Narrative Memoire, Night by Elie Wiesel
A Unit of Interdisciplinary Instruction by Mr. John Murillo
Topic: The narrative memoir Night by Elie Wiesel implementing Teacher Read-Alouds
and differentiated instructional strategies for interdisciplinary English standards-based
instruction.
Grade: 10th English Mainstream
Subject: English Language Arts and Literature
Part 1 Content Standards
Tenth Grade English Content Standards Addressed: The California Language Arts
Content Standards implemented include 1.0 Word Analysis Fluency, and Systemic
Vocabulary Development. 2.0 Reading Comprehension (Focus On Information
Materials)
Goals: Through reading Night students will analyze Elie Wiesel’s life, characters in the
book and their situations to better understand major Holocaust themes during World War
II.
Learner Outcomes:
Students will demonstrate their understanding of the novel Night on four levels: factual,
interpretive, critical and personal. (Bloom’s Taxonomy Level: Application and
Comprehension)
Students will practice listening to digital story telling from a Teacher Read-Aloud for
Night to improve comprehension. (Bloom’s Taxonomy Level: Application and
Comprehension)
Students will answer study guide questions for the novel Night to demonstrate their
knowledge and understanding of the main events and characters. (Bloom’s Taxonomy
Level: Knowledge and Comprehension)
Students will be introduced to study new Jewish Terms and Night vocabulary to begin
understanding and memorizing for an enlightening reading experience. (Bloom’s
Taxonomy Level: Application)
Students will use critical reasoning and logic to think about the ideas presented by the
author in Night. (Bloom’s Taxonomy Level: Analysis and Synthesis)
Students will have a deeper understanding of Elie Wiesel’s life in Sighet, the experience
of Jewish prisoners in the ghettos, and the horrifying conditions in concentration camps.
(Bloom’s Taxonomy Level: Analysis and Comprehension)
Students will practice using the Cornell system for writing notes on Night.
The Cornell system of note taking is focused on several purposes:
1. To check the student’s reading comprehension.
2. To make students think about the ideas presented by the novel.
3. To make students put those ideas into perspective.
4. To encourage critical and logical thinking.
5. To provide the opportunity to practice good grammar and improve student’s use
of the English language. (Bloom’s Taxonomy Level: Application)
Tenth Grade History-Social Science Content Standards 10.8: Students analyze the
causes and consequences of the World War II. Write Responses to Literature by
blogging.
Students will discuss the human costs of the war, with particular attention to the civilian
and military losses in Russia, Germany, Britain, the United States, China, and Japan.
(Bloom’s Taxonomy Level: Analysis, Comprehension and Application)
Students will analyze the Nazi policy of pursuing racial purity, especially against the
European Jews; its transformation into the Final Solution; and the Holocaust that resulted
in the murder of six million Jewish civilians. (Bloom’s Taxonomy Level: Analysis and
Comprehension)
Learner Outcomes:
Students will collaborate to engage in writing a blog for creating a persuasive letter to
either Adolf Hitler or one of his many generals in command to attempt to persuade either
one of them to avoid escalating World War II and the extermination of millions of
innocent Jews in Europe. Towards the end of this creative digital writing project,
students will engage in a right brained activity for developing imagination by discussing,
“What if questions.” (Bloom’s Taxonomy Level: Application, Evaluation and Synthesis)
MATERIALS AND TOOLS
Technologies: A desktop computer with Microsoft PowerPoint 2010 software, the
World Wide Web (Internet), student notebooks, color pens and pencils.
Visuals: Black and White photos of Elie Wiesel during the Holocaust.
Texts: A class set of the narrative memoir Night by Elie Wiesel.
Student materials: A copy of the narrative memoir Night by Elie Wiesel, Night Study
Guide, a list of ten tier 2 vocabulary words on Night, a pencil or pen, and a journal
notebook.
Basic Vocabulary: Usage of Standard American English
Part 2: Chunks
The teacher will direct all students to prepare for the teacher’s Teacher ReadAloud presentation by implementing advanced expository organizer using Microsoft
Power Point 2010 software for a Night PowerPoint presentation. Thereafter, the teacher
implements Specially Designed Academic Instruction in English (SDAIE) methods for
answering the Interdisciplinary Night Study Guide questions. Students will summarize
and take notes during this section of the lesson, expected to last 10-15 minutes.
