Name:_______________________________Class:_____
Trimester 2: 100-point Workshop
Due: __________________
Classes 5, 6, 7 Performance Task: Perspective in GLOG – Author Purpose,
Theme Message, and Literary Device “Mind’s Eye” Depiction
Target: As final closure to our Night journey, you will showcase your perspective and analysis
of Wiesel’s author purpose, a major theme, and an analysis of literary devices. You will illustrate your
perspective using the http://edu.glogster.com/ forum. This glog will be included with your personal
legacy letter to our memoir’s author, Professor Elie Wiesel of Boston University.
A glog is created using a very easy to understand, drag and drop interface
that is relevant, and enjoyable for students of all learning styles. A glog is
an interactive visual platform in which users create a “poster or web
page” containing multimedia elements including: text, audio, video,
images, graphics, drawings, and data in order to showcase their
perspective regarding a topic. The acronym GLOG refers to: “Go Look
on Google!” You all have your sign-in names and personal
passwords.
Background: Elie Wiesel’s memoir contains a powerful author purpose, various themes, and is filled with
multiple and various literary devices. Literary devices are meant to develop the reader’s mind’s eye view in
order to visualize the events and connections an author provides. We have discussed devices throughout our
readings in classes. If you took copious notes as I pointed devices out to you, and can reference your “stop-jot”
post-its, that will prove very helpful. For this assignment, you will use the notes you have taken regarding
literary devices, along with those notes specific to the memoir, Night.
Check off on the lines below to be sure you have included your glog components:
1. _____ Please label all of the devices on the attached page with your partner. Select one of the literary
device quotation excerpts noted to illustrate your perspective using the attached. Re-write the device *
(type it) and include within your glog. Don’t forget to enclose the text in quotations, and cite the page number.
2._____ Label the device, what type is it?
3._____ Define the literary device using your classroom “think” sheets and PowerPoint slide references.
4.______Provide images that show your “mind picture” as you read the device quotation. What do you see,
taste, touch, smell, feel?
5._____ Construct a response paragraph within your glog poster. Explain fully: (a) why you chose to create
this image. (b) why this device is so powerful in creating an image for the reader. (c) why you think Elie
Wiesel chose the words he did, what was his purpose? (d) a, b, and c must be written in an EXCELLENT 8-12
sentence paragraph using your very best vocabulary.
6.______Construct a response paragraph (6-8 sentences) detailing the author purpose for writing the memoir
7.______Construct a response paragraph (6-8 sentences) detailing a central theme or message the memoir
provides for the reader.
8._____ Fill in your editing checklist (with a peer editor partner).
9.______Fill in the points you believe you have earned in our 8th grade rubric (with a peer editor partner).
10.______Please see me if you have questions.
Label the devices below (underlined portion). Choose from: simile, metaphor, alliteration, personification
(some have two within the quotation). Remember your clue words – they may be implied but not stated - is?
was? were? or like? as? comparisons.
Quotes have been provided from both the original and new translation versions of Night.
_________ While still back within the ghetto in Sighet before the Gestapo invaded, Elie’s father broke a heavy
silence asking Elie to wake the neighbors from their beds: “The shadows around me roused themselves as if
from a deep sleep and left silently in every direction. […] he went over to the bed where his wife lay sleeping
and with infinite tenderness touched her forehead. She opened her eyes and it seemed to me that a smile
crossed her lips. Then he went to wake his two children. They woke with a start, torn from their dreams.”
(pp.14-15)
_________ __________The signal to leave the ghetto Sighet had come, “there was joy in at least moving on
from the Sighet: “in the middle of the road, beneath a blazing sun; that anything would be preferable to that.
They began their journey without a backward glance at the abandoned streets, the dead, empty houses, the
gardens, the tombstones. … On everyone’s back was a sack. In everyone’s eyes was suffering drowned in
tears.” P. 17
_________ “Never shall I forget that nocturnal silence which deprived me, for all eternity, of the desire to live.
Never shall I forget those moments which murdered my God and my soul and turned my dreams to dust. Never
shall I forget these things, even if I am condemned to live as long as God Himself. Never.” P. 34
_________ “…we had to jump up constantly, every time a Kapo (prisoner who cooperated with the Nazi’s, a camp
leader) came in to see if anybody had a pair of new shoes. If so, they had to be given up to him. It was no use
opposing this: blows rained down and in the final reckoning you had lost your shoes anyway.” P. 35
_________ Moshe the Beadle spoke to Elie while still in the ghetto in Sighet: “ ‘they think I’m mad,’ he
whispered, and tears, like drops of wax, flowed from his eyes.” P. 7
_________“I had not seen myself since the ghetto. From the depths of the mirror, a corpse was contemplating
me. The look in his eyes, as they stared into mine, has never left me.” P. 115
_________ “Our march had lost all semblance of discipline. We went as we wanted, as we could. We heard no
more shots. Our guards must have been tired. ‘ But death scarcely needed any help from them. The cold was
conscientiously doing its work. At every step someone fell and suffered no more.’ ” P. 92
_________”I could not answer him [Juliek with his violin]. Someone was lying full length on top of me,
covering my face. I was unable to breathe, through either mouth or nose. Sweat beaded my brow, ran down my
spine. This was the end – the end of the road. A silent death, suffocation. No way of crying out, of calling for
help. I tried to get rid of my invisible assassin […] when at any minute death could pounce upon you?”P. 93
__________ __________”It was pitch dark. I could hear only the violin, and it was as though Juliek’s soul
were the bow. He was playing his life. The whole of his life was gliding on the strings – his lost hopes, his
charred past, his extinguished future. He played as he would never play again. I shall never forget Juliek [and
his] concert.” P. 95
__________ ___________”Men were hurling themselves against each other, trampling, tearing at and mauling
each other. Beasts of prey, unleashed, animal hate in their eyes. An extraordinary vitality possessed them,
sharpening their teeth and nails.” P. 101
* You may choose an alternate device to the ones I have listed here. I need to approve it first. Bring me the
Night book and the page number during class.
Performance Task Editing Checklist
Student Name:______________________Peer Editor Partner:________________
Eighth Grade Focus Areas of Attention in Your constructed response writing

