Transcript Night - ELA Resources

Night
Pacing Guide
Mon
28
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1040-1205
Research Papers
Intro to Night
Assign Identity Box
Tue
29
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Materials needed: Writing
Journal and Vocabulary
Notebook and tape
5
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Read Night pp1-9
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Read Night pp1-9
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Night ~ May 2014 ~
Wed
Thu
Fri
30
Unit Introduction
Essential Question
Curriculum overview
Review Reading Rubric
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Auschwitz Film
Auschwitz Film
7
Share Boxes
8
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Read Night pp 9-26
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Read Night 9-26
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Read Night pp 27-35
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Read Night pp 27-35
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Read Night pp 35-49
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Read Night pp 35-49
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Read Night 49-62
Read Night 49-62
STEAL activity and
summary
STEAL activity and
summary
26
Memorial Day
27
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OPRAH
Elie’s box
29
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OPRAH
Elie’s box
30
Last Day of School
14
Portfolio
21
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Model – STEAL using
notes
Per group:
Big paper and post – its
28
Field Day
Night
Background Information
Elie Wiesel
Holocaust KWL Chart
• Directions: For full credit, provide 3 bullet
points in the K column AND provide 3
bullet points in the W column.
Auschwitz: Inside the Nazi State
Factories of Death
48:28
Answer Questions during film
Holocaust KWL Chart
• Directions: For full credit, provide 3 bullet
points in the L column.
Factories of Death: Discussion
• Pragmatic: Practical
• Ideological: relating to ideas
• Why do the Nazis believed it necessary to kill
Jewish children? To what degree were these
murders pragmatic and to what degree were
they ideological?
Jacket Exploration
Standards
• SL 2 Integrate multiple sources of information presented in diverse
media or formats (e.g., visually, quantitatively, orally) evaluating the
credibility and accuracy of each source.
• RI1 Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the
text.
• RI2 Determine a central idea of a text and analyze its development
over the course of the text, including how it emerges and is shaped
and refined by specific details; provide an objective summary of the
text
• RI4 Determine the meaning of words and phrases as they are used
in a text, including figurative, connotative, and technical meanings;
analyze the cumulative impact of specific word choices on meaning
and tone.
• W2a Introduce a topic; organize complex ideas, concepts, and
information to make important connections and distinctions; include
formatting (e.g., headings), graphics (e.g., figures, tables), and
multimedia when useful to aiding comprehension.
Essential Question
What is the relationship between our stories
and our identity? To what extent are we all
witnesses of history and messengers to
humanity?
Speaking and Listening Goal
Standard: SL 2 Integrate multiple sources of
information presented in diverse media or formats
(e.g., visually, quantitatively, orally) evaluating the
credibility and accuracy of each source.
Objective: Integrate multiple sources of information
about yourself presented in diverse media in order to
answer the question, “Who am I?”
Content: Your personal character traits
Process: Guided whole group instruction and
homework
Product: Identity Box
Your goal is to create as complete an image of how you see your
identity as well as how you would like your identity to be perceived
Content
5
Uses a diversity of
media to accurately
answer the question,
“Who am I?”
CCSS - Speaking
and Listening
Standard 2
4
Uses a limited variety
of media to answer
the question, “Who
am I?” Connection
between media an d
identity is sometimes
difficult but not
impossible to
understand.
3
The use of media is
limited and may not
be diverse.
Connection between
media and identity
may be unclear.
2
Media is singular or
not used at all. There
is a weak and
possibly
incomprehensible
connection between
media and identity.
Conventions
There are no
There may be a few
grammatical mistakes grammatical
mistakes but are not
distracting
Grammatical
mistakes are
distracting
Excessive
grammatical errors.
Presentation
The presentation is
exceptionally
attractive in design,
layout, and neatness.
Unorganized and
somewhat messy.
Carelessly put
together with little or
no regard to
neatness.
Effectively balances
white space with
visuals and text in a
clean and neat
manner.
