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Hope, Despair and Memory by Elie Wiesel
HOLOCAUST MEMORIAL DAY
Critical Reading; Higher Order Thinking
THIS PRODUCT HAS BEEN COMPLETELY REDONE! IT IS NOW OVER 65 PAGES!
This is a self-contained product on textual analysis; everything you need is here. This product 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.
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.
INCLUDED IN THIS PRODUCT ARE THE FOLLOWING:
✡ 25 analysis prompts – the questions are presented in two formats – one plain version and one with images and a space to record the answer
✡ 18 pages of teacher notes and answers to the questions
✡ 36 words to define
✡ A link to the Nobel Peace Prize Lecture, broken down into numbered paragraphs
✡ Essay questions and discussion topics
✡ Some information on Elie Wiesel
✡ Suggestions on how to read the text at different levels. For instance, using Bloom’s Taxonomy, the majority of questions ask for comprehension, understanding, and application. However, I have included questions of a much higher order: analysis, creation, judgment, and evaluation.
✡ All of the questions included here are text-based and require critical thinking, reading, and writing.
✡ Group questions and individual questions
✡ Sample student answers
✡ A TOTAL OF 31 PAGES OF STUDENT WRITING PROMPTS (these pages are in the main product file and as a separate PDF in zip file)
✡ Examples of student annotation (Interpretive Notetaking)
✡ Several images from Auschwitz, Holocaust Museums, and Holocaust Memorials
MOVE AWAY FROM GENERIC QUESTIONS AND INTO TEXT-BASED ASSIGNMENTS WITH THIS UNIT ON CRITICAL THINKING, READING, AND WRITING
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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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