LessonPlanning

Lesson 1: Nonfiction Literature / Getting to Know Students
Lesson Type: Direct
Duration: 1 day
Purpose: The central purpose of this lesson is for students to learn the rules of writing nonfiction
and what components nonfiction consists of. Students will also learn how it differs from fiction. It is
important for students to realize that nonfiction is read differently than other genres and can be more
powerful because it is based on actual events.
Materials: Internet (Google Slides)
Smart Board
Paper (to write nonfiction piece)
Sample nonfiction piece
Nonfiction notes for students
Standards: Speaking and Listening Standards: Comprehension and Collaboration: 1. Initiate and
participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing
their own clearly and persuasively
Reading Standards: Craft and Structure: 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.
Objectives: Students will be able to
1. define what a nonfiction piece of writing is
2. distinguish between nonfiction and creative nonfiction
3. compare/contrast fiction between nonfiction
4. identifying components of text structure
5. create a narrative, nonfiction piece
6. distinguish the difference between first, second, and third person
7. identify components of nonfiction
8. creating figurative language
9. recognizing character development
Assessment of
Objectives: After the lesson is complete, students will create a nonfiction narrative, following the
prompt, “What do you want me to know about you?” This will not only allow them to practice the rules
of nonfiction writing, but also allow me to get to know the students a bit more.
Anticipatory
Set: When class starts, I will show movie clips that are nonfiction. I will show a variety of
movies, ranging in content. I will tell the students in the beginning to jot down any similarities they may
find with the clips. The anticipatory set will set up our Nonfiction Unit and lead us into a Google Slide
presentation. I really think that beginning this class with a few movies clips at the start of this classroom
is a good way to engage students immediately.

Input: This lesson will be a combination of video and computer-based presentation/lecture.
Overall, it is a direct teaching approach. Students will need to learn the rules about what nonfiction
literature consists of. They will need to learn that nonfiction is a genre made up of actual events, usually
chronologically ordered, and the elements that nonfiction literature includes. During the lesson, there are
several movie clips that will be played, pertaining to each element (i.e. if we are talking about character, a
movie clip will be shown that displays the sympathetic characters that are usually involved in nonfiction
literature). After each movie clip is played in class, students will list components, describing what makes
the movies nonfiction and what elements are involved in each clip. After the Google Slide presentation is
complete, I will read a short nonfiction piece about myself, illustrating what is expected of them in their
independent practice. Throughout this lesson, students will be required to listen, respond to questions,
raise questions if their is a misunderstanding, and at the end of the lesson, write a short nonfiction piece
about themselves.
Modeling: Aside from modeling nonfiction writing through a Google Slide presentation, I will also
be modeling by reading my own nonfiction narrative that I wrote. This will also be a good introduction of
myself to the students. Students will be required to listen and ask questions, should they arise.
Check for
Understanding: I will call on students, asking them to give me a nonfiction statement or a fiction
statement. Once a student gives a statement, I will ask the class as a whole if it is considered fiction or
nonfiction. Students will be required to give a signaled response.
Guided Practice: Students will answer prompts regarding my nonfiction piece that I will model.
These prompts involve nonfiction questions regarding components used, examples of components and
text structure.
Closure: I will simply ask the students if they think they are ready to create their own short piece
of fiction. If there are any questions, I will answer them, otherwise, we will move on to their independent
practice.
Independent
Practice: Students will complete the writing prompt, “What do you want me to know about you?”.
This will be collected by the end of the hour or the next class period, depending on how long the lesson
takes.
Differentiation /
Adaptations: I will allow the student who has Asperger to type his response on the computer if he
wishes. I will also help out any student who are in Foundations class by giving them more time and more
examples/information (should they need it) the following day in Foundations class.

Lesson 2: Introduction to the Holocaust / Mini Research Project Assigned
Lesson Type: Direct
Duration: 1 day
Purpose: The central purpose of this lesson is to begin getting students in the Holocaust mindset, to
sympathize with survivors and to to begin learning the history behind the Holocaust.
Materials: Internet (YouTube clips): https://www.youtube.com/watch?v=Ysg6l2HYLLY
https://www.youtube.com/watch?v=IkLr2N_j-j4
https://www.youtube.com/watch?v=oG31cwuQi6A
https://www.youtube.com/watch?v=xuMnAIvnRic
Smart Board
KWL Worksheets
Paper
Research packets
Standards: (includes standards for this lesson as well as entire research project)
Speaking and Listening Standards: Comprehension and Collaboration: 1. Initiate and participate
effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own
clearly and persuasively. c. Propel conversations by posing and responding to questions that relate the
current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and
clarify, verify, or challenge ideas and conclusions.
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.
Presentation of Knowledge and Ideas: 4. Present information, findings, and supporting evidence clearly,
concisely, and logically such that listeners can follow the line of reasoning and the organization,
development, substance, and style are appropriate to purpose, audience, and task.
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.
Language Standards: Vocabulary Acquisition and Use: 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. c. Consult general and specialized reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify
its precise meaning, its part of speech, or its etymology.
1. describe some of the experiences from the Holocaust
2. compare / contrast survivors’ and rescuer stories
Assessment of
Objectives: After showing the clips of the Holocaust survivors and rescuers, students will write a
reflection. They will include similarities between each of the stories as well.

Anticipatory
Set: The anticipatory set in this lesson will be a KWL worksheet that students will fill out in
the beginning of class. Students will finish the “L” (Learn) column after the unit is finished.
Input: This lesson will begin with KWL worksheets that each student will fill out. Then, I will
ask for some volunteers to give me some facts about the Holocaust / WWII. I will confirm or deny if the
facts are true (if I do not know a fact, I will tell them I have to research it). Then, I will ask for example
of what the student would like to learn throughout the semester. Next, students will watch a few short
clips about Holocaust survivors and rescuers. We will have a short discussion about their initial thoughts
on the clips. Then, they will be responsible for writing a reflection, which will also include any new facts
that they may have learned through watching the clips. Lastly, I will go over the mini research project and
assign groups and topics to each group.
Modeling: I will model the KWL worksheet, by having it on the Smartboard and giving examples of
what they could possibly write down in each column. They do not need modeling when writing a
reflection because they understand how to write reflections and have done so many times throughout this
semester.
Check for
Understanding: I will informally assess this lesson by simply having a conversation about the Holocaust
clips, asking students what they thought about each experience.
Guided
Practice: Students will help me list similarities and differences from each survivor that we watch
clips on. This will be done on the board.
Closure: I will give time at the end of class for any questions that students may have. I will also
close this lesson by assigning each group and topic for their mini research project that we will be working
on for the remainder of the week.
Independent
Practice: Students will write reflections about the clips, as well as any information that they may
have learned by watching the clips.
Differentiation /
Adaptations: For students who may have IEPs or struggle in English, I will send them the link to each
clip that we watch in class so that they may refer back to the experiences and finish the assignment at
home.

