after break “the face of evil”: watch clip from 9-11 documentary about what people mean when...

After Break• “The Face of Evil”: Watch clip from 9-11 documentary about what

people mean when they talk about evil, and the different ways that religion and social sciences see the problem of evil

• Nobel Prize Speech• Return Group Theme & Key Passage Analysis from FD & Discuss• Complete a Group Theme & Key Passage Analysis (including symbolism)

from Night• Return Night to library• Return Life Vision FD entry & Discuss - Rewrites due Monday??? WITH

original – Grammar, Punctuation, Etc. Quick Reference Sheet• Write Life Vision Night entry• Start The Glass Castle• ARG 2-column notes• Fishbowl Discussions (Questioning, including key passages & literary devices)• Writing Conferences

Welcome Back!

I hope you had a relaxing spring break!

Hook, Housekeeping & Homework Monday

Open your composition notebook and respond to the following questions:1. If you had to explain what “evil” is to someone, how would

you explain what it is?2. How do you know someone is evil, versus someone who just

acts “bad”?3. Were all slave traders, owners, and overseers evil?

1. Who (within slavery) was evil and how so? 2. Were Americans in the northern states who bought goods made

by slaves evil?4. Was Adolph Hitler evil? Were all Nazis? Germans?5. How are evil people created? 6. Can evil humans be reformed (changed)? If yes, how? If not,

why not?

Past, Present, Future Monday

• Finished reading Night

• Faith & Doubt at Ground Zero video - respond & connect

• Theme, Key Passage, Symbolism - Night• Life Vision Portfolio - Night

Lessons From the Past Monday

Colorado Academic Standards 1. Oral Expression and Listening

Content that is gathered carefully and organized well successfully influences an audience4. Research & Reasoning

Collect, analyze, and evaluate information obtained from multiple sources to answer a question, propose solutions, or share findings and conclusions to

ObjectivesYou will be able to read a range of literature to understand important universal themes and the human experience.

Enduring Understandings/RelevanceIf you understand how the circumstances of peoples’ lives can positively propel them into their futures or hinder their progress and hold them back, then you will be able to envision and create your own future. Essential Questions What can I learn from another’s experiences?

Instruction: Obtain Monday

Purpose: to listen closely to determine what the text says explicitly and to make personal reactions and logical inferences from it.Tasks: “Faith & Doubt at Ground Zero”: The Face of Evil, a Frontline documentary episode about 9-11 and what people mean when they talk about evil, and the different ways that religion and social sciences see the problem of evil1. Read through questions (see next slide)2. Watch and take notes3. Answer questions4. DiscussOutcome: Write. How does what you learned in the film clip relate to our study of Night and the Holocaust?

Activities: Develop & ApplyYou Do Monday

Tasks 2 – 32. Which person’s perspective on “evil” did you find most compelling? What did he/she say and why do you find it interesting?3. Toward the end of the clip, psychoanalyst and theologian Dr. Ann Ulanov uses a metaphor for evil. What is the metaphor? What does her metaphor reveal about her view of evil? (What does she believe about evil?)4. The clip begins with this question: "What is it we talk about when we talk about evil?• Revisit the questions at the beginning of class. If you had to explain what “evil” is to someone, how would you explain what it is?How do you know someone is evil, versus someone who just acts “bad”?Were all slave traders, owners, and overseers evil?

Who (within slavery) was evil and how so? Were Americans in the northern states who bought goods made by slaves evil?

Was Adolph Hitler evil? Were all Nazis? Germans?How are evil people created? Can evil humans be reformed (changed)? If yes, how? If not, why not?

• After viewing the clip, and reading Night, now what is your answer? • Draw a symbol or picture that represents your idea about the nature of evil.

Activities: Develop & ApplyWe Do Monday

In groups of four, share your responses to the “Face of Evil” :• What perspective or perspectives from the film did you find

most compelling or in line with your own thinking?• Share and discuss your answers to Question 4 and the visual

symbol you drew to represent your ideas about the nature of evil.

• How does what you learned in the film clip relate to our study of Night and the Holocaust? What connections can you make to what various people in the clip said to what you learned about of Wiesel's experiences in Night?