_____Hook (quote, question, stat, fact, mind picture) to grab your reader!

_____Elaboration of ideas (examples, facts) – a direct quote from the memoir/novel is included in your
response.

_____ Connection to your reader: how will Elie Wiesel know his memoir had an impact upon you?
Sentence Structure
 There are no run-on sentences or fragments.
Every sentence …
 Begins with a capital letter.
 Includes a subject, a verb, and a complete thought.
 Ends with the appropriate endmark.
Spelling
 Homophones, plurals, and often misspelled words are spelled correctly.
Commas
 There is appropriate comma use based on what has been instructed in class.
Apostrophes
 Apostrophes are used correctly for possessives and contractions.
Paragraphing
 When appropriate, paragraphs are used correctly.
Word Choice
 Strong word choice has been used.
 There is no word repetition.
Student Name:______________________Peer Editor Partner:________________
CATEGORY
4 (95-100)- Goal
3 (85-90)- Proficient
2 – (70-80)
Developing
Proficiency
1 – (60s)Limited
Proficiency
The response is
somewhat sustained and
may have a minor drift in
focus.
 May be clear on the
claim, but
insufficiently
sustained.
 May be unclear and
unfocused.
The response provides
uneven support/evidence
that has little depth.
The response
may be related
to the purpose,
but it offers little
to no detail.
 Brief
 Drifty
 Possibly
confusing
Statement of
Purpose and
Focus
The response is fully
sustained and
consistently and
purposefully focused.
 Clearly stated
The response is
adequately sustained and
generally focused.
 Claim is mostly clear
and maintained.
 Context provided is
adequate.
Elaboration of
Evidence
The response provides
thorough and convincing
support/evidence that is
an effective use of
quotations and details.
The response provides
adequate
support/evidence that
has some depth but is
mostly general.
Organization
and structure
The response has a clear
and effective
organizational structure.
 Includes effective
use of transitions.
 Logical progression
from beginning to
end.
 Effective
introductory and
concluding
statements.
 Strong connection
among ideas.
Language and
Vocabulary
The response clearly and
effectively expresses
ideas using precise
language.
Conventions
and use of
technology
The response using the
technology forum
demonstrates a strong
command of conventions
with few, if any errors.
The response has an
evident organizational
structure, though there
may be minor flaws and
some ideas may be
loosely connected.
 Adequate use of
transitions.
 Adequate
progression of ideas.
 Adequate
introductory and
concluding
statements.
 Adequate, but
sometimes
inconsistent,
connection among
ideas.
The response adequately
expresses ideas,
employing a mix of
precise with more general
language.
The response using the
technology forum
demonstrates an
adequate command of
conventions. Some errors
are present, but there is
no pattern of errors.
The response has an
inconsistent
organizational structure
and flaws are evident.
 Inconsistent use of
transitions.
 Uneven progression
from beginning to
end.
 Introductory and/or
concluding thoughts
are weak.
 Weak connection
among ideas.
The response expresses
ideas unevenly, using
simplistic language.
The response using the
technology forum
demonstrates a partial
command of
conventions. There are
frequent errors, which
may affect the fluency of
the writing.
The response
provides minimal
support/evidence
that includes
little to no use of
quotations.
The response has
little or no
discernible
organizational
structure.
 There are
few to no
transitional
strategies
evident.
 There are
frequent
extraneous
ideas that
intrude on
the rest of
the piece.
The response
expression of
ideas is vague,
lacks clarity, or is
confusing.
The response
using the
technology
forum lacks a
command of
conventions.
There are several
errors; therefor
the meaning is
often obscure.
Name:____________________ Date:___________________________
Editing Partner:__________________________________
Editor’s Comment:_________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
___________________________________________________________
Night Glog Responses: Theme, Author’s Purpose, and Literary Device
Analysis
Fluency, Grammar, Textual Evidence (100 points)
Score
4
Exceeds
Goal
(95-100)
3
Goal
(85-90)
Description
Response clearly identifies and fully explains question responses. Each
explanation includes specific supporting information and at least one
textual reference quotation from the novel. The response clearly and
effectively expresses ideas using precise language and writing structure.
Response identifies and provides details with supportive information, but has
minor flaws and some loosely connected ideas. The response adequately
expresses ideas, employing a mix of precise with more general language; an
attempt at providing textual information is provided in paraphrasing.
2
Response provides a partial answer with limited detail and information. The
Developing response expresses ideas unevenly, using simplistic language. No textual
Proficiency evidence is provided.
(70-80)
1
Response provided is a vague statement without any detail, lacks clarity, or is
Limited
confusing. No textual evidence is provided.
Proficiency
(60)
0
Response is totally incorrect or irrelevant.
(40)