�Night� by Elie Wiesel

Document Sample
�Night� by Elie Wiesel Powered By Docstoc
					qwertyuiopasdfghjklzxcvbnmqwertyui
opasdfghjklzxcvbnmqwertyuiopasdfgh
jklzxcvbnmqwertyuiopasdfghjklzxcvb
nmqwertyuiopasdfghjklzxcvbnmqwer
              “Night” by Elie Wiesel

tyuiopasdfghjklzxcvbnmqwertyuiopas
            Study Guide: Preface-Chapter 3
                       Ms. Cruz

dfghjklzxcvbnmqwertyuiopasdfghjklzx
                       English 2



cvbnmqwertyuiopasdfghjklzxcvbnmq
wertyuiopasdfghjklzxcvbnmqwertyuio
pasdfghjklzxcvbnmqwertyuiopasdfghj
klzxcvbnmqwertyuiopasdfghjklzxcvbn
mqwertyuiopasdfghjklzxcvbnmqwerty
uiopasdfghjklzxcvbnmqwertyuiopasdf
ghjklzxcvbnmqwertyuiopasdfghjklzxc
vbnmqwertyuiopasdfghjklzxcvbnmrty
uiopasdfghjklzxcvbnmqwertyuiopasdf
ghjklzxcvbnmqwertyuiopasdfghjklzxc
The following Study Guide contains a bulk of the work we will be doing during our critical study of
Night by Elie Wiesel for readings completing Chapter 3. It is the student’s sole responsibility to
bring this packet and novel back and forth to each class. Every day, when students come to class, they
will take out their packet during their daily journal. If the homework is complete at the beginning of
the period, then students will receive a stamp. If students don’t have the work completed or don’t have
their packet out, they will not receive a stamp signaling that the work is late.

 Absent students are expected to keep up with the work on schedule. Not being in class does not excuse
students from keeping up with the readings.

This unit of study is a powerful learning opportunity for students. Those who are attentive, engaged
during class, and complete assignments on time will benefit the most.

Unit Objectives: We will be able to
      Identify the use of characterization, symbolism, plot and setting, and narration.
      Analyze and evaluate the effect of literary elements used.
      Evaluate the use of certain stylistic devices.
      Find the literal and figurative meaning of words.
      Identify and evaluate the use of oratorical devices in speeches.
      Identify instances of dehumanization.
      Explain the process of dehumanization.
      Identify key events that lead to Hitler’s rise to power.
      Draw connections to other social, political, and economic instances of discrimination.
      Participate meaningfully in student led discussions.
      Appropriately blend and analyze textual evidence.
      Write a thoughtful and responsive Analysis Essay.

Unit Activities and Assignments:
      Historical Timelines, Readings, and Videos
      Speech Analysis
      Vocabulary Development
      Group/Individual Reading
      Guided Reading Questions
      Active Reading Notes
      Daily Reading Quizzes (Open Handwritten notes)
      Small and large Group Discussion
      Literary Element Notes and Evidence Gathering
      Evidence Blending and Analysis + Précis Paragraphs




                                                                                                       2
Novel Reading Assignments
                                         Date Reading was completed
   1.   Preface and Forward
   2.   Chapter 1     p. 3-22
   3.   Chapter 2     p.23-28
   4.   Chapter 3     p. 29-46

Common Topics
Below are some of the most common topics readers take from reading Night. Part of our job will be to
develop these topics into themes, according to our own reading experience.

       Commitment to one’s personal faith
       Process of dehumanization
       Retaining one’s humanity/compassion in moments of extreme hate


Add other possible topics/themes




                                                                                                       3
                                  Reading Assignment: Preface and Forward
    Vocabulary Development: Complete the table.

             Page       Word                    Definition                  Part of   Synonym
            Found                                                           Speech
1          Vii      Hasidic
2          Vii      Conscience
3          Vii      Ordeal
4          Viii     Retrospect
5          Viii     Accession
6          Viii     Disinter
7          Viii     Accomplices
8          ix       Rehabilitate
9          Ix       Intrinsic
10         ix       Usurped
11         ix       Profaned
12         X        Transcends
13         X        Articulate
14         X        Superfluous
15         X        Yiddish
16         XIV      Patronizing
17         XIV      Indifference
18         Xviii    Martyrdom
19         Xviii    Abomination
20         Xviii    Passivity
21         XIX      Talmud
22         XX       Desecrated
23         XX       Voracious
24         XX       Solemn
25         XXI      Interlocutor




                                                                                            4
                             Reading Assignment: Preface and Forward

Guided Reading Questions
Respond to the Guided Reading Questions using complete and thoughtful sentences. Include specific
page numbers where answer was found or based on. Failure to do so will result in loss of credit.
   1. According to Wiesel, why did he write Night?