Lessons From the Past Monday

Colorado Academic Standards 1. Oral Expression and Listening

Content that is gathered carefully and organized well successfully influences an audience4. Research & Reasoning

Collect, analyze, and evaluate information obtained from multiple sources to answer a question, propose solutions, or share findings and conclusions to



Hook, Housekeeping & Homework Tuesday

What is a memoir?a narrative composed from personal experience; a specific aspect of someone’s life; a memoryWhy do people write them?

What might Wiesel mean by this quote? —“Our lives no longer belong to us alone.”

Past, Present, Future Tuesday

• Faith & Doubt at Ground Zero video - respond & connect

• Night - Preface and Nobel Peace Prize Acceptance Speech

• Theme, Key Passage, Symbolism - Night• Life Vision Portfolio - Night

Lessons From the Past Tuesday

Colorado Academic Standards 2 Reading for All Purposes

Literary and historical influences determine the meaning of traditional and contemporary literary texts

ObjectivesYou will be able to read a range of literature to understand important universal themes and the human experience.You will be able to write effective literary and informational compositions.

Cite strong and thorough textual evidenceAnalyze how literary components affect meaning


Activity: We Do Tuesday

Purpose: you will be able to read closely to determine what the text says explicitly and to make logical inferences from it, citing specific evidence to support conclusions about why Wiesel wrote Night. This may help you with your Life Vision Portfolio reflections.

Tasks:1. Read aloud the Preface, pages vii – xv (15 minutes)2. Read aloud the Nobel Peace Prize Acceptance Speech, pages 117-120 (5 minutes)3. Go over questions on the handout—“Our lives no longer belong to us alone”—about

Wiesel’s preface and Nobel speech.

Outcome: Discuss and write brief responses to prompts on the handoutIgnore the directions at the top about a 50 point assignment; this discussion with brief written responses is to help you with your Life Vision Portfolio reflection that we’ll be working on this week.

What might Wiesel mean by this quote? —“Our lives no longer belong to us alone.”

Lessons From the Past Tuesday

Colorado Academic Standards 2 Reading for All PurposesLiterary and historical influences determine the meaning of traditional and contemporary literary texts


Enduring Understandings/RelevanceIf you understand how the circumstances of peoples’ lives can positively propel them into their futures or hinder their progress and hold them back, then you will be able to envision and create your own future. Essential Questions What can I learn from another’s experiences?What is a memoir?Why did Wiesel write Night?What might Wiesel mean by this quote? —“Our lives no longer belong to us alone.”

Hook, Housekeeping & HomeworkWednesday/Thursday

What is theme?A central idea or statement that unifies and controls an entire literary work. • a brief and meaningful insight OR a comprehensive vision of life• it may be directly stated in the book, or it may only be implied.

- a central, universal message

Past, Present, FutureWednesday/Thursday

• Night - Preface and Nobel Peace Prize Acceptance Speech

• Theme & Key Passages – The Narrative Life of Frederick Douglass

• Theme, Key Passage, Symbolism – Night

• Life Vision Portfolio - Night

Lessons From the Past Wednesday/Thursday


Literary and historical influences determine the meaning of traditional and contemporary literary texts 3 Writing and Composition

Organizational writing patterns inform or persuade an audience

ObjectivesYou will be able to read a range of literature to understand important universal themes and the human experience.You will be able to write effective literary and informational compositions.Cite strong and thorough textual evidenceAnalyze how literary components affect meaning


Instruction: Obtain We Do Wednesday/Thursday

Purpose: to understand the strengths and needs of your group key passage assignment.

Tasks:• Discuss your returned responses with your group• Ask clarifying questions of me (strengths/needs)

Outcome: understanding of expectations for next key passage analysis

Activities: Develop & ApplyWe Do – You Do Wednesday

Purpose: to identify an overarching, universal theme for Night and the key, symbolic passages that support this theme .

Tasks: Identify Theme & Symbol(s) & Key Passages1. Discuss: What is this memoir about? Brainstorm subjects/topics, single ideas. What is this memoir

really saying about these subjects/topics?2. Read through the “Themes in Night” sheet3. Create a 3-column chart (like the one on the handout) and fill in the 3 columns4. Make sure everyone has the group’s decided upon theme written correctly on a notebook sheet

he/she will turn in5. Discuss which key passages your group will use to support the given theme (make sure each

passage includes a symbol!). If your theme is a major one, the passages should basically represent the beginning, middle and end of the text.

