The Perils of Indifference based on Night by Elie Wiesel
|
|
- Heather Norton
- 6 years ago
- Views:
Transcription
1 Getting Ready to Read The Perils of Indifference based on Night by Elie Wiesel To be prejudiced means to pre-judge a person or event before you really understand it. List events either from your personal life or your understanding of history that could be described as prejudiced. PREDICTING ABC s The Holocaust A-B annihilation C-D commemoration E-F G-H genocide fascism I-J K-L M-N O-P Q-R S-T U-V WXYZ war totalitarianism 1
2 KWL Chart K What do you KNOW? W What do you WANT to know? L What did you LEARN? Surveying the Text Based on the title, cover art, and quote on the back, what do you think this book will be about? Why? Making Predictions and Asking Questions Read the biographical sketch on page 192. Based on Wiesel s life experience, what do you think the novel will cover? 2
3 Introducing Key Vocabulary Part 1 - Sighet to Buna Italicized words relate to religious elements Underlined words relate to historical elements Hasidic: Synagogue: Cabbala: Talmud: Gestapo: Lorries: Rabbi: Zionism: Emigration: Billeted: Passover: Treatise: Expounding: Phylacteries: Truncheons: Compatriots: Boche: Guerrillas: Hermetically: Barometer: SS: Nocturnal: Bestial: Lucidity: Harangued: Kapos: Compulsory: Wizened: Blandishments: Aryan: Raucous: 3
4 Part 2- Buna to Buchenwald Functionaries: Benediction: Implored: Lamentation: Countenance: Interminable: Emaciated: Meager: Crucible: Inconsiderable: Dysentery: Annihilate: Mountebanks: Knell: Interminate: Stupefied: Privations: Encumbrance: Semblance: Vigilance: 4
5 Reading Log For every chapter of the novel, choose 2 quotes that you find interesting or important, and provide comments for each. Chapter 1 Quote 1: Quote 2: Chapter 2 Quote 1: Quote 2: 5
6 Chapter 3 Quote 1: Quote 2: Chapter 4 Quote 1: Quote 2: 6
7 Chapter 5 Quote 1: Quote 2: Chapter 6 Quote 1: Quote 2: 7
8 Chapter 7 Quote 1: Quote 2: Chapter 8 Quote 1: Quote 2: 8
9 Chapter 9 Quote 1: Quote 2: 9
10 First Reading Preview 1. What are the 10 core concepts; give a brief description of each? 2. What is totalitarianism? 3. What three policies did the Nazis implement as their plan to deal with the Jewish Question evolved? 4. What were the Nuremburg Laws? 5. What was Kristallnacht? 6. What are Einsatzgruppen? 7. Which two European countries were most successful at saving their Jewish populations? 8. How many Jews survived in Poland? 9. How many Jews were killed during the Holocaust? 10. What other groups did the Nazis persecute? (5) 11. What was the original title of the novel, Night? 12. What are the five motifs found in the novel? 13. What point of view is the novel written in? 10
11 Chapter Write an example of a simile found on page What does Elie desire to study? 16. Who does he get to help him? 17. What happens to Moshe the Beadle? 18. What does Moshe say happened while he was away? 19. Why don t any of the townspeople believe Moshe? 20. What kind of position does Elie s father have in the community? 21. What kind of relationship do Elie and his father have at the beginning of the novel? 22. Where are the Jews sent first after the arrival of the German soldiers? 23. Provide an example of a simile and a metaphor from page 15. Chapter What news do they then receive of where they are to be located? 25. How many people ride on each train car? 26. What does Madame Schachter imagine she sees? 11
12 27. Name the literary device Madame Schachter s vision is an example of. Chapter What happens to Elie s family when they reach the camp? 29. What advice do Elie and his father receive from one of the camp prisoners? 30. What occupation does Elie say he is? 31. What happens to those who are skilled workers? 32. Write an example of a metaphor found on page What do Elie and the others recite as they are nearing the crematory? 34. What new name does Elie receive at the camp? Chapter What happens to people with gold teeth or crowns? 36. What type of treatment do the men receive at the factory? 37. How does Elie manage to keep some of his teeth temporarily? 38. What happens to people who disobey the rules of the camp? 39. Why does the hanging of the pipel stay in Elie s mind? 12
13 Chapter How do the prisoners celebrate Rosh Hashanah? 41. How do they celebrate Yom Kippur? 42. Why doesn t Elie celebrate? 43. What advice does the block head give the men before selection? 44. What does Elie s father give him when he thinks he has been selected? 45. What happens to Akiba Drumer? 46. What promise do Elie and his father make Akiba? Do they keep their promise? 47. Why does Elie go to the doctor? 48. Who does the prisoner next to Elie in the hospital think has kept the most promises? 49. Why do Elie and his father decide to leave with the evacuation? 50. Name the literary device that this decision is an example of. 51. Why does the head of the block order the men to clean the barracks before leaving? 13
14 Chapter How do the men travel to Gleiwitz? 53. What happens to the men as they travel if they are slow? (2 answers) 55. What happens to the men who fall asleep in the caved-in brick factory where they pause to rest on the journey? 56. What do the men do to make up for the fact that they have nothing to drink? What do the SS do when they see this? Chapter How do the men treat each other on the train ride to Buchenwald? 58. How many men arrive at Buchenwald? How many were originally on the train? Chapter What does Elie s father choose for himself? 60. Why does Elie take his father to the doctor? 61. What is the last work that Elie s father says? 62. What are Elie s conflicting emotions with his father s death? Chapter What does Elie s only concern become? 64. What do the prisoners never think of after being liberated? 14
15 65. What does Elie call himself after he looks in the mirror? Review 66. List 3 examples of father/son relationships in the story. 67. What does night symbolize in the novel? Refer back to page 32 for help. 68. Name at least two events in the story where Elie expresses his loss of faith. 69. Which characters are witnesses? How? 70. List at least 3 opportunities Elie s family had to escape. 15
