SIOP Lesson

Topic, class, and level: Night by Elie Wiesel - Pages 85-110 - 12th Grade Humanities
Date for implementation: Wednesday, February 25th, 2015
Conceptual Framework:
-

What is the importance of memory? Why does Elie decide to share this story?
How has Elies relationship with his father changed since we first met them?
Why does Elie choose to title the memoir the way he does?
What is the significance of the final sentence of the memoir? What does it mean
for Elie to have a corpse contemplating him?

1) Content Standards
RL.11-12.1 - Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text,
including determining where the text leaves matters uncertain.
RL.11-12.2 - Determine two or more themes or central ideas of a text and
analyze their development over the course of the text, including how they
interact and build on one another to produce a complex account; provide an
objective summary of the text.
RL.11-12.4 - Determine the meaning of words and phrases as they are used in
the text, including figurative and connotative meanings; analyze the impact of
specific word choices on meaning and tone, including words with multiple
meanings or language that is particular fresh, engaging, or beautiful.
2) Language Standards:
ELP Standard 2 - English language learners communicate information, ideas,
and concepts necessary or academic success in the content area of Language
Arts.
WIDA 3 - Writing - Respond to or generate text within the school context
using semi-formal register.
WIDA 4 - Writing - Respond to teachers or complete assignments using
formal register.
WIDA 2 - Speaking - Ask questions or exchange information with
teachers or peers in L1 and L2
WIDA 3 - Speaking - Initiate or engage in conversation with peers or in
small groups
Students Will Be Able To (SWBAT): demonstrate an understanding of the text through
written and oral discussion. SWBAT apply quotations to group discussion and explain
meaning to their peers.

Overview of Context for Lesson:

This is the final lesson in our Night unit. Students read up to page 108 for
homework and were instructed to bring in three typed quotations from the reading that
they believe ties to our overarching discussion. Weve been discussion themes of identity
and facing injustice through discussions of Elies relationship with his father and self.
Students will understand why we have been reading Night since the beginning of the unit,
to express the importance of sharing our stories and experiences to ensure these tragedies
dont happen again. They will understand the meaning behind using the word night so
frequently in the text and the figurative language Elie uses at the memoirs conclusion.
They will understand how we can use quotations to develop and establish themes in the
text and investigate them.

Key Vocabulary:

Supplementary Materials:

Tier 2 - dysentery
- annihilate
- liberate

Night by Elie Wiesel

Tier 3 - Gleiwitz
- Kapo
- Buchenwald
- SS
- Kommandant

SIOP Features
Preparation
Adaptation of content
Links to background
Links to past learning
Strategies incorporated

Scaffolding
Modeling
Guided practice
Independent practice
Comprehensible Input

Grouping Options
Whole class
Small group
Partners
Independent

Integration of Processes
Reading
Writing
Speaking
Listening

Application
Hands-on
Meaningful
Linked to objectives
Promotes engagement

Assessment
Individual
Group
Written
Oral

Lesson Sequence:
-

Business: Establish where we have been and where we are going. Set the
objective and essential questions for the day. Show students the Agenda. (5
minutes - 71 minutes left)
Ask students to take out their homework, which was to bring in three quotations
from pages 85-108 of Night that they found connected themes we have been
discussing this year. Have them choose one quote they found the most relevant to
them and silently journal about it and how it connects to our themes for this unit.
(5 minutes - 66 minutes left)
Start the PowerPoint presentation and explain Save the Last Word for Me
Protocol. Break students into groups by counting off and assign roles before
beginning the activity. Take questions. (7 minutes - 59 minutes left)
Save the Last Word for Me
o Whoevers birthday is closest to today goes first.
o They read their quotation aloud to their group members, but offer no
explanation.
o EACH member of the group responds for one minute about what this
quotation means to them and why they think their group member chose to
share it.
o After each member has responded, the person who shared the quotation
discusses for a minute and a half why they chose the quotation and
interesting points their group members have brought up -- they have the
last word.
o This cycle repeats until all group members have shared their quotations.
(20 minutes - 39 minutes remaining)
Debrief the activity - but have students save their thoughts for seminar. (3
minutes - 36 minutes remaining)
Finish the final two pages of Night together as a class and give students an
opportunity to share their thoughts on how the book ends (10 minutes - 26
minutes remaining)

Student Run Seminar

o I project guiding questions on the board, but students can take the
conversation in any direction. They are instructed that they should share
quotations that were discussed in the Save the Last Word for Me
protocol. (20 minutes - 6 minutes remaining)
Wrap Up and Exit Ticket (6 minutes - 0 minutes remaining).

Students will be assessed by:

- Journals
- Teacher circulation during STLW
- Seminar
- Exit Ticket
4 Principles which Help ELLs Succeed in School
1) Increase Comprehensibility
Students are able to understand the text on a deeper level through the process of writing,
sharing in groups, and then sharing as a class. There is plenty of opportunities for
students to not only share their thoughts and receive feedback, but to listen and learn
from to others, as well. This lesson helps students think critically about a small piece of
text and how it relates to the novel as a whole.
2) Increase Interaction
The Save the Last Word protocol has students work together in small groups where they
have a designated time to speak. ELLs will not feel excluded from conversations because
the protocol allows for each member of the small group to have their time to speak.
Through this protocol, and seminar, ELLs will be in dialogue with their peers and discuss
their ideas together.
3) Increase Thinking Skills (Blooms Taxonomy of Higher Order Thinking Verbs)
This lesson asks students to do some investigation on their own and then discuss with
their peers the meanings behind the quotations they have chosen. They will have to
evaluate their quotes, apply them to our themes, and explain them to their peers. They
will have an opportunity to write out their thoughts ahead of time and think hard about
what is being said, how it is being said, and why it is being said.
4) Increase Connections to Students Lives and Cultures
Though Night deals with the tragedy that was the Holocaust, it discusses universal
themes such as identity and unfair stereotypes that students may have encountered in
their own lives. Literature is a universal language that should connect with students
lives. Though they have not experienced a tragedy of this magnitude, they have felt
similar to the way that Elie does in the memoir.