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 Read-Aloud presentation by implementing advanced expository organizer using Microsoft Power Point 2010 software for aNight 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 theNight 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 fromthe Night PowerPointand 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 Speech: / Definition: / Example: / Other Info.: / Sentence Use:abominable / adjective / Repugnantly hateful; detestable; loathsome: an abominable crime. / Most old trash produces an abominable odor. / Antonym: likable, admirable. 2. delightful. / When Elie Wiesel arrived in Aushwitz, he smelled a(n) abominable odor of burning flesh.
anecdotes / noun / a short account of a particular incident or event, especially of an interesting or amusing nature. / During road trips most friends and family share anecdotes to comfort each other. / Synonym: story, yarn, reminiscence. / While on the train to Aushwitz, some Jews may have shared anecdotes with each other in order to pass the time and comfort their spirits.
deportation / noun / The lawful expulsion of an undesired alien or other person from a state. / Undocumented immigrants are deported by the immigration department. / Synonym: removal / When Jews were forced to leave their homes in Sighet, they experienced what was called deportation.
diplomacy / noun / Skill in managing negotiations, handling people, etc., so that there is little or no ill will; tact: Seating one’s dinner guests often calls for considerable diplomacy. / Most hard core thugs do not believe in practicing diplomacy. / Synonym: negotiation / The Jews were unable to negotiate with the Nazis about deportation; therefore, there was no diplomacy.
Fascist / noun / A person who is dictatorial or has extreme right-wing views. / Fascist leaders demand absolute obedience. / Synonym: authoritarian / A fascist is a person who believes a dictatorship is a good form of government.
Gestapo / noun / The German state secret police during the Nazi regime, organized in 1933 and was notorious for its brutal methods and operations. / Gestapo tactics are similar to police brutality. / Synonym: secret state police / “Gestapo tactics” in general are intimidating official procedures.
ghetto / noun / Formerly, in most European countries) a section of a city in which all Jews were required to live. / Mr. Murillo grew up in a New York City ghetto because he was poor most of his life. / Synonym: a densely populated slum area of a city inhabited by a socially and economically deprived minority / Before the Jews were forced out of Sighet, they were moved to small, isolated areas of the city known as ghettos.
hermetically / adverb / so as to be airtight: / Some candy bars are hermetically sealed to preserve freshness. / Antonym: unsealed / When the Jews were forced onto a cattle car of the train, the doors were hermetically sealed.
pious / adjective / Having or showing a dutiful spirit of reverence for god or an earnest wish to fulfill religious obligations. / As a young catholic, Mr. Murillo was very pious. / Synonym: devout, godly, reverent / In the beginning of the novel, Elie Wiesel seemed to be a very pious young man because he wanted to study the cabbala.
rabbi / noun / the religious leader of a congregation; the minister of a synagogue / Most rabbi leaders are very intelligent scholars. / Synonym: priest / A rabbi is a type of Jewish religious instructor.
Cognates / Spanish Cognate
absolute / absoluto / Unrestrained or unlimited by a constitution, counterbalancing group, etc., in the exercise of governmental power. / Fidel Castro is a modern absolute tyrant. / Synonyms: autocratic, dictatorial, totalitarian / Hitler was an absolute monster that murdered innocent Jews.
biography / biografia / a written account of another person’s life: / Someone wrote a biography about Adolf Hitler’s life. / Synonym: memoir / A writer wrote a biography about Elie Weisel’s life.
calm / calmar / Free from excitement or passion; tranquil: a calm face; a calm manner. / Mr. Murillo remains calm in the presence of danger. / Synonyms: harmonious / Well behaved children remain calm under pressure.
edict / edicto / A decree issued by a sovereign or other authority. / Libiyan president Kadafi enacted an edict to stop rebels protests. / Synonyms: directive / Hitler created an edict to commit mass genocide of the Jews.
family / familia / A basic social unit consisting of parents and their children, considered as a group, whether dwelling together or not: the traditional family. / Elie Wiesel mourned the loss of his family during the Holocaust. / Synonyms: lineage / Many Jewish families suffered during the Holocaust.
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).