Identity Box
Identity Box
Your goal is to create as complete an image of how you see your
identity as well as how you would like your identity to be perceived
Content
5
Uses a diversity of
media to accurately
answer the question,
“Who am I?”
CCSS - Speaking
and Listening
Standard 2
4
Uses a limited variety
of media to answer
the question, “Who
am I?” Connection
between media an d
identity is sometimes
difficult but not
impossible to
understand.
3
The use of media is
limited and may not
be diverse.
Connection between
media and identity
may be unclear.
2
Media is singular or
not used at all. There
is a weak and
possibly
incomprehensible
connection between
media and identity.
Conventions
There are no
There may be a few
grammatical mistakes grammatical
mistakes but are not
distracting
Grammatical
mistakes are
distracting
Excessive
grammatical errors.
Presentation
The presentation is
exceptionally
attractive in design,
layout, and neatness.
Unorganized and
somewhat messy.
Carelessly put
together with little or
no regard to
neatness.
Effectively balances
white space with
visuals and text in a
clean and neat
manner.
• Journal
• Read pages vii-xi
Reading Goal
Standard: RI4 Determine the meaning of words and
phrases as they are used in a text, including
figurative, connotative, and technical meanings;
analyze the cumulative impact of specific word
choices on meaning and tone.
Objective: Determine the meaning of words as they
are used in the book Night
Content: Night vocabulary
Process: Guided whole class instruction and
individual work
Product: Vocabulary Notebook (Frayer and
Marzano), on line games, and http://onelook.com
• Introduce Vocabulary
– Context Clues
– Connotation
– What does it look like?
– Parts of Speech
– Word Parts
Vocabulary Word: Inconceivable
Context Clues
Word clues from text
Connotation
What does it feel
like?
Page: viii
Source:
Night
Picture
What does it look like?
The fate of the Jews of the little Transylvanian town called Sighet, their
What
the word
thethey
wordwould
is not: believable,
blindness
inis:
theunbelievable,
face of a destiny from What
which
still have had
unimaginable
imaginable
time to flee; the inconceivable passivity
with which they gave
Synonym
Sentence:
Example:
themselves
up to it, deaf … to the world…
(viii)
I went to an unbelievable party this weekend.
inconceivable
The tedious music put me to sleep
monotonous
Word parts
Definition
Root
ceiv
Prefix
In-
take, hold,
seize
Not
Suffix
-able
can be done
Part of Speech _________
Adjective
Apply a Simple Sentence
N LV Adj
Her hunger is voracious
Vocabulary Word: nocturnal
Context Clues
Word clues from text
Connotation
What does it feel
like?
Page: ix
Source:
Night
Picture
What does it look like?
Never shall I forget that nocturnal silence which deprived
What the word is: of or pertaining to the
What the word is not: daytime
me, for all eternity, of the desire to live (ix).
night
Synonym Sentence:
Bats are nightime animals.
nocturnal
Example:
The tedious music put me to sleep
monotonous
Word parts
Definition
Root
Noct
night
Prefix
----------
---------
Suffix
-al
of or pertaining to
Adjective
Part of Speech _________
Apply a Simple Sentence
N LV Adj
Bats are nocturnal
Vocabulary Word: Voracious
Context Clues
Word clues from text
Connotation
What does it feel
like?
Page: ix
Source:
Night
Picture
What does it look like?
For him, Nietzshe's cry expressed an almost physical reality:
God is dead, the God of love, of gentleness, of comfort, the
What the word is: eating with greediness,
What the word is not: generous
God
of
Abraham,
of
Isaac,
of
Jacob,
has vanished
greedy
forevermore, beneath the gaze of
Race, the most voracious
Synonym Sentence:
Example:
of had
allaidols
(ix).
He
voracious
appetite.
The tedious music put me to sleep
greedy
monotonous
Adjective
Part of Speech _________
Apply a Simple Sentence
N LV Adj
Her hunger is voracious
Word parts
Definition
Root
vor
To devour
Prefix
----------
-------------
Suffix
-ious
Possessing the
qualities of….
