Today...In-class Narrative, Part II:  Read and respond to today's prompt.  We, the senior year English teachers, read and assess (grade) these and use them as the basis for discussing ways to help students grow as writers (this provides a common writing experience which we can reflect upon). You will recieve 10 completion points for a full, earnest effort of one to two pages. Remember that specific details help bring any moment to life! So don't sweat it, but do your best work.

Technically, you have the entire class, but if you finish early, you may do independent reading or use the time as a study hall.

I will also be accepting the Night Chapters 6 and 7 make-up/late work which some of you began yesterday.

Night - Ch 8, 9 and Afterword

Reading Day...

- Please hand in your Night Chapter 7 response (you worked on it in the DC/library on Friday)

- I will also hand back some papers 

- Finish pages 104-120 in Night (Chapters 8, 9 and The Afterword/Wiesel's Nobel Peace Prize Acceptance Speech from 1986)

 - Either tomorrow or Friday, we will do our final stations with Night.

- If you finish Night and are completely caught up with your stations work (for both Stations 5 and 6), you can use the remainder of the class for independent reading

Make-up or late work

Those who are missing either Station 6 or 7 (or both) due to abscences should make completing that work their top priority. Barring special circumstances, any stations work not completed in class today must be completed and handed in by tomorrow. 

Extra copies of each assignment are on the wooden desk in the front of class. 

The Man Who Helped Change a Neo-Nazi's Mind

You will listen the story above next week.

First 15 mins...Add this to the end of your "stations" work from yesterday (perhaps write it on the back of or the bottom of a page...I will collect this towards the end of class.)

Chapter 7 connection: 
1. Find a passage in chapter 7 that moved you/captured your attention.  
2. Using the edge of a book, draw a neat line down the center of a portion of your paper. 
3. Write the passage out on the left-hand side (include the page number); 
4. On the right-hand side, write a paragraph-long connection/reaction: your connection might be personal, societal/cultural, literary or artistic in nature. 

Personal: this passage in some way reminds you of something you experienced, witnessed, or have thought about.

Societal/cultural: This passage reminds you of some other similar moment or situation in politics, history, current events or some other cultural/societal arena.

Literary/artisitic: This passage reminds you of something you have read, seen, heard in literature or the arts (music, painting, sculpture, movies, etc.)

EXAMPLE CONNECTION PASSAGE AND CONNECTION

Passage from Night

Personal, societal/cultural, literary or artistic connection

“I was dragging my emaciated body that was still such a weight. If only I could have shed it! Though I tried to put it out of my mind, I couldn’t help thinking that there were two of us: my body and I. And I hated my body” (85).

Sometimes my body (and my brain, which is, of course, part of my body and is influenced by fatigue and hunger and bio-chemical reactions) feels like a separate entity, and not always a helpful one.  Sometimes my body doesn’t work well – my knees are breaking down big time – or it gets sick or really tired (yet I wake up each morning at 5:00 and can’t get back to sleep!) and I feel like it is just not cooperating with me. My brain – perhaps the most important part of my body – often has trouble focusing or staying calm or happy, and it seems to chatter incessantly, often about stuff that, frankly, stresses me out.  But then, like Elie, I sometimes remember that I am not my body, I am not even my mind. They both change – my flesh, my thoughts, they change - but something in me never changes. Something in me will always be. My body and mind are part of me, but they don’t define who I am. I am something bigger than both of them combined.

No homework

Wednesday - Finish book in class
Thursday - Last Night Stations
Friday - In-class Narrative writing

Night Chapter 6 stations

English IV World Perspectives Stations

Directions: Please complete the following activities for tomorrow. You may do them on the same sheet of paper, or on separate sheets (and in the case of the creative response, you might not be using paper at all). You will receive up to 10 points per assignment based on thoroughness, thoughtfulness, and signs of effort and creativity. Spend 15 minutes per station in class. Due tomorrow.

