Campagna/Rodriguez/Rosa

Unit: Holocaust/Night
Group Lesson Plan
Instructional Objective:
Students will read for understanding with correct responses to comprehension questions. Students
will apply knowledge of the Holocaust to determine the responsibility for different groups in society of
the event by creating a pie chart.

List of Assigned IEP Goals:
1. Student will collect textual evidence in the novel Night to understand the Holocaust.
2. Student will determine the cause and effects of a genocide using a historical passage.
3. Student will identify when feeling overwhelmed by implementing teacher provided strategies.
4. Student will cite details in the novel Night to answer literal questions.
5. Student will determine the consequences of a genocide using a historical passage.
6. Student will use appropriate language to share ideas with others while working in a small group
setting with peers.
7. Student will communicate feelings of anxiety to adults.

Materials:
A copy of Night for each student
Class set of reading guides
Assignment sheet for students to create Who is Responsible pie chart.
Audio version of the novel

Instructional Strategies:
Bellringer: On a half sheet of paper, ask students to respond to the prompt, List all of the
different people that contributed to the Holocaust.
o Prompting: Think about more than Hitler (i.e. officers, kapos).
o Error Correction: Encourage students to review their Holocaust Terms List to check
their answers.
Compile a class list of the different people responsible for the Holocaust.
o Prompting: Ask a student to be the recorder on the board. Have every student give
at least one person responsible.
o Error Correction: If the student makes a mistake on the board, let them know one-on-
one, rather in front of the whole class.
Ask students to take out their Night novels and pass out their reading guides for Ch. 5-6.
o Prompting: While passing out papers, prompt students to take out their novels.
Read chapter 5-6 as a class with stopping points for discussion questions on reading guide.
o Prompting: Prompt students to record answers during discussion.
o Error Correction: Ask students to provide evidence in their book for the answers that
they are providing to correct their responses.
Introduce Who is Responsible directions and read the directions as a class.
o Prompting: Model filling out chart for students struggling.
o Error Correction: Ask students if they have any questions about the directions.
Model dividing portions of a circle for a pie chart and turning percentages to fractions.
o Prompting: Prompt students to subtract from 100 after each group that they
determine is responsible.
o Error Correction: Allow students to utilize a calculator to check their percentages.

ASSESSMENTS OF OBJECTIVES/CHECKING FOR UNDERSTADNING:
Grade Ch. 5-6 reading guide for correction (see key).
Utilize the exit slip to track the most common group that is responsible in the class.
Grade Who is Responsible worksheet (see rubric).
Collect Pie charts once students are finished.
Introduce Exit Slip: Write down who is the most responsible for the Holocaust on the back of
half sheet.
o Prompting: Prompt students to select the group on their chart with the highest
percentage.
Name: _______________________
Night Chapter 5 Reading Guide



1. In this chapter, the detainees go through another selection. In what ways was this selection different?


2. After his foot swells with an infection, Elie has to have an operation. When the camp is evacuated
only 2 days later, he has to make the choice of whether to stay in the infirmary or leave with the rest
of the inmates.
a. What factors impact Elies decision?

b. What would you have done if you were in Elies position and were unaware of the outcome?

3. Why does Elies father tell him not to fast for Yom Kippur? Why does he really choose not to fast?


4. A lot has happened to Elie and his father since we first started reading. Describe the some of those
changes between the beginning of the story and now in Chapter 5. Then, predict how you think these
will change further into the story.
Beginning Now Future
Elies
Religious
Beliefs


Elies
Physical
Health



Elies
Father




Their
Hope/
Determi-
nation


Setting (Where is Elie?):
Chapter 5

5. Throughout chapter 5, Elie personifies Death in several ways.
a. Review: personification is



b. What are some of the ways that Elie personifies Death?

