Thursday

Today we will finish Night

Unit Learning goal: Students will determine the author’s purpose by citing specific evidence from the text and creating a project (video, PowerPoint, spoken word presentation with visual aids) that connects Night to other works that contain ideas of 1) social injustice; 2) the use of memory as a force of change; 3) the Holocaust.

Scale/Rubric relating to learning goal:
4 – The student can determine the author’s purpose by citing specific evidence from the text and connect NIGHT to many works, fiction and nonfiction, that contain ideas of social justice, memory as a force of change, and the Holocaust.
3 – The student can determine author’s purpose and cite evidence from the text and connect NIGHT to another work – either fiction or nonfiction – by connecting one of the following ideas: social justice, memory as a force of change, and/or the Holocaust.
2 – With some direction/help from the teacher the student can determine author’s purpose and cite evidence from the text and connect NIGHT to another work – either fiction or nonfiction – by connecting one of the following ideas: social justice, memory as a force of change, and/or the Holocaust.

NIGHT UNIT GOAL PRESENTATION RUBRIC:

	4	3	2	1
Author’s purpose	Student is able to determine the authors’ purpose of multiple texts (including Night) and relate them to social injustice, memory as a force of change, or the Holocaust	Student is able to determine the authors’ purpose in Night and one other text and relate it to social injustice, memory as a force of change, or the Holocaust	Student is able to determine the author’s purpose in only one text or may not be able to relate the purpose to social injustice, memory as a force of change, or the Holocaust	Student is unable to determine author’s purpose or connect it to social injustice, memory as a force of change, or the Holocaust
Textual evidence	Student use two or more apt textual citations to reinforce his/her point of view.  The evidence is analyzed and offers insight in to the question of social injustice, memory as a force of change or the Holocaust	Student uses at least two apt textual citations that reinforce his/her point of view.  The evidence may not be analyzed or the analysis doesn’t offer a great deal of depth	Student uses least that two textual citations, or the citations are either not exact or inaccurate.  There may not be any analysis of how the sources reinforce author’s purpose	No citations used
Deliver of Presentation	Presentation’s delivery is smooth with no “filler” words or sounds.  Volume and pacing are adequate.  No pronunciation or enunciation problems.	Presentation’s delivery for the most part is smooth and understandable.  There maybe a few “filler” words, pronunciation or enunciation problems.	Multiple problems with either “filler” words or sounds.  Pronunciation or enunciation issues.	Presentation is extremely hard to follow or student fails to do it.
Visual Aids	5 or more visual aids that reinforce the ideas of the presentation and connect with the theme of social injustice, memory as a force of change or the Holocaust.	3-4 visuals that for the most part reinforce the ideas of the presentation.	Less than 3 visual aids.  The visuals may not reinforce the ideas of the presentation.	No visual aids included in the presentation.

Night (pages 98-115)

1)    How does Elie feel after the death of his father?

2)    Why do the Germans decide to liquidate Buchenwald and evacuate the prisoners?

3)    What stops the final evacuation of the prisons from camp?

4)    What is the first act of the prisoners after the Americans begin to arrive?

5)    What stares back at Elie at the end of the novel?

Short Answer:

Minimum 4-5 sentences

Relate this chapter to the theme of fathers and sons.