Night Elie Wiesel Unit Activities Bundle

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This Night by Elie Wiesel Activities Bundle and Literary Analysis Writing Unit has a wide variety of unique and engaging activites. Each lesson develops close reading skills and a deep understanding of literary elements such as: symbolism, characterization, setting mood and tone, narrative conflict, and theme. The writing standards focus on developing student skills in literary analysis essay writing. Detailed packets provide guided instruction on how to write a literary analysis essay with detailed lessons that teach students the fundamental literary elements such as characterization, narrative setting, narrative conflict, symbolism, and theme. Each lesson provides systematic, facilitated writing exercises that address each element of essay writing: analyzing a prompt, writing thesis statements, writing introductions, deeply analyzing a text, using evidence, writing commentary and explanation, and writing conclusions. Unique acronyms help students remember how to approach each part of an essay. Read the descriptions below for more detailed descriptions of each activity.

Visit the Night custom category to review these activities individually

Link-Night Wiesel Activites

This Bundle of Activities Includes:
1. Art, Poetry, Memior Theme Comparison Activity
2. "First They Came" Poem Activity
3. Letters from the cattle car activity
4. United Nations Genocide Conventions Project
5. Holocaust Headlines Activity
6. Chapter Vocabulary Activities
7. Characterization Literary Analysis Writing
8. Setting Mood/Tone Literary Analysis Writing
9. Narrative Conflict Literary Analysis Writing
10. Symbols Literary Analysis Writing
11. Theme Literary Analysis Writing
12. Writng Introduction Paragraphs
13. Writing Conclustion Paragraphs
14. Writing PEEL Body Paragraphs
15. Writing Thesis Statements
16. Writing Topic Sentences
17. Sample Paragraphs
18. Literary Elements PPT
19. Literary Analysis Essay PPT
20. Over 15 Close Reading Passages
21. Annotation and Close Reading Guidelines
22. Graphic Organizers



LETTERS FROM THE CATTLE CAR
Common Core Aligned. Great activity for section 2 of Elie Wiesel's memoir Night. Students will complete close reads of victim farewell notes and compare the notes' purposes and use of language. Upon completion students will write their own descriptive notes to families or friends role playing Elie's experience in the cattle car. Students the "throw their note from the train" into the center of the room and pick random letters to read to the class.

Visit the Night custom category at my store for other activities for the Memoir Night

Link-Night Wiesel Activites

Included in the lesson:
1. Teacher Instructions
2. Student Close Read Handouts (3 Pages)
3. Victim Letters for close reading (3 letters)

Lesson Plan:
CCSS: CCSS.ELA-LITERACY.RL.9-10.1 CCSS.ELA-LITERACY.RL.9-10.2 CCSS.ELA-LITERACY.RL.9-10.4 CCSS.ELA-LITERACY.W.9-10.3.A CCSS.ELA-LITERACY.W.9-10.3.D
ESSENTIAL QUESTIONS:
1. How do connotations and diction develop tone and mood?
2. What is the purpose of a text?
ACADEMIC OBJECTIVES (All Students Will Be Able To):
1. Understand the impact of word choice on mood and tone of text
2. Write descriptive letters expressing strong mood or tone
 Activity Facilitation
 Teacher explains that during deportation letters were found on the side of he train tracks from victims that wrote farewell letters, cries for help, and warnings to families and friends back home
 Have students “popcorn” read each letter or paragraph of each letter out loud to the class
 Have students work alone or in pairs to complete close reading questions and activities for each letter
 Teacher facilitates discussion of student responses to close reading questions
 Teacher explains writing exercise
 Students write letters
 Teacher has students wad up letters and “throw the from the train” meaning throw them into the front of the room.
 Have a student come forward and pick any letter and read it to the class
 Repeat the process as many times as time permits

MULTI-MEDIUM THEME ACTIVITY
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).

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)

Lesson Plan:
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
ESSENTIAL QUESTIONS:
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.

FIRST THEY CAME EXERCISE
Common Core Aligned. 6 linked activities involving Elie Wiesel's purpose of confronting apathy. Students will evaluate essential vocabulary for root words, prefixes, and suffixes. Students will then use this new vocabulary to perform close reading exercises and evaluate the thematic premise of Martin Niemoller's poem "First They Came", passages from Night, and a current informational article. Students then evaluate the video "Millennial's Rebuttal" as a argument against Millennial's apathy.

