Project Theme Choice #2 3. Objective: SWBAT complete a graphic organizer in which they relate
the Holocaust to the word “night.” SWBAT complete an exit ticket in which they tell me why they think Wiesel named the book Night
Delivery Strategies & Prompts Assessments
__ Direct Instruction __ Numbered Pairs __ Pairs Checking __ Think-Pair-Share __ Cues/Questions (High Level) __ Guided Practice __ Graphic Organizer __ Independent Practice __ Laboratory Activity __ Teacher Demonstration __ Vocabulary Building __ Whole Group Discussion __ Technology Integration __ Lecture __ Review __ Other
__ Authentic Performance __ Class Participation __ Classwork __ Project __ Laboratory __ Summarizing Strategy/Activity (Exit ticket) __ Oral Presentation __ Self Assessment __ Teacher Observation __ Homework __ Quiz __ Test __ Other
Last Revised __________
Example of a Vocabulary Acrostic
NIGHT
Moon
Dark
Late
Sleep
Quiet Scary
Black
Gloomy
Cold
HOLOCAUST
Prejudice
Dark
Jews
Nazis
Ghettos Concentration
Camps
Black Smoke
Cold
Death
[TEACHER MODEL] Quickly skim through your section and make a note in the following boxes four passages that contain the word “night.” Write down the line where the word “night” appears, and to the left of the quote, write the page number. In the box at the bottom, write any new words related to “night” that you thought of based on the quotes you found.
PAGE # QUOTE
1. “Day after day, night after night, he went from Jewish
house to the next, telling his story and that of Malka,
the young girl who lay dying for three days…”
2. _____________________________________________
_____________________________________________
_____________________________________________
3. _____________________________________________
_____________________________________________
_____________________________________________
4. _____________________________________________
_____________________________________________
_____________________________________________
NEW WORDS RELATED TO THE WORD NIGHT: death _______________ _______________ sadness _______________ _______________ ______________ _______________ _______________ ______________ _______________ _______________
Page
#7
Quickly skim through your section and make a note in the following boxes four passages that contain the word “night.” Write down the line where the word “night” appears, and to the left of the quote, write the page number. In the box at the bottom, write any new words related to “night” that you thought of based on the quotes you found.
PAGE # QUOTE
1. _____________________________________________
_____________________________________________
_____________________________________________
2. _____________________________________________
_____________________________________________
_____________________________________________
3. _____________________________________________
_____________________________________________
_____________________________________________
4. _____________________________________________
_____________________________________________
_____________________________________________
NEW WORDS RELATED TO NIGHT: ______________ _______________ _______________ ______________ _______________ _______________ ______________ _______________ _______________ ______________ _______________ _______________
What do the words “Holocaust” and “night” have in common? Using your clusters as a guide, fill out the Venn Diagram below. In the middle section, list any words from the clusters that connect the Holocaust and the word “night.” (For example, one word that is connected to both is “dark”). Words that don’t fit in the middle should go in the outer portion (for example, “Nazi” goes on the Holocaust side, “moon” goes on the night side).
Holocaust night
EXIT TICKET:
Think about the Venn Diagram, word clusters, and graphic organizer you completed
regarding the words “night” and “Holocaust.” Write three complete sentences on the
following prompt and hand it in before you leave the classroom.
I think the author titled this book Night because…
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
AN EXAMPLE OF A COMPLETED EXIT TICKET:
Think about the Venn Diagram, word clusters, and graphic organizer you completed
regarding the words “night” and “Holocaust.” Write three complete sentences on the
following prompt and hand it in before you leave the classroom.
I think the author titled this book Night because…
…the word night makes one think of words like “dark” “sad” “black,” all of which can be
considered negative words. The Holocaust was a dark and sad time - a black mark on the
history of the human race, and a time that most people would prefer to forget. The one__
word night is a simple yet effective way to portray this time in history accurately.______