Mini Research Project
“Human suffering anywhere concerns men and women everywhere.” -
- Elie Wiesel
What are we doing?: Before beginning our novel, Night by Elie Wiesel, we are going to dive
into the year 1940 and learn about some of the horrific tragedies that took place. In groups of
four, we will be completing a mini research project about a person, place, or event that took
place during the Holocaust. Every group will choose a topic to research from the below list,
however each group must do a different topic. Every group must include at least four sources in
their presentation. On Friday, January 29th, every group will present their research and findings
to the class through a presentation (PowerPoint, Prezi, Google Slide, etc.). You may use any
credible source that you wish, but they must be cited.
Possible sources include (but not limited to):
 Computer websites
 Books
 Documentaries
What is expected?: I want you to learn as much as possible before diving into Night, therefore
minimal words will be allowed on each slide (maximum of 10). Your slides should mainly be
images, serving as a visual perspective for your audience. Every member in your group should
present at least two slides.For more requirements, look at the rubric below.
Groups will assign a role to each member, making them responsible for the following research:
Student 1: Background of person/place/thing before the Holocaust
Student 2: How topic relates to the Holocaust
Student 3: What happens to person/place/thing after the Holocaust
Student 4: Look up vocabulary and provide definitions from a web dictionary and a standard,
physical dictionary. Also, choose two questions from the ¨W¨ column from your group
members’ K.W.L. worksheet and give a brief explanation of your findings.
*Every group member is responsible for citing at least one source in their Work Cited Page.*
When is it due?: As mentioned above, all presentations will take place on Friday, January 29th.
Topics:
 Adolf Hitler
 Josef Mengele “Angel of Death”
 Kapos
 Gestapo
 Red Army
 Camp at Auschwitz

 Subcamp at Buna
 Camp at Buchenwald
 Holocaust Crematoriums
 Your own idea (must be approved)
Vocab
I will also be assigning each group 2 of the following
terms:
1. Moishe *meaning behind the name*
2. Beadle
3. Hasidic
4. Shtibl
5. Shekhinah in Exile
6. Talmud
7. Maimonides
8. Gestapo
9. Ghetto
10. Kabbalah
11. Kommando
12. Rosh Hashanah
13. Rebbe of Borsche
14. Zionism
15. Nylas Party
16. Shavour
17. Regent
18. Synagogues

Presentation Rubric:
Group Members:
Student 1 (Background):
Student 2 (During Holocaust):
Student 3 (After Holocaust):
Student 4 (Vocab & KWL):
Total: ____ / 30 Points
CATEGORY 3 2 1
Additional
Notes
Number of
Slides
There are at least 2 slides per
person. (does not include work
cited page) X
There is at least 1 slide per
person included in
presentation. (does not include
work cited page)
Pictures There are at least 3 pictures per
slide.
There are 2 pictures per slide. There is 1 picture per slide.
Words There are 10 words or less per
slide.
There are 11-12 words per slide. There are 13-15 words per
slide.
Facts There are at least three credible
facts stated per slide.
There are two credible facts stated per
slide.
There is one credible fact
stated per slide.
Work Cited Page There is a work cited page
included in presentation with no
mistakes.
There is a work cited page included in
presentation with 1-2 mistakes.
There is a work cited page
included in presentation with 3
or more mistakes.
Sources Each person has included at least
one credible source on work cited
page, with no mistakes.
Each person has included at least one
credible source on work cited page,
with 1-2 mistakes.
Each person has included at
least one credible source on
work cited page, with 3 or more
mistakes.
Vocabulary All assigned words are defined
and explained accurately by a
credible web dictionary and a
standard dictionary.
All assigned words are attempted to be
defined by both a web and standard
dictionary but 1 or more have the
incorrect definition.
Missing one assigned word
but other word is correctly
defined by web and standard
dictionary.
Team Evaluation
Sheet
(each member
completes their
own)
Team Evaluation Sheet is
completely filled out
X
Team Evaluation Sheet is
missing one answered prompt
Eye Contact You show eye contact for most of
the presentation.
Youshow eye contact about half the
time but look away from audience the
other half
You constantly look at
presentation or down at floor
and do not meet eye contact
Google Slide
Presentation
Sent to me via Google Classroom
or hard copy the day you present
X
Sent to me via Google
Classroom or hard copy the
day after you present

Lesson 3: Credible Sources / Mini Research Project
Lesson Type: Inductive
Duration: 1 day
Purpose: The central purpose of this lesson is for students to recognize when a source is credible
and when a source is unreliable, then, to create a work cited page using reliable sources.
Materials: Internet (Google Slides)
Smart Board
Chromebooks
Credible and Unreliable Websites
Credible vs Unreliable Worksheets
Standards: (includes standards for this lesson as well as entire research project)
Speaking and Listening Standards: Comprehension and Collaboration: 1. Initiate and participate
effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own
clearly and persuasively.
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.
Presentation of Knowledge and Ideas: 4. Present information, findings, and supporting evidence clearly,
concisely, and logically such that listeners can follow the line of reasoning and the organization,
development, substance, and style are appropriate to purpose, audience, and task.
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.
from a range of strategies. c. Consult general and specialized reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify
its precise meaning, its part of speech, or its etymology.
1. distinguish credible sources from unreliable sources
2. compare / contrast credible sources from unreliable sources
3. create a work cited page correctly
Step One: Each student will have about six different websites to visit on their Chromebooks. Each
website (which will be displayed on the Smartboard) will either be a credible source or an unreliable
source, depending on the components in each source.
Step Two: It is each students’ job to arrange these sources in groups. I will inform the students that each
source should either be labeled “credible” or “unreliable”, but I will not tell them the criteria for reliable
sources. I will simply tell them to find the similarities and differences of each source and to write them
down on the Credible Sources vs. Unreliable Sources worksheet.

Step Three: I will walk around and monitor each students’ findings. After about twenty minutes, I will
have a few students share their labels to the class.
Step Four: Upon sharing their labels, I will create a Venn Diagram on the board for each student that
shares. I will write the similarities that they tell me they think all of their credible sources have, the
similarities of the unreliable sources, as well as the similarities and differences between credible and
unreliable sources.
Step Five: After students have explored on their own and shared their findings to the class, I will finish
the lesson by showing a Google Slide presentation of determining if a source is credible or not.
Independent Practice and
Assessment of Objectives: After I have presented the lesson is complete, students may begin their
research project, since they now know how to find credible sources.
Differentiation /
Adaptations: Any student who has a 504 plan may receive notes that I use on my Google Slides should
they need them. I have also added a short video, after my presentation, that summarizes everything I have
talked about. This will be beneficial for visual learners.