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 (5 pages of material)
3. 4 Select Passages from Night
4. "Millennial's Rebuttal" video for analysis
5. Necessary Vocabulary Worksheet (roots, prefixes, suffixes)


Lesson Plan:
CCSS: CCSS.ELA-LITERACY.RL.9-10.7 CCSS.ELA-LITERACY.RL.9-10.2 CCSS.ELA-LITERACY.RL.9-10.5 CCSS.ELA-LITERACY.RI.9-10.3 CCSS.ELA-LITERACY.RI.9-10.5 CCSS.ELA-LITERACY.RI.9-10.6 CCSS.ELA-LITERACY.RI.9-10.7 CCSS.ELA-LITERACY.RI.9-10.8 CCSS.ELA-LITERACY.W.9-10.2
ESSENTIAL QUESTIONS:
1. What are the inherent dangers of apathy
2. How is a common theme expressed in different genres? (poetry, memoir, informational text)
ACADEMIC OBJECTIVES (All Students Will Be Able To):
1. Identify roots and prefixes to define vocabulary
2. Use new vocabulary in a contextual sentence
3. Evaluate the structure of different genres of text and how each structure adds to the author’s purpose
4. Provide analysis and critique of a common theme across genres of text
DIRECT INSTRUCTION AND CLASSROOM ACTIVITIES:
 Activity #1: Students complete Necessary Vocabulary Worksheet
 Activity #2: Students evaluate “First They Came” poem for structure and purpose
 Classroom discussion of student responses
 Activity #3: Students annotate selections from Night and compare thematic premise relative to “First They Came” poem.
 Classroom discussion of student responses
 Activity #4: Students annotate and evaluate informational text concerning
 Classroom discussion of student responses
 Activity #5 Students watch, evaluate, and discuss video
Millennial Rebuttal Video
https://www.youtube.com/watch?v=dZP-owj7flQ
 Classroom discussion of student responses
 Activity #6: Students write their own poem modeling “First They Came” structure

PERSUASIVE WRITING GENOCIDE ACTIVITY
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 perform a close read on the UN Convention on the Prevention and Punishment of the Crime of Genocide and The 8 Stages of Genocide By Gregory H. Stanton. Students will then use these documents as the foundation and premises for gathering evidence from the memoir Night to prove to the UN that these "acts of genocide" are a crime under international law and deserve UN intervention and punishment.

Visit the Night custom category at my store for other activities for the Memoir Night

Link-Night Wiesel Activites

Included in the lesson:
1. Teacher Instructions
2. Student Close Read Handouts (9 Pages)
3. Chapter Graphic Organizers for Genocide Evidence
4. Persuasive Prompt
5. Evidence/Quotes from Night to prove 8 stages of Genocide (29 quotes)

Lesson Plan:
CCSS: CCSS.ELA-LITERACY.RI.9-10.1 CCSS.ELA-LITERACY.RI.9-10.2 CCSS.ELA-LITERACY.RI.9-10.3 CCSS.ELA-LITERACY.RI.9-10.5 CCSS.ELA-LITERACY.RI.9-10.9 CCSS.ELA-LITERACY.W.9-10.2
ESSENTIAL QUESTIONS:
1. How does the structure of a text help achieve it’s overall purpose
2. What is the relationship between different texts that address the same topic
ACADEMIC OBJECTIVES (All Students Will Be Able To):
1. Explain the structural elements of a text and their relationship to the text’s purpose
2. Analyze the connection between two texts that address the same topic
Suggestions on how to run the activity:
 PROCESS #1: Assign the packet as a pre-reading homework activity to Night to introduce the concept of genocide and the context of the crime in the memoir.
 PROCESS #2: Place students in groups of 2-4 and use the packet as a classroom activity. Have students share their ideas to the class in a Socratic Discussion.
 PROCESS #3: Use packet as a guide reading activity and have students popcorn read each section of the text and then work independently or in pairs to fill in each box. After each section have students share their ideas with the class.
 PROCESS #4: Use the packet as a foundation for searching the text for evidence in Elie Wiesel’s memoir that the Holocaust was genocide.
 PROCESS #5: Use the packet as a foundation for organizing evidence from the text provided by the teacher into the different categories of genocide

POTENTIAL CULMINATING ACTIVITY/SUMMATIVE ASSESSMENT:
Have students use the close read as a foundation for their persuasive essay to the United Nations, compelling them to intervene and stop the Holocaust

PROMPT: For the sake of this writing task, pretend that the Holocaust is happening after the United Nations has made their declaration at the Convention on the Prevention and Punishment of the Crime of Genocide. You have been receiving letters from your friend Elie Wiesel concerning the horrible crimes committed by the Nazis against the Jews. Use the United Nations document and the 8 Stages of Genocide as the foundation for a persuasive letter to the United Nations to intervene and stop the Nazis “acts of genocide”. Use premises from both documents and evidence from Night to form an argument that the Holocaust is indeed genocide and intervention and punishment is warranted according to the UN Convention.