6. Discuss how you would explain how the 3 passages are key to supporting your theme7. Select 3 distinct passages (episodes) that support your theme and decide who will analyze which

passage.If your theme is a major one, the passages should basically represent the beginning, middle and end of the text.

8. Confer with each other as you work on the “Outcome” below

Outcome: A verbal/visual explanation of a universal theme statement with explicit references & justifications to 3 key passages with a symbol from the memoir that support the theme (see next two slides)

Outcome ModelTheme: The immigrant experience is often one of disparity and isolation.Page 4Summary: Elena goes to Eugene’s house to study.

Explanation/analysis:A door: a barrier when closed, an entrance or exit when opened. In the

fictional narrative “American History,” Judith Ortiz Cofer uses a door to represent the struggles that immigrants, as well as young people, often face. Using her native tongue, Elena describes the door to Eugene’s house as “painted a deep green: verde the color of hope… Verde-Esperanza” (green hope). This door, to the only house with a yard and trees, is an entrance into the world Elena has peered into from her tenement building, and serves as a contrast to immigrant life. It is a symbol of Elena’s desire of a happy, middle-class family as she has dreamed of entering and sitting with Eugene drinking coffee and talking about books at the kitchen table. At the climax of the story, however, Elena is “turned away from the green door” and hears it close gently behind her. This is an end to Elena’s dream. Not only will she not study with her teenage “crush” Eugene, but it seems that Elena, representing all immigrants, will not have easy access to the opportunities and privileges that the white community seems to have.

Outcome Wednesday/Thursday

• Key passage 1• Theme Statement (same for entire group)• Chapter, page• Summary sentence (2-3 literal details that summarize the event)• Explanation/analysis paragraph (6-10 sentences)• Picture, symbol



Lessons From the Past Wednesday/Thursday



Organizational writing patterns inform or persuade an audience



Hook, Housekeeping & Homework Friday

DID YOU TURN IN YOUR THEME/KEY PASSAGE W/ SYMBOL ANALYSIS GROUP WORK FROM ELP DAY?!

IF NOT, STAPLE THEM IN ORDER AND TURN THEM IN NOW!Have out your composition notebook. Spend 15 minutes brainstorming responses to the following questions:1. What are some specific obstacles Elie Wiesel encountered? What

did he do to try and overcome these? How do his actions show you ways to conquer or work around potential obstacles in your life?

2. What are some specific strengths or assets that Elie Wiesel has? Are these similar or different to your own strengths or assets? How do his actions show you ways to use strengths and assets you have?

3. What are some goals you have for yourself (this year, two years from now, five years from now, fifteen years from now)? How can the experiences of Elie Wiesel help you achieve your goals?

Past, Present, Future Friday

• Theme & Key Passages – The Narrative Life of Frederick Douglass AND Night

• Life Vision Portfolio - The Narrative Life of Frederick Douglass• Reflection Organization

• Life Vision Portfolio Reflection - The Narrative Life of Frederick Douglass AND Night

Lesson From the PastEnvisioning My Future Friday

Colorado Academic Standards 2 Reading for All PurposesLiterary and historical influences determine the meaning of traditional and contemporary literary texts 3 Writing and Composition

Organizational writing patterns inform or persuade an audience Grammar, language usage, mechanics, and clarity are the basis of ongoing refinements and revisions within the writing process


Enduring Understandings/RelevanceIf you understand how the circumstances of peoples’ lives can positively propel them into their futures or hinder their progress and hold them back, then you will be able to envision and create your own future. Essential Questions What can I learn from another’s experiences?How can the circumstances of my life and what I’m surrounded by drive me forward or hold me back?What should I do now in my life to have the kind of future I would like?

Activity: DevelopYou Do Friday

Purpose: to examine how well you responded to the initial prompt for The Narrative of the Life of Frederick Douglass in order to improve upon the Content, Organization, and Style & Language rewrite, including additions of Night to your response.

