Mrs. Blackmer
Eng. 9, Per. 6, 7
Spring 2015
HOLOCAUST UNIT
Ender’s Game/Night
PART I: Ender’s Game
Mo 3/16
Introduce the Holocaust; make groups; review vocab; select 25 words to learn (you will
be tested on them at the end of the unit).
Tu3/17-We 3/18
Start reading Ender’s Game, Ch. 1; introduce literary devices; start making Post-it notes
on literary devices. Turn in your 25 vocab words list.
HW: Read Ender’s Game, Ch. 2-5; use Post-it notes to locate literary devices.
Th 3/19-Fr 3/20
Group work on lit devices; quiz on Ch. 1-5; read previous years’ letters.
HW: Read Ender’s Game, Ch. 6-8; use Post-it notes to locate literary devices.
Mo 3/23
More lit. devices group work; connections to Holocaust; mini research on Holocaust
connections: choose one topic from the class discussion to research; find 3 articles to
bring in (library).
HW: Read Ender’s Game, Ch. 9-10; use Post-it notes to locate literary devices.
Th 3/26-Fr 3/27
Quiz on Ch. 6-10; mini research on Holocaust connections (find 3 articles on the
Holocaust or on similar events in recent history); go over how to annotate and
write a précis; more group work. VOCAB Quiz #1
HW: Read Ender’s Game, Ch. 11-12; use Post-it notes to locate literary devices.
SPRING BREAK!
Tu 4/7-We 4/8
Th 4/9-Fr 4/10
PART II: Night
Mo 4/13
Review vocab; group work/review lit devices; continue annotating and writing précises.
HW: Finish the book (Ch. 13-15); type up three précises. Use Post-it notes to locate
literary devices.
Stamp & review FD format of précises; test on Ender’s Game and VOCAB QUIZ #2;
hand out Night. Introduce Night. Review vocab; select 25 words to learn.
Read Night Parts 1&2; answer group questions. HW: Finish Parts 1&2,
questions.
Tu 4/14-We 4/15
Read Night Parts 3&4; answer group questions. HW: Finish Parts 3&4, questions.
Th 4/16-Fr 4/17
Read Night Parts 5&6; answer group questions. HW: Finish Parts 5&6, questions.
Mo 4/20
Read Night Parts 7-9; answer group questions. Start letters.
HW: Finish Parts 7-9, questions.
Th 4/23-Fr 4/24
Rough draft of letter due.
Peer review in class.
Mo 4/27
Final Draft of letter due.
Ender’s Game
Vocabulary: Select 25 words from the list to study. Highlight them, find the page on which they occur, and
copy the word, the page, and the sentence in which they occur on a separate sheet:
32. sanctions – coercive measures taken by a
Chapter 1
1. drone – talk on and on in a dull, monotonous
group to enforce demands
way
33. vow – promise or pledge
2. forestall – to prevent or hinder by doing
Chapter 4
something ahead of time
34. cinch – grip firmly
3. glint – a gleam, flash, or glitter
35. defiant – openly and boldly resisting
4. malleable – capable of being molded,
36. deftly – skillfully
shaped, changed; adaptable
37. despicable – deserving to be looked down
5. rescind – to revoke, repeal, cancel
upon
6. supine – lying on the back, face up
38. disorientation – confusion
7. vengeance – the return of an injury for an
39. flailing – striking or beating
injury; revenge
40. inexhaustible – cannot be used up or
emptied
Chapter 2
8. commiserate – show sorrow or pity for
41. lithe – flexible, limber
9. peripheral – lying at the outside or away
42. purge – rid of impurities
from the central part; around the edges
43. scrupulously – carefully, properly
10. silhouette –a dark shape or figure against a
44. subordinate – placed below in rank
light background
Chapter 5
11. vivisect – surgical operation on a living
45. contempt – act of looking down on
animal
somebody as being unworthy
46. emulate – to imitate or copy
Chapter 3
12. allot – to give or assign as one’s share
47. extricate – set free, release, or disentangle
13. ambiguous – not clear, indefinite; uncertain
48. flamboyant – too showy or ornate
14. assimilation – absorbtion into the main
49. hierarchy – a group of persons arranged in
cultural body
order of rank
15. beckon – summon
50. holographic – three-dimensional
16. charade – a pretense that can be seen
photographs reconstructed by laser light
through readily
51. martyr – any person who chose to suffer and
17. circumvent – to avoid
die rather than give up principles
18. commission – an official certificate
52. queue – a line
conferring rank
53. sadism – getting pleasure from inflicting
19. conception – the beginning of the process of
pain on another
fetal development
54. sullen – resentment, ill humor approximated
20. conscript – to force into service for
– much like, resembling
government
Chapter 6
21. evade – to escape
55. asphyxiate – to suffocate
22. evolution – process of development
56. bluster – conduct oneself in a bullying
23. fodder – food for cattle, horses, sheep
manner
24. glower – give an angry stare
57. clamber– climb with effort or clumsily
25. incredulous – expressing doubt or disbelief
58. diverge – move in different directions
26. jackal – a wild dog
59. tumult – noisy commotion
27. legitimate – lawful
28. noncompliant – refusal to agree or yield
29. persecution – oppress cruelly or harass
constantly
30. renounce – refuse further association with
31. requisition – a written order
Ender’s Game Group Work
Literary Devices for Group Study:
1. IN CLASS: look up definitions for the following literary devices in the Analy Handbook. Write down the
term and the definition on a separate sheet of paper to turn in (later).