Thereafter, students will analyze the causes and consequences of the World War II as part
of the Tenth Grade History-Social Science Content Standards 10.8. Towards the end of
completing the Night Study Guide, students will discuss the following What if questions
such as, What if World War II did not happen: what effect would this have today? What
if the Germans had won the war: how might our lives be different today? And what if the
United States and Germany were to have a war in the year 2012? What similarities and
differences do you see between it and World War II in the 1940’s?
Part 3: Differentiated Instructional Strategies for Interdisciplinary Teach, Practice
and Apply
Differentiated instruction for tenth grade English Language Learners is facilitated
and enabled by having students implement the Copycatting Strategy as they discover and
copy simple sentences from the narrative memoir Night to fill in the blank squares of the
Active Reading Interdisciplinary Night Study Guide presented with the Point-of-View
Guide model at the end of this lesson plan. Dr. Ventriglia has written a passage subtitled,
Strategy: Adjusting Questions to English Language Proficiency Levels which states, The
Strategy of Adjusting Questioning For English Language Proficiency Levels can be used
to target comprehension questions at appropriate levels” (Ventriglia, 2010, page 94). In
order to facilitate teachers with effective Best Practices that differentiate instruction for
my students, I will implement several grouping patterns determined by the learning
objectives, student readiness, and teacher judgment. More specifically, there are three
highly effective Best Practice grouping designs teachers can implement to enhance
student learning: Whole-group (the teacher instructs the whole class of students in one
session), small group (small groups of students are led by a designated student “Team
Leader” for achieving learning of an assigned task), and peer pairs (a group consisting of
two students assigned to achieve a learning task).
Part 4: Pre-Assessment Activity
Before we begin reading the narrative memoir Night and analyze Elie Wiesel’s
life, characters in the book and their situations to better understand major Holocaust
themes during World War II, it is important to assess my student’s readiness levels;
therefore, I will assign a quick write whereby students briefly write about what they
learned in middle school about this subject. Dr. Ventriglia explains, “The preassessment
reveals what students know about the topic and the skills they have mastered in the
content standards” (Ventriglia, 2010, page 20). Upon completing my quick write
assessment review of what my students actually know or have not learned in middle
school, I am better prepared to differentiate instruction to accommodate varying levels of
readiness. In fact, Dr. Ventriglia reveals, “A Quick Write differentiates instruction
because students write at their levels of proficiency” (Ventriglia, 2010, page 69).
Part 5: Teach
English Literature: The English teacher situates himself near the middle of the classroom
below the ceiling mounted digital video projector that illuminates the Microsoft Power
Point 2010 presentation. The teacher reads the Interdisciplinary Night Study Guide
questions aloud slowly and asks students to follow along silently reading. Students may
write their first-language equivalents together with new words in their vocabulary list or
notebook. Differentiated instruction for tenth grade English Language Learners is
facilitated and enabled by having students implement the Copycatting Strategy as they
discover and copy simple sentences from the narrative memoir text Night to fill in the
blank squares of the Active Reading Interdisciplinary Night Study Guide Table within the
following Point-of-View Guide model presented at the end of this lesson plan report.
Demonstrate and Model: The entire class prepares to observe and listen attentively to
the Night Power Point. The English teacher announces, “If anyone develops concerns or
questions during this Teacher Read-Aloud please write down your concerns or questions
and wait until after my presentation is complete. Please remember to use your
background knowledge from your scanning preparation of the Active Reading
Interdisciplinary Night Study Guide and now you may begin observing the words and
listening to my introduction presentation of Night for about 15-20 minutes.”
Teacher presentation of digital story telling video clip: The teacher slowly articulates
aloud, “First, I will begin by implementing the use of an online Night PowerPoint
presentation which includes a description stating, “An introduction to Night, which
covers historical background, including the rise of Nazism, Nazi propaganda, and quotes
to prompt a discussion of nationalism. In addition, the second-to-last slide offers a list of
motifs that can be used for dialectical journals or literature circles” (enotes.com, Night
PowerPoint). Please look at the screen as I display digital scaffolding illustrations and
elucidations for comprehending Night and especially during my brief reading
performance of Chapter 1.”