Tasks:1. Re-read the prompt below.2. Re-read your response to it3. Read my comments in the text/margins4. Ask yourself:

1. What aspects of the prompt did I address specifically? 2. What aspects did I NOT address explicitly?3. How can I improve the content of my response?

Prompt: What have you learned from reading about the life of Frederick Douglass? Write a short constructed response that explains how the circumstances of Frederick Douglass’ life can help you envision and create your own future. Make sure to…• Identify specific goals that you have for yourself • Give examples of specific instances/actions in Frederick Douglass’ life • Explain in detail how your knowledge of Douglass’ actions can help you overcome specific

obstacles and/or help you use your own strengths to achieve your goals

Activities: DevelopWe Do Friday

Purpose: to consider ways in which to organize your Life Vision Reflection as you move from a one paragraph response about one text to a multi-paragraph composition about three texts.

Tasks: 1. Read the prompt below.

What have you learned from reading about the life experiences of Frederick Douglass and Elie Wiesel (and Jeannette Walls)? Write a multi-paragraph reflection that explains how the circumstances of Frederick Douglass’ life, Elie Wiesel’s life (and Jeannette Walls’ life)can help you envision and create your own future. Make sure to…• Identify specific goals and interests that you have for yourself • Give examples of specific instances/actions in Douglass’ life and Wiesel’s life (and Walls’) where they used their

strengths and assets to confront obstacles• Explain in detail how your knowledge of Douglass’ and Wiesel’s (and Walls’) actions can help you overcome

specific obstacles and/or help you use your own strengths to achieve your goals

2. If our ultimate goal is to respond to the prompt above, what might a “generic” thesis statement look like? Consider subject, assertion and key terms (see next slide)

3. If our ultimate goal is to respond to the prompt above, how might you begin to organize your ideas for a multi-paragraph essay? What would the “generic” topics of each body paragraph be?

Outcome: Ideas for how to organize your multi-paragraph composition as you move forward with the next text.

Thesis = One sentence (based on the prompt) that represents the entire composition

What have you learned from reading about the life experiences of Frederick Douglass and Elie Wiesel (and Jeannette Walls)? Write a multi-paragraph reflection that explains how the circumstances of Frederick Douglass’ life, Elie Wiesel’s life (and Jeannette Walls’ life)can help you envision and create your own future. Make sure to…

• Identify specific goals and interests that you have for yourself

• Give examples of specific instances/actions in Douglass’ life and Wiesel’s life (and Walls’) where they used their strengths and assets to confront obstacles

• Explain in detail how your knowledge of Douglass’ and Wiesel’s (and Walls’) actions can help you overcome specific obstacles and/or help you use your own strengths to achieve your goals

Subject: About what you are writing? What does the prompt tell you is your topic/subject?

Assertion: What are you trying to prove or say about your subject?

Key terms: What specific ideas will you address in the body paragraphs?

DISCUSS & THEN JOT DOWN A “GENERIC” THESIS IN YOUR COMP NOTEBOOK

“Generic” Thesis• Reading the memoirs of Douglass, Wiesel, and Walls has

enabled me to see how I can achieve my personal goals by using my strengths to overcome any obstacles that might stand in my way.

• Douglass, Wiesel, and Walls have shown me that perseverance, devotion, and _______ can help me achieve my goals.

Organizational PatternsReading the memoirs of Douglass, Wiesel, and Walls has enabled me to see how I can achieve my personal goals by using my strengths to overcome any obstacles that might stand in my way.

Douglass, Wiesel, and Walls have shown me that perseverance, devotion, and _______ can help me achieve my goals.

• Body Paragraph 1 – Douglass• Body Paragraph 2 – Wiesel• Body Paragraph 3 – Walls

• Body Paragraph 1 – Trait 1• Body Paragraph 2 – Trait 2• Body Paragraph 3 – Trait 3(as needed)

• Body Paragraph 1 – Personal Goal 1• Body Paragraph 2 – Personal Goal 2• Body Paragraph 3 – Personal Goal 3 (as

needed)

• Body Paragraph 1 – Goals• Body Paragraph 2 – Obstacles• Body Paragraph 3 – Strengths

Lessons From the Past Envisioning My Future Friday



Organizational writing patterns inform or persuade an audience Grammar, language usage, mechanics, and clarity are the basis of ongoing refinements and revisions within the writing process

ObjectivesYou will be able to read a range of literature to understand important universal themes and the human experience.You will be able to write effective literary and informational compositions.