Lesson 4: Holocaust Research Project
Type of Lesson: Cooperative
Grade Level: 9th Grade Subject Area: English Date: January 28, 2016
Objectives
Academic: Students will be able to
1. create a work cited page correctly
2. define unfamiliar vocabulary
3. present research findings to class
4. determine if a source is reliable / unreliable
5. explain what happens when intolerant individuals are involved
6. describe events and/or individuals included in the Holocaust
Social Skills:
1. collaborate together in a group environment
2. establish goals
3. recognize strengths and weaknesses (of themselves and others)
4. decide roles of groups members
Pre-Instructional Decisions
Group Size: 4 students Method of Assigning Students: Heterogenous
Roles: Students will be given a role in regards to the subtopics of each category:
Student 1: The background of the individual / object
Student 2: During the Holocaust
Student 3: After the Holocaust
Student 4: Vocab and KWL
*Each student is required to create their own source and add it to a work cited page
Room Arrangement: Students will be set in pods of four, so that they are facing each other. Each set of
desks will basically look like a square.
Materials: Research Packets
Dictionary
Chromebooks (should students need to check one out)
Rubric
Team Evaluation Sheet
Task: Before beginning our novel, Night, students will be responsible for researching different elements
of the Holocaust. Every group will choose a topic to research, from a list I provide, and then each student
will choose from the roles above (Student 1, 2, 3, or 4). Each student must create their own citation on a
work cited page, at the end of the presentation. Groups will use a program (Prezi, Google Slides,
PowerPoint, etc.) to create their project. Then, students will present their findings to the class.
Criteria for Success:

o There should be three images on each slide
o Only ten words per slide
o Three facts per slide
o Each person must have at least 2 slides
o Credible source, correctly cited
o Vocabulary words must be defined correctly
o Team Evaluation sheets must be filled out
o Eye contact with peers during the presentation is required
o Presentation must be sent to me before group presents
Positive Interdependence: While each member was graded on their own section of the project, students
must collaborate for several reasons. Students must not have the same facts, the vocabulary for the group
must be correctly defined, each individual must make sure that their group members facts are credible,
students may find interesting facts that may not work for their role, but for another one of their group
members, the work cited page must be correct, therefore, students must all check their group members’
citations, etc. There are several ways that positive interdependence takes part in this cooperative lesson.
Individual Accountability: While positive interdependence is important throughout this project,
individual accountability is also crucial. Students are getting individual grades and are responsible for
their own roles. If a student does not follow the criteria such as, creating two slides, three images on each
slide, ten words per slide, three facts per slide, filling out their peer review sheet individually, eye contact
with peers, then it reflects poorly on their grade, but not their groups’ grade. Therefore, students are
responsible for their own sections and components of the project.
Expected Behavior: Students are expected to work and communicate together, in order to find the most
important facts possible for their topic. The only physical behavior that I am grading on for the
presentation itself, is eye contact. Students must not read straight off of their slide or their notecards,
which is the reason they are only allowed ten words per slide. They are expected to include
keywords/terms on their slides and then elaborate in depth, including at least three facts per slide.
Students are expected to look at their classmates and, in a sense, teach them a short lesson about a topic
on the Holocaust.

Lesson 5: Motifs
Lesson Type: Direct
Duration: 1 Day
Purpose: The purpose of this lesson is for students to learn what a motif is and how to find them in
stories. They will learn the connection between symbols, motifs, and themes, and then apply it to the book
that they will be reading this upcoming week.
Materials: Google Slides
Motif worksheets for Night
Motif practice worksheets
Textbooks (if students need a refresher)
Standards: Speaking and Listening Standards: Comprehension and Collaboration: 1. Initiate and
participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing
their own clearly and persuasively
Reading Standards: Craft and Structure: 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.
1. define what a motif is
2. identify motifs in literature
3. distinguish the relationship between a symbol, motif, and theme
Assessment of
Objectives: To ensure that learning has taken place, students complete a motif worksheet, give
examples of motifs throughout the lecture, and be responsible for filling out a motif packet throughout
their novel, Night.
Anticipatory
Set: To immediately get my students’ attention for this lesson, I will begin the lesson by
showing movie clips of popular films that most of the students have probably seen. Watching clips from
fun, popular movies will instantly engage students and get them excited for what is to come. I will have
students list some themes of these movies and we will go back to them after the students learn about
motifs. Students will then tell me what motifs are in the movies, thus being able to identify motifs and
connect themes to motifs.
Input: After each movie clip is played in class, students will list 1-2 themes of each movie, by
using thematic sentences. I will then present my Google Slide presentation, teaching students about
motifs, as well as the connection between symbols, themes and motifs. After the presentation, I will direct
the students’ attention back to the movie clips. Students will then tell me what motifs are in the movies,
thus being able to identify motifs and connect themes to motifs. I will then assign the Night motif packet
to students, explaining what is expected of them when we begin reading Night. Finally, I will hand out a
motif worksheet that students are to work on throughout the rest of class.

Modeling: I will model/demonstrate what I want students to learn throughout a Google Slide
presentation, showing what a motif is and how/where to find them. In addition, I will talk about symbols
and themes (which the students have already mastered) and show how they connect with the new concept
- motifs. Then, I will break down symbols - motifs - themes by using some well-known movies, before I
ask students to find motifs in short stories that they have already read throughout the semester.
Check for
Understanding: After I am done presenting the motif lesson, I will do a quick check and have students
give me an example of a motif in a movie. If students are having issues still, I will go over a few more
examples and answer any questions they may still have.
Guided
Practice: There is a slide in my presentation that has three movies titles located on it. I will give the
students a few minutes to write down a symbol, motif, and thematic sentence that can be found in each
movie. I will be walking around the room to check if everyone is grasping the concept. I will then ask for
volunteers to give examples to me, which we will then all go over as a class.
Closure: The closure of this lesson will occur during the “checking for understanding” step. Again,
I will ask students if they have any more questions. If students are not understanding motifs as much as I
would like them to after the presentation, I will show a few more examples and do a quick summary of
what a motif is and how/where to find them.
Independent
Practice: After I know that students are grasping the concept of what a motif is, I will have all
students work on a worksheet that they will turn in by the end of class or the next day. After grading the
worksheets, I will definitely be able to see if they understand what a motif is and how to find them.
Differentiation /
Adaptations: I will allow my student who has Aspergers to use a Chromebook to complete his
worksheet if he wishes. (I do not think this will be an assignment that he has an issue with though.) As for
students who are in the Foundations class, I will allow them to hand it in the following day so that I can
help them on the assignment in Foundations class, should they need more help.