16 Analyzing Stylistic Choices Part 1- Sighet to Birkenau (1-2) 1. The narrator mentions the Exile of Providence and destruction of the temple at the beginning of his account. These allude to the expulsion of the Jews from their homeland of Judah in the sixth century B.C. Explain how this allusion foreshadows events in this section of Night. 2. A motif is a word, character, object, image, metaphor, or idea that recurs throughout a literary work. Wiesel uses eyes as a motif. Compare and contrast the description of Moche the Beadle before and after his deportation. Explain how eyes symbolize his personality. 3. The yellow star? Oh well, what of it? You don t die of it... (Poor Father! Of what then did you die?) Explain how this passage is sadly ironic. 4. Identify one example of foreshadowing (other than question 1) that suggests what Eliezer and the other prisoners will discover at Birkenau. 5. Review this section for Wiesel s use of night as a motif. Give 3 examples and explain what night symbolizes in each. 16
17 Part 2- Birkenau to Buna (3-4) 1. The Kaddish is the Jewish prayer traditionally recited in theory of the dead. Explain how the prisoners recitation of the prayer as they walk through Auschwitz reflects the theme of the struggle to maintain faith. 2. How is the motif of eyes used by Wiesel to characterize the personalities of the people in the camp? 3. Identify two examples that reflect the theme of human dignity in the face of inhuman cruelty. What comment is Wiesel making about this theme? 4. Explain the irony of the prisoners reaction to the threat of death that the air raid brings. 5. Explain the change in Eliezer s faith. What symbolizes this transformation? 17
18 Part 3- Buna to Buchenwald (5-9) 1. Identify two examples that reflect the conflict of self-preservation versus family commitment. What comment is Wiesel making about this conflict? 2. Trace Wiesel s use of eyes as a motif in Eliezar s father. Find at least 4 quotes that show how his father s change is reflected in this symbolism. 3. Wiesel uses several metaphors and similes in his discussion of the dead during the forced march. Find three examples and explain each comparison. 4. Of what is Juliek s broken violin a symbol? 5. What does the break in the narrative on page 105 say about humanity? 18
19 Non-Fiction Connections Reading Rhetorically Getting Ready to Read The dictionary defines indifference as lack of interest or concern. (We were shocked by their indifference toward poverty.) Describe a moment in your life when your indifference or the indifference of another had severe repercussions. Looking back, do you wish you had done anything different in the situation? Explain. Making Predictions and Asking Questions Nobel and Perils 1. Read the first paragraph. Based on that, what is the occasion that spurred Wiesel to write this speech? 2. Read the last two paragraphs. Based on them, predict Wiesel s thesis. Nuremberg Laws and Bill of Rights 1. Looking at the titles of these documents, what do you think is the author s purpose of each? 2. How is each article structured? Do you think this will make it easier or more difficult to understand? Why? 19
20 Introducing Key Vocabulary Nobel Humility: Transcend: Multitudes: Presumptuous: Bewilderment: Neutrality: Irrelevant: Traumatized: Abhorrent: Interminable: Insidious: Dissident: Perils Infamy: Gratitude: Metaphysical: Conceivable: Abstraction: Anguish: Consolation: Illustrious: Valiant: Fascism: Gentile: Intervene: 20
21 First Reading Nobel 1. Explain how winning this award both frightens and pleases Wiesel. 2. What does he remember? 3. When lives are in jeopardy, what must be our priority? 4. What more modern event does he compare to the Holocaust? 5. What do people who are suffering need above all else? Perils 1. What word does he cherish? Why? 21
22 2. How does he define indifference? 3. What was worse than being punished by God? 4. Who knew about the existence of work and death camps? 5. How has the century changed since the Holocaust? Dedication 1. What is the purpose of this speech? Why is it being given? 2. What is the purpose of the museum? 3. Of what does the holocaust remind us? 22
23 4. What modern example does Clinton give of genocide? 5. Why might people be reluctant to visit the museum? Nuremburg and Bill of Rights 1. Define a Jew according the Nuremberg laws. 2. What rights do the Jews lose according to this document? 3. Who can release anyone from the constrictions of these laws? 4. List the rights granted in the Bill of Rights in the order they appear. 23
24 Looking Closely at Language Nobel 1. What root part of humility helps the reader figure out its meaning? 2. What is the difference between transcend and descend or ascend? How can you use the root and prefix to help you define the word? 3. What does multi mean and what does multitude mean based on that? 4. What word do you see in neutrality? What does that word mean? 5. Pick either insidious or dissident and write out how you could figure out the meaning of the word using roots and/or prefixes. Perils 1. The word illustrate can help define illustrious. How? What does illustrious probably mean? 24
25 2. What does abstract mean, and how can it help define abstraction? 3. What does meta mean and how does it help to define metaphysical? 25
26 Rereading the Text For each text, identify with textual support and explain how you know the following: President Clinton s dedication speech to the United States Holocaust Memorial Museum Subject/Thesis Statement: Occasion (why was the piece written): Audience: Purpose (to inform/persuade/describe/entertain, etc): Tone (start with a basic word like anger, fear, joy, etc.): and then use a thesaurus to come up with a more accurate word Elie Wiesel s Nobel Peace Prize Acceptance Speech Subject/Thesis Statement: Occasion (why was the piece written): Audience: Purpose (to inform/persuade/describe/entertain, etc): Tone (start with a basic word like anger, fear, joy, etc.): and then use a thesaurus to come up with a more accurate word 26
27 Why Do They Visit Subject/Thesis Statement: Occasion (why was the piece written): Audience: Purpose (to inform/persuade/describe/entertain, etc): Tone (start with a basic word like anger, fear, joy, etc.): and then use a thesaurus to come up with a more accurate word The Perils of Indifference Subject/Thesis Statement: Occasion (why was the piece written): Audience: Purpose (to inform/persuade/describe/entertain, etc): Tone (start with a basic word like anger, fear, joy, etc.): and then use a thesaurus to come up with a more accurate word 27
