Hope, Despair and Memory by Elie Wiesel
(non-fiction); Critical Reading; Higher Order Thinking
This is a self-contained unit on textual analysis; everything you need is here. This unit focuses on the Nobel Peace Prize Lecture by Elie Wiesel: Hope, Despair and Memory. This work is listed as a text exemplar in the CCSS Appendix B.
MOVE AWAY FROM GENERIC QUESTIONS AND INTO TEXT-BASED ASSIGNMENTS WITH THIS UNIT ON CRITICAL THINKING, READING, AND WRITING
ANALYZING THE NOBEL PEACE PRIZE LECTURE BY ELIE WIESEL: Hope, Despair and Memory (entire speech)
Achieve positive results in creating analytical thinkers by nurturing your students’ abilities and giving them the necessary tools to develop critical reasoning skills. This can be achieved through close textual analysis of various non-fiction texts.
This is the follow up lesson to my free TpT unit on the same speech. There are some common elements in the two, but this unit goes way beyond the scope of the first. I have factored the overlap between the two into the price of this unit.
INCLUDED IN THIS UNIT ARE THE FOLLOWING:
➢ A copy of the Nobel Peace Prize Lecture, broken down into numbered paragraphs, by Elie Wiesel: Hope, Despair and Memory.
➢ Suggestions on how to read the text at different levels.
➢ A breakdown of parts of the speech sentence by sentence with writing prompts and space for answers. This is in the unit itself and as a separate PDF file.
➢ A breakdown of parts of the speech sentence by sentence with writing prompts but without the space for answers. This is a separate PDF file.
➢ Group questions and individual questions within the unit itself and as a separate PDF file.
➢ Nine pages of teacher notes.
➢ Copies of student examples – four pages.
➢ Vocabulary words – in the unit and as a separate PDF file.
➢ Essay questions and discussion topics.
➢ All of the questions included here are text based and require critical thinking, reading, and writing; they address concerns regarding the Common Core ELA/ Literacy: Shift 4: Text-based Answers.
➢ Questions aligned with ELA-Literacy CCSS 8-12 - in particular with the following standards:
CCSS.ELA-Literacy.RL.8.1; 9-10.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.8.4; 9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-Literacy.W.9-10.1; W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.W.9-10.2; W11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RI.9-10.2; RI.11-12.2 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.
CCSS.ELA-Literacy.RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
If you found this unit helpful you may also like the following:
Great Speeches #1 St. Crispin's Day Speech
What is Textual Analysis? The Republic
What is Textual Analysis? Tocqueville
The ELA Common Core State Standards require students to learn how to read texts carefully:
“As a natural outgrowth of meeting the charge to define college and career readiness, the Standards also lay out a vision of what it means to be a literate person in the twenty-first century. Indeed, the skills and understandings students are expected to demonstrate have wide applicability outside the classroom or workplace. Students who meet the Standards readily undertake the close, attentive reading that is at the heart of understanding and enjoying complex works of literature. They habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally. They actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews. They reflexively demonstrate the cogent reasoning and use of evidence that is essential to both private deliberation and responsible citizenship in a democratic republic. In short, students who meet the Standards develop the skills in reading, writing, speaking, and listening that are the foundation for any creative and purposeful expression in language.” English Language Arts Standards | Home | English Language Arts
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Keywords: Non-fiction; Textual Analysis; Critical Thinking; Higher Order Thinking; philosophy; political philosophy; History; social studies; ELA; Literature; logic; essay questions; CCSS; study guide: Text-based answers; shift 4; AP
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