Unit 3: Night
Objectives
Night is a memoir—an autobiographical story. The term comes from a Latin word meaning “to remember.” In the book, Elie Wiesel recalls what he saw and experienced during the Holocaust. He tells too of how that story changed him as a person. When asked why he has chosen to tell it, he responds by speaking of those who did not survive to tell their own stories. “I owe them my roots and memory. I am duty-bound to serve as their emissary, transmitting the history of their disappearance, even if it disturbs, even if it brings pain. Not to do so would be to betray them, and thus myself.”
During this unit, students will analyze how memory, identity, and voice are linked. They will also examine how the pain of other people affects and concerns us all.
Students will . . .
During this unit, students will analyze how memory, identity, and voice are linked. They will also examine how the pain of other people affects and concerns us all.
Students will . . .
- Analyze characters and their situations to better understand the themes of the memoir Night.
- Practice reading aloud and silently to improve their skills in each area.
- Enrich their vocabulary and improve their understanding of the novel through the vocabulary lessons prepared for use in conjunction with it.
- Practice writing through a variety of writing assignments, including explanatory, argumentative, and narrative.
- Read aloud, report, and participate in large and small group discussions to improve their public speaking and personal interaction skills.
Essential Question
1. What is the relationship between our stories and our identity?
2. How is our identity shaped and reshaped by the circumstances we encounter?
3. Why is indifference so dangerous?
4. How does Elie Wiesel use motifs and symbols to develop his themes?
2. How is our identity shaped and reshaped by the circumstances we encounter?
3. Why is indifference so dangerous?
4. How does Elie Wiesel use motifs and symbols to develop his themes?
Texts
Anchor Texts: NIght by Elie Wiesel (Memoir - 570L)
Additional Texts:
1. “An Indian Father’s Plea” by Robert Lake (Essay - 1290L)
2. “Where Worlds Collide” by Pico Iyer (Essay - 1330L)
3. “Hope, Despair and Memory” by Elie Wiesel (Speech - 1070L)
4. “The Hunger of Memory” by Richard Rodriguez (Memoir - 720L)
5. “Elie Wiesel” (Informational Text - 1310L)
6. “No Man is an Island” by John Donne (Poem - N/A)
7. “Introduction to the Holocaust” (Informational Text - 1490L)
8. "The Perils of Indifference" by Elie Wiesel (Speech - 960L)
Additional Texts:
1. “An Indian Father’s Plea” by Robert Lake (Essay - 1290L)
2. “Where Worlds Collide” by Pico Iyer (Essay - 1330L)
3. “Hope, Despair and Memory” by Elie Wiesel (Speech - 1070L)
4. “The Hunger of Memory” by Richard Rodriguez (Memoir - 720L)
5. “Elie Wiesel” (Informational Text - 1310L)
6. “No Man is an Island” by John Donne (Poem - N/A)
7. “Introduction to the Holocaust” (Informational Text - 1490L)
8. "The Perils of Indifference" by Elie Wiesel (Speech - 960L)
Performance Tasks
Autobiographical Narrative
Students will create an autobiographical narrative of at least 4 pages by writing about an experience that affected them deeply and should be known by others. They will apply their understanding of motifs and symbols to help them develop a theme in their narrative. Students will be successful if they score at least a 3 on the narrative rubric.
Students will create an autobiographical narrative of at least 4 pages by writing about an experience that affected them deeply and should be known by others. They will apply their understanding of motifs and symbols to help them develop a theme in their narrative. Students will be successful if they score at least a 3 on the narrative rubric.