28 Analyzing Stylistic Choices Nobel: 1. How would you describe the tone of this speech? Give at least two examples from the text that reveal this emotion. 2. To what is Wiesel referencing when he says the kingdom of night in paragraph four? 3. In the fourth paragraph, Wiesel uses a series of sentence fragments. What is he trying to recall by using fragmented ideas? 4. In paragraph one, Wiesel says that being chosen to accept the Nobel Peace Prize both frightens and pleases him. How does he echo these ideas in successive paragraphs? What rhetorical device is he using? 5. In paragraph fifteen, he says that As long as one dissident ins in prison, our freedom will not be true. As long as one child is hungry, our lives will be filled with anguish and shame What is the effect of the parallel structure on the audience? 6. What element does Wiesel use to connect the paragraphs of the essay together? 28
29 Perils 1. Wiesel uses several oxymorons to define indifference. How is this an effective way to define a word? 2. He spends several paragraphs explaining what indifference is. Identify all the elements that contribute to this word- all the ways he defines it. 3. Identify two examples of parallel structure. 4. Why does Wiesel reference several other countries in paragraph 5? 5. Who is the author s intended audience in this speech? How do you know? Dedication 1. Why cite Jefferson and Lincoln in paragraph 1? 2. What connotation does the word unleashed have in paragraph 5? 29
30 3. Find at least one example of parallel structure. 4. Identify the tone of the article and list 3-5 words or phrases that support that tone? 5. How does the word prey in paragraph 14 continue the symbolism of unleashed in paragraph 5? Nuremberg and Bill of Rights 1. What is the purpose of subheadings in these articles? 2. What tone does each article convey to the reader? Give examples of language that illustrates your determination. 3. Who is the intended audience for each article? How would that audience react to it? 4. What do you think was the author s intent in each document? Is there a stated intent that is different from the implied intent? 30
31 Post Reading Activity Summarizing and Responding Write a summary for one of the articles of your choosing. Use the following format. Read the text for its main points. Write out the text s thesis or main point: Identify the text s major divisions or chunks and identify their purpose. Summarize each part in one or two sentences. Now combine your summaries of the parts into a coherent whole, creating a condensed version of the text s main ideas in your own words. Example: In Who Cares If Johnny Can t Read? published in the online journal Slate on April 16, 1997, Larissa MacFarquhar informs readers that those who think that Americans no longer read books are mistaken. According to MacFarquhar, American are reading more than ever, although they are reading genre fiction and self-help books instead of the classics. This preference for popular books leads MacFarquhar to raise two related questions: Does it matter what people read or only if they read? Many persons today, says MacFarquhar, believe that reading in and of itself matters because reading is considered more intellectually stimulating and culturally valuable than watching television. MacFarquhar opposes this view by suggesting that watching television can sometimes be more stimulating and culturally valuable than reading. What matters, she believes, is the quality of what is being watched or read. 31
32 Thinking Critically 1. Why is Elie Wiesel uniquely qualified to talk about the holocaust? 2. Wiesel alludes to several other people in this speech. How do these people lend credibility to his argument? 3. What emotion does Wiesel s use of the young Jewish boy call upon? 4. How does his use of emotion help to persuade his audience? 5. What are the major claims of the article? 6. How does he support these claims? Give specific examples. For all three speeches, answer the following: 7. What similarities (beside the subject) do you see between the speeches? List at least two. Why are these ideas repeatedly? 8. Identify one element that Wiesel uses in The Perils of Indifference but NOT in the Nobel speech? Why does he add this element? 9. Authors write pieces with a specific audience in mind. List at least two assumptions that the author made when writing these speeches? Provide support from the texts that reveal these assumptions. 10. What details might the author add to his speech to make them more emotional? 32
33 Nuremberg and Bill of Rights 1. How does the language of the Nuremberg Laws differ from the Bill of Rights? How does that affect the reader s reaction to the text? 2. How does each article establish authority? What differences do you notice between the two articles in this area? 3. How far should a government go to protect its people? When does a government go too far? 4. What should citizens do when their consciences and/or code of ethics causes them to disagree so strongly with a law that they are tempted to disobey it? 5. What would be the costs and/or benefits of breaking a law a citizen did not agree with? 6. Based on these documents, what can you infer about the role of government and the rights of citizens? 33
English I Honors. 5. Summarize the story Moshe the Beadle tells on his return from being deported. Why does he say he has returned to Sighet?
Name English I Honors Print this handout, and answer the questions in the provided space to be turned in on the second day of school. Complete sentences are not necessary. The class will complete the lesson
More informationName: Date: Period: Night Study Guide Chapter 1
Name: Date: Period: Night Study Guide Chapter 1 1. What does Elie desire to study? 2. Who does he get to help him? 3. What happens to Moshe the Beadle? 4. What does Moshe say happened while he was away?
More informationNight. Dates: Name: Date: Elie Wiesel - Elie s # (Eliezer) by Elie Wiesel. Madame Schachter. Anti- Semitic. deportation. Yossi and Tibi.