CCSS Grade 9-10, RI1 and RI2
Notes
Reading Goal
Standard: RI1 Cite strong and thorough textual
evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
Objective: Cite strong and thorough textual
evidence to support your analysis of what the text
says explicitly and implicitly about Elie Wiesel.
Content: Novel
Process: Guided Whole Group Instruction,
Individually, and Think-Pair-Share
Product: Notes
Reading Goal
Standard: RI2 Determine a central idea of a text and
analyze its development over the course of the text,
including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text
Objective: Analyze the development of Elie Wiesel’s
identity over the course of the text, including how it
emerges and is shaped and refined by specific details
Content: Character traits of Elie Wiesel
Process: Guided Whole Group Instruction, Individually,
and Think-Pair-Share
Product: Notes
Your goal is to cite strong and thorough textual evidence to
support your analysis of what the text says explicitly and
implicitly about Elie Wiesel
3
Cites explicit
evidence that
communicates the
characteristics of Elie
Wiesel. No attempt is
made to cite implicit
evidence.
2
Evidence is either not
topical or is very
limited.
CCSS – Reading
Information 1
4
Cites explicit
evidence that
communicates the
characteristics of Elie
Wiesel. An attempt is
made to cite implicit
evidence.
.
Conventions
Citations include
page number and
quotation marks
when applicable.
Citations include
page number and
quotation marks
when applicable.
Citations do not
include page
numbers or quotation
marks
Presentation
The notes are
organized by date
and easy to read and
access.
The notes are
organized by date
and may be a little
difficult to read and
access
Citations may not
include page number
and quotation marks
are not always used
when needed.
Dates are intermittent
and notes are difficult
to read and access.
Content
5
Cites explicit and
implicit evidence that
communicates the
characteristics of Elie
Wiesel
Dates are not used
and notes are very
difficult to read and
access.
Pages 1-9
• Journal Prompt:
• Read
– Pages 1-3 “into that time where question and
answer would become one.”
– Pages 3-6 “Thus the year 1943 passed by.”
– Pages 6-9 “Then came the ghetto.”
Reading Goal
Standard: RI4 Determine the meaning of words and
phrases as they are used in a text, including
figurative, connotative, and technical meanings;
analyze the cumulative impact of specific word
choices on meaning and tone.
Objective: Determine the meaning of words as they
are used in the book Night
Content: Night vocabulary
Process: Guided whole class instruction and
individual work
Product: Vocabulary Notebook (Frayer and
Marzano), on line games, and http://onelook.com
• Introduce Vocabulary
– Context Clues
– Connotation
– What does it look like?
– Parts of Speech
– Word Parts
Vocabulary Word: encumbered
Context Clues
Word clues from text
Connotation
What does it feel
like?
What the word is: to impede with obstacles
Page: 1
Source:
Night
Picture
What does it look like?
What the word is not: free
Nobody ever felt embarrassed by him. Nobody ever felt
Synonym
Sentence: by his presence. He
Example:
encumbered
was a past master in the
My broken shoe impeded my travels.
The tedious music put me to sleep
art of making
himself
insignificant,
of seeming invisible (1).
encumbered
monotonous
Adjective
Part of Speech _________
Apply a Simple Sentence
Word parts
Definition
Root
cumb
Prefix
----------
Lie down,
recline
-------------
Suffix
en-
cause to
N LV Adj
I was encumbered.
Vocabulary Word: prominent
Context Clues
Word clues from text
Connotation
What does it feel
like?
Page: 8
Source:
Night
Picture
What does it look like?
What theof
word
is: Standing
out, Popular
What
word
is not: unpopular
Some
the
prominent
members
ofthe
the
community
came to
see
mySentence:
father--who had highly placed
Synonym
Example:connections in the
He has a noticeable
nose.
Thehe
tedious
music put
to sleep
Hungarian
police--to
ask him what
thought
ofmethe
situation
monotonous
(8). prominent
Word parts
Definition
Root
min
project
Apply a Simple Sentence
Prefix
----------
-------------
N LV Adj
His nose was prominent.