Station	Activity
1. Goal Setting/conferencing with teachers	Early in the year, you wrote a letter of introduction to me. One of the things you addressed was related to what you wanted to improve upon in terms of your academic English skills: reading, writing, vocabulary, discussion and  research skills are broad categories that come to mind.  So, what do you want to improve upon and why? Even if you don’t see academic English skills as being super important to your academic or career goals, perhaps they will play some role in your professional, personal or creative life.   Consider some of the skills below and then write a well-developed paragraph addressing the following: Which skill would you most like to improve upon this year and why? Also, what types of specific activities do you think you/we could do in and out of class to help you improve those skills? Throw some ideas at me. Try to be as specific as possible. Writing…Creative/narrative writing, Essay writing, Sentence construction Reading Discussion  & speaking skills Research skills Something else?
2. Creative Response	In chapter 6, we read about Juliek’s beautiful violin music, which Elie somehow heard (whether in a dream or in reality): “The darkness enveloped us. All I could hear was the violin, and it was as if Juliek’s soul had become his bow.  He was playing his life. His whole being was gliding over the strings (95)”.  Find a song you relate to in which you feel that the artist is creating meaning in the midst of darkness or challenges.  Share the lyrics and a link to the video or audio.  Then write a paragraph in which you explain how this song speaks to you.  What thoughts and feelings does the artist seem to be exploring? Embed (with quotes) and discuss some of the specific images or lines, and share your thoughts on them. Most importantly, how do you relate to this song? What has it helped you reflect on or just deal with? Explain some of your thoughts, relatable moments, or feelings you experience(d) when you listen to it.
3. Independent Reading	Read Chapter 7 for tomorrow

Night Chapters 5 & 6

Share your "stations" work from yesterday.  Small group sharing (groups of 3 and 4).  

Whole class sharing.

Collect "station work" assignments

Homework: Read Night, Chapter 6: 85-97

Night Chapter 5 stations

"Stations" provide you with more diverse options for responding to the novel. Follow the directions, and bring your completed work tomorrow to share with peers.

Directions: Please complete two of the three activities for tomorrow.  You will receive up to 10 points per assignment based on thoroughness, thoughtfulness, signs of effort and creativity. 

Unit: Night

Guiding Questions:

·        How do we live righteously when surrounded by suffering and cruelty?

—  How do people find strength and peace in concepts larger than ourselves?

Round 1: Chapter 5

English IV World Perspectives Stations

Station	Activity
1. Research	Find a credible source of information about the recent hurricanes that hit Houston, Florida, or Puerto Rico or about the shooting in Las Vegas that you think illustrates either (1) how people can be at their best in the worst situations or 2) shows how people find strength in concepts larger than themselves.  Provide the citation information for the source, summarize what it says in your own words, and then explain how it illustrates one of the points. (1 to 2 paragraphs)
3. Creative Response	Chapter 5 presents a picture of strong feelings experienced through everything from a sense of being deserted by God, to an attempt to create meaning and connection with something the uncertain horrors of war.  As we search for meaning in our lives, emotions are at the heart of the human experience; they are also at the heart of all art- both written, visual, and auditory.  Choose a central emotion or idea from the chapter, state where you feel it was found in the chapter, and then create an ode to that emotion.  It could be a poem, a piece of abstract art, a song, a rap, a mixed media piece- whatever you want.
6. Media Analysis	The Terrible Things Allegory www.youtube.com/watch?v=8KsAvtHsyY0 -        What is an allegory?  Find a definition online. Write the definition on a new sheet. -        Take notes during the movie in a 2-column format (see below) Describe a scene in video     What does the scene represents in the Holocaust  Write a paragraph in which you explain how this story is an allegory of the Holocaust

As a literary device, an allegory is a metaphor whose vehicle may be a character, place or event, representing real-world issues and occurrences. Allegory (in the sense of the practice and use of allegorical devices and works) has occurred widely throughout history in all forms of art, largely because it can readily illustrate or convey complex ideas and concepts in ways that are comprehensible or striking to its viewers, readers, or listeners.

Writers or speakers typically use allegories as literary devices or as rhetorical devices that convey (semi-)hidden meanings through symbolic figures, actions, imagery, or events, which together create the moral, spiritual, or political meaning the author wishes to convey.^[2]

Night Chapter 5 Rosh Hashannah

Independent Reading (10 mins)

Chapter 5 Pre-reading...the Jewish High Holy Days

http://abcnews.go.com/us/yom-kippur-holiest-day-jewish-calendar/story?id=50184488


HW: Read Chapter 5 of Night 
Guiding question: Given the choice of infirmary or evacuation, which would you have chosen? (you will know what I am talking about when you get there).