Check for Understanding: “Does everyone understand what this Teacher Read-Aloud
session is enabling you to do? Is there any misunderstanding or confusion from the Night
PowerPoint and the specific goals and objectives you are going to meet?”
Social Science: Towards the end of the web-based Active Reading Interdisciplinary
Night Study Guide students will commence to implement a blog for writing a persuasive
letter to either Adolf Hitler or one of his many generals in command to attempt to
persuade either one of them to avoid escalating World War II and the extermination of
millions of innocent Jews in Europe. Both writing a persuasive letter (Writing
Applications 2.4 standard; Languages Arts) and knowing the causes and consequences of
the World War II (HSS Content Standards 10.8; Socials Studies) are key tenth grade
standards. Near the end of this creative digital writing project, students will engage in a
conceptual right brained activity for developing imagination by discussing the following
What if questions such as What if World War II did not happen: what effect would this
have today? What if the Germans had won the war: how might our lives be different
today? And what if the United States and Germany were to have a war in the year 2012?
What similarities and differences do you see between it and World War II in the 1940’s?
Students may use their social studies textbook as well as the World Wide Web to
research and blog the causes of World War II, description of European life during the
1930’s and 1940’s, the character of Adolf Hitler and his top generals in command,
various rhetorical methods to dissuade war and incorporate them in writing letters, and
any other plausible areas students can think about that may facilitate them in their
journey.
Part 6: Practice
English Literature: Thereafter, the English teacher initiates organizational walk-throughs
by circulating the classroom in search of students who have completed their Cornell
notes. During this time the English teacher encourages students to create a heterogeneous
collaboration in the spirit of Cooperative Learning for discussion and asking questions
among each other. Students will demonstrate how whole groups, small groups, and peer
pairs can be implemented as a highly effective Best Practice for differentiating
instruction that targets different learning styles and accelerates student achievement in
learning the tenth grade English Language Arts Standard for vocabulary development of
the narrative memoir Night by Elie Wiesel. More specifically, the one standard we will
work on for The California Language Arts Content Standards includes the following: 1.0
Word Analysis Fluency, and Systemic Vocabulary Development. The learner outcome
for this Standards-based lesson is as follows: Students will be introduced to study ten
Night vocabulary words and five cognate words relating to the narrative memoir to begin
understanding, reflecting and rehearsing these words for an enlightening reading
experience. (Bloom’s Taxonomy Level: Application)
Part 7: Apply
Whole Group
Dr. Ventriglia reveals, “Whole group instruction enables the teacher to give
students common understanding and a sense of community. All students can share in
blog discussions and contribute their diverse background knowledge to the understanding
of content concepts” (Ventriglia, 2010, page 5). I plan on implementing the whole group
pattern with a direct instruction method that incorporates The Rule of 3 techniques for
teaching content vocabulary. The following table presents ten tier 2 words and five
cognate words that are intended for students to learn interdisciplinary vocabulary words
for reading the narrative memoir Night by Elie Wiesel. Before students commence
reading beyond chapter three in Night, it is important the whole group of students
understands these words from my direct instruction. The ten vocabulary words are
repeated throughout Night so students should understand the meaning of these words
early.
Word:
Parts of Definition:
Example:
Speech:
abominable adjective Repugnantly
Most old trash
hateful; detestable; produces an
loathsome: an
abominable
abominable crime. odor.
anecdotes
noun
a short account of
a particular
incident or event,
especially of an
interesting or
amusing nature.
deportation noun
The lawful
expulsion of an
undesired alien or
other person from
a state.
diplomacy
Skill in managing
negotiations,
handling people,
etc., so that there
is little or no ill
noun
Other Info.: Sentence
Use:
Antonym:
When Elie
likable,
Wiesel
admirable. 2. arrived in
delightful.
Aushwitz, he
smelled a(n)
abominable
odor of
burning flesh.
During road
Synonym:
While on the
trips most
story, yarn,
train to
friends and
reminiscence. Aushwitz,
family share
some Jews
anecdotes to
may have
comfort each
shared
other.
anecdotes
with each
other in order
to pass the
time and
comfort their
spirits.
