Per 6 Night & Research


1.  What can we learn from the past to prevent future atrocities?

2. What expectations do we have of humanity and how do we do our part to uphold those expectations?

3. What is the lasting legacy of the Holocaust and other genocides?

4.  What is the role of the individual to prevent future genocides?

What you should be able to do as a result of this unit…

  • Identify multiple sources and media that address your research topic
  • Determine a central idea of non-fiction texts and analyze how the idea develops over the course of the text
  • Develop a thesis with supporting details and analysis


  • Research Assignment

Monday 3/18
QW: What do we do when we have no words to express how we feel?  Describe a time when you tried to process your own thoughts about an experience and words failed. Why weren’t words enough?

  • Write for 4 min


Looking at images and details

Read Elie Wiesel Bio and review vocab

HW: Reading Preface and Forward and sentence or passage from the Preface to write about in your journal

Tuesday 3/19
Pick up with images

Reviewing Wiesle’s bio

Wed 3/20
Image making response to the Preface

HW: Reading to page 22

Thurs 3/21

Finish image making response

Fri 3/22 

Whole class discussion

  • What passages stood out to you?
  • What language was powerful?
  • Reviewing reading

Journal Entry #1 – Choosing a passage

HW: Reading pages 23-39 and choosing passages for next journal entry to create during Monday’s class.


Mon 3/25

Tues 3/26
Reviewing weekend reading

  • What passages did you choose?

Oprah’s interview with Elie Wisel at Auschwitz (11.43)

  • What stands out to you from the interview?

2nd journal entry

Wed 3/27

reading 40- page break on p. 56


HW:  Journal Entry 3

Thurs 3/28

Black out poetry for journal entry #2 from reading p.40-56

  • Choose a page or two pages where you find the language particularly powerful
  • Circle words that are powerful
    • What relationship do you notice between the words?
    • Is there a theme emerging?
  • Your task is to create a poem with the words on the page and blacking out those that are not essential.
  • Think about how you can use the page to visually represent the idea of the poem

HW:  Finishing black out poem and reading 56-72 page break.  Choose a passages for your 3rd Journal entry.


Fri 3/29
Reading and presenting black out poems

QW:  For Elie, his belief in a higher power has changed, been challenged, and at times he says gone completely based on his experiences during the Holocaust. Describe an experience you have had where a belief you held was changed, challenged, or completely removed.  How did the belief change?  What about the experience caused that change?

  1. As Night begins, Eliezer is so moved by faith that he weeps when he prays. He is also searching for a deeper understanding of the mystical teachings of the Kabbalah. How does Eliezer’s relationship with his faith and with God change as the book progresses?

Read 72-85 4th Journal Entry

Mon 4/1
Discussing & sharing journal responses from 4th Entry

  1. What literal and symbolic meanings does “night” have in the book?
  2. Think of the kapos and the little blonde pipel who is hanged on page 64. Who are the bystanders? Who are the perpetrators? Who are the victims in Night? Do these roles sometimes overlap?

Tues 4/2
Read 86-103 and 5th journal entry

HW:  Finishing the memoir (104-120)

Wed 4/3
Elie repeats “Never will I forget…” in the text, what do you think it means to “Never forget”?  Is there a responsibility inherent in remembering?  Is remembering enough?

The Holocaust was now over 70 years ago.  What connection does it have to our time?

Elie Wiesel interview

Thurs 4/4
Creating and revising the 6th final journal entry for Night

Notebook reflection: What are you taking away from your experience of reading Night?  What ideas stick with you?  What questions remain for you?

Research Assignment Overview

HW:  Reading an image

Fri 4/5
Reading an Image review

Overview of Research Assignments

Mon 4/8

Reading and annotating first and second sources

HW: finish entry for second source

Tues 4/9
3rd source

HW:  finish reading and entry for 4th source

Mon 4/8
Group discussion on sources and topics

  • What background information did you find out about your topic?
  • What key information should we know about your topic?
  • Reviewing your individual reflections as a group, what else do you want to know about the topic?  What would be the next stage of the research?

HW:  Research Question Generator on classroom

Tues 3/13

Snow day

Wed 3/14
Using your Research Questions, you will start a list of key words to use in your database search

  • Evaluating sources – Does it meet the CRAPS test?
  • Using databases
  • Completing source sheet for each credible, informative source

HW:  finish reading, annotating, and completing source sheet – need a total of 8 sources (in addition to the first source you read in-class found by Ms. Weeks) for your reading portfolio

Thurs 3/15
Submitting first source – feedback

Continuing to find and evaluate sources 2 & 3

Fri 3/16
In-class work day for sources (target is sources 4 & 5)

Mon 3/19
In-class work day for sources (target is sources 6&7)

Tues 3/20
Final in-class work day for sources

HW:  Research reading portfolio due tomorrow

Wed 3/21
Work Day – Shortened Schedule

Thurs 3/22
Work Day – Shortened Schedule

Locating 6 Image Sources

Fri 3/23

Mon 3/26
Work Day – Locating 6 Image Sources

HW:  Images due next class

Tues 3/27

Wed 3/28
Writing the Op-Ed (see assignment on google classroom)

Thurs 3/29
Sophomore Reading Benchmark

HW: Enjoy the long weekend

Mon 4/2
Outlining the Op-ed

Thesis & Topic Sentences

HW:  Submit working thesis

Tues 4/3 

Wed 4/4
Outlining the Op-ed

Body 1 & 2

HW: Enjoy the break

Thurs 4/5

Mon 4/16
Outlining Body 3 & 4

HW:  Outlining Body 5

Tues 4/17
Drafting the introduction and outline

Wed 4/18
Drafting day

Thurs 4/19
Working with Adobe Spark and/or movie editing

Fri 4/20
Working with Adobe Spark and/or movie editing

HW:  Assignment due next class at the beginning of class