Night Directions: Define each character and each term as you read Night. *You don t need to do anything with the dates or setting, except refer to them. Characters: Elie Wiesel - Elie s # (Eliezer) Elies
More informationNight by Elie Wiesel - Chapter 1 Questions
Name: Date: Night by Elie Wiesel - Chapter 1 Questions Chapter 1 1. Why did Wiesel begin his novel with the account of Moishe the Beadle? 2. Why did the Jews of Sighet choose to believe the London radio
More informationLABEL EACH SECTION AND NUMBER EACH ANSWER APPROPRIATELY. MOST ANSWERS WILL ANSWERS TO WHY -TYPE QUESTIONS SHOULD BE THOUGHTFUL AND DETAILED.
STUDY QUESTIONS: NIGHT by Elie Wiesel MLA HEADING: ANSWER THE FOLLOWING QUESTIONS ON YOUR OWN PAPER LABEL EACH SECTION AND NUMBER EACH ANSWER APPROPRIATELY. MOST ANSWERS WILL BE SHORT, BUT ANSWERS TO WHY
More informationa collection of commentaries on the Torah, studied for enlightenment in Kabbalah
Night by Elie Wiesel NAME: 1 preface Why did Wiesel think it was a good idea to release a new translation of Night? Why didn t Night sell well after its initial publication? Who is the witness & why is
More informationENG 10 CP Mr. Wheeler Night by Elie Wiesel 1. Night Study Guide
ENG 10 CP Mr. Wheeler Night by Elie Wiesel 1 Night Study Guide Test Format: The test will contain 60 problems and is comprised of the following sections: matching, multiple choice, and passage interpretation.
More informationNight Unit Exam Study Guide
Name Period: Date: Night Unit Exam Study Guide There will be a review of the test during tutorial on Monday (March 16) and Tuesday (March 17). By attending a session you will receive 10 points towards
More informationEssential Questions 1. What kinds of responsibilities do members of a community have for one another?
Night Study Guide Chapter 1 Vocabulary Beadle n. in Judaism refers to the caretaker of the synagogue Hasidic adjective form of Hasidism, describes a branch of orthodox Judaism originating in Eastern Europe
More informationNight Test English II
1 Multiple Choice (40 Questions 1 point each) Night Test English II 1. On the train to Auschwitz, what does Madame Schächter have visions of? a. Burning pits of fire b. The angel of death c. The death
More informationName: Hour: Night by Elie Wiesel Background Information
Name: _ Hour: _ Night by Elie Wiesel Background Information Night is a personal narrative written by Elie Wiesel about his experience with his father in the Nazi German concentration camps at Auschwitz
More informationTest: Friday, April 11
Test: Friday, April 11 Elie Wiesel main character, narrator, and author. Young boy growing up as a Jew in the Holocaust. Survived. Cared for his father in the concentration camps. Winner of the 1986 Nobel
More informationAdolf Hitler s Genocide
By Elie Wiesel Adolf Hitler s Genocide Hitler; his army Genocide: the deliberate and systematic extermination of a national, racial, political, or cultural group. His goal was to exterminate all Jewish
More informationStudy Guide Night by Elie Wiesel
Name: English 12 Study Guide Night by Elie Wiesel Answer the following questions in complete sentences. Higher credit will be given to those who use quotes and page numbers to support their answers. Questions
More informationTeacher s Pet Publications
Teacher s Pet Publications a unique educational resource company since 1989 To: Professional Language Arts Teachers From: Dr. James Scott, Teacher s Pet Publications Subject: Teacher s Pet Puzzle Packs
More informationName: Date: Hour: Conflict in Night [CCSS.ELA.9-10.W.3]
Name: Date: Hour: Conflict in Night [CCSS.ELA.9-10.W.3] In order to create a good narrative, you must introduce conflict for your characters. A conflict is a struggle between two forces. In Chapter 3 of
More informationTEACHER S PET PUBLICATIONS. PUZZLE PACK for Night based on the book by Elie Wiesel
TEACHER S PET PUBLICATIONS PUZZLE PACK for Night based on the book by Elie Wiesel Puzzle Pack Written By Mary B. Collins 2005 Teacher s Pet Publications, Inc. All Rights Reserved The materials in this
More information3. How did Wiesel realize his wish to study the Cabbala? a. Curious about it, asked questions, found a teacher
Chapter 1 1. Who is Moshe the Beadle? What does Wiesel tell the reader of Moshe? a. Poor, foreign Jew b. Teacher, church office c. People were fond of him because he stayed to himself d. Awkward e. Trained
More informationTRIUMPH & PERSEVERANCE Night
Name: Date: TRIUMPH & PERSEVERANCE Night Project Overview You will read Elie Wiesel s Night, a true story about his experience with the Nazi invasion of Poland and his incarceration in Auschwitz,a Nazi
More informationNIGHT TEST Chapter One page 3
1.) Who is the FIRST character introduced in Night? A.) Elie Wiesel B.) Adolf Hitler C.) Elie's mother D.) Moshe the Beadle 2.) What town is Eliezer from? A.) Germany B.) Translyvania C.) Sighet D.) Poland
More informationNight Unit: English 1-2 H
Night Unit: English 1-2 H Tues 5/13 Pick up Night Q8#1: Define evil Introduction to the book Discuss themes Read 1-26 HW: Vocabulary; Question 1-5; finish 1-26 Thurs 5/15 Q8 #2: Write about the worst thing
More informationNight Unit. English 1-2 Mr. Coia. Mon 5/12 Pick up Night Q8#1: Define evil Introduction to the book Discuss themes Read 1-26
Night Unit English 1-2 Mon 5/12 Pick up Night Q8#1: Define evil Introduction to the book Discuss themes Read 1-26 HW: Vocabulary; Question 1-5; finish 1-26 Wed 5/14 Q8 #2: Write about the worst thing that
More informationActivity Pack. Night b y E l i e W i e s e l
Prestwick House Pack b y E l i e W i e s e l Copyright 2004 by Prestwick House, Inc., P.O. Box 658, Clayton, DE 19938. 1-800-932-4593. www.prestwickhouse.com Permission to use this unit for classroom use
More informationNight. Look, it s important to bear witness. Important to tell your story... You cannot imagine what it meant spending a night of death among death.
