Common Core Aligned. Great culminating or chapter by chapter progressive activity for the memoir Night by Elie Wiesel. This adaptable activity can be done individually or in groups. Students will evaluate diction and figurative language in a variety of passages from Night, determine how these techniques are used to develop tone, mood, and theme. Students will then analyze poetry and art from Holocaust victims and evaluate how a common theme is expressed in each work (memoir, poem, and art).
Interested in other engaging activities for Night? Over to 50% savings in this bundled pack of 10 common core aligned activities
Night Unit Activities Bundle
Visit the Night custom category at my store for other activities for the Memoir Night
Link-Night Wiesel Activites
This Lesson Plan Includes:
1. Teacher Instructions
2. Student Handouts (16 pages of material)
3. 4 Select Passages from Night (ghetto, cattle car, crematorium, and death march)
4. 4 Different poems related to each of these areas (ghetto, cattle car, crematorium, and death march)
5. 4 Different works of art related to each of these areas (ghetto, cattle car, crematorium, and death march)
CCSS: CCSS.ELA-LITERACY.RL.9-10.1 CCSS.ELA-LITERACY.RL.9-10.4 CCSS.ELA-LITERACY.RL.9-10.6 CCSS.ELA-LITERACY.RL.9-10.7 CCSS.ELA-LITERACY.W.9-10.1 CCSS.ELA-LITERACY.W.9-10.2 CCSS.ELA-LITERACY.SL.9-10.1 CCSS.ELA-LITERACY.SL.9-10.4
1. How does an author develop theme and message through diction and figurative language?
2. How is a common theme developed in a variety of different mediums?
ACADEMIC OBJECTIVES (All Students Will Be Able To):
1. Evaluate a passage from Night for its use of diction and figurative language
2. Evaluate a poem for its use of diction and figurative language
3. Evaluate an image for it’s emotional effect and impact.
4. Determine and evaluate a common theme across artistic mediums
SUGGESTIONS ON HOW TO RUN THE EDUCATIONAL ACTIVITY:
PROCESS #1: Assign each of these exercises as classroom activity or homework when you are at this specific point in the memoir
PROCESS #2: Assign the entire activity to each student at the end of the memoir as a culminating summative activity.
PROCESS #3: As a classroom activity, divide the class into groups, give each group a different passage/poem/image, after the groups have completed the activity have them present their passage/poem/image and findings to the class
PROCESS #4: Have the students choose one of the passages/poems/images and complete the exercise. Have them expand on the activity and create a poster board presentation and present it to the class.