Chapter
5
Quote with citation:

Quote (Wiesel #).
Analyze:
What does the evidence show about
Elies relationship with either God or
his father, Shlomo?
Connect:
1.) How is the relationship changing throughout
the novel? (If it is)
2.)Why is it changing?
Circle one:

GOD

FATHER






Circle one:

GOD

FATHER




Circle one:
GOD

FATHER

Night Chapter 6 Reading Guide



1. What was going through Elies head while running from one camp to the next? What
kept him going?


2. How does Elie stay safe and alive when they stopped running?


3. What do we know about Rabbi Eliahu and his son? How are they characterized for us by
Elie? Give examples.


4. What lesson does Elie learn from Rabbi Eliahu and his son?



5. Why would Juliek choose to play his violin at that moment?



Direct Characterization Indirect Characterization
Rabbi Eliahu
Son

Setting (Where is Elie?):
Chapter 6


Chapter
6
Quote with citation:
Quote (Wiesel #).
Analyze:
What does the evidence show
about Elies relationship with
either God or his father, Shlomo?
Connect:
1.) How is the relationship changing
throughout the novel? (If it is)
2.)Why is it changing?
Circle one:
GOD

FATHER






Circle one:
GOD

FATHER




Circle one:
GOD

FATHER

Name: _______________________
Night Chapter 5 Reading Guide



1. In this chapter, the detainees go through another selection. In what ways was this selection different?
This selection is for the men to determine whether they could continue to live or continue on to
work.

2. After his foot swells with an infection, Elie has to have an operation. When the camp is evacuated
only 2 days later, he has to make the choice of whether to stay in the infirmary or leave with the rest
of the inmates.
a. What factors impact Elies decision?
Elie needs to decide if he should risk the separation from his father and the risk of what can
happen to the people sick at the hospital.
b. What would you have done if you were in Elies position and were unaware of the outcome?
I would have left with my father because the risk of the unknown is too dangerous.
3. Why does Elies father tell him not to fast for Yom Kippur? Why does he really choose not to fast?
Elies father forbis him from celebrating the holiday because it is dangerous to fast. Elie does not
celebrate the holiday as an act of rebellion against God, though.
4. A lot has happened to Elie and his father since we first started reading. Describe the some of those
changes between the beginning of the story and now in Chapter 5. Then, predict how you think these
will change further into the story.
Beginning Now Future
Elies
Religious
Beliefs
He used to be very
faithful.
He does not have a strong belief
in God anymore.
Elie will not have any belief
in religion if he survives
after the Holocaust.
Elies
Physical
Health

Elie was fit, young, and
strong.
Elie has a foot injury, he is
weak, famished, and thin.
Elie will get to the point that
he is too weak to survive the
Holocaust.
Elies
Father


Elies father is an old,
unsentimental man.
Elies father grows emotional
and finds a connection with his
son.
Elies father will depend on
his son to help him keep his
strength and survive the
Holocaust.
Their
Hope/
Determi-
nation
The men are hopeful
and do not think the
camps can be that
terrible.
Their hope is almost gone. They
only think about eating food and
how to get more of it.
Their hopes will be gone
completely by the end of the
novel.

Setting (Where is Elie?): Buna
Chapter 5

5. Throughout chapter 5, Elie personifies Death in several ways.
a. Review: personification is
an object with human-like qualities.

b. What are some of the ways that Elie personifies Death?
The novel displays personification of death when it says, death wrapped itself around me
(Wiesel 64).

Chapter
5
Quote with citation:

Quote (Wiesel #).
Analyze:
What does the evidence show about
Elies relationship with either God or
his father, Shlomo?
Connect:
1.) How is the relationship changing throughout
the novel? (If it is)
2.)Why is it changing?
Circle one:

GOD

FATHER
Master of the universe, Who
chose us from among the races to
be tortured day and night, to see
our fathers, our mothers, our
brothers, end in the crematory?
Praised be thy Holy Name
(Wiesel 49).

This shows that Elie is questioning
his faith in God. At this point in the
novel, Elie is questioning his faith
because he does not understand why
God is allowing such a torturous
event to occur.

Elies relationship with God has changed since
the beginning of the novel because he used to be
extremely faithful in God. It is changing now
because he has gone through a number of
horrific experiences that are unexplainable. He
does not feel like God is doing anything to stop
the horrific events.

Circle one:

GOD

FATHER

This day I had ceased to plead. I
was no longer capable of
lamentation (Wiesel 50).


This shows that Elie is questioning
his faith in God. At this point in the
novel, Elie is questioning his faith
because he does not understand why
God is allowing such a torturous
event to occur.