Night by Elie Wiesel Unit 2 - Nonfiction Introducing the Memoir Never shall I forget those moments which murdered my God and my soul and turned my dreams to dust. Page 2 The Time and Place Europe at war;
More informationNIGHT. Elie Wiesel. History is a nightmare, from which I am trying to awake. James Joyce
NIGHT Elie Wiesel History is a nightmare, from which I am trying to awake. James Joyce Words Students May Not Know: delusion altruistic fasting resolve quarantine oppress/oppression revelation veritable
More informationNovel Units Single-Classroom User Agreement for Non-Reproducible Material
Novel Units Single-Classroom User Agreement for Non-Reproducible Material With the purchase of electronic materials (such as ebooks and print-on-demand teaching activities) from a Novel Units, Inc. (Novel
More informationTEACHER S PET PUBLICATIONS. LitPlan Teacher Pack for Night based on the book by Elie Wiesel
TEACHER S PET PUBLICATIONS LitPlan Teacher Pack for Night based on the book by Elie Wiesel Written by Barbara M. Linde, MA Ed. 1998 Teacher s Pet Publications, Inc. All Rights Reserved This LitPlan for
More informationGrade 8 ELA Summer Assignment
Grade 8 ELA Summer Assignment Pre-Reading Activity: Explore the Key Terms and Background information (attached below): Night by Elie Wiesel - Background Information: Elie Wiesel was born on September 30,
More informationAPPENDICES. Sighet that is held together by age-old religious beliefs and traditions in which the
APPENDICES 1. The Summary of Night It is important to remember that Night is not a novel but a memoir. These events really happened. Eliezer is the young Elie Wiesel, who experienced all these things himself.
More information7.9. Night, Hill and Wang, New York, Union Square West, 2006, 120 pp. (First publication 1958)
Boekverslag door J. 2881 woorden 30 december 2007 7.9 55 keer beoordeeld Auteur Elie Wiesel Eerste uitgave 1956 Vak Engels 1) Data about the book: Sir Elie Wiesel. Night, Hill and Wang, New York, Union
More informationRatcheting Up the Three R s Night Instructional Unit Plan Estimated Length of Unit: 9 weeks
Subject: English/Language Arts Ratcheting Up the Three R s Night Instructional Unit Plan Estimated Length of Unit: 9 weeks Beginning Date: 3-15-16 Ending Date: 6-1-16 Course: Night Grade: 9, Unit 4 Unit
More informationPrentice Hall Literature: Timeless Voices, Timeless Themes, Bronze Level '2002 Correlated to: Oregon Language Arts Content Standards (Grade 7)
Prentice Hall Literature: Timeless Voices, Timeless Themes, Bronze Level '2002 Oregon Language Arts Content Standards (Grade 7) ENGLISH READING: Comprehend a variety of printed materials. Recognize, pronounce,
More informationPrentice Hall Literature: Timeless Voices, Timeless Themes, Silver Level '2002 Correlated to: Oregon Language Arts Content Standards (Grade 8)
Prentice Hall Literature: Timeless Voices, Timeless Themes, Silver Level '2002 Oregon Language Arts Content Standards (Grade 8) ENGLISH READING: Comprehend a variety of printed materials. Recognize, pronounce,
More informationDirections Use each of the following words in a sentence that clearly shows understanding of the
English II Spring Board Unit 3 Academic Vocabulary and Literary Terms Directions: Write out the definition of each word. 1. Annotated bibliography 2. Archetype 3. Characterization 4. Dramatic irony 5.
More informationFLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION SUNSHINE STATE STANDARDS
STANDARD/BENCHARK/ DESCRPTON Grades 9 10: Reading Process Fluency LA.910.1.5.1 LA.910.1.5.n.a LA.910.1.5.n.b LA.910.1.5.Su.a LA.910.1.5.Pa.a Standard: The student demonstrates the ability to read grade
More informationFigurative Language in Night
Figurative Language in Night Because Elie Wiesel s experiences are so horrifying and so uniquely personal, it is difficult for him to describe them in direct, literal language. Language cannot capture
More information10 th Grade Winter 2016 Exam Study Guide
10 th Grade Winter 2016 Exam Study Guide Night Holocaust Background Know the following terms and how they relate to the Holocaust. 1. Persecution 2. Anti-Semitic 3. Cattle Car 4. Tattoo 5. Witness 6. Corpse
More informationFamous Speeches: Elie Wiesel's "The Perils of Indifference"
Famous Speeches: Elie Wiesel's "The Perils of Indifference" By Original speech from the public domain on 05.06.16 Word Count 1,888 Concentration camp survivor Elie Weisel (second from left) speaks beside
More informationUNIT 2: NOTES #17 NIGHT
UNIT 2: NOTES #17 NIGHT Remember to label your notes by number. This way you will know if you are missing notes, you ll know what notes you need, etc. Include the date of the notes given. LET S ANALYZE
More informationT H E G L E N C O E L I T E R A T U R E L I B R A R Y. Study Guide. for Night. by Elie Wiesel
T H E G L E N C O E L I T E R A T U R E L I B R A R Y Study Guide for Night by Elie Wiesel i Meet Elie Wiesel Look, it s important to bear witness. Important to tell your story.... You cannot imagine what
More informationSocratic Seminar Preparation
Name Date Socratic Seminar Preparation Night Summative Assessment Question Answer (Be sure to indicate which question is being answered.) Directions: Complete the graphic organizer below to prepare for
More informationNight Study Questions
Night Study Questions Chapter One 1. What simile does Elie Wiesel use to describe Moishe the Beadle? Given the information that Moishe tries to share with the people of Sighet later in the chapter, what
More informationA Study Guide Written By Kathleen Fischer
Novel Ties A Study Guide Written By Kathleen Fischer Edited by Joyce Friedland and Rikki Kessler LEARNING LINKS P.O. Box 326 Cranbury New Jersey 08512 TABLE OF CONTENTS Synopsis.....................................