2. IN CLASS: divide up the literary devices so that each member of the group has at most 3 devices to find
examples of.
3. As HOMEWORK: find one example of each literary device your group assigned you per set of chapters in
Ender’s Game. In other words, for each literary device, you will have 5 examples (one from each set of chapters
assigned) to turn in at the end. Write down the first words and name of the literary device on a sticky not and
stick it to the page.
4. LITERARY DEVICES:
Allusion
Foreshadowing
Irony (3 types)
• Dramatic Irony
• Situational Irony
• Verbal Irony
Juxtaposition
Metaphor
Personification
Simile
Symbol
Theme
5. IN CLASS: You will write down your definitions and examples of your devices as a group (COPY and
CITE) and turn them in as a group when you finish the novel.
Questions for Group Discussion: Connections to the Holocaust
1. How did you feel when you found out that Ender’s final game had actually been a real attack on the bugger
civilization and that Ender and humanity had won because they had annihilated an entire alien species?
2. Did the fact that they were extra-terrestrials affect your response? What if it had been a planet of fellow
human beings—how would that have changed your feelings?
3. Would you have felt differently if you had experienced the story from the perspective of the buggers as
opposed to the perspective of Ender and the human beings?
4. Why do you suppose the author never gives us the perspective of the buggers (except through the
conversation Ender has at the very end)?
5. Does it matter for Ender that he had been lied to and manipulated? Do you think that he is still responsible for
the devastation that he caused?
6. Does it matter to YOU that he was lied to? Why/Why not?
7. To what current and/or historical events could you relate the third invasion in Enders Game? Do some
research if you can’t think of any and report what you found out.
Night Assignments
Vocabulary: Select 25 words from the list to study. Highlight them, find the page on which they occur, and
copy the word, the page, and the sentence in which they occur onto a separate sheet:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
abyss- deep hole/crack in earth p.23
afflict- to cause pain or suffering p.63
anecdote- short story (entertaining) p.10
annihilate- to wipe out, completely destroy p.76
apathy-lack of feeling or emotion p.88
atonement-making amends for a wrong p.65
avid- eager p.11
barracks- buildings used for lodging p.32
candelabra- candle holder p.13
compulsory- mandatory, enforced p.38
comrades- intimate friend or associate p.38
congeal- to change from a fluid to a solid state p.42
conscientious- considerate p.46
contrary- opposite, in contrast p.46
convulsive- producing involuntary contractions of
muscles p.38
cynical- contemptuously distrustful of human nature and
motives
decree- to command or order p.8
devoid- being without p.27
din-a loud, obnoxious noise p.72
distinguished- marked by eminence, distinction, or
excellence p.55
emaciated-extremely and unnaturally thin p.69
embarkation-starting on a journey p.92
encumber- to weigh down p.1
endure- to withstand, to remain firm under suffering or
misfortune pg. 43
epidemic- an outbreak of a contagious disease p.45
evoke- to call forth or up p.48
falter-to hesitate, walk unsteadily p.81
fortnight- a period of 14 days or 2 weeks p.40
gallows- where they hang people p.61
gleam- to shine p.52
gypsy- a tribe of people that wander around Europe,
wanderer p.37
harangue- to rant, to give a bombastic speech p.36
hearse- vehicle for carrying coffin p.31
humane- Considerate of other p.41
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
61.
62.
63.
64.
65.
66.
67.
68.
hygiene- establishment and maintenance of health 9
inadequate- insufficient p.53
indifferent- does not matter one way or another 27
inert-lacking power to move p.94
interlude- an intervening or in-between period, space, or
event p.58
interminable-endless p.68
invalid-not true, a person unable to do something because
of illness p.75,77
lamentation- statement of regret p.????
lucidity- clearness of thought p.34
melancholy- sadness p.18
monotonous- boring, dull p.2
nocturnal- active at night p.32
notorious- generally known and talked of p.28
oblige- to do something as a favor p.55
oppressor- a person who uses unjust authority over
others p.17
paternal- belonging to/inherited from the father 29
perilous- dangerous p.2
petrified-to convert to stone or stony substance 28
pious- very religious p.ix
premonition- prediction (dream), foreshadowing10
procession- a formal march/parade of individuals 33
quarantine- to isolate a person or group for a period of
time to prevent the spread of disease p.46
rear- to rise up on hind feet like an horse p.61
reprieve- to delay punishment p.50
reverie- the condition of being lost in thought p.37
salvation- deliverance, rescue p.65
semblance-outward appearance p.88
siesta- an afternoon nap or rest p.39
spasmodic-jerky, irregular movements p.106
surname- last name p.1
swine- pigs p.28
terrace- pile of soil, raised platform p.51
vigilance- watchfulness p.90
vulnerable- unprotected, defenseless p.10
Night Group Work
Study Questions: In your groups, for each set of parts in the book, answer the following questions. Some will
require short paragraph answers; others simply need a list or short answer.