   2. How does Wiesel describe his writing process?




   3. Why is the issue of translation important to consider for modern readers?




   4. Wiesel explains that general public hasn’t always received his memoir well. In your opinion,
      why do you think that during the Fifties and the Sixties people weren’t open to Night?




   5. In your opinion, what is the purpose of the Forward written by Francois Mauriac?




                                                                                                     5
                                     Reading Assignment: Chapter 1
     Vocabulary Development: Complete the table.

Number    Page       Word              Definition                Part of   Synonym
         Found                                                   Speech

1        3       Shtibl
2        3       Penury
3        3       Waiflike
4        3       Kabbalah
5        4       Unsentimental
6        5       Synagogue
7        5       Indulgently
8        7       Insinuated
9        8       Annihilated
10       8       Zionism
11       9       Liquidate
12       9       Disquieting
13       9       Billeted
14       10      Edict
15       11      Decree
16       12      Hostile
17       12      Delusion
18       12      Anecdotes
19       6       Gestapo
20       14      Roused
21       15      Rescinded
22       15      Relics
23       16      Phylacteries
24       16      Surreptitiously
25       21      Conflagrations
26       21      Condemned




                                                                                     6
                                    Reading Assignment: Chapter 1

Literary Elements Review
Plot:
   1. Exposition:
   2. Rising Action:
           a. Complications:
   3. Climax:
   4. Falling Action:
   5. Resolution:

Characterization
   1. Direct Characterization:
   2. Indirect Characterization:
           a. Appearance:
           b. Dialogue:
           c. Private Thoughts:
           d. Actions:
           e. Effect (influence on other characters):

Imagery: descriptive language that appeals to the reader’s five senses.

           1. Sight:
           2. Smell:
           3. Touch:
           4. Sound:
           5. Taste:

Diction>Tone>Mood

Diction is specific word choice; writers use loaded words to manipulate readers.

Diction is used to convey a tone (writer’s attitude towards the subject they’re writing about).

Tone creates mood (How the audience feels as a result of the diction and tone).



                                                                                                  7
                                   Reading Assignment: Chapter 1

Guided Reading Notes
    Track setting and time information here in order of appearance with a brief note of its
     significance.




    Track characters introduced with brief note of character traits and relation to Wiesel (narrator)




                                   Reading Assignment: Chapter 1

Guided Reading Questions
Respond to the Guided Reading Questions using complete and thoughtful sentences and also sighting
specific page numbers where your answer was found or based on. Failure to do so will result in loss of
credit.
   1. Describe the relationship between Moishe the Beadle and Wiesel.




   2. What was the most important piece to Wiesel’s identity? Explain.




   3. What happened to Moishe? Why do you think the villagers didn’t believe Moishe?




   4. List the order of events of spring 1944 once the German soldiers made their first appearance in
      Sighet. List the edicts and what they stipulated.




                                                                                                        8
                                     Reading Assignment: Chapter 1
  5. Describe the ghettos and their purpose.




  6. Wiesel describes the great lengths that the people of Sighet went through to try to continue life
     as “normally” as possible. Why do you think they worked so hard to retain normalcy?




Literary Element Evidence Gathering

     Find one piece of evidence that demonstrates direct characterization:

                                                                                          (       ).

     Find one piece of evidence that demonstrates indirect characterization:

                                                                                              (        ).

     Find one piece of evidence that describes a setting that had a powerful effect on the characters.

                                                                                          (       ).

     Find one piece of evidence that illustrates the use of imagery.

                                                                                          (       ).

     Find one piece of evidence that shows the use of loaded word choice (diction).

                                                                                          (       ).

     What tone does the diction above convey?


     What mood does the tone create for the audience?




                                                                                                            9
                                    Reading Assignment: Chapter 1
Evidence Blending and Analysis
Find 3 piece of evidence that illustrate an aspect of the dehumanization process.

Evidence and page #                                  What does the evidence show?




HOW did the author show “it”? (Literary              Why does “it” matter?
Element)




Evidence and page #                                  What does the evidence show?




