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 Question


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 In form of a poem/song and has visual cover as stated in the instructions (4 pts.)


News Anchor Film – 20 points

o Contains scenes from Night clearly connected to the chosen theme (10 pts.)


o Has five scenes and meets time requirements as stated in the instructions (4 pts.)


Collage – 20 points o Chosen theme from Night is clear in the collage & caption paragraph (10 pts.)


o Has visuals and paragraph caption as stated in the instructions (4 pts.)


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



Assessment



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.______

teaching lit gram vocab assignment

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