More informationGrade 7. correlated to the. Kentucky Middle School Core Content for Assessment, Reading and Writing Seventh Grade
Grade 7 correlated to the Kentucky Middle School Core Content for Assessment, Reading and Writing Seventh Grade McDougal Littell, Grade 7 2006 correlated to the Kentucky Middle School Core Reading and
More informationElie Wiesel s Night Voices of Love and Freedom Discussion Questions
Elie Wiesel s Night Voices of Love and Freedom Discussion Questions Rea ding 1 D ef in in g Id e nt it y (pag es 3 2 2 ) Explore the factors that sh ap e Eliezer s i den tity. 1. How does Eliezer describe
More informationUnit #10: The Dark Night of Innocence Honors 10 Literature Mr. Coia. Name: Date: Period:
Unit #10: The Dark Night of Innocence Honors 10 Literature Mr. Coia Name: Date: Period: Fri 5/16 Write #1: Define evil. What makes evil evil? How can we determine what evil is in our lives? Clip: Elie
More informationPAGE(S) WHERE TAUGHT (If submission is not text, cite appropriate resource(s))
Prentice Hall Literature Timeless Voices, Timeless Themes Copper Level 2005 District of Columbia Public Schools, English Language Arts Standards (Grade 6) STRAND 1: LANGUAGE DEVELOPMENT Grades 6-12: Students
More informationHoughton Mifflin Harcourt Collections 2015 Grade 8. Indiana Academic Standards English/Language Arts Grade 8
Houghton Mifflin Harcourt Collections 2015 Grade 8 correlated to the Indiana Academic English/Language Arts Grade 8 READING READING: Fiction RL.1 8.RL.1 LEARNING OUTCOME FOR READING LITERATURE Read and
More informationThe EMC Masterpiece Series, Literature and the Language Arts
Correlation of The EMC Masterpiece Series, Literature and the Language Arts Grades 6-12, World Literature (2001 copyright) to the Massachusetts Learning Standards EMCParadigm Publishing 875 Montreal Way
More informationFamous Speeches: Elie Wiesel's "The Perils of Indifference"
Famous Speeches: Elie Wiesel's "The Perils of Indifference" By Original speech from the public domain on 05.06.16 Word Count 1,985 Concentration camp survivor Elie Weisel (second from left) speaks beside
More informationThe Devil s Arithmetic
Individual Learning Packet Teaching Unit by Jane Yolen Copyright 2003 by Prestwick House Inc., P.O. Box 658, Clayton, DE 19938. 1-800-932-4593. www.prestwickhouse.com Permission to copy this unit for classroom
More informationLISTENING AND VIEWING: CA 5 Comprehending and Evaluating the Content and Artistic Aspects of Oral and Visual Presentations
Prentice Hall Literature: Timeless Voices, Timeless Themes, The American Experience 2002 Northwest R-I School District Communication Arts Curriculum (Grade 11) LISTENING AND VIEWING: CA 5 Comprehending
More informationNight by Elie Wiesel, Chapter Three, Pages Throng: large, densely packed crowd of people or animals. Tumult: confusing and loud chaos
Night by Elie Wiesel, Chapter Two, Pages 23-28 Intolerable: unable to be endured Constraints: limitations or restrictions Inhibitions: a feeling of selfconsciousness that makes one less relaxed Irrevocably:
More informationNight By Elie Wiesel Study Guide Questions And Answers File Type
Night By Elie Wiesel Study Guide Questions And Answers File Type We have made it easy for you to find a PDF Ebooks without any digging. And by having access to our ebooks online or by storing it on your
More informationPAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))
Prentice Hall Literature: Timeless Voices, Timeless Themes 2005, Bronze Level Washington Reading Grade Level Expectations and Writing EALRs Reading Grade 7 In seventh grade, students are aware of their
More informationName: Date: Period: Unit #9: The Dark Night of Innocence Honors 10 Literature Mr. Coia
Unit #9: The Dark Night of Innocence Honors 10 Literature Mr. Coia Name: Date: Period: Thurs 5/9 Discuss Power of One night What worked well? What needs improvement? What did you do well? What did you
More informationNight By Elie Wiesel English Packet Answers
NIGHT BY ELIE WIESEL ENGLISH PACKET ANSWERS PDF - Are you looking for night by elie wiesel english packet answers Books? Now, you will be happy that at this time night by elie wiesel english packet answers
More information8 th Midterm Exam Study Guide
8 th Midterm Exam Study Guide Name: Students should be prepared to define, identify, and apply the following literary terms: Foreshadowing Hyperbole Simile Conflict Theme Point of View Characterization
More informationIn a world of meaninglessness, he tries to create meaning, to speak of suffering not to shatter and destroy but to embrace and empathize.