Undocumented Synonym:
When Jews
immigrants are removal
were forced
deported by the
to leave their
immigration
homes in
department.
Sighet, they
experienced
what was
called
deportation.
Most hard core Synonym:
The Jews
thugs do not negotiation
were unable
believe in
to negotiate
practicing
with the
diplomacy.
Nazis about
Fascist
noun
Gestapo
noun
ghetto
noun
hermetically adverb
pious
will; tact: Seating
one’s dinner
guests often calls
for considerable
diplomacy.
A person who is
dictatorial or has
extreme rightwing views.
The German state
secret police
during the Nazi
regime, organized
in 1933 and was
notorious for its
brutal methods
and operations.
Formerly, in most
European
countries) a
section of a city in
which all Jews
were required to
live.
so as to be
airtight:
adjective Having or
showing a dutiful
spirit of reverence
for god or an
earnest wish to
fulfill religious
obligations.
deportation;
therefore,
there was no
diplomacy.
Fascist leaders Synonym:
demand
authoritarian
absolute
obedience.
Gestapo tactics Synonym:
are similar to secret state
police
police
brutality.
Mr. Murillo
Synonym: a
grew up in a densely
New York City populated
ghetto because slum area of a
he was poor
city inhabited
most of his life. by a socially
and
economically
deprived
minority
Some candy Antonym:
bars are
unsealed
hermetically
sealed to
preserve
freshness.
As a young
catholic, Mr.
Murillo was
very pious.
A fascist is a
person who
believes a
dictatorship is
a good form
of
government.
“Gestapo
tactics” in
general are
intimidating
official
procedures.
Before the
Jews were
forced out of
Sighet, they
were moved
to small,
isolated areas
of the city
known as
ghettos.
When the
Jews were
forced onto a
cattle car of
the train, the
doors were
hermetically
sealed.
Synonym:
In the
devout, godly, beginning of
reverent
the novel,
Elie Wiesel
seemed to be
a very pious
young man
because he
rabbi
noun
Cognates
Spanish
Cognate
absoluto Unrestrained or
unlimited by a
constitution,
counterbalancing
group, etc., in the
exercise of
governmental
power.
biografia a written account
of another
person’s life:
absolute
biography
calm
calmar
edict
edicto
family
familia
the religious
leader of a
congregation; the
minister of a
synagogue
Most rabbi
Synonym:
leaders are
priest
very intelligent
scholars.
wanted to
study the
cabbala.
A rabbi is a
type of
Jewish
religious
instructor.
Fidel Castro is Synonyms:
a modern
autocratic,
absolute tyrant. dictatorial,
totalitarian
Hitler was an
absolute
monster that
murdered
innocent
Jews.
Someone wrote Synonym:
a biography
memoir
about Adolf
Hitler’s life.
A writer
wrote a
biography
about Elie
Weisel’s life.
Well behaved
children
remain calm
under
pressure.
Hitler created
an edict to
commit mass
genocide of
the Jews.
Many Jewish
families
suffered
during the
Holocaust.
Free from
Mr. Murillo
excitement or
remains calm
passion; tranquil: in the presence
a calm face; a
of danger.
calm manner.
A decree issued by Libiyan
a sovereign or
president
other authority.
Kadafi enacted
an edict to stop
rebels protests.
A basic social unit Elie Wiesel
consisting of
mourned the
parents and their loss of his
children,
family during
considered as a
the Holocaust.
group, whether
dwelling together
or not: the
traditional family.
Synonyms:
harmonious
Synonyms:
directive
Synonyms:
lineage
In the above list of interdisciplinary vocabulary words, the last five words listed
are cognates and are related to the topic of the narrative memoir Night by Elie Wiesel.
The five cognate words were selected from a list of cognates, which are words that
facilitate the development of dual functioning English and Spanish language vocabulary
words; cognate words sound the same and have comparable meaning in both English and
Spanish. In fact, including cognates in the vocabulary list facilitates students who are
studying either language (Ventriglia, 2009, page 218-219).
