Night Lesson Plan 2012 (Common Core)
Pre-Read:
1. Prezi on Holocaust and Night (45 minutes)
2. WW2 Background webquest: 45 minutes in computer lab
a. OPTIONAL: Propaganda Webquest: 55 minutes in computer lab
3. “Road to Final Solution” PP and notes
4. Review Holocaust and WW2 background webquest
5. Holocaust Background info quiz
6. Eye color meanings:
a. https://resources.oncourse.iu.edu/access/content/user/rreagan/Filemanager_Public_Files/meaningofcolors.ht
m
b. Have students draw the eyes of themselves and two other people and say why they chose color they did
c. Explain that Elie uses color to decribe eyes, feels and emotions
7. Assign themes and motifs – one to each student and have them keep track of their assigned theme throughout the
reading
a. Keep assigned theme on index card
b. Motif: eyes and word: night
8. Discuss:
a. What does it mean to be anti-Semitic?
b. Do you believe people are still racist today?
9. Context Clues Quiz
a. P. 9: anguish (1st paragraph in new section)
e. P. 48: altruistic (2nd paragraph)
b. P. 10: sublime (2nd paragraph of new
section)
f.
c. P. 11: prominent (3rd paragraph)
P. 53: abruptly (2nd paragraph)
g. P. 54: imprudent 93rd paragraph)
h. P. 63: extinguished eyes (1st line)
st
d. P. 20: expelled (1 paragraph of new
section)
Reading:
Day
1. Journal: What is a “normal” day for you?
2. Read pages 3-14 as class
i.
P. 114: liquidation (4th paragraph)
3. Focus:
a. “Life was normal” found on pages 6, 7, 11
b. List 3 rights Jews of Sighet lost by decree
c. How did people respond to Moishe the Beadle’s stories about Gestapo when he returned?
d. Page 14: video on Voyage of St. Louis: Why didn’t they leave?
http://www.ushmm.org/museum/exhibit/online/stlouis/teach/
4. HW: Read p. 14-22
a. Describe life in both ghettos and the differences (draw a Venn diagram)
b. Describe the conditions/purpose of synagogue on last page
c. How many people were loaded in the cattle car?
Day
1. Recap: Reread page 20 to class describing small ghetto before deportation
a. Assign questions and have kids find answers and share with discussion – 2 questions per person at each table
i. Why was chaos even greater in small ghetto? People left in a hurry and left cereal on table, activities
half complete.
ii. What did they settle into? With? Other people’s homes
iii. Why morale not so bad? They were getting used to he situation.
iv. Why was the ghetto not guarded? So people could escape.
2. Read “Life in Ghetto” articles (each pair gets two articles)
a. Answer questions then share with partner (small jigsaw)
3. Read p. 23-28 (finish for HW)
a. What did Madame Scahecter scream about and how did is come true?
b. Where do they arrive at the end of the chapter?
4. STOP: page 27 to show Auchwitz PowerPoint photos
Day
1. Define: repetition and imagery
2. Recap:
a. What did Madame Scahecter scream about and how did is come true?
b. Where do they arrive at end of Section 2? (Birkenau)
3. Read page 29-39
a. Focus: Leave Tzipora (page 29)
b. Dr. Mengele page 31 (show photo of Mengele)
4. Go back to page 34-reread “never shall I forget” quote
a. Objective: repetition is important because effect it carries
b. Have students think of favorite/worst moment in their life and start each life with “never shall I forget”
c. Who, what, when, where, why, how
5. Read poem: “50 Years Later” and answer questions
a. Focus: repetition
6. HW: Read page 40-46
a. Why/how does Elie’s “new name” officially take away all his dignity?
Day
1. Recap: Reread page 42 – new name A7713
2. What’s in a Name PowerPoint and then assignment – reserve computer lab for 45 minutes
3. Read page 47-56
a. STOP page 48: what does altruistic mean?
b. STOP page 51: Predict
4. HW: Read p. 56-65
a. How did Elie describe Pipel’s eyes?
b. What happened to Pipel?
c. What does the soup taste like that night?
Day
1. Define: Allusion
2. GEONCIED PROJECT (regs need 1.5 class periods)
3. Ques/Test/Journal: Why did the soup taste of corpses?
4. Recap/reread page 64-65
5. Read kids from Holocaust poems: “Terezin” and “Butterfly”
a. What are they the metaphor for?
6. Read p. 66-74
7. HW: Read p. 75-84
a. What is Elie’s inheritance?
b. What brought Elie out of bed two days after his surgery?
c. What happened to the people who stayed in the infirmary?
d. What was the plan mentioned on page 84?
Day
1. Quiz on questions from last night
2. Journal: what would you like to inherit from your parents/guardian?
3. Recap:
a. page 75 Inheritence
b. Read page 82, 83: “last night” excerpt
c. Recap questions from last night
4. Victims, Perps and Rescuers PowerPoint and worksheet
5. Read p. 85-97
a. What is ironic about last line on page 87?
b. What happened to Juliek?
c. How many ended up in cattle car?
d. How many were in first load on page 22?
Day
1. Recap questions from last night or quiz
a. Reread page 95: Juliek playing Beethoven music – a Jew playing a German artist
b. Reread page 97: 80 in first transport and now 100
2. Read p. 98-103
3. “Horrors in Buchenwald” article and questions
4. HW: Read p. 104-112
a. What two meanings can last line mean on page 112?
Day
1. Recap:
a. Reread page 109: hate developing among Jewish people
b. Reread page 112: “Free at least” means what? Questions from last night’s reading
2. Finish novel (p. 113-116)
3. Review two meanings of last 2 lines on page 115
4. Read “Hitler’s Last will and Testament”
5. SMART Tech presentation on Night review
Day
1. Night exam (45 minutes on Quia)
2. Dr. Seuss Cartoons
Post-Read:
1. SOAPSTone Intro with Holocaust photos
2. Genocide PowerPoint
3. “Ethnicity in Rwanda” article
4. Show Hotel Rwanda
5. Complete Double Bubble comparing Night to Hotel Rwanda
6. Write short essay
7. Defying Ethnicty: show 15 minute video about hero of Holocaust and hero in Rwanda Genocide:
http://www.ushmm.org/genocide/take_action/gallery/video/2
8. Hero lesson plan
a. Choose one of the assigned Heros Time’s 100 people who have changed the world
b. Create a PowerPoint with the following information
i. Photo and who your hero was.
ii. Where was he or she born? When?
iii. CHILDHOOD: Describe his or her childhood.
iv. TRAINING: What special training did he or she possess?
v.
TURNING POINT: What was the turning point in his or her life?
vi. What characteristics made him/her a hero?
vii. What feats did he or she perform?
viii. How is this individual different from other people?
ix. Why did or do you admire this individual?
OPTIONAL Sub Plans: Assign article and questions:
j.
Holocaust History
k. Anti-Semitism