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

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enough time for the video. Overall, I was very happy with this lesson and will definitely use this video again in the future. 40 Spring 2011
Day Thirteen Vocabulary- copy and define new words (15-20 minutes) Read Night chapter 6-7 (30-40 minutes) Universal Declaration of Human Rights group activity (15 minutes) Discuss news articles in groups (10-15 minutes) Reader Response entry (remainder of class) Lesson Reflection: This lesson was important in that the students were fully introduced to the final project that they will be working on for the next several class periods. Again, the breaking up of the 90-minute class period allowed for students to remain on task and remain focused; it also allowed for the elements of flow to be integrated into the period and thus allow students to get into a flow. I am increasingly impressed with how the students handle the material presented in Night and how seriously they are taking it. I cannot explain how enjoyable it is to hear the students express concern for the characters and interest in what happened to these real people. The students were given an appropriate task through the Universal Declaration of Human Rights activity in that they were given a detailed, somewhat elaborate bill of human rights created by the United Nations and asked to interpret some of the individual bills in their groups. This served two purposed: it provided scaffolding for the bill of rights that they will create on their own in their final group projects and it exposed students to more human rights than those we have discussed in class relating to the holocaust. This activity also provided for the need of the social and gave students control and competence over their interpretations of the different bills. Feedback was given to students throughout the class, especially as I walked around during the group work. I was surprised and pleased at some of the choices for the topic in the final projects, which proved to me that the students were taking a true interest in the material and the project. Overall, I was very pleased with this lesson and the beginning of the final projects for the unit. Day Fourteen Hand out research guide & go over “things to remember.” (15-20 minutes) Computer lab for research (remainder of class) Lesson Reflection: Today’s lesson allowed for students to have something of a change of scenery as we went to the computer lab to complete the research portion of the final project. Beginning in the classroom by explaining the research guide and notes that I made for the students about useful research sites helped the students get into the mindset of becoming a researcher of their group’s topic. They met the conditions of flow through working in their groups in the computer lab, getting feedback from me as I walked around the lab and answered questions and concerns, reminded of the immediate experience through the human rights violations that the discovered going on today, and given control and a sense of competence by being allowed to choose their own topic and complete the research on their own. The research guide was also an appropriate assessment in that it gave the students the support for completing formal research but asked that they input their findings in the correct manner. 41 Spring 2011
Page 1 and 2: An Engaging Literary Enterprise Cen
Page 3 and 4: Unit Overview Human history is stai
Page 5 and 6: knows its history, laws, customs, r
Page 7 and 8: Unit Objectives Response to Literar
Page 9 and 10: Word and Language Study � Student
Page 11 and 12: Resource Palate NCTE/NCATE 4.1 Cano
Page 13 and 14: Maps but parts can be shown to give
Page 15 and 16: � These texts are good firsthand
Page 17 and 18: Spring 2011 Lesson Title: The Unfai
Page 19 and 20: Spring 2011 o Explain character log
Page 21 and 22: Spring 2011 Day Two (2/18-22) Intro
Page 23 and 24: Spring 2011 � PowerPoint with inf
Page 25 and 26: Spring 2011 Day Four Check homework
Page 27 and 28: Spring 2011 � Reader Response Ent
Page 29 and 30: Spring 2011 Day Six Take up vocabul
Page 31 and 32: Spring 2011 DAY EIGHT Lesson Title:
Page 33 and 34: Spring 2011 charge of actively show
Page 35 and 36: DAY ELEVEN Lesson Title: Nonfiction
Page 37 and 38: Nonfiction Book Presentation Rubric
Page 39: � Introduction to final project (
Page 43 and 44: Assessment: (APS 3) NCTE/NCATE 4.10
Page 45 and 46: Performance Expectation Guides, Rub
Page 47 and 48: Performance Expectations Guide Read
Page 49 and 50: Reader Response Portfolio You will
Page 51 and 52: Vocabulary Notebook Performance Exp
Page 53 and 54: Research & Written “Bill of Right
Page 55 and 56: Group Participation Rubric NCTE/NCA
Page 57 and 58: Nonfiction Presentation Requirement
Page 59 and 60: Questions for make-up article If yo
Page 61 and 62: Reading Group Questions- Chapter 1
Page 63 and 64: Excerpt from Harrier Jacobs’ Inci
Page 65 and 66: Excerpt from Life of an American Sl
Page 67 and 68: whip her to make her scream, and wh
Page 69 and 70: The Interesting Narrative of the Li
Page 71 and 72: #4 The Gospel Train’s A’Comin
Page 73 and 74: “The Holocaust: A Teenager’s Ex
Page 75 and 76: Article 1 Universal Declaration of
Page 77 and 78: Article 19 Everyone has the right t
Page 79 and 80: RESEARCH GUIDE: Title/URL: Author/
Page 81 and 82: Extra Credit for Night Unit **Will
Page 83 and 84: Night Review 1. Characters- describ
Page 85 and 86: Fill in the chart for each of the f
Page 87 and 88: 5. Do you feel a personal connectio
Page 89 and 90: 7. Eliezer later learned that if he
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PART IV: Unit Review Short Answer-
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an insight into the feelings and ac
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smooth and effective transitions fr
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These poems provided early and stro
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also challenging for the students b
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12 12
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These artifacts serve as a collecti
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palpable in the room as the student
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One of the most valuable pieces of
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Elie Wiesel's Night: Out of the Darkness - College of Education

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