HOW did the author show “it”? (Literary              Why does “it” matter?
Element)




Evidence and page #                                  What does the evidence show?




HOW did the author show “it”? (Literary              Why does “it” matter?
Element)




                                                                                    10
                                         Reading Assignment: Chapter 2

Vocabulary Development: Complete the table.

Number     Page         Word                Definition                Part of             Synonym
          Found                                                       Speech
1         23       Inhibitions
2         24       Hermetically
3         24       Irrevocably
4         27       Optimism

Guided Reading Notes and Questions

     Track the details of the ride in the cattle cars.




     What happened to Mrs. Schachter? Summarize her experience in the cattle cars using bullet
      points.




     Was Mrs. S simply hallucinating as caused by the mental stress or is it possible that Mrs. S
      “knew” that the prisoners would soon meet fire? Explain your answer.




Some suggest that Chapter 2 is the first hint that Jewish prisoners have begun to lose their sense of
compassion and humanity. Whether you agree or not, find the one event that may support this claim
and explain how it may support this claim.
Evidence

                                                                                          (      ).

Explanation:




                                                                                                        11
                                    Reading Assignment: Chapter 3

Vocabulary Development: Complete the table.

Number       Page           Word             Definition                  Part of          Synonym
            Found                                                        Speech
1          30         Tumult
2          30         Invectives
3          32         Crematoria
4          32         Elude
5          34         Antechamber
6          35         Kommando
7          35         Interspersed
8          36         Self-preservation
9          36         Lucidity
10         36         Redemption
11         37         Colossus
12         38         Convalescent
13         39         Ascertain
14         40         Lulled
15         41         Compulsory
16         41         Camaraderie
17         42         Prevailing
18         43         Wizened
19         44         Veritable

Guided Reading Notes and Questions

      What were the eight simple words that changed Wiesel’s life? Why were these words so
       significant?


      Upon arrival to the camp, Wiesel met two other prisoners. What did they advise him to do and
        why?


      How was Dr. Mengele described?

      What is Kaddish?
      Once faced with the violent truths of the camp, Wiesel and others start to question how it is
        possible that such atrocities could happen. What do they realize once they start asking
        themselves these questions?




                                                                                                       12
                                        Reading Assignment: Chapter 3

     Locate when Wiesel starts to question his faith. What does he say and what is this moment’s
       significance?


     What was the process the prisoners had to go through once they were being processed by camp
      officers? How are these examples of dehumanization?




  Evidence Analysis

   Chapter 3 is exceptionally powerful; readers begin to see a fast and saddening change in the
   narrator. Read the following pieces of textual evidence. Complete the boxes for each piece of
   evidence.

“‘The world? The world is not interested in us.    What does the evidence show?
Today, everything is possible, even the
crematoria…’ His [father’s] voice broke” (33)


HOW did the author show “it”? (Literary            Why does “it” matter?
Element)




“For the first time, I felt anger rising within    What does the evidence show?
me. Why should I sanctify His name? The
Almighty, the eternal and terrible Master of the
Universe, chose to be silent. What was there to
thank Him for?” (33)


HOW did the author show “it”? (Literary            Why does “it” matter?
Element)




                                                                                                    13
                                              Reading Assignment: Chapter 3

“Never shall I forget that night, the first      What does the evidence show?
night in camp, that turned my life into
one long night seven times sealed
…Never.” (34)


HOW did the author show “it”?                    Why does “it” matter?
(Literary Element)




“We were incapable of thinking…We no             What does the evidence show?
longer clung to anything…In one
terrifying moment of lucidity, I thought
of us as damned souls wandering through
the void, souls condemned to wander
through space until the end of time,
seeking redemption, seeking oblivion,
without any hope of finding either” (36)



HOW did the author show “it”? (Literary          Why does “it” matter?
Element)




                                                                                14
                                       Reading Assignment: Chapter 3

“I too had become a different person. The         What does the evidence show?
student of Talmud, the child I was, had been
consumed by the flames. All that was left was
a shape that resembled me. My soul had been
invaded—and devoured—by a black fame”
(37).


HOW did the author show “it”? (Literary           Why does “it” matter?
Element)




“What had happened to me? My father had just      What does the evidence show?
been struck, in front of me, and I had not even
blinked. I had watched and kept silent” (39).




HOW did the author show “it”? (Literary           Why does “it” matter?
Element)




                                                                                 15

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:290
posted:9/30/2012
language:Unknown
pages:15