Parts 1&2:
1. (char./plot/theme) –pp. 2-8, Who is Moshe the Beadle? How is he important to Elie? Why did he leave?
Why did he come back? and Why does no one believe him?
2. (plot) –pp. 2-26, How many warnings or opportunities to escape did the Jews in Sighet have? List every
opportunity you can find. What did they do each time?
3. (plot) –pp. 8-20, Describe the systematic “race toward death, step by step”. List each event that brought
them closer to Auschwitz
4. (char. symbolism) –pp. 22-26, Why is Madame Schächter included in the story? What does she symbolize?
What do the others do to her and why?
Parts 3 & 4:
5. (char. /theme) –pp. 31-on, Elie loses his faith (in God and his religion). Find 3 incidents where he discusses
his doubt in God’s existence.
6. (symbolism) –p. 32, Elie explains why the book is called Night here – why here, and why is it called
Night?
7. (char.) –pp. 50-109, Elie admits his lack of pity for others. Find three examples of his inability to care about
others anymore.
8. (plot/theme) –pp. 28-on, Find 3 examples of bravery or someone sacrificing to help another.
9. (plot/theme) –pp. 28-on, Find 3 examples of cowardliness or someone taking advantage of someone.
10. (symbolism) –pp. 58-60, How/why was the death of this youth by hanging different from the thousands of
deaths daily at Auschwitz/Buna?
Parts 5 & 6:
11. (plot/history) –pp. 29 & 68, Dr Mengele—research the name. Who was he? Why was he infamous?
12. (plot/theme) –p. 71 and 105-107, Compare the two descriptions of Elie saying goodbye to his father. The
first time, he thought he was never going to see him again; the second time, he knew he would never see him
again.
13. (plot) –pp. 82, 85 Elie Wiesel becomes fascinated with death. He is so weak, so sick, in so much pain, that
he wishes for death. What stops him from seeking death? Would you have done the same? Why/why not?
14. (char./theme) –p. 87 and pp. 101-106. This foreshadows what Elie does to his own father at the end of the
book on Explain the parallels. What does each son do? Why?
Parts 7-9:
15. (plot) How does Elie react to the death of his father? Why?
16. (setting) Where is Elie at the end of the book—what camp?
17. (plot) How are they liberated? Who liberates them? How does Elie react?
Ender’s Game and Night: A Letter to Next Year’s Class on the Holocaust
Content: You will write a letter to next year’s Freshman Class about the following:
(Paragraph 1) Introduction: give authors, titles, summary of Ender’s Game and Night (plot pertaining to the
Holocaust, characters, setting).
(Paragraph 2) Body: Describe the single most unforgettable image/event in each book. Include a quote (use
proper ICCEE format) for each one and a detailed description as well as an explanation of why those
images/events are the most unforgettable to you.
(Paragraph 3) Conclusion: Reflect on what you learned from the two books, in particular what you learned
from the images/events you discussed in the previous paragraph, and give some practical advice to next year’s
class about what might make the books easier to read or understand.
Format: Follow the format for a formal business letter exactly (see the Handbook on my web site).
A. Typed, but single spaced, proper business letter format.
B. NO MLA header at the top.
C. Evenly space between sections so that you fill the page (1-5 spaces).
D. SIGNED plus your full name under your signature
Grading Criteria Sheet
Name:______________
Eng. 9, Per.____
Date: Spring 2015
Assignment:
CRITERIA
Night-Ender’s Game Letter
Points
Possible
Letter Format: addresses, date, salutation, three paragraphs,
signature, single spaced, no indent, etc.
5
Organization: three parts—introduction, most memorable
images/events, overall reflections and advice to next year’s class—
logically arranged and fully explained, includes authors, titles,
summaries, quotes.
Student
Assessment
Teacher
Assessment
15
Quotes: quotes in proper format—ICCEE (introduced, copied, cited,
explained, elaborated)
5
Mechanics: spelling, grammar, punctuation, word choice, wordiness
10
TOTAL:
35
PEER REVIEW:
A. Is the letter in the proper format? ________Circle any parts of the format that are done incorrectly:
single spaced?, no MLA header?, has no paragraph indents?, is not evenly spaced between sections?,
has improper formal letter format (home address, school name and address, date, salutation,
signature, name at bottom, single spaced, indented paragraphs)?
B. Are the authors’ names included and properly spelled? _______
C. Are the titles of the books included? _______
D. Does each summary include plot?_______ characters?________ settings?________
E. Does each unforgettable event include a description? _______
F. Does each unforgettable event include a quote?_______ with a page number? _______
G. Is each quote clearly explained and connected to why the writer chose it?________
H. Does the conclusion include reflection on how the writer felt about the books?______
I. Does the conclusion include advice to next year’s freshmen?_______
J. Is the advice useful?_______
K. List below everything the writer needs to work on for his/her final draft.