Elies relationship with God has changed since
the beginning of the novel because he used to be
extremely faithful in God. It is changing now
because he has gone through a number of
horrific experiences that are unexplainable. He
does not feel like God is doing anything to stop
the horrific events.

Circle one:
GOD

FATHER

As for me, I was not thinking
about death, but I did not want to
be separated from my father. We
had already suffered so much,
borne so much together, this was
not the time to be separated
(Wiesel 60).

This shows that Elie has grown
dependent on his father. He does not
want to continue on without him.

Elies relationship with his father has changed
since the beginning of the novel because he did
not have a relationship with his father prior to
the Holocaust. Since they are all each other
have, they have grown a tight bond. For the first
time in their life, the two of them have
something in common: survival.
Night Chapter 6 Reading Guide



1. What was going through Elies head while running from one camp to the next? What
kept him going? Elie is thinking about death and dying. His father is the only thing that
keeps him going.

2. How does Elie stay safe and alive when they stopped running?
Elies father does not allow him to go to sleep after they stop running, which keeps him
safe and alive.
3. What do we know about Rabbi Eliahu and his son? How are they characterized for us by
Elie? Give examples.


4. What lesson does Elie learn from Rabbi Eliahu and his son?
Elie learns to not leave his father regardless of how weak he is feeling in the future.


5. Why would Juliek choose to play his violin at that moment?
Juliek chooses to play the violin at this moment before death to give others hope to
survive. Also, it is an act of rebellion to play the German composer, Beethoven.

Direct Characterization Indirect Characterization
Rabbi Eliahu -lips blue with cold
-mustache
-small Polish community
-comforted people
-loved by everyone
Son -small Polish community leaves his father

Setting (Where is Elie?):Buna to Gelewitz
Chapter 6


Chapter
6
Quote with citation:
Quote (Wiesel #).
Analyze:
What does the evidence show
about Elies relationship with
either God or his father, Shlomo?
Connect:
1.) How is the relationship changing
throughout the novel? (If it is)
2.)Why is it changing?
Circle one:
GOD

FATHER

He started upThen he
smiled. I shall always
remember that smile. From
which world did it come?
(Wiesel 66).


This shows that Elie has grown
appreciative of his father. He
remembers a single smile in such
dark days.

Elies relationship with his father has
changed since the beginning of the novel
because he did not have a relationship with
his father prior to the Holocaust. Since they
are all each other have, they have grown a
tight bond. For the first time in their life, the
two of them have something in common:
survival.
Circle one:
GOD

FATHER

A prayer rose in my hear, to
that God in whom I no longer
believed. My God, Lord of the
Universe, give me strength
never to do what Rabbi
Eliahous son has done

This shows that Elie is does not
have faith in God. At this point in
the novel, Elie is does not have
faith because he does not
understand why God is allowing
such a torturous event to occur.


Elies relationship with God has changed
since the beginning of the novel because he
used to be extremely faithful in God. It is
changing now because he has gone through a
number of horrific experiences that are
unexplainable. He does not feel like God is
doing anything to stop the horrific events.

Circle one:
GOD

FATHER

Father, how are you? I
asked (Wiesel 69).

This shows that Elie has grown
worrisome of his fathers well-
being. When he is faced with
death-like situations, he still thinks
of his father.

Elies relationship with his father has
changed since the beginning of the novel
because he did not have a relationship with
his father prior to the Holocaust. Since they
are all each other have, they have grown a
tight bond. For the first time in their life, the
two of them have something in common:
survival.
Name:________________________________________________ Date:______________________
Assigning the Blame: Who is Responsible for the Holocaust?

Directions: You will be determining who was responsible for creating the Holocaust and to what extent they are guilty of crimes against
humanity.
1. Read the groups listed below, and assign the person(s) listed the percentage of responsibility you believe they should bear for the
Holocaust. Remember, all the percentages must add up to 100%.
2. After you have made the designations of responsibility for each person(s), you must also provide a written explanation as to why you
assigned that amount, even if it is zero percent. (Dont give a responses such as, Thats just the way it adds up to 100 %).
3. On the backside of this paper, you are to graph your results in a