Remembering Elie Wiesel, z l Delivered by Rabbi David Novak July 8, 2016 Including obituary materials quoted from the Forward and the New York Times and other sources Last Shabbat afternoon the world lost
More informationIntroduction to Night by Elie Wiesel
Introduction to Night by Elie Wiesel About the Author Born September 30, 1928 in Sighet, Romania. Grew up in a small village where his life revolved around the following: Family Religious Study Community
More informationRhetorical Analysis Free Response Deconstruction Lesson
NATIONAL MATH + SCIENCE INITIATIVE English NMSI ENGLISH AP Language and Composition Rhetorical Analysis Free Response - 2015 Deconstruction Lesson Copyright 2016 National Math + Science Initiative, Dallas,
More informationNight WANG HILL AND. by Elie Wiesel. A new translation by Marion Wiesel
HILL AND WANG T E A C H E R S G U I D E Night by Elie Wiesel A new translation by Marion Wiesel To the best of my knowledge no one has left behind so moving a record. Alfred Kazin 144 pages ISBN 0-374-50001-0
More informationQuestions for the books will be mailed with each student s report card and will be posted on the website at heirwaychristianacademy.
SUMMER READING 2017 Going into... 7TH GRADE - I Am David by Anne Holm- (questions attached) 8TH GRADE - I Am David by Anne Holm-(questions attached) 9TH GRADE - Dr. Jekyll and Mr. Hyde by Robert Stevenson-
More informationUnited States History and Geography: Modern Times
United States History and Geography: Modern Times Correlated to Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects Key Ideas and Details 1. Read closely
More informationMrs. Bilden English 7
Name: Date: Mrs. Bilden English 7 Common Core State Standards RL. 1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
More informationSinners in the Hands of an Angry God. by Jonathan Edwards
Sinners in the Hands of an Angry God by Jonathan Edwards Think Think about a time you tried to change someone s mind. Did you use a gentle approach, scare tactics, or something in between? Have you ever
More informationTEACHER'S GUIDE TUNDRA BOOKS
TEACHER'S GUIDE Aligns 1 www.tundrabooks.com with Common Core State Standards @TundraBooks TUNDRA BOOKS facebook.com/tundrabooks Dear Educator The World Outside is an informative and powerful novel, exploring
More informationHoughton Mifflin English 2001 Houghton Mifflin Company Grade Three Grade Five
Houghton Mifflin English 2001 Houghton Mifflin Company Grade Three Grade Five correlated to Illinois Academic Standards English Language Arts Late Elementary STATE GOAL 1: Read with understanding and fluency.
More informationSouth Carolina English Language Arts / Houghton Mifflin English Grade Three
Reading Goal (R) The student will draw upon a variety of strategies to comprehend, interpret, analyze, and evaluate what he or she reads. READING PROCESS AND COMPREHENSION 3-R1 The student will integrate
More informationdigest, summarize, question, clarify, critique, and remember something to say close reading of works
DIALECTICAL JOURNAL The purpose of a dialectical journal is to identify significant pieces of text and explain the significance. It is another form of highlighting/annotating text and should be used to
More informationUnit #9: The Dark Night of Innocence LA 10 Mr. Coia
Unit #9: The Dark Night of Innocence LA 10 Mr. Coia Name: Date: Period: Tues 5/10 Six-word Memoir sharing Grammar post-test Write #7: Six Word Memoirs for All Quiet Turn in Comp books for grading Work
More informationELA CCSS Grade Five. Fifth Grade Reading Standards for Literature (RL)
Common Core State s English Language Arts ELA CCSS Grade Five Title of Textbook : Shurley English Level 5 Student Textbook Publisher Name: Shurley Instructional Materials, Inc. Date of Copyright: 2013
More informationONE SINGLE THOUGHT FILLED MY MIND: NOT TO LET MY NUMBER BE TAKEN; NOT TO SHOW MY LEFT ARM.
1 Night Elie Wiesel The SS gave us a fine New Year s gift. We had just come back from work. As soon as we had passed through the door of the camp, we sensed something different in the air. Roll call did
More informationStrand 1: Reading Process
Prentice Hall Literature: Timeless Voices, Timeless Themes 2005, Silver Level Arizona Academic Standards, Reading Standards Articulated by Grade Level (Grade 8) Strand 1: Reading Process Reading Process
More informationNight WA N G HILL. by Elie Wiesel AND. Accelerated Reader. A new translation by Marion Wiesel
HILL AND T E A C H E R S WA N G G U I D E Accelerated Reader Night by Elie Wiesel A new translation by Marion Wiesel To the best of my knowledge no one has left behind so moving a record. Alfred Kazin
More informationNight By Elie Wiesel English Packet Answers
We have made it easy for you to find a PDF Ebooks without any digging. And by having access to our ebooks online or by storing it on your computer, you have convenient answers with night by elie wiesel
More informationMacmillan/McGraw-Hill SCIENCE: A CLOSER LOOK 2011, Grade 4 Correlated with Common Core State Standards, Grade 4
Macmillan/McGraw-Hill SCIENCE: A CLOSER LOOK 2011, Grade 4 Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects, Grades K-5 English Language Arts Standards»
More informationSchoen Consulting US Canada Holocaust Survey Comparison October 2018 General Awareness - Open Ended Questions
US Holocaust Survey Comparison General Awareness - Open Ended Questions 1. Have you ever seen or heard the word Holocaust before? Yes, I have definitely heard about the Holocaust 89% 85% Yes, I think I
More informationGlossary of Unfamiliar Terms for Night
Glossary of Unfamiliar Terms for Night Achtung! (ach toong) German for "Attention!" Aden a seaport of Yemen on the Arabian peninsula. Aryan (ayr ee uhn) Hitler believed that there was an Aryan race, which
More informationSouth Carolina English Language Arts / Houghton Mifflin Reading 2005 Grade Three