Small Group
Dr. Linda D. Ventriglia reveals, “Students who have similar learning needs can be
grouped together to target content standards. English language learners can be grouped
for a lesson using teaching strategies that accelerate access to the core curriculum and
also develop English language proficiencies” (Ventriglia, 2010, page 5). Students will be
encouraged to engage in small heterogeneous collaborations with a Team Leader
facilitating the reinforcement of vocabulary retention. More specifically, students will
contemplate how a word is associated to their own lives and create a visual representation
of the word. I will assign the small heterogeneous groups of students to infuse the Night
vocabulary preparation with their art skills for drawing a creative picture of each word.
Mnemonic methodology research is presented in the education text book titled, Best
Practices: Interdisciplinary Vocabulary Development – The Rule of 3 which reveals,
“Mnemonics as a method has the largest amount of data supporting its efficacy; there is
little doubt that it works well.... Students create their own meaning through visual
illustrations or word associations” (Ventriglia, 2009, page 29). When used as an effective
Best Practice strategy, creative production significantly increases vocabulary word
retention. Furthermore, in order to facilitate and enable my English students to organize
their time and efforts for Night vocabulary word development, I will assign them to
design a creative digital journal book with all of their vocabulary words, definitions and
illustrative pictures hyperlinked for each vocabulary word that enables them to associate
selected words to their own lives. The dedicated vocabulary journal may be used to
facilitate students to design semantic maps relating all of the vocabulary words they
learned while in my high school English class. Most importantly, the vocabulary journal
will be incorporated in other active learning activities for the purpose of reinforcing
student achievement in vocabulary development.
Peer Pairs
The Think-Write-Pair-Share Cooperative Learning Strategy will be implemented
with an average English class enrollment of thirty-nine students, and we will brainstorm
what synonyms are, and most students will be facilitated to provide at least one plausible
example as it relates to the list of ten tier 2 words and five cognate words that are
intended for students to learn practical vocabulary words for reading the narrative
memoir Night by Elie Wiesel.
Step One: I will ask students the open-ended question, “Why do we need to learn about
synonyms? What purpose do they serve?” This is the question students were to think
about independently. I will give my students approximately two minutes to think about
how they will answer this question.
Step Two: Students will write down their thoughts and ideas on how they will answer the
question on a piece of notebook paper I provided for them. In order for this strategy to
work effectively, each student needs to provide a plausible answer to the question
(Ventriglia, 2010).
Step Three: Once students write down their own thoughts on paper, I will encourage
students to collaborate into pairs and have them discuss or blog their individual answers
explaining the importance of synonyms. Students will be allowed to write down any
additional information they learned from sharing with their partners.
Step Four: After students have had some time to discuss their answers in pairs, I will
choose a person from each pairing to read-aloud their thoughts and the thoughts of their
partner. This is where the students review notes they have written from the dialogue or
blog they had with their partners. Dr. Ventriglia reveals that when students do this they
are demonstrating that “Accountability is built into the model because each student must
report to a partner, and partners must report to the class” (Ventriglia, 2009, page 99). As
each student reads aloud, I will write their response on the board. Some of the answers
students might respond with include the following: “To make writing sound more
interesting” ”So we could do better on standardized tests” “Knowing how to use
synonyms makes us better writers” and “If we don’t use synonyms, what we read might
be really boring”
Interdisciplinary Active Reading Study Guide for Night Chapters 1 and 2
The web-based Night Study Guide proivdes the following instructions:
In chapters 1 and 2, a number of significant things happen to Elie Wiesel and the other
Jews of Sighet. As you read this section, look for important events and for how people
respond to them. List some key events in the Event column. In the Response column
identify how Wiesel and the other Sighet Jews respond. In the third column, write what
happens next in the story. Discuss whether or not the villager’s responses to events
influenced, at least in part, events that followed (Glencoe, McGraw-Hill, page 13).
Event
Moche the Beadle is
departed because he is a
foreign Jew.