Suffix
----------
-------------
Adjective
Part of Speech _________
CCSS Grade 9-10, RI1 and RI2
Notes
Your goal is to cite strong and thorough textual evidence to
support your analysis of what the text says explicitly and
implicitly about Elie Wiesel
3
Cites explicit
evidence that
communicates the
characteristics of Elie
Wiesel. No attempt is
made to cite implicit
evidence.
2
Evidence is either not
topical or is very
limited.
CCSS – Reading
Information 1
4
Cites explicit
evidence that
communicates the
characteristics of Elie
Wiesel. An attempt is
made to cite implicit
evidence.
.
Conventions
Citations include
page number and
quotation marks
when applicable.
Citations include
page number and
quotation marks
when applicable.
Citations do not
include page
numbers or quotation
marks
Presentation
The notes are
organized by date
and easy to read and
access.
The notes are
organized by date
and may be a little
difficult to read and
access
Citations may not
include page number
and quotation marks
are not always used
when needed.
Dates are intermittent
and notes are difficult
to read and access.
Content
5
Cites explicit and
implicit evidence that
communicates the
characteristics of Elie
Wiesel
Dates are not used
and notes are very
difficult to read and
access.
Pages 9-20
• Journal Prompt:
• Read pages
– Pages 9-12 “They fled, silently, in all directions.”
– Pages 12-15 “A hot summer sun.”
– Pages 15-18 “Naturally, we refused to be separated.”
– Pages 18-20 …end of chapter 1
Reading Goal
Standard: RI4 Determine the meaning of words and
phrases as they are used in a text, including
figurative, connotative, and technical meanings;
analyze the cumulative impact of specific word
choices on meaning and tone.
Objective: Determine the meaning of words as they
are used in the book Night
Content: Night vocabulary
Process: Guided whole class instruction and
individual work
Product: Vocabulary Notebook (Frayer and
Marzano), on line games, and http://onelook.com
• Introduce Vocabulary
– Context Clues
– Connotation
– What does it look like?
– Parts of Speech
– Word Parts
Vocabulary Word: anecdote
Context Clues
Word clues from text
Connotation
What does it feel
like?
Page: 10
Source:
Night
Picture
What does it look like?
What the word is: A short story about an
Interesting or funny event.
What the word is not: novel
My father was telling them
anecdotes and
Synonym
Sentence:
Example:
expounding
his
own
views
on
the
situation
He likes to share a good short story.
The tedious music put me to sleep
anecdote
monotonous
(10).
Noun
Part of Speech _________
Word parts
Definition
Root
dot
gift, give
Apply a Simple Sentence
Prefix
----------
-------------
N AV N
He reads anecdotes
Suffix
----------
-------------
Vocabulary Word: premonition
Context Clues
Word clues from text
Connotation
What does it feel
like?
Page: 10
Source:
Night
Picture
What does it look like?
I've got a premonition of evil," said my mother,
"This
afternoon
I noticed some
new faces in the
What
the word
is: forewarning
What the word is not: surprise
ghetto--two German officers,
from the Gestapo, I
Synonym Sentence:
Example:
The
storm was a Since
forewarningwe've
of bad things
to
The tedious
music
me to sleep
believe.
been
here,
not
aput
single
officer
premonition
come.
has ever shown himself…(10)monotonous
Word parts
Definition
Root
mon
Prefix
pre-
warn, remind,
advise
before
Suffix
-ion
act, process
Part of Speech _________
Noun
Apply a Simple Sentence
N LV ADJ
The premonition was scary
Vocabulary Word: edict
Context Clues
Word clues from text
Connotation
What does it feel
like?
Page: 13
Source:
Night
Picture
What does it look like?
My father ran to right and left, exhausted, comforting
What the word is: official order
What the word is not: lawless
friends, running to the Jewish Council
to see if the edict
Synonym
Example:
had notSentence:
been revoked in the meantime.
To the very last
The order was given at dawn.
