NIGHT+LESSON+PLANS

Lesson One- -


 * (10-15) Comprehension Quiz:**
 * 1) Describe Elie. What type of boy is he? Why?
 * 2) What is Elie’s relationship like with his father?
 * 3) What is the difference between people’s perception of Moishe the Beadle and how he actually is?
 * 4) When Elie encourages his father to move away, before the occupation, why does his father refuse?
 * 5) Name one edict given by the Germans and name the punishment if that edict, or rule, was broken.

Discuss answers.


 * (15) Message Board Prompt**: What was Moishe the Beadle’s sole purpose upon returning from Galicia (Poland)? What are some possible reasons why people refused to listen to him? 200-word response


 * (25)Socratic Circle**—lay out in the middle of the table index cards with the following questions. Begin by discussing message board responses.

DQ: Name some of the edicts given by the Germans. What are other examples throughout history when peoples’ rights were taken from them? (hopefully students will hit on events such as the Apartheid, the Civil Rights Movement in America, the Taliban, as some possible examples) DQ: Do you think the Jews’ reactions to each advancement by the Germans was naïve or optimistic? Explain

//If discussion is generated over one question in particular, of course go with it.//

Homework: Read and annotate pages 23-37. What is the most powerful passage to you and why? Cite passage and one paragraph (5-8 sentences) explaining what the passage means to you and why you find it to be so significant.

Lesson Two

(10) **Comprehension Quiz:** **//For the first time, I felt anger rising within me. Why should I sanctify His name? The Almighty, the eternal and terrible Master of the Universe, chose to be silent. What was there to thank him for?//**

One paragraph analysis on what this passage means.

(15) **Discussion**: Students share and discuss passages selected from the reading. Open discussion regarding the reading; encourage students to ask any questions on the reading that did not make sense to them.

(10) **Research Question**: Students are introduced to Dr. Mengele, the Angel of Death in this section. Give students 5 minutes to research who he was and provide any information on him. Discuss.

(10) **Visual:** Show students the first ten minutes to //Forgiving Dr. Mengele// (free for viewing on Netflix). Begin at 4:18 and show through 11:52. Documentary focused on Dr. Mengele’s use of twins for experimentation

If more time, begin the reading together in class, focusing on proper annotation

Homework: Read and annotate pages 37-53>> Research question. Read and summarize an experiment that Dr. Mengele would perform on patients. Bring summary and source to class.

Lesson Three:

(15) Comprehension Quiz:


 * 1) //A.//Who is the speaker?
 * 2) Explain the significance

//Therefore, muster your strength and keep your faith. We shall all see the day of liberation. Have faith in life, a thousand times faith. By driving out despair, you will move away from death.//


 * 1) List the average intake of food for Wiesel during his first week at Auschwitz.
 * 2) What does Wiesel lie to his relative, Stein from Antwerp, about and why?
 * 3) Explain how Wiesel’s faith is changing.
 * 4) How is Elie’s relationship with his father changing? Give an example from the book.

(15 minutes) Discuss responses and address any questions pertaining to the reading

(20-30 minutes) **Discussion>> Activity**

EQ: What role did music play within the Holocaust, both as a form of resistance and a form of propaganda?

Music within Auschwitz is a developing theme in last night’s reading. Begin by asking students what different roles music played in the reading.

Follow lesson plan from //Music and the Holocaust// website on “Resistance and Exile” (posted below). Pair students into two teams to discuss the three terms/questions from activity one for 10 minutes. Regroup and discuss findings. Lesson will be picked up the following class.

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Homework: pages 53-69

Lesson Four:

(10 min.) Address any questions pertaining to the reading

(20 min.) Collaborative work: Group students and have them complete Activity Two from link above (//Music and the Holocaust// “Resistance and Exile”)

(15 min.) Discuss responses and address questions from Activity THREE

(20 min.) Students research and respond (by posting to message board) to the following prompt


 * Research another song (it can be any song, including contemporary music) that you interpret as a form of resistance. Cite artist and a section of the lyrics. Analyze what the lyrics mean, how they are a form of resistance, and what the artist is rebelling against. Do you think it is effective? Explain. Post should be 250 to 350 words.**

Homework: 1. Read pages 69-84 2. Finish Message Board Response

LESSON FIVE:

(10) Comprehension quiz


 * 1) Give an example of advice given to the prisoners to prepare themselves/better their odds for beating the selection
 * 2) What did Elie’s father give him when he thought he would not pass the second selection?
 * 3) What happened to Akiba Drumer and why?
 * 4) Why does Elie end up in the infirmary?
 * 5) Why do they evacuate Auschwitz?