Lesson 6: Night and Nonfiction Literature
Lesson Type: Direct
Duration: 4 weeks (2 days for this specific section)
Purpose: The purpose of this lesson is for students to recognize the narrative components Elie
Wiesel uses throughout Night, as well as learn vocabulary that they are unfamiliar with. In addition,
students are also inferencing situations in the novel, analyzing direct quotes from the novel and
recognizing the theme of intolerance.
Materials: Google Slides
Copies of Night by Elie Wiesel
Paper (for summaries)
Standards: Reading Standards: Key Ideas and Details: 1. Cite strong and thorough textual evidence
to support analysis of what the text says explicitly as well as inferences drawn from the text.
2. Determine a theme or central idea of a text and analyze in detail 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.
3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the
course of a text, interact with other characters, and advance the plot or develop the theme.
Craft and Structure: 4. Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning
and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or
surprise.
6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside
the United States, drawing on a wide reading of world literature
Integration of Knowledge and Ideas: 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.
Writing Standards: Production and Distribution of Writing: 4. Produce clear and coherent writing in
which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-
specific expectations for writing types are defined in standards 1–3 above.)
Speaking and Listening Standards: Comprehension and Collaboration: 1c. Propel conversations by
posing and responding to questions that relate the current discussion to broader themes or larger ideas;
actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. 1d.
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and,
when warranted, qualify or justify their own views and understanding and make new connections in light
of the evidence and reasoning presented.
from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a
word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
1. identify motifs / themes in the novel
2. analyze book excerpts
3. recognize nonfiction components that Elie Wiesel uses throughout the novel
4. inference situations that occur in the novel
5. describe what is directly occurring in the novel
6. cite textual evidence to support claims/inferences
7. define vocabulary, using context clues
8. recognize figurative language and the purpose of using it in nonfiction
9. comprehend what is occurring in the novel
Assessment of
Objectives: To ensure that learning has taken place, students will respond to several questions that I
will verbally ask them. The first assessment of this book and content material will be given Friday (three
days after this first reading).
Anticipatory
Set: To immediately gain my students’ attention for this lesson, I will begin the lesson by
having students respond to the following writing prompt: Judging by the book cover and title, predict
what you believe is going to happen in Night.
Input: Students will receive their own copy of Night when they walk through the door. Their
first task is to answer the writing prompt: Judging by the book cover and title, predict what you believe is
going to happen in Night. Then, I will do the first reading in class. The first part of this book is
bombarded with German and Yiddish terminology. I want to start the book off right, explaining what
everything means, providing maps for certain locations, as well as diving into the book material (i.e.
Elie’s experiences, how characters are changing, what is happening, etc.). Throughout the reading, I will
be stopping to ask students questions about inferences they are making, components Elie is using in the
nonfiction narrative, direct quotes, etc. Then, to ensure that students paid attention and understood what
was going on in the book, I will have them write a summary of the reading.
Modeling: If students need modeling when I ask for inferences or analysis of a certain excerpt, I will
verbally model an analysis/inference for them. My cooperating teacher has gone over several lesson plans
that require students to practice these skills (inferencing, analyzing, summarizing, etc.) so I really do not
think much modeling will need to be done.
Check for
Understanding: My copy of Night is entirely filled with sticky notes. Therefore, when I reach one of my
sticky notes, I will ask students the question on the note. If I need someone to elaborate more on another
students’ response, I will call on more than one person. I will also include/modify any pertinent
information that I feel the students need to know but are leaving out.
Guided
Practice: My guided practice for this lesson will require students to write down an analysis of what
they believe certain excerpts mean, using context clues to prove their case. I have a few specific excerpt
picked out from this first reading that everyone in class will respond on. I will then have a couple of
students read their analysis and include any important information, should they need it.

Closure: The closure of this lesson will occur during a cliffhanger of the novel. I have made sure
to end my reading assignments strategically, in hopes that students will want to pick up the book on their
own or read past the assigned reading.
Independent
Practice: After I finish reading, students are required to write a short summary that they will turn in
the same day. This will show me that they are/are not understanding the content of the novel and that they
were paying attention.
Differentiation /
Adaptations: Any student with an IEP or 504 plan may hand in the summary the next day if they need
more time to write or if they want to look through the book on their own. Some of these students may also
choose to have a home copy of the book, as well as a school copy.

Lesson 7: Night and Nonfiction Literature(Cont’d)
Type of Lesson: Cooperative
Grade Level: 9th Grade Subject Area: English Date: January 28, 2016
Objectives
Academic: Students will be able to
1. identify motifs / themes in the novel
2. analyze book excerpts
3. inference situations that occur in the novel
4. describe the mood of the passage
5. describe what is directly occurring in the novel
6. cite textual evidence to support claims/inferences
7. comprehend what is occurring in the novel
Social Skills:
1. collaborate together in a group environment
2. recognize that there is not always one correct answer, especially with literature
3. recognize strengths and weaknesses (in themselves and others)
4. decide which roles fit best for each group member
5. expand on other group members’ idea(s)
PreInstructional Decisions
Group Size: 4 students Method of Assigning Students: Heterogenous
Roles: Students will be given a role in regards to the subtopics of each category:
Student 1: Leader
Student 2: Recorder
Student 3: Orienter
Student 4: Leader
*Each student is required to contribute to each question and expand on other individuals’
ideas*
Room Arrangement: Students will be set in pods of four, so that they are facing each other. Each set of
desks will basically look like a square.
Materials: Night by Elie Wiesel
Contribution Sheet
Evaluation Sheet
Paper and Writing Utensil
Task: Each group will be assigned an important excerpt straight from the novel, Night. The group will be
given a laminated slip of paper that identifies “Group Roles” on one side, with a description of what each
role requires, and “Writing Prompts” on the other side. Members will choose their own individual role,
(leader, recorder, orienter, and leader) which will determine what they will contribute to the group and
what their jobs will entail. The group will then answer the several writing prompts on the laminated sheet
by collaborating together and building off of each other’s ideas. The writing prompts will be answered
differently, depending on the excerpt given to them. Students will have about twenty - twenty-five