The tedious music put me to sleep
moment,
a germ of hope stayed alive
in our hearts (13).
monotonous
edict
Part of Speech _________
Noun
Apply a Simple Sentence
N AV N
He announced the edict.
Word parts
Definition
Root
dict
speak, say,
declare
Prefix
-----------
-----------
Suffix
-----------
-----------
Vocabulary Word: monotonous
Context Clues
Word clues from text
Connotation
What does it feel
like?
Page: 13
Source:
Night
Picture
What does it look like?
We could hear the wheels churning out that
What the word is: unchanging, tedious
What the word is not: varied
monotonous rhythm of a train traveling through
Synonym Sentence:
Example:
the
night.
We
could
begin
to
doze,
to
rest,
to
The music was tedious.
The tedious music put me to sleep
monotonous
dream (23).
monotonous
Adjective
Part of Speech _________
Apply a Simple Sentence
N LV ADJ
His voice is monotonous.
Word parts
Definition
Root
mono
one, single
Prefix
-----------
-----------
Suffix
-ious, -ous, possessing
-eous
the qualities
of …
CCSS Grade 9-10, RI1 and RI2
Notes
Your goal is to cite strong and thorough textual evidence to
support your analysis of what the text says explicitly and
implicitly about Elie Wiesel
3
Cites explicit
evidence that
communicates the
characteristics of Elie
Wiesel. No attempt is
made to cite implicit
evidence.
2
Evidence is either not
topical or is very
limited.
CCSS – Reading
Information 1
4
Cites explicit
evidence that
communicates the
characteristics of Elie
Wiesel. An attempt is
made to cite implicit
evidence.
.
Conventions
Citations include
page number and
quotation marks
when applicable.
Citations include
page number and
quotation marks
when applicable.
Citations do not
include page
numbers or quotation
marks
Presentation
The notes are
organized by date
and easy to read and
access.
The notes are
organized by date
and may be a little
difficult to read and
access
Citations may not
include page number
and quotation marks
are not always used
when needed.
Dates are intermittent
and notes are difficult
to read and access.
Content
5
Cites explicit and
implicit evidence that
communicates the
characteristics of Elie
Wiesel
Dates are not used
and notes are very
difficult to read and
access.
Pages 21-26
• Journal Prompt:
• Read pages
– Pages 21-26…Chapter 2
• No vocabulary for this section
CCSS Grade 9-10, RI1 and RI2
Notes
Your goal is to cite strong and thorough textual evidence to
support your analysis of what the text says explicitly and
implicitly about Elie Wiesel
3
Cites explicit
evidence that
communicates the
characteristics of Elie
Wiesel. No attempt is
made to cite implicit
evidence.
2
Evidence is either not
topical or is very
limited.
CCSS – Reading
Information 1
4
Cites explicit
evidence that
communicates the
characteristics of Elie
Wiesel. An attempt is
made to cite implicit
evidence.
.
Conventions
Citations include
page number and
quotation marks
when applicable.
Citations include
page number and
quotation marks
when applicable.
Citations do not
include page
numbers or quotation
marks
Presentation
The notes are
organized by date
and easy to read and
access.
The notes are
organized by date
and may be a little
difficult to read and
access
Citations may not
include page number
and quotation marks
are not always used
when needed.
Dates are intermittent
and notes are difficult
to read and access.
Content
5
Cites explicit and
implicit evidence that
communicates the
characteristics of Elie
Wiesel
Dates are not used
and notes are very
difficult to read and
access.
Pages 27-35
• Read pages
– Pages 27 – 29 The baton once again pointed to the
left for him too. A weight was lifted from my heart.”
– Pages 30 - 32 “Never.”
– Pages 32 – 35 “Surely it was a dream”
Reading Goal
Standard: RI4 Determine the meaning of words and
phrases as they are used in a text, including
figurative, connotative, and technical meanings;
analyze the cumulative impact of specific word
choices on meaning and tone.