CHARACTER ANALYSIS BUNDLE
Common Core Aligned. Bundle of organizers and activities that focus on developing active reading skills, specifically in analyzing characterization and the development of a character within literature. Students will use active reading strategies while reading each chapter of Night, and then use these organizers to write a paragraph that compares and contrasts Elie's transformation from the beginning of the text to the end. Students will perform the same analysis on Elie's father.

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 (8 pages)
3. Characterization Notes
4. Graphic Organizers (3 separate)
5. Analysis prompts
6. PPT Lecture (15 slides)


Lesson Plan:
CCSS: CCSS.ELA-LITERACY.RL.9-10.3 CCSS.ELA-LITERACY.RL.9-10.1 CCSS.ELA-LITERACY.RL.9-10.2 CCSS.ELA-LITERACY.W.9-10.2

ESSENTIAL QUESTIONS:
1. How do characters develop over the course of a text?
2. How does an author use characterization to develop theme?
ACADEMIC OBJECTIVES (All Students Will Be Able To):
1. Analyze the development of main characters over the course of a text
2. Write paragraphs that compare and contrast the development of a character across a text
DIRECT INSTRUCTION AND CLASSROOM ACTIVITIES:
 Introduce the concept of Indirect vs Direct Characterization (Handout)
 Have students use chapter graphic organizers throughout reading of the text
 At the conclusion of the novel have students use the Dynamic Character organizer to analyze the changes in the characters
 Have students write analysis paragraphs to evaluate changes in characters personalities

HOLOCAUST HEADLINES EXERCISE
Common Core Aligned. Great culminating activity for the memoir Night by Elie Wiesel. Students will review actual historical headlines reporting events from the Holocaust. Students will write a synopsis of what they believe the article of each headline would have been about. Teacher leads a discussion of students' responses. After watching a video concerning the liberation of Auschwitz, students create their own headlines and write a brief article reporting the liberation of Auschwitz.

Visit the Night custom category at my store for other activities for the Memoir Night

Link-Night Wiesel Activites

Included in the lesson:
1. Teacher Instructions
2. Student Handouts (4 pages)
3. PPT discussion guide (11 slides)
4. Videos for student analysis (3 videos)

Lesson Plan:
CCSS: CCSS.ELA-LITERACY.W.9-10.2
ESSENTIAL QUESTIONS:
1. What were the public’s impressions of the Holocaust?
2. What is the impact of a headline in revealing the purpose of an article?
ACADEMIC OBJECTIVES (All Students Will Be Able To):
1. Make predictions of the contents of an article from the headline
2. Apply their knowledge from Night to describe events from an editorial point of view.
3. Create headlines and short articles that report the liberation of Auschwitz
DIRECT INSTRUCTION AND CLASSROOM ACTIVITIES:
 Either in pairs or alone, have students review each of the historical headlines and write their synopsis of what they think the article would have included.
 Use the PPT presentation to guide discussion of student responses and synopsis of each historical headline.
 Show any of the videos below to emphasize the liberation of Auschwitz
Band of Brothers Liberation Video
https://www.youtube.com/watch?v=sHcJtU9dr6I

The Liberation of Auschwitz (includes 1945 original Red Army footage)
https://www.youtube.com/watch?v=0V0RMf2qU18
https://www.youtube.com/watch?v=rcOqDyuzk9U
 Have students create their own headlines and short reports of the liberation of the Jews from Auschwitz

CONFLICT GRAPHIC ORGANIZER ACTIVITIES
These handouts are a great resource and activity/homework to teach students to analyze an author's use literary conflicts within a narrative. Teacher uses PPT lecture and notes to instruct students on the purpose and types of internal and external conflict. Students will use organizers to track the development of conflict within the narrative. Students then write analysis paragraphs (Reflecting Bloom's Taxonomy) explaining how the conflicts are developed within the narrative and their connection to the student experience.