minutes of class time complete this first step. Then, they will present their findings and ideas to the class,
where I will help expand, if needed.
Criteria for Success:
o Most group members must have read the material
o Each group member must participate
o Each group member must complete their responsibilities, depending on the role that they
choose
o Each group must comprehend what is going in the novel
o Each group member must voice their opinion
Positive Interdependence: While each member was graded on their own section of the project, students
must collaborate for several reasons. For example, there are some students who may be behind in reading
or who simply are not understanding the material. This is a time for their peers to help them and guide
them with their comprehension. There are times where each group member may have taken something
different away from the reading excerpts, thus providing several different ideas and opinions about the
novel. Students will be able to share their differences in opinion, proving to their classmates that there is
not always one “right way” to look at things; everything is not always black and white. In order for
groups to be successful, each member must contribute to the writing prompts and add to the conversation
their members are having. This assignment will also help apprehensive students voice their opinion and
gain confidence, when other group members agree, expand on their idea, etc. Group discussions will also
help students who have anxiety about speaking in front of large crowds, since there is only three other
group members, aside from themselves. Finally, it is always great for students to teach each other and
learn from each other, instead of constantly learning from a teacher every day. It is good for them to know
that they are capable of teaching their peers and vis versa. If students did not quite hit a component of the
novel or they need to elaborate more in depth, that is where I can come in.
Individual Accountability: While positive interdependence is important throughout this process,
individual accountability is also crucial. Each group is comprised of four group members, however, each
member has their own, specific role. These roles determine what each member will individually be
responsible for. For example, if a member chooses to be the “leader”, he/she must make sure that the
group has sufficient answers, must seek opinions of all group members, and must play Devil’s Advocate
when necessary. Each individual will have a different role, thus different responsibilities. Therefore, each
member must complete their responsibilities in order for the group to be successful as a whole. No matter
the role, every individual is required to participate in discussion.
Expected Behavior: Students are expected to work and communicate together, in order to answer all of
the writing prompts. All students are expected to have read the material assigned for this lesson. If they
have not, their group members should summarize the novel and guide them through. Students are
expected to fulfill their duties, depending on the roles that they choose. They are also expected to
complete an evaluation of their group, as well as each individual member. They are expected to be able to
summarize, inference, provide textual evidence, comprehend, and expand/reflect on concepts that are
going on throughout the novel, Night. Finally, students will then present their ideas and findings to the
class, maintaining eye contact with the class as a whole.

Name: _______________________________ Hour:_______
Test One - 30 points
Answer the following prompts. Your answers do not have to be in complete sentences,
however, make sure you answer questions thorough enough so that I know you are keeping up
with the reading and comprehending the material. Each question is worth a different amount of
points (listed in parentheses). If you have any questions, raise your hand. After you are finished
with your test, place it in the back shelf, under the appropriate class hour and continue reading
the novel.
Good luck!
1. Name three laws passed against the Jews in Sighet. (3 pts)
2. Why did Elie’s father refuse to go with Maria, their maid, to her village? What does this
reveal about his character? (3 pts)
3. “No one was praying for the night to pass quickly. The stars were but sparks of the
immense conflagration that was consuming us. Were this conflagration to be
extinguished one day, nothing would be left in the sky but extinct stars and unseeing
eyes.”
Explain what is happening in the above passage. What metaphor is Wiesel making here? (3 pts)
4. Why did the people in Wiesel’s village doubt Hitler’s plan to exterminate the Jewish
population? (2 pts)
5. List two ways that the Germans win over the people in Sighet? (2 pts)

6. Using context clues, what can you infer surreptitious means in the following excerpt from
Night:
“Children were crying for water.
Water! There was water close by inside the houses, the backyards, but it was forbidden to break
rank.
‘Water, Mother, I am thirsty!’
Some of the Jewish police surreptitiously went to fill a few jugs. My sisters and I were still
allowed to move about, as we were destined for the last convoy, and so we helped as best we
could.” (1 pt)
7. Name three components of the nonfiction genre. (3 pts)
8. Name two components that a credible source has, that an unreliable source does not
have. Also, list two sources that are always unreliable. (2 pts)
9. What is a motif? (1 pt)
10. Name a motif that has come up in Night thus far and give a piece of evidence that
proves it is a motif. (2 pts)

11. What two literary terms are in direct connection with a motif? (2 pts)
12. Name and define one vocab word that we have gone over in class or that you/your
classmates have presented. (1 pt)
13. What point of view are autobiographies usually written in? (1 pt)
14. Give an example of a simile or a metaphor and label it “simile” or “metaphor”. (2 pts)
15. List two reasons why text structure is so important in nonfiction literature. (2 pts)

KEY
Test One - 30 points
Answers may vary. Acceptable answers (but not limited to):
1. Name three laws passed against the Jews in Sighet. (3 pts)
Wear the Star of David, Curfew - 6:00 , not allowed valuables, not allowed weapons, not
allowed to go certain places, etc.
2. Why did Elie’s father refuse to go with Maria, their maid, to her village? What does
this reveal about his character? (3 pts)
Elie’s father refused to go with Maria because he wanted to stay with his family; he did
not want them to be separated.This reveals that Mr. Wiesel is a family man, who cares
for the wellbeing of his relatives.
OR
Elie’s father claims that he is too old to leave his home. This reveals that he is set in his
ways and he takes pride in his house and location (city/town).
OR
Elie’s father did not believe that the Jews were in grave danger and he trusted his
government and the safety of his well being. This shows that he is hopeful in the
situation
OR that he is ignorant/stubborn because he is unwilling to read/accept the signs.
3. “No one was praying for the night to pass quickly. The stars were but sparks of
the immense conflagration that was consuming us. Were this conflagration to be
extinguished one day, nothing would be left in the sky but extinct stars and
unseeing eyes.”
Explain what is happening in the above passage. What metaphor is Wiesel making here? (3 pts)
In this passage
In this passage, the Wiesel is looking up at the sky and the stars and awaiting his fate
the next day - evacuation day. Wiesel is clearly making a metaphor between the night sky,
including the stars and the fate of the Jewish people. There are several different ways to view
this metaphor, including (but not limited to): the stars being the Jewish people, the conflagration
being the Germans, the conflagration being the Jewish people's’ optimism/hope, the unseeing
eyes being the population (at the time) in regards to the Holocaust, etc.
4. Why did the people in Wiesel’s village doubt Hitler’s plan to exterminate the Jewish
population? (2 pts)

The people doubted Hitler’s plan for a few reasons. First, the idea of genocide was
unheard of and too atrocious to believe. Second, the Jews of Sighet believed that the
front was going to bring an end to the war any day. Last, the village of Sighet, as well as
several individuals around the world, did not hear of the horrible abominations occurring
in the concentration camps.
5. List two ways that the Germans win over the people in Sighet? (2 pts)
The Germans acted nice and sincere when they first entered Sighet; they were not
hostile or aggressive. The Germans also bought chocolates for the women of the house.
6. Using context clues, what can you infer surreptitious means in the following excerpt from
Night:
“Children were crying for water.
Water! There was water close by inside the houses, the backyards, but it was forbidden to break
rank.
‘Water, Mother, I am thirsty!’
Some of the Jewish police surreptitiously went to fill a few jugs. My sisters and I were still
allowed to move about, as we were destined for the last convoy, and so we helped as best we
could.” (1 pt)
Secretly
7. Name three components of the nonfiction genre. (3 pts)
Nonfiction Genre:
can be written in any point-of-view (first,second,third)
plays on sympathetic characters
relatable characters
usually is surrounded by conflict
tends to add dramatization for effect
often times is chronologically ordered
tone is essential and sets the story up
use of figurative language helps the reader understand and connect
imagery
glossary and maps are optional
8. Name two components that a credible source has, that an unreliable source does not
have. Also, list two sources that are always unreliable. (2 pts)