Objective: Determine the meaning of words as they
are used in the book Night
Content: Night vocabulary
Process: Guided whole class instruction and
individual work
Product: Vocabulary Notebook (Frayer and
Marzano), on line games, and http://onelook.com
• Introduce Vocabulary
– Context Clues
– Connotation
– What does it look like?
– Parts of Speech
– Word Parts
Vocabulary Word: incite
Context Clues
Word clues from text
Connotation
What does it feel
like?
What the word is: to cause or encourage
Page: 29
Source:
Night
Picture
What does it look like?
What the word is not: inhibit, subdue
They had knives on them, and they tried to
Synonym Sentence:
Example:
incite
the
others
to
throw
themselves
on
the
The speech might cause a riot.
The tedious music put me to sleep
monotonous
armed guards
(29).
incite
Word parts
Definition
Root
cit
to put in motion
arouse
Apply a Simple Sentence
Prefix
-----------
-----------
N AV N
She incites a riot.
Suffix
-----------
-----------
Verb
Part of Speech _________
Vocabulary Word: Paternal
Context Clues
Word clues from text
Connotation
What does it feel
like?
Page: 29
Source:
Night
Picture
What does it look like?
What the word is: fatherly
What the word is not: maternal
How old are you?" he asked,
in an attempt at
Synonym
Sentence: tone of voiceExample:
a
paternal
(29)
My coach is also my uncle on my father’s side.
paternal
The tedious music put me to sleep
monotonous
Word parts Definition
adjective
Part of Speech _________
Root
pater
fatherly
Apply a Simple Sentence
Prefix
-----------
-----------
N LV ADJ
He is paternal.
Suffix
-al
having
characteristics
of…
Vocabulary Word: crematory
Context Clues
Word clues from text
Connotation
What does it feel
like?
Page: 30
Source:
Night
Picture
What does it look like?
Poor devils, you're goingWhat
tothethe
word crematory.
is not: freedom
He seemed to be telling the truth. Not far from
Synonym Sentence:
Example:
us,
flames
were
leaping
up from a ditch,
My aunt was cremated in a very hot oven after
The tedious music put me to sleep
she
died.
monotonous
crematory
gigantic
flames
(30).
What the word is: a furnace for burning
bodies
Word parts Definition
Part of Speech _________
noun
Root
cremare
to burn up
Apply a Simple Sentence
Prefix
-----------
-----------
N LV ADJ
The crematory was hot.
Suffix
-ory
A place for
Vocabulary Word: ultimate
Context Clues
Word clues from text
Connotation
What does it feel
like?
Page: 34
Source:
Night
Picture
What does it look like?
In one ultimate moment of lucidity it seemed to me that we
What
word is: final
What
word is not: initial
werethedamned
souls wandering in
thethehalf-world,
souls
condemned to wander through space till the generations of
Synonym Sentence:
Example:
man
end, seeking their
redemption,
seeking
My
finalcame
plan is to to
go toan
college.
The tedious
music put me
to sleep
monotonous
oblivion--without
hope (34).
ultimate
Word parts Definition
adjective
Part of Speech _________
Root
ultim
last
Apply a Simple Sentence
Prefix
-----------
-----------
N LV ADJ
College is ultimate.
Suffix
-----------
-----------
CCSS Grade 9-10, RI1 and RI2
Notes
Your goal is to cite strong and thorough textual evidence to
support your analysis of what the text says explicitly and
implicitly about Elie Wiesel
3
Cites explicit
evidence that
communicates the
characteristics of Elie
Wiesel. No attempt is
made to cite implicit
evidence.
2
Evidence is either not
topical or is very
limited.
CCSS – Reading
Information 1
4
Cites explicit
evidence that
communicates the
characteristics of Elie
Wiesel. An attempt is
made to cite implicit
evidence.
.
Conventions
Citations include
page number and
quotation marks
when applicable.
Citations include
page number and
quotation marks
when applicable.
Citations do not
include page
numbers or quotation
marks
Presentation
The notes are
organized by date
and easy to read and
access.