Reading Goal (R) The student will draw upon a variety of strategies to comprehend, interpret, analyze, and evaluate what he or she reads. READING PROCESS AND COMPREHENSION 3-R1 The student will integrate
More informationExegetical Paper Guide
Exegetical Paper Guide Writing Papers for Biblical Studies An exegetical paper is a type of essay that seeks to interpret or explain a certain Biblical text. There are two types of exegetical papers that
More information(please list here): F & S and F & P
Night by Elie Wiesel Name: Chapter 5 Chapter 5 Summary: As he spends more days in the Nazi concentration camps, Elie s faith continues to dwindle as he feels anger at God, witnesses the selection of Akiba
More informationDiscovering the Holocaust
Discovering the Holocaust For the next 2 days, you will spend time discovering the Holocaust with a group. Take your time at the various stations around the classroom. Your group may visit these in any
More informationL&L HL I Vacation Read: Chronicle of a Death Foretold
L&L HL I Vacation Read: Chronicle of a Death Foretold On the day they were going to kill him, Santiago Nasar got up at five-thirty in the morning to wait for the boat the bishop was coming on. He d dreamed
More informationCorrelation. Mirrors and Windows, Connecting with Literature, Level II
Correlation of Mirrors and Windows, Connecting with Literature, Level II to the Georgia Performance Standards, Language Arts/Grade 7 875 Montreal Way St. Paul, MN 55102 800-328-1452 www.emcp.com FORMAT
More information1. Read, view, listen to, and evaluate written, visual, and oral communications. (CA 2-3, 5)
(Grade 6) I. Gather, Analyze and Apply Information and Ideas What All Students Should Know: By the end of grade 8, all students should know how to 1. Read, view, listen to, and evaluate written, visual,
More information2010 AP ENGLISH LANGUAGE AND COMPOSITION FREE-RESPONSE QUESTIONS
2010 AP ENGLISH LANGUAGE AND COMPOSITION FREE-RESPONSE QUESTIONS Question 2 (Suggested time 40 minutes. This question counts for one-third of the total essay section score.) Benjamin, the son of former
More informationStoryTown Reading/Language Arts Grade 3
Phonemic Awareness, Word Recognition and Fluency 1. Identify rhyming words with the same or different spelling patterns. 2. Use letter-sound knowledge and structural analysis to decode words. 3. Use knowledge
More informationStrand 1: Reading Process
Prentice Hall Literature: Timeless Voices, Timeless Themes 2005, Bronze Level Arizona Academic Standards, Reading Standards Articulated by Grade Level (Grade 7) Strand 1: Reading Process Reading Process
More informationGeorgia Quality Core Curriculum 9 12 English/Language Arts Course: American Literature/Composition
Grade 11 correlated to the Georgia Quality Core Curriculum 9 12 English/Language Arts Course: 23.05100 American Literature/Composition C2 5/2003 2002 McDougal Littell The Language of Literature Grade 11
More informationEnglish II Pre-AP 1 st Quarter Extra Credit
English II Pre-AP 1 st Quarter Extra Credit We have spent the majority of the 1 st quarter studying rhetorical analysis. For your extra credit you should complete the following: Select a song with a political
More informationNight By Elie Wiesel Online Book Full Text Free
We have made it easy for you to find a PDF Ebooks without any digging. And by having access to our ebooks online or by storing it on your computer, you have convenient answers with night by elie wiesel
More informationWorld History and Geography Correlated to Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects
World History and Geography Correlated to Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects College and Career Readiness Anchor Standards for Reading Key
More informationCollege and Career Readiness Anchor Standards for Reading. Step Into the Time 36 Step Into the Place 92, 108, 174, 292, 430
World History and Geography: Modern Times Correlated to Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects College and Career Readiness Anchor Standards
More informationבית הספר לתלמידי חו"ל
Literature of the Shoah Dr. Miryam Sivan Course Number: 702.2128 Class Time: Thursday 12-15 Class Location:TBA E-Mail: msivan33@gmail.com Course Description: The Shoah is a historical fact which continues
More informationArguing A Position: This I Believe Assignment #1
GSW 1110 // 13137L-70996 Fall 2011 Grohowski Arguing A Position: This I Believe Assignment #1 Prewriting: Monday, August 26 @ 10:30 am (via google docs) First draft: Friday, September 9 @10:30 am Final
More informationElie Wiesel s Remarks at the Dedication of Yad Vashem Holocaust History Museum By Elie Wiesel 2005
Name: Class: Elie Wiesel s Remarks at the Dedication of Yad Vashem Holocaust History Museum By Elie Wiesel 2005 Eliezer Elie Wiesel (1928-2016) was a Romanian-born American Jewish writer, a Nobel Laureate,
More information2018 Summer Reading Pope John Paul II High School. English 9 Honors
2018 Summer Reading Pope John Paul II High School English 9 Honors As ferociously fresh as it was more than a half century ago, this remarkable allegory of a downtrodden society of overworked, mistreated
More informationPrentice Hall United States History Survey Edition 2013
A Correlation of Prentice Hall Survey Edition 2013 Table of Contents Grades 9-10 Reading Standards... 3 Writing Standards... 10 Grades 11-12 Reading Standards... 18 Writing Standards... 25 2 Reading Standards
More informationGPA Summer Reading for Incoming 9 th Grade Welcome to Great Path Academy! In preparation for the school year, we require that incoming
GPA Summer Reading for Incoming 9 th Grade Welcome to Great Path Academy! In preparation for the 2018-2019 school year, we require that incoming ninth grade students read a selection of texts. This purpose
More information