Credible Source: credible author, created in the last 10 years, publisher, .gov, .edu, work
cited page/sources, etc.
Unreliable Sources: blogs, Facebook, Twitter, opinionated websites, etc.
9. What is a motif? (1 pt)
A motif is a recurring idea throughout a novel.
10. Name a motif that has come up in Night thus far and give a piece of evidence that
proves it is a motif. (2 pts)
Struggle to Maintain Faith: Elie not believing/trusting in God anymore
Father/Son Bond: Elie gives his father his rations
Hope: Continue to hope for the Russians to rescue them
Inhumanity: Germans killing Jews
11. What two literary terms are in direct connection with a motif? (2 pts)
Symbols and Themes
12. Name and define one vocab word that we have gone over in class or that you/your
classmates have presented. (1 pt)
jest - amusement
Moishe (name: Savior drawn from the water)
Beadle: Ceremonial officer of a church, college, or similar institution
Hasidic: branch of the Orthodox Judaism that promotes spirituality “loving/kindness”
Shtibl: used for communal Jewish prayer “little house/room”
penury: extreme poverty
err: sin / wrong doing
waiflike: homeless
Shekhinah in Exile: story in Kabbalah (Jewish Bible) that God shares in the exiles with the
Jewish people
Talmud: collection of Jewish law and tradition
Maimonides: Jewish scholastic philosopher, rabbi, and astronomer
Gestapo: secret police of the Nazis in Germany
Rosh Hashanah: Jewish New Year
Rebbe of Borsche: Rebbe - Jewish spiritual leader / Borsche: location
Zionism: a movement for the reestablishment and development and protection of the Jewish
settlement (now Israel)
Nylas Party: Hungarian Nazi Party who ruled Hungary during the Holocaust

13. What point of view are autobiographies usually written in? (1 pt)
1st person
14. Give an example of a simile or a metaphor and label it “simile” or “metaphor”. (2 pts)
Similes: He was as strong as a lion.
Metaphor: She was a rose.
15. List two reasons why text structure is so important in nonfiction literature. (2 pts)
Helps us connect to other texts
Leads us to what is important in text
Helps summarize (i.e. autobiography)
Illustrate the passing of time

Name: _____________________________
Night Quiz 1: pgs. 23-39 (6 points)
1. When Elie and his dad first get to camp, what advice does an inmate give them?
2. “He looked like the typical SS officer: a cruel, though not unintelligent, face, complete
with monocle. He was holding a conductor’s baton and was surrounded by officers.”
What notorious German figure is this a description of?
3. Why is Elie thankful for mud?

KEY
1. When Elie and his dad first get to camp, what advice does an inmate give them?
To lie about their age (18 and 40)
2. “He looked like the typical SS officer: a cruel, though not unintelligent, face, complete
with monocle. He was holding a conductor’s baton and was surrounded by officers.”
What notorious German figure is this a description of?
Dr. Mengele (“Angel of Death”)
3. Why is Elie thankful for mud?
Because it hid his new shoes, which he was able to keep

(Make Up Quiz)
Name: _____________________________
1. What does Mrs. Schachter see on the way to the concentration camp?
2. Why was Mrs. Schachter’s little boy crying?
3. Why did Elie’s dad get beaten?

KEY
(Make Up Quiz)
1. What does Mrs. Schachter see on the way to the concentration camp?
Fire
2. What do the other Jews on the train do to Mrs. Schachter?
Gagged and beat her
3. Why did Elie’s dad get beaten?
Because he asked to go to the bathroom

Name: _____________________________________
1. Why is Juliek not allowed to play Beethoven? What are the Germans trying to convey
with their reasoning behind it?
2. What is Stein looking for?
3. What is the prisoner crawling for during the raid, before he was shot and killed?
4. Why is the second hanging so much more traumatic to Elie than the first hanging?
Extra Credit (1 point): Describe what a “pipel” is.

KEY
2. Why is Juliek not allowed to play Beethoven? What are the Germans trying to convey
with their reasoning behind it?
Because Beethoven is German music; The Jews are inferior to the Germans, therefore they do
not deserve to play any German music
2. What is Stein looking for?
His family- wife and daughter
3. What is the prisoner crawling for during the raid, before he was shot and killed?
a cauldron of soup
4. Why is the second hanging so much more traumatic to Elie than the first hanging?
because it was a child that was being hung and he was too light for the noose, so his
life lingered and he suffered greatly, before dying
Extra Credit (1 point): Describe what a “pipel” is.
a young, attractive child who receives special treatment and is allowed to supervise/ be
cruel to adults

Name: _____________________________________
(Make up quiz)
1. “Bite your lips, little brother..Don’t cry. Keep your anger, your hate, for another day, for
later. The day will come but not now...Wait. Clench your teeth and wait.”
Who says this to Elie? Why was he/she so significant?
2. What happens with the guards, when Elie and the prisoners passed a group of young
German girls?
3. What happened to Elie when he caught Idek with a woman?
4. What did the soup taste of, after the second hanging?
Extra Credit (1 point): What is the name of the person who beats Elie’s father for not marching
correctly?

KEY
(Make up quiz)
2. “Bite your lips, little brother..Don’t cry. Keep your anger, your hate, for another day, for
later. The day will come but not now...Wait. Clench your teeth and wait.”
Who says this to Elie? Why was he/she so significant?
The French woman - she was pretending not to be Jewish and she meets Elie in the
future
2. What happens with the guards, when Elie and the prisoners passed a group of young
German girls?
They giggle and joke around and have a great time
3. What happened to Elie when he caught Idek with a woman?
Elie received 25 lashes
4. What did the soup taste of, after the second hanging?
Corpses
Extra Credit (1 point): What is the name of the person who beats Elie’s father for not marching
correctly?
Franek

Name: _______________________________
1. What was the only request that Akiba Drumer asks?
2. Why does Elie have to go see the doctor?
Extra Credit (1 point): What is Elie’s tattoo?