The notes are
organized by date
and may be a little
difficult to read and
access
Citations may not
include page number
and quotation marks
are not always used
when needed.
Dates are intermittent
and notes are difficult
to read and access.
Content
5
Cites explicit and
implicit evidence that
communicates the
characteristics of Elie
Wiesel
Dates are not used
and notes are very
difficult to read and
access.
Pages 35-49
• Read pages
– Pages 35- 36 “A gypsy deportee was in charge of us.”
– Pages 37- 38“Work is liberty!” Auschwitz.
– Pages 38 – 40 “…and neighbors who had arrived in
the last convoy.”
– Pages 40 – 43 “The iron gate closed behind us.”
– Pages 45 – 47 “He paid us about as much attention
as a dealer might who was just receiving a delivery of
old rags.”
- Pages 47 – 49 “…all those who were dreaming more
about an extra plateful than of liberty.”
Reading Goal
Standard: RI4 Determine the meaning of words and
phrases as they are used in a text, including
figurative, connotative, and technical meanings;
analyze the cumulative impact of specific word
choices on meaning and tone.
Objective: Determine the meaning of words as they
are used in the book Night
Content: Night vocabulary
Process: Guided whole class instruction and
individual work
Product: Vocabulary Notebook (Frayer and
Marzano), on line games, and http://onelook.com
• Introduce Vocabulary
– Context Clues
– Connotation
– What does it look like?
– Parts of Speech
– Word Parts
Vocabulary Word: ration
Context Clues
Word clues from text
Connotation
What does it feel
like?
Page: 46
Source:
Night
Picture
What does it look like?
What the
is not: entirety,
I'll give you an extra ration
ofword
bread
andwhole
Synonym
Sentence: (46).
Example:
margarine
What the word is: allotment, portion
My portion of soup was small for our dinner.
ration
The tedious music put me to sleep
monotonous
Word parts Definition
noun
Part of Speech _________
Root
rat
Think, calculate,
determine, settle
Apply a Simple Sentence
Prefix
-----------
-----------
N LV ADJ
My portion was very small.
Suffix
-ion
act, process
Vocabulary Word: emigrate
Context Clues
Word clues from text
Connotation
What does it feel
like?
Page: 48
Source:
Night
Picture
What does it look like?
What the word is: To leave one’s place of
residence and settle in another, depart
the word is not: stay
Their parents, like mine,What
had
lacked the
Synonym
Sentence:
courage
to wind up theirExample:
affairs and
We will depart to Puerto Rico in June.
The tedious music put me to sleep
emigrate
while there was monotonous
still time (48).
emigrate
Word parts Definition
verb
Part of Speech _________
Root
Migr
wander
Apply a Simple Sentence
Prefix
-----------
-----------
N AV
The people emigrate.
Suffix
-----------
-----------
CCSS Grade 9-10, RI1 and RI2
Notes
Your goal is to cite strong and thorough textual evidence to
support your analysis of what the text says explicitly and
implicitly about Elie Wiesel
3
Cites explicit
evidence that
communicates the
characteristics of Elie
Wiesel. No attempt is
made to cite implicit
evidence.
2
Evidence is either not
topical or is very
limited.
CCSS – Reading
Information 1
4
Cites explicit
evidence that
communicates the
characteristics of Elie
Wiesel. An attempt is
made to cite implicit
evidence.
.
Conventions
Citations include
page number and
quotation marks
when applicable.
Citations include
page number and
quotation marks
when applicable.
Citations do not
include page
numbers or quotation
marks
Presentation
The notes are
organized by date
and easy to read and
access.
The notes are
organized by date
and may be a little
difficult to read and
access
Citations may not
include page number
and quotation marks
are not always used
when needed.
Dates are intermittent
and notes are difficult
to read and access.
Content
5
Cites explicit and
implicit evidence that
communicates the
characteristics of Elie
Wiesel
Dates are not used
and notes are very
difficult to read and
access.
Pages 49-62
• Read pages
– Pages 49-50 “The stomach alone was aware of the passage of
time.”