Visit the Night custom category at my store for other activities for the Memoir Night

Link-Night Wiesel Activites

Included with the packet:

PPT Lecture: (12 slides)

NOTES: Discussing Internal and External Narrative Conflicts.

GRAPHIC ORGANIZER: Guiding students to record the different types of conflict within the narrative.

WRITING PROMPTS: 4 prompts using Bloom's Taxonomy as a basis for analysis and evaluation.

This graphic organizer provides an effective method and template for analyzing an author’s development of theme within a narrative.

These Graphic Organizers are designed to incorporate Blooms Taxonomy of Higher Order Thinking. To use them effectively the teacher should consider incorporating them into their curriculum in the following manner.

1. Direct Instruction: Use the PPT and note sheet to teach the students the fundamentals of external and internal narrative conflict.

Incorporate Blooms Taxonomy:
2. Knowledge and Comprehension: Have students use the Narrative Conflict Organizer to identify and describe the primary external and internal conflicts within each chapter of the novel. Another option is to due this at the beginning of the novel, in the middle, and at the end; evaluating the progression of the primary external and internal conflicts.
3. Analysis/Synthesis/Evaluation: Use the paragraph prompts as a resource for students to dive deep into their understanding of the conflicts in the narrative. Have students complete then alone or in groups and then use their responses for the basis of Socratic discussion.

IF YOU ARE INTERESTED IN OTHER LITERATURE GRAPHIC ORGANIZERS, VISIT THE CUSTOM CATEGORY BELOW

Link-LITERATURE GRAPHIC ORGANIZERS

SETTING MOOD AND TONE GRAPHIC ORGANIZERS ANALYSIS PARAGRAPHS
Common Core Aligned. PPT lecture, graphic organizer, and writing prompts focused on analyzing the development of narrative setting, mood, and tone within literature. Students will use active reading strategies while reading each chapter of the novel and collect samples of connotative words, imagery, and figurative language that create the mood and tone of the setting. Students will then use this graphic organizer to write analysis paragraphs that are built upon the principles of Bloom's Taxonomy of Higher Order Thinking.

This Lesson Plan Includes:
1. Teacher Instructions
2. Student Handouts (6 pages)
3. Videos to support instruction (4 videos)
4. Graphic Organizers
5. Analysis prompts
6. PPT lecture on denotation, connotation, mood, tone, imagery, figurative language (24 slides)

Lesson Plan:
CCSS: CCSS.ELA-LITERACY.RL.9-10.1 CCSS.ELA-LITERACY.RL.9-10.2 CCSS.ELA-LITERACY.RL.9-10.4 CCSS.ELA-LITERACY.W.9-10.2
ESSENTIAL QUESTIONS:
1. What is the purpose of narrative setting?
2. What is the emotional impact of word choice?
3. How does an author use connotation to develop mood and tone?
4. How does an author use imagery and figurative language to develop mood and tone?
ACADEMIC OBJECTIVES (All Students Will Be Able To):
1. Identify and select words with positive/negative connotations
2. Analyze literature to identify imagery and figurative language
3. Organize evidence from literature to determine mood and tone of a text
4. Explain how language is used to develop strong mood and tone
DIRECT INSTRUCTION AND CLASSROOM ACTIVITIES:
 Use PPT lecture and student handouts to instruct on the literary tools to develop a setting and mood/tone.
 Use any of these videos to support the idea of the emotions of mood and tone

If Frozen was a horror movie
https://www.youtube.com/watch?v=9eD2UpdhbwA&list=PLBjIqRvyNjs8scZZ1ukAzlyH4mRveAYS-
Tone and Mood words
https://www.youtube.com/watch?v=jDUhDV-72S0
Mood vs. Tone
https://www.youtube.com/watch?v=rIE1FvvwwLQ
Tone and Mood Movie
https://www.youtube.com/watch?v=0riOHkJN3P0

 Explain the format and purpose of chapter graphic organizers
 Have students work independently or in groups to find evidence to complete graphic organizers
 Explain the concept of each writing prompt
 Have students complete writing prompts

SYMBOLS AND MOTIFS GRAPHIC ORGANIZERS ANALYSIS PARAGRAPHS
Common Core Aligned. This collection of resources is designed to help facilitate student understanding of the development of symbols and motifs within a text. PPT slides and lecture instruct a students with the knowledge of motifs vs. symbols in literature. Students then use the graphic organizer to track the development of motifs and symbols within the novel. Bloom's Taxonomy prompts provide a platform for students to interact with and evaluate the symbols and motifs relative to the plot and theme of the novel.



