Elie Wiesel's Night: Out of the Darkness - College of Education

Spring 2011
Day Nine
Turn in personal narratives (15 minutes)
MAP testing (as long as needed)
Read Night chapter 4 (remainder of class)
Lesson Reflection: Today’s class was used for standardized MAP testing by the school. We
took a break from Night and our regular lessons and projects in order to complete this testing.
Because of the testing, there were no standards or elements of flow designed for today’s class.
Day Ten
Reader Response Entry (15 minutes)
Go over nonfiction presentation rubric (10-15 minutes)
Fill in character log (15-20 minutes)
Night chapter 4-5 (30-40 minutes)
Documentary (remainder of class)
Lesson Reflection: This lesson was a perfect example of breaking up the class period into
blocks of different activities to keep the students interested and on task. The students were given
time to work on the reader response portfolios at the beginning of class, during which I provided
the students with feedback on previous entries and things that they could improve upon for the
future entries. Afterward, I spent a good deal of time going over the rubric for the nonfiction
presentations that will be given in the next class meeting. This allowed the students to be placed
completely in control of their own learning through the use of the PEG. I was able to relay the
importance of the information about the presentations to the students, giving them an idea of the
importance of the immediate information they were getting. The students were also put in control
and showed their competence with the material when we filled in the character log as a class.
The students were allowed to briefly work with their neighbor to discuss what had happened in
the last class as we read Night. This allowed for some brief peer interaction while also allowing
the students to refresh their memories of the material before beginning the days reading. Because
of these elements, the students got into a flow with this lesson and did a wonderful job of taking
in the information and applying it to ongoing activities and projects in the class.
34 Spring 2011