– Pages 50-52 “That is what concentration camp life had made of
me.”
– Pages 52-54 “I had lost my crown for nothing”
– Pages 54-56 “I nodded ceaselessly, as if my head had decided
to say yes without ever stopping.”
– Pages 56-58 “In the afternoon we went cheerfully to clear away
the ruins.”
– Pages 58-60 “I remember that I found the soup excellent that
evening.”
– Pages 60- 62 “That night the soup tasted of corpses.”
• No vocabulary for this section
CCSS Grade 9-10, RI1 and RI2
Notes
Your goal is to cite strong and thorough textual evidence to
support your analysis of what the text says explicitly and
implicitly about Elie Wiesel
3
Cites explicit
evidence that
communicates the
characteristics of Elie
Wiesel. No attempt is
made to cite implicit
evidence.
2
Evidence is either not
topical or is very
limited.
CCSS – Reading
Information 1
4
Cites explicit
evidence that
communicates the
characteristics of Elie
Wiesel. An attempt is
made to cite implicit
evidence.
.
Conventions
Citations include
page number and
quotation marks
when applicable.
Citations include
page number and
quotation marks
when applicable.
Citations do not
include page
numbers or quotation
marks
Presentation
The notes are
organized by date
and easy to read and
access.
The notes are
organized by date
and may be a little
difficult to read and
access
Citations may not
include page number
and quotation marks
are not always used
when needed.
Dates are intermittent
and notes are difficult
to read and access.
Content
5
Cites explicit and
implicit evidence that
communicates the
characteristics of Elie
Wiesel
Dates are not used
and notes are very
difficult to read and
access.
Writing Assignment
Reading Goal
Standard: RI2 Determine a central idea of a text and
analyze its development over the course of the text,
including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text
Objective: Using your notes, analyze the development
of Elie Wiesel’s identity over the course of the text,
including how it emerges and is shaped and refined by
specific details
Content: notes
Process: Collaborative groups
Product: STEALlab
STEAL (Speech, Thoughts, Effect on others, Actions,
Looks)
Speech
Thoughts
Label legal size paper with each
STEAL category.
Notes
Effect on
others
toward
the
character
Looks
Analyze the development of Elie
Wiesel’s identity over the course of the
text, including how it emerges and is
shaped and refined by specific details.
Complete the STEAL chart with specific
examples from the text.
Actions
Individually or in pairs, using post-it
notes, find specific examples in your
notes for each STEAL category.
Remember to include page
numbers and quotation marks.
Writing Goal
Standard: W2a Introduce a topic; organize complex
ideas, concepts, and information to make important
connections and distinctions; include formatting
(e.g., headings), graphics (e.g., figures, tables), and
multimedia when useful to aiding comprehension.
Objective: Using the STEAL notes, organize
complex ideas, concepts, and information to make
important connections to the identity topic.
Content: STEAL notes
Process: Collaborative groups
Product: 3 column organizer
Speech
Categories of
Comparison
Thoughts
Notes
Looks
Later in
book
Explanation
“Why do I
pray?..Why
do I live?” 2
“In the depths Elie seems to
of my heart, I have lost his
felt a great
faith, his God.
void” 66.
Speech
Thoughts
Effect on
others
toward
the
character
Early in
book
Effect on
others
Actions
Actions
Looks
Reading Goal
Standard: RI2 Determine a central idea of a text
and analyze its development over the course of the
text, including how it emerges and is shaped and
refined by specific details; provide an objective
summary of the text
Objective: Analyze the development of Elie Wiesel’s
identity over the course of the text, including how it
emerges and is shaped and refined by specific
details
Content: 3 Column Graphic organizer
Process: Individually
Product: Summary
Summary
• Using your STEAL notes, analyze the
development of Elie Wiesel’s identity over the
course of the text, including how it emerges
and is shaped and refined by specific details.
Provide an objective summary of Elie Wiesel’s
identity as it developed over the course of the
text.
END
CCSS Grade 9-10, RI1 and RI3
Notes