Response
What happens next
Responding
Night Chapters 1 &2
Personal Response
What is your reaction to Moche the Beadle? What do you think about his treatment by
the villagers after his return from Poland?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________
Analyzing Literature
Recall and Interpret
1.Describe Wiesel’s community at the beginning of the story. How does young Elie view
the world and his place in it?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________________________
2. What are some incidents that suggest or foreshadow the coming danger to the Sighet
Jews? Why doesn’t the community believe it is in danger?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________________________
3. What are the conditions on the Jews’ train journey? How do the Jews react to Madame
Schacter’s behavior? What does this reveal about human nature?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Analyzing Literature (continued)
Evaluate and Connect
4. What connection might there be between Madame Schacther’s treatment on the train
and possible future events in the concentration camp? What are some other ways that
Wiesel foreshadows, or hints at, the horrors ahead?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________
5. Even though it was 1944, and Nazi extermination of Jews had begun years earlier, the
Sighet Jews had very few facts about it. Do you think it is possible in today’s world for a
community to know so little, to be so unprepared? Explain.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________
Collaborative group blog for Copycatting, and responding to the narrative memoir
Night.
Using Microsoft Word 2010, write a persuasive letter to either Adolf Hitler or one
of his many generals in command to persuade either one of them to avoid escalating
World War II and the extermination of millions of innocent Jews in Europe. Both writing
a persuasive letter (Writing Applications 2.4 standard; Languages Arts) and knowing the
causes and consequences of the World War II (HSS Content Standards 10.8; Socials
Studies) are key tenth grade standards. Near the end of this creative digital writing
project, my students will engage in a right brained activity for developing imagination by
discussing What if questions such as What if World War II did not happen: what effect
would this have today? What if the Germans had won the war: how might our lives be
different today? And what if the United States and Germany were to have a war in the
year 2012? What similarities and differences do you see between it and World War II in
the 1940’s? Students may use their social studies textbook as well as the World Wide
Web to research the causes of the World War II, description of European life during the
1930’s and 1940’s, the character of Adolf Hitler and his top generals in command,
various rhetorical methods to dissuade war and incorporate them in writing letters, and
any other plausible areas students can think about that may facilitate them in their
journey.
Follow-Up (Apply):
Educators appreciate when students play differentiated games for effective
reinforcement of differentiated Best Practices instruction and they actually learn more
content in the process. While focusing on learning about the historical narrative memoir
Night by Elie Wiesel, tenth grade English students will need to demonstrate that they
know how to use and manipulate "Jeopardy’s" unique answer-and-question format that
has become a popular differentiated active learning tool adapted by a variety of national
educators. Therefore, upon completion of the interdisciplinary lesson plan presented
above, students will be encouraged to use an interactive standard-based World Wide Web
Jeopardy game online that facilitates their understanding of the popular culture television
game show for a 21st century multimedia active learning activity. Some popular
television game shows often provide support for critical thinking, problem solving,
accuracy and efficiency. Playing interactive web-based multimedia games online
effectively motivates students for active learning of new content from their readiness skill
level. It creates dialogue and provides another method of informal assessment. This
English assignment meets the criteria for the California Language Arts Content Standards
for Research and Technology.
References
CDE. California Department of Education: English-Language Arts Content Standards for
California Public Schools Retrieved on September 21, 2011 from
http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf
CDE. California Department of Education: History-Social Science Content Standards for
California Public Schools Retrieved on September 21, 2011 from
http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf
Enotes.com, Night Powerpoint
Retrieved on September 21, 2011 from
http://www.enotes.com/documents/night-powerpoint-36373?
action=view_embedded
Jeopardylabs.com
Retrieved on September 21, 2011 from http://jeopardylabs.com/play/night-by-eliewiesel5
Study Guide for Night by Elie Wiesel, Copyright by the McGraw-Hill Companies, Inc.
Retrieved on September 21, 2011 from
http://www.glencoe.com/sec/literature/litlibrary/pdf/night.pdf
Ventriglia, L. D. (2009). Best Practices: Interdisciplinary Vocabulary Development The Rule of 3. Mexico: YounglightEducate "Light Up the Mind".
Ventriglia, L.D. (2010). Best Practices for Motivation & Student Engagement –
Creating Power Leaners (8th ed). Mexico: YounglightEducate "Light Up the Mind".
Ventrigilia, L. D. (2010). Best Practices Differentiated Instruction - The Rule of Foot
Mexico: YounglightEducate "Light Up the Mind".