KEY
1. What was the only request that Akiba Drumer asks?
for his fellow Jews to recite the Kaddish when he passes
2. Why does Elie have to go see the doctor?
Because his foot is swollen - the doctor must do surgery and drain the pus
Extra Credit (1 point): What is Elie’s tattoo combination?
A7713

Name: _______________________________
1. Eli decided to leave the infirmary and go to the next camp so that he could be with his
dad and so that he had a better chance of surviving. What happened to the patients in
the infirmary after the Germans left?
2. “The idea of dying, of ceasing to be, began to fascinate me. To no longer exist. To no
longer feel the excruciating pain of my foot. To no longer feel anything, neither fatigue
nor cold, nothing. To break rank, to let myself slide to the side of the road…”
What made Eli not keep moving forward?
3. “It’s good to rest, but my violin…”
I thought he’d lost his mind. His violin? Here?
“What about your violin?”
He was gasping:
“I...I’m afraid...They’ll break...my violin...I...I brought it with me.”
What is happening in this scene? What does Juliek’s violin symbolize?
4. What is the last piece of music Juliek plays before he dies?
5. Give one example of individuals taking amusement in the pain of others. (hint: I’m not
looking for a generic statement about Nazis making the Jews suffer - there are a couple of
stories told within the novel during this section of the reading)
*Extra credit (1 point)
Name one of the places (other than Auschwitz) that Elie has been transported to.

Name: _______________________________
“He had become childlike: weak, frightened, vulnerable.
“Father,” I said, “you cannot stay here.”
I pointed to the corpses around him; they too had wanted to rest here.
“I see, my son. I do see them. Let them sleep. . .”
1. What have Elie and his father most recently been through?
2. What does Elie’s father want to do here?
3. What happens next with his father?
Write at least three sentences, answering the above prompts.

KEY
The train voyage; people are dying of exposure/malnourishment
Elie’s father wants to die at this point
Elie’s father has dysentery (if students read ahead: Elie’s father dies)

Vocab Test 1
Name:______________________________
Pious Jest Hermetically Conflagration
Surreptitious Untenable Convalescent Altruistic
Tumult Invectives Elude Extinguished
Directions: Fill in the blanks below, with the most appropriate vocabulary word from the table
above. Words can be used in another tense or another part of speech (i.e. elude can be
eluding).
1. He was driven by __________________ reasons to volunteer at the nursing home, even
having to miss his basketball game for the day.
2. In a fit of anger, she yelled __________________ at her boyfriend.
3. The cereal was stale because it was not in a __________________ container.
4. He __________________ his parents by quietly sneaking out his window.
5. She forgot to blow out the candles, so a __________________ occurred in her entire
apartment complex.
6. A __________________ broke out at the concert when Justin Beiber came out on stage.
7. The __________________ home was full of patients who have cancer, AIDS, and other
life threatening diseases.
8. In __________________, he pulled the seat out from her and made her fall.
9. He was a __________________ man, attending church four days a week and always
studying his Bible.

10. She __________________ smoked when her mother left the house because she did not
want to get into trouble.

Key
1. altruistic
2. invectives
3. hermetic
4. eluded
5. conflagration
6. tumult
7. convalescent
8. jest
9. pious
10. surreptitiously

Name: _____________________________________
There is a vocabulary word that is used incorrectly in every sentence. Circle the word. Then,
write which word best fits in the sentence, on the line below.
1. The tumult was out of control, burning all of his belongings in the house.
________________.
2. “Got your nose” is a popular children’s game, done out of hermetic.
________________.
3. He tumulted the tackle from the opposing team.
________________.
4. In spite of their agreement to eat healthy, she convalescently ate a dozen doughnuts.
________________.
5. The altruistic man studied the Bible every day and attended church three times a week.
________________.
6. The leftovers tasted as fresh as it had the night before due to the invective container.
________________.
7. The pious, due to the alarm, made her jump because the classroom had been so quiet.
________________.
8. Three days ago he caught the chicken pox, but he was still eluded, thus, having to stay
on bed rest.
________________.
9. Due to her surreptitious personality, she always helped the elderly cross the road.
________________.
10. Out of bad sportsmanship, they shouted jests at the opposing team’s crowd.
________________.

KEY
1. tumult = conflagration
2. hermetic = jest
3. tumulted = eluded
4. convalescently = surreptitiously
5. altruistic = pious
6. invective = hermetic
7. pious = tumult
8. eluded = convalescent
9. surreptitious = altruistic
10. jests = invectives

Name: __________________________________
Night -Test 2
Vocab
Define the following words in the space provided below. Words can be used in another tense or
as another part of speech (i.e. jostle = jostled). (1 point each)
spectacle untenable jest
jostled apathy plaintive
extinguish categorical inflection
1. He __________________ the flames with buckets of water.
2. After her dog died, she was __________________ for the next two weeks.
3. The two lions fighting in the zoo was a great __________________ for viewers.
4. She had no desire to learn anything or do anything anymore. Her mood was
__________________.
5. Each list of mammals was __________________ , listing gender, the type of animal,
and more.
6. When the fight broke out, he __________________ the aggressor, in order to back him
in a corner.
Nonfiction Elements
Answer the following questions.
1. Name one time that Wiesel breaks the text structure in the novel. (1 point)
2. Name two nonfiction elements that Wiesel uses when writing the novel. (2 points)
3. Name a motif in the novel and give an example from the novel that supports the motif.
(2 points)
4. What words would an author use, if he/she was writing in second person? (1 point)

Short Answer
Write your answers to the following questions on the line provided. (2 points each)
1. What town do Elizer and his family come from?
_____________________
2. Name one person Elizer meets in the concentration camps.
_____________________
3. What visions do Madame Schachter have on the train?
_____________________
4. What instrument does Juliek play?
_____________________
5. What body part does Elizer have to get surgery on?
_____________________
6. Name one camp that Elie and his father were in.
_____________________
7. Who warns the people of Sighet about the Nazis?
_____________________
8. What was the main source of food in the concentration camp?
_____________________
Writing Prompts

Choose one out of the four writing prompts. Then, write your answer on the back of this sheet.
Make sure it is a full paragraph. After you are finished, everyone is responsible for answering
the last writing prompt in bold (below). Be thorough in your answers. (10 points each)
1. Select a recurring word, phrase, or symbol from Night. You cannot use “night” because
this is the last writing prompt. Give two parts in the book that the symbol is used in.
Analyze the word/ phrase/ symbol and explain what it means.
2. What role does chance play in Eliezer’s survival of the Holocaust? What role does
choice play? Use two examples from the novel to support your answer.
3. Name two themes throughout the novel. Make sure to write these themes using thematic
sentences. Then, give two examples from the book that support each theme. There
should be four examples in your answer.
4. In discussing the Holocaust, one survivor, Luba Frederick, said, “To die was easy.”
Based on the novel, explain her statement. Use two examples from the novel to support
your answer.
(10 points) Everyone answer the following: Discuss the significance of the book’s title,
Night. Use three examples from the book to support your answer.