Cite strong and thorough textual evidenceAnalyze how literary components affect meaning

Enduring Understandings/RelevanceIf you understand how the circumstances of peoples’ lives can positively propel them into their futures or hinder their progress and hold them back, then you will be able to envision and create your own future. Essential Questions What can I learn from another’s experiences?How can the circumstances of my life and what I’m surrounded by drive me forward or hold me back?What should I do now in my life to have the kind of future I would like?

10th Standards1. Oral Expression and Listening1. Content that is gathered carefully and organized well successfully influences an audience2. Effectively operating in small and large groups to accomplish a goal requires active listening2. Reading for All Purposes1. Literary and historical influences determine the meaning of traditional and contemporary literary texts2. The development of new ideas and concepts within informational and persuasive manuscripts3. Context, parts of speech, grammar, and word choice influence the understanding of literary, persuasive, and informational texts3. Writing and Composition1. Literary or narrative genres feature a variety of stylistic devices to engage or entertain an audience2. Organizational writing patterns inform or persuade an audience3. Grammar, language usage, mechanics, and clarity are the basis of ongoing refinements and revisions within the writing process4.Research and Reasoning1. Collect, analyze, and evaluate information obtained from multiple sources to answer a question, propose solutions, or share findings and conclusions2. An author’s reasoning is the essence of legitimate writing and requires evaluating text for validity and accuracy

Purpose: to understand how the circumstances of peoples’ lives can positively propel them into their futures or hinder their progress and hold them back, in order to envision and create your own future.

Tasks: Brainstorm responses to the following questions:1. How do Elie Wiesel’s specific actions show you ways to conquer or work around

obstacles?2. How do his actions show you ways to use strengths and assets you have?3. How can the experiences of his help you achieve your goals?

Outcome/Prompt: What have you learned from reading about the life experiences of Frederick Douglass and Elie Wiesel? Write a multi-paragraph reflection that explains how the circumstances of both Frederick Douglass’ life and Elie Wiesel’s life can help you envision and create your own future. Make sure to…• Identify specific goals and interests that you have for yourself • Give examples of specific instances/actions in Douglass’ life and Wiesel’s life• Explain in detail how your knowledge of Douglass’ and Wiesel’s actions can help you

overcome specific obstacles and/or help you use your own strengths to achieve your goals

Turn the assignment in to the front desk!

Activities: Develop & ApplyYou DoPurpose: to improve upon and make additions to the Content, Organization, and Style & Language of your Life Vision Reflection.

Tasks:

• Outcome:

What have you learned from reading about the life experiences of Frederick Douglass and Elie Wiesel (and Jeannette Walls)? Write a multi-paragraph reflection that explains how the circumstances of Frederick Douglass’ life, Elie Wiesel’s life (and Jeannette Walls’ life)can help you envision and create your own future. Make sure to…• Identify specific goals and interests that you have for yourself • Give examples of specific instances/actions in Douglass’ life and Wiesel’s life (and Walls’)

where they used their strengths and assets to confront obstacles• Explain in detail how your knowledge of Douglass’ and Wiesel’s (and Walls’) actions can

help you overcome specific obstacles and/or help you use your own strengths to achieve your goals

• What are my life goals?• How will my skills and interests help me achieve my life goals?• How will the lessons I learned from others help me achieve my life goals?• What can I do the next two years of high school to meet my life goals?• What steps will I take after graduating from high school to achieve my life goals?

The Glass CastleA successful theme statement must… ?• Be general enough to capture the overall meaning of the work, but specific enough so that it

conveys your unique interpretation. • Make a statement or has a point• The theme statement should be a complete sentence.

• "Love and death" (for example) is not a theme statement. • What in particular is the author saying about love and death?

• Describe the general meaning of the work, not the specific events, actions, or characters. • The statement "Luke defeats Darth Vader" is not a theme statement but a plot summary.