For more information on Rosh Hashanah and Yom Kippur, read the Wikipedia entries below:

Religious significance[edit]

The Mishnah contains the second known reference to Rosh Hashanah as the "day of judgment".^[12] In the Talmud tractate on Rosh Hashanah, it states that three books of account are opened on Rosh Hashanah, wherein the fate of the wicked, the righteous, and those of an intermediate class are recorded. The names of the righteous are immediately inscribed in the book of life and they are sealed "to live". The intermediate class are allowed a respite of ten days, until Yom Kippur, to reflect, repent and become righteous;^[13] the wicked are "blotted out of the book of the living forever".^[14]

In Jewish liturgy, Rosh Hashanah leads to Yom Kippur, which is described as "the day of judgment" (Yom ha-Din) and "the day of remembrance" (Yom ha-Zikkaron). Some midrashic descriptions depict God as sitting upon a throne, while books containing the deeds of all humanity are opened for review, and each person passes in front of Him for evaluation of his or her deeds. The Talmud provides three central ideas behind the day:

"The Holy One said, 'on Rosh Hashanah recite before Me [verses of] Sovereignty, Remembrance, and Shofar blasts (malchuyot, zichronot, shofrot): Sovereignty so that you should make Me your King; Remembrance so that your remembrance should rise up before Me. And through what? Through the Shofar.' (Rosh Hashanah 16a, 34b)"^[15] This is reflected in the prayers composed by the classical rabbinic sages for Rosh Hashanah found in all machzorim where the theme of the prayers is the strongest theme is the "coronation" of God as King of the universe in preparation for the acceptance of judgments that will follow on that day, symbolized as "written" into a Divine book of judgments, that then hang in the balance for ten days waiting for all to repent, then they will be "sealed" on Yom Kippur. The assumption is that everyone was sealed for life and therefore the next festival is Sukkot (Tabernacles) that is referred to as "the time of our joy" (z'man simchateinu).

Customs[edit]

The Yamim Nora'im are preceded by the month of Elul, during which Jews are supposed to begin a self-examination and repentance, a process that culminates in the ten days of the Yamim Nora'im known as beginning with Rosh Hashanah and ending with the holiday of Yom Kippur.

The shofar is traditionally blown each morning for the entire month of Elul, the month preceding Rosh Hashanah. The sound of the shofar is intended to awaken the listeners from their "slumbers" and alert them to the coming judgment.^[16] The shofar is not blown on Shabbat.^[17]

In the period leading up to the Yamim Nora'im (Hebrew, "days of awe"), penitential prayers, called selichot, are recited.

Rosh Hashanah is also the day of "Yom Hadin", known as Judgment day. On Yom Hadin, 3 books are opened, the book of life, for the righteous among the nations, the book of death, for the most evil who receive the seal of death, and the third book for the ones living in doubts with non-evil sins.

Yom Kippur (/jɔːm, joʊm, jɒm ˈkɪpər, kɪˈpʊər/;^[2] Hebrew: יוֹם כִּיפּוּר‎, IPA: [ˈjom kiˈpuʁ], or יום הכיפורים‎), also known as the Day of Atonement, is the holiest day of the year in Judaism.^[3] Its central themes are atonement and repentance. Jewish people traditionally observe this holy day with an approximate 25-hour period of fasting and intensive prayer, often spending most of the day in synagogue services.

Rosh Hashanah and Yom Kippur[edit]

Yom Kippur is "the tenth day of [the] seventh month"^[5] (Tishrei) and is regarded as the "Sabbath of Sabbaths". Rosh Hashanah (referred to in the Torah as Yom Teruah) is the first day of that month according to the Hebrew calendar. On this day forgiveness of sins is also asked of God.

Yom Kippur completes the annual period known in Judaism as the High Holy Days or Yamim Nora'im ("Days of Awe") that commences with Rosh Hashanah.

Heavenly books opened[edit]

According to Jewish tradition, God inscribes each person's fate for the coming year into a book, the Book of Life, on Rosh Hashanah, and waits until Yom Kippur to "seal" the verdict. During the Days of Awe, a Jew tries to amend his or her behavior and seek forgiveness for wrongs done against God (bein adam leMakom) and against other human beings (bein adam lechavero). The evening and day of Yom Kippur are set aside for public and private petitions and confessions of guilt (Vidui). At the end of Yom Kippur, one hopes that they have been forgiven by God.