This Lesson Plan Includes:
1. Teacher Instructions
2. Student Handouts (6 pages)
3. Symbol Motif Student Notes
4. Graphic Organizers
5. 3 Analysis prompts
6. PPT Lecture (12 slides)


Lesson Plan:
CCSS: CCSS.ELA-LITERACY.RL.9-10.7 CCSS.ELA-LITERACY.RL.9-10.2 CCSS.ELA-LITERACY.RL.9-10.5
ESSENTIAL QUESTIONS:
1. How does one become an active reader?
2. What is the role of motifs and symbols in developing theme?
ACADEMIC OBJECTIVES (All Students Will Be Able To):
1. Understand the difference between motif and symbol
2. Chart the development of a symbol/motif within a novel
3. Complete Symbol/Motif Graphic Organizer
4. Analyze the use of symbols/motifs to develop a theme
DIRECT INSTRUCTION AND CLASSROOM ACTIVITIES:
 Teacher uses PPT lecture to introduce motifs and symbols in literature
 Teacher introduces the structure and purpose of symbols/motif graphic organizer
 Use symbol/motif and organizers for evaluation of text for literature assessments.

THEME GRAPHIC ORGANIZERS ANALYSIS PARAGRAPHS
Common Core Aligned. This collection of resources is designed to help facilitate student understanding of the development of theme within a text. PPT slides and lecture instruct a student with the knowledge of theme vs. thematic subject. Supplementary videos touch multiple learning modalities to create deeper understanding of theme in literature. The "F.I.N.D." method for theme analysis, combined with a graphic organizer/flowchart, provide a step by step process to evaluate literary elements as the tools of developing theme in literature. Bloom's Taxonomy prompts provide a platform for students to interact with and evaluate the theme relative to student experience and real world circumstances.

This Lesson Plan Includes:
1. Teacher Instructions
2. Student Handouts (4 pages)
3. Theme Notes
4. Graphic Organizers
5. 4 Analysis prompts
6. PPT Lecture (14 slides)
7. 3 Supplementary Videos

Lesson Plan:
CCSS: CCSS.ELA-LITERACY.RL.9-10.3 CCSS.ELA-LITERACY.RL.9-10.1 CCSS.ELA-LITERACY.RL.9-10.2 CCSS.ELA-LITERACY.W.9-10.2

ESSENTIAL QUESTIONS:
1. How do literary elements synthesize to imply a thematic message in literature?
2. How are themes found in literature relevant to the reader’s life?
ACADEMIC OBJECTIVES (All Students Will Be Able To):
1. Analyze the development of literary elements over the course of a text.
2. Make inferences to identify the thematic message within a text.
3. Evaluate that thematic message in light of the present day and circumstances.
DIRECT INSTRUCTION AND CLASSROOM ACTIVITIES:
 Introduce thematic subject and theme using PPT
 Introduce the F.I.N.D method for inferring theme PPT
 Use videos throughout lecture to enhance instruction
https://www.youtube.com/watch?v=IvWeds_F4tw
https://www.youtube.com/watch?v=p4qME64SkxM
https://www.youtube.com/watch?v=H3_Bb9wGObY
 Have students use chapter graphic organizers throughout reading of the text
 At the conclusion of the novel have students use the thematic graphic organizer to make inferences about theme.
 Have students write analysis paragraphs to evaluate the theme.

VOCABULARY BUNDLE

25 different vocabulary exercises that facilitate students to use context clues and reference materials to define and utalize new vocabulary within writing. Each new term is pulled from different chapters of Night, and displayed within context from the text.

Included within the packet
1. Teachers Guide
2. CCSS Alignment
3. Vocab lists and exercises within context
4. Crossword puzzles
5. Word find puzzles
6. Word Jumble puzzles
7. Summary paragraph exercises
8. Jumble phrase exercises
Total Pages
120+ slides 150+
Answer Key
Does Not Apply
Teaching Duration
N/A

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Night Elie Wiesel Unit Activities Bundle
Night Elie Wiesel Unit Activities Bundle
Night Elie Wiesel Unit Activities Bundle
Night Elie Wiesel Unit Activities Bundle