• Reflect the values of the entire work, not just one or two episodes or lines. • Look at the end of the work to make sure that the story's outcome matches what you think its

general meaning is. Pop quiz: Which of the following is a valid theme statement according to the above guidelines?1. The true meaning of love. 2. Mrs. Farquar learns that British people can't dance. 3. Because the main character commits suicide, the theme is that we should all commit suicide. 4. It is better to have loved and lost than never to have lost at all.

http://facstaff.gpc.edu/~shale/humanities/composition/handouts/theme.html

http://facstaff.gpc.edu/~shale/humanities/composition/handouts/theme.html

ModelsTheme: The immigrant experience is often one of disparity and isolation.Thesis: In the fictional narrative “American History,” Judith Ortiz Cofer description of the neighbor’s door and the snow symbolizes the disparity and isolation experienced by immigrants.

A door: a barrier when closed, an entrance or exit when opened. Cofer uses a door to represent the struggles that immigrants, as well as young people, often face. Using her native tongue, Elena describes the door to Eugene’s house as “painted a deep green: verde the color of hope… Verde-Esperanza” (green hope). The door is an entrance into the world Elena has peered into from her tenement building. The only house with a yard and trees, she has dreamed of entering and sitting with Eugene drinking coffee and talking about books at the kitchen table. It is a symbol of Elena’s desire of a happy, family. At the climax of the story, however, Elena is “turned away from the green door” and hears it close gently behind her. The closing of the door symbolizes the end to Elena’s dream. Not only will she not study with her teenage “crush” Eugene, but it seems that Elena, representing all immigrants, will not have easy access to the opportunities and privileges that the white community seems to have.

Craft Tool AnalysisWith so much turmoil in the world, innocence does not last forever. This is a truth experienced by the main character in Judith Ortiz Cofer’s “American History.” Elena, a Puerto-Rican teenager from an immigrant family living in Paterson, New Jersey in the 1960s , is often the target of bullying and belittlement and naively struggles in a world seemingly predestined to be against her. In the fictional narrative “American History,” Judith Ortiz Cofer employs the craft tools of symbolism and dialogue to illustrate the disparity and isolation experienced by immigrants.A door: a barrier when closed, an entrance or exit when opened. Cofer uses a door to represent the struggles that immigrants, as well as young people, often face. For example, Elena describes the door to Eugene’s house as “painted a deep green: verde the color of hope, I had heard my mother say it: Verde-Esperanza” (green hope). The door seems to be an entrance into the world Elena has peered into from her tenement building. The only house with a yard and trees, she has dreamed of entering and sitting with Eugene drinking coffee and talking about books at the kitchen table. It is a symbol of hope and, more specifically, represents Elena’s hopes and dreams. At the climax of the story, however, Elena is “turned away from the green door” and hears it close gently behind her. The closing of the door symbolizes the end to Elena’s dream. Not only will she not study with her teenage “crush” Eugene, but also it seems that Elena, representing all immigrants, will not have easy access to the opportunities and privileges that the white community seems to have. Snow is cold and wet and comes during the bleak days of winter, and “American History” is set on a “cold day…that warns of early snow.” Elena describes driving to the suburbs “where children made snowmen in the winter from pure white snow, not like the gray slush” in her city. Finally, at the resolution of the story, Elena looks up at a streetlight and sees the “white snow falling” but she does “not look down to see it turn gray as it touched the ground below.” The white snow represents a better life, one that includes owning a home and relaxing on the weekends, the American dream. The gray slush symbolizes the harsh reality of her immigrant life and the discrimination with which she was just confronted. Even though Elena had just been turned away from her dreams at Eugene’s door, she seems to have the strength of character to hold onto the purity of her dream. Judith Ortiz Cofer uses two specific symbols and poignant dialogue in “American History” to reflect and convey the experiences of a Puerto-Rican immigrant teenage girl. As immigrants struggle to obtain the American dream, they often are confronted with discrimination and pre-conceived judgments that seems difficult to overcome. While it would be nice to live in a world that is always accepting and treats everyone equally, the reality is that it is not. Sooner or later, this reality confronts everyone, and who we are as human beings is reflected in how we handle it.

after break “the face of evil”: watch clip from 9-11 documentary about what people mean when...

Documents

evil people

face of evil

overseers evil

slaves evil

evil humans

adolph hitler evil

night return night

conferences slide