(15) Have students list everything they ate the day before and tally up the approximate number of calories they took in

(20) PROMPT TAKEN FROM THE GLENCOE STUDY GUIDE FOR NIGHT

Science Connection Wiesel says he had become “a starved stomach.” Try to estimate how much food a fifteen year-old needs to thrive and grow. Read about calories as a measure of energy consumed and expended. Identify caloric amounts in some common foods. Make a list of what Wiesel may have eaten on any given day. Determine how many calories Wiesel was consuming a day and compare his diet to that of an average fifteen-year-old.

(15) Regroup to discuss findings. Discussion questions: Has this changed their perspective on Elie’s survival? What allowed him to survive? Why did so many die initially?

Homework: Read excerpt from //A Man’s Search for Meaning//, by psychologist Victor E. Frankl. **Begin by reading pages 116-117. THEN read pages 99-107. Take Master Notes on the reading and write down three questions you have on the reading.**


 * I will provide each of you with either a hard copy of scanned copy of the reading. **

LESSON SIX:

(20 minutes) Discuss the reading. What physical and psychological obstacles did prisoners face? Students can use examples of survival stories from the book or examples of those who could not continue on. Compile list on the board. Compile contrasting list of survival tactics and ways the prisoners persevered.

USE THIS EXCERPT FROM GLENCOE STUDY GUIDE to guide discussion or mention possibilities that had not been addressed:

Psychologists who study Holocaust survivors have recognized a pattern of reaction to the concentration camp experience. At first, prisoners were stunned and paralyzed by the horror. Many did not survive this early shock, in fact, the highest death toll was among new prisoners. Even if they weren’t selected for death, they fell ill, were grief-stricken by the loss of family members, became exhausted, or simply gave up hope in the face of evil. Those who survived these early experiences recovered some sense of balance. Many have reported that they separated themselves from their surroundings and even their bodies. They focused on surviving one day at a time. With each new onslaught of horror or loss, prisoners repeated this process. Some people became what prisoners called muselmänner or “walking dead.” If a prisoner fell into this state for too long, death was probably imminent.

(15 minutes) Students journal on the most difficult situation they have faced. How did they handle themselves in the face of adversity? What did they learn about themselves? Do they wish they had handled the situation any differently? Explain.

(15 minutes) Regroup and discuss reflections.

(15 minutes) Introduce persuasive essay prompt.


 * One page response: In //A Man’s Search for Meaning,// Frankl asserts, //“The way in which a man accepts his fate and all the suffering it entails, the way in which he takes up his cross, gives him ample opportunity- even under the most difficult circumstances- to add a deeper meaning to his life. It may remain brave, dignified, and unselfish. Or in the bitter fight for self-preservation, he may forget his human dignity and become no morn than an animal” (//106-107). **


 * Based on what you have read thus far from //Night//, has Elie managed to maintain his dignity? Has he managed to ‘remain brave, dignified, and unselfish?’ Develop your response in a five paragraph persuasive essay, using three specific examples from the text. **

Homework: Students develop their persuasive essay maps. They can submit them to you via dropbox, but they should bring the file on their desktop to use for their essays the following class.

Here is a link for an interactive map... VERY SIMPLE. http://www.readwritethink.org/files/resources/interactives/persuasion_map/

And here is the link for a persuasive essay rubric: http://www.readwritethink.org/files/resources/lesson_images/lesson405/PersuasiveWritingScoringGuide.pdf

Read and annotate pages 85-94 from //Night.//

LESSON SEVEN: In class persuasive essay>> Rough draft emailed to teacher by the end of class

Homework: Complete the reading of //NIGHT//