Before, during, and after we read Elie Wiesel's Holocaust memoir, Night, we discuss the concept of dehumanization. This prompt presents an opportunity for students to demonstrate and apply their understanding of the term, while also demonstrating their understanding of the memoir. Students are guided to construct an argumentative paragraph on Elie's own potential dehumanization.
The product offers six pages of material for the teacher and/or students. I have included (1) an assignment sheet with an overview of the prompt, document design expectations, and relevant definitions from three dictionaries; (2) a detailed rubric option (for the fastidious assessor!); (3) a peer or self-evaluation checklist specific to this paragraph; (4) a mini rubric with overview of components (inspired by the Collins Writing Program's FCA or Focused Correction Area philosophy); and (5) a guiding outline.
I typically offer an outline to all students, though you may choose to offer it only to those in need of support.
I have also included 2 rubric options, as described above, which may be used to either differentiate by ability level (but note they are worth different point values) or to allow the teacher to make an optimal choice (based on student population, available teacher time for grading, or other factors).
While this assignment asks students to write a paragraph, this expectation could be adjusted and the prompt is appropriate for a longer assignment, as well.