How does Wiesel create a mood of foreboding and impending disaster early in the text? (Vocab and Text Structure) What does Wiesel give the reader to foreshadow the disaster that is about to occur? (Key Details) How does Wiesel detail the cruelty the Jews experience when they are deported? (Key Details) 4. What is Eliezer’s relationship with his father? How is the relationship established? (Key Details) 5. How does the chapter foreshadow Eliezer’s later struggle to maintain his faith in God? (Author’s Purpose) How does Eliezer’s point of view (his limited knowledge of what is happening around him) create a more terrifying tale? (Author’s Purpose) How does the author convey Eliezer’s loss of faith? (Key Details) How is the theme of “fear of silence” established in this chapter? (Key Details / Vocabulary and Text Structure) What is a novel? What is a memoir? How does this text use traditional conventions from both literary forms? Cite evidence from the text. (General Understanding) Regular practice with complex text and its academic language Language L.9.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies. L.9.4.A Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. L.9.4.B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). Evidence Statements Use context clues to determine the meaning of a word L4 Use Greek or Latin roots to determine the meaning of a word L4 Use prefixes and suffixes to change meaning or part of speech L4 Use print reference materials L4 Use electronic reference materials L4 Find relationships between words to better understand them L.9.5 Use grade-appropriate vocabulary L9.6 Vocabulary Word Study The root –scend- means “climb.” In this speech, the author talks about receiving an honor that transcends, or climbs and goes beyond, him as just one person. Have students think of other –scend- words. Condescend Descend
or its standard usage. L.9-10.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level. Writing to Texts Writing Standards RL.9-10.1: 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. W.9-10.2.B: Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. Writing-Evidence Statements Cite strong, thorough, explicit textual evidence RL 1 Analyze explicit ideas in the text RL1 Draw inferences from the text RL1 Determine where text leaves matters uncertain RL 1 Write an informative/ explanatory text Introduce a topic and organize new elements to create a unified whole W2 Select most significant facts to develop a topic W2 Use transitions and syntax to link sections, create cohesion, and clarify complex W2 Writing Content Summary Write an objective summary of each chapter Analysis What does Eliezer mean when he refers to his father as his “weak How has he come to see love as a weakness? Text dependent questions Argument How has Elie changed throughout the text? Was this change necessary? Why or why not? As students continue to engage with routine writing, increase their practice with the writing organizer (see STTS for SRSD, 2014 Summer Rollout) Reading, writing and speaking grounded in evidence from text, both literary and informational Speaking and Listening L.9-10.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Evidence Statements Demonstrate proper usage of the conventions of standard English L1 Recognize that changes over time Content Possible suggestions throughout the quarter: roles and responsibilities, Accountable Talk, Socratic Seminar