KEY
(50 points: 48 point test + 2 point KWL)
Vocab
Define the following words in the space provided below. Words can be used in another tense or
as another part of speech (i.e. jostle = jostled). (1 point each)
spectacle untenable jest
jostled apathy plaintive
extinguish categorical inflection
1. He extinguished the flames with buckets of water.
2. After her dog died, she was plaintive for the next two weeks.
3. The two lions fighting in the zoo was a great spectacle for viewers.
4. She had no desire to learn anything or do anything anymore. Her mood was apathetic.
5. Each list of mammals was categorical, listing gender, the type of animal, and more.
6. When the fight broke out, he jostled the aggressor, in order to back him in a corner.
Nonfiction Elements
Answers may vary
1. Name one time that Wiesel breaks the text structure in the novel. (1 point)
French Girl, Liberation, etc.
2. Name two nonfiction elements that Wiesel uses when writing the novel. (2 points)
descriptions, chronological order, sympathetic characters, dramatization, etc.
3. Name a motif in the novel and give an example from the novel that supports the motif. (2
points)
Father/Son Bond - giving rations of bread, staying alive for dad, etc.
Loss of Faith - Akiba Drummer dying
4. What words would an author use, if he/she was writing in second person? (1 point)
you/your
Short Answer
Write your answers to the following questions on the line provided. (2 points each)

1. What town do Elizer and his family come from?
Sighet
2. Name one person Elizer meets in the concentration camps.
Juliek (answers will vary)
3. What visions do Madame Schachter have on the train?
Fire
4. What instrument does Juliek play?
Violin
5. What body part does Elizer have to get surgery on?
Foot
6. Name one camp that Elie and his father was in.
Buna, Buchenwald, or Auschwitz
7. Who warns the people of Sighet about the Nazis?
Moishe
8. What was the main source of food in the concentration camp?
soup / bread
Writing Prompts
Choose one out of the four writing prompts. Then, write your answer on the back of this sheet.
Make sure it is a full paragraph. After you are finished, everyone is responsible for answering
the last writing prompt in bold (below). Be thorough in your answers. (10 points each)

5. Select a recurring word, phrase, or symbol from Night. You cannot use “night” because
this is the last writing prompt. Give two parts in the book that the symbol is used in.
Analyze the word/ phrase/ symbol and explain what it means.
6. What role does chance play in Eliezer’s survival of the Holocaust? What role does
choice play? Use two examples from the novel to support your answer.
7. Name two themes throughout the novel. Make sure to write these themes using thematic
sentences. Then, give two examples from the book that support each theme. There
should be four examples in your answer.
8. In discussing the Holocaust, one survivor, Luba Frederick, said, “To die was easy.”
Based on the novel, explain her statement. Use two examples from the novel to support
your answer.
(10 points) Everyone answer the following: Discuss the significance of the book’s title,
Night. Use three examples from the book to support your answer.
(50 points: 48 point test + 2 point KWL)

Night Test Review
On a separate sheet of paper, respond to the following prompts.
Due: Thursday, March 3rd
1. Name three things that you’ve learned about narrative text structure.
2. What are some nonfiction elements?
3. What motifs have you found throughout the novel?
4. Write about Elie’s background.
5. List 4 people that Elie met in the camps and describe them.
6. What happens in the train scene?
7. What was the most memorable scene to you and why?
8. Talk about Elie’s hospital experience in the camps.
9. Describe Elie’s journey throughout the camps.
10. Name 3 symbols in the novel and explain what scenes they are found in.

Journal 1 - 2/2/16: What are
the associations with the
word “night”? Based on
the title, predict what will
happen in this book. Why
do you think the title is
Night?
pg 5 - [react to excerpt]
Narrative Components
err: Wrong doing / sin

Journal 2 - 2/3/16: Would you have
believed Moishe the Beadle if he ran into
your town and said the things he said to
Elie? Why or Why not? (p 7)
(1 paragraph - 5 sentence minimum)
Why were the German’s nice when they first
arrived to Sighet?
3rd Hour:
2 examples of figurative language
Why does he say “a summer sun” (p 17)
jest - amusement
surreptitious - kept secret, especially
because it is not approved of

Journal 3: 2/5/16 - When the Jewish
population were being deported, they were
allowed to take a small bag with them.
Many individuals chose to pack photo
albums. Why do you think this was so
important? What would you have packed?

Journal 4: 2/8/16 - What was your
reaction to how Elie reacted when
his father was being beat in front
of him? How do you think you
would have reacted? Why?
Include:
-at least one motif and/or theme that you
are recognizing
- textual evidence for you beliefs
*If you only have 3 members, share the
three responsibilities of the leader
evenly
HW: 40-46

Journal 5: 2/10/16 - There are few
accounts of rebellion against the
Germans in the concentration camps.
Why do you think this is? Do you think
that you would have rebelled? Why or
why not?
Find these words on the pages in parentheses and
using context clues, define them:
surreptitious: (p 16)
conflagration: (p 21)
pious: (p 24)
hermetically: (p 24)
tumult: (p 30)
invectives: (freebie) insulting, abuse, or highly critical language
elude: (p 32)
surreptitious: doing something in secret (p 16)
conflagration: an extensive fire that destroys a great deal of land or property (p 21)
pious: deeply religious (p 24)
hermetically: completely air tight; no air can get in (p 24)
tumult: loud, confused noise, especially one caused by a large mass of people (p 30)
invectives: insulting, abuse, or highly critical language
elude: evade or escape from (p 32)

Journal 6: 2/11/16 - What did you think
about the video yesterday? Did it give
you perspective (even if just a little)
about how one man could persuade
individuals to commit atrocities? As the
video proved: obedience is human
nature. Do you believe you would have
kept pressing the button, had someone
of authority continued to tell you to?
Why or why not?

Journal 7: 2/17/15 - Why do you
think after the first hanging the
soup tasted “better than ever”
but in the second hanging the
soup “tasted of corpses”?
Explain. Also, what imagery was
most prominent to you during
this reading section? Why?
p 54 What had the camp made of
Elie?
What is disturbing about this
particular passage? (only 5th)

Journal 8: 2-18-16
1st Row: Do you like this book so far?
Why or Why Not?
2nd-4th Row: What is a motif in the
reading section and give an example of
it.
Everyone Else: Explain how choice and
coincidence has played a part thus far in
Elie’s survival.
Group Activity
Group 1 & 2: Name 5 characters
in the novel
Group 3: Choose a motif and
give three examples to support
it

Group 4: Find 15 historical facts
throughout the novel and write
the page number
(THE REAL) Journal 8: 2/19/16 -
“Where is God’s mercy?
Where’s God? How can I
believe, how can anyone believe
in this God of Mercy?” (p 76)
 How do you think Elie Wiesel
would respond to the above
questions today? What
reasoning do you think he
would give for what
happened? Explain.

Journal 9: 2/22/16 - What was
the most physically exhausting
event of your life? Explain it in
detail. Write about your training,
how you felt, and what helped
you get through it.
2. ON A SEPARATE SHEET OF PAPER
(DO NOT WRITE YOUR NAME ON IT):
Please write one thing that I am doing
effectively as a teacher and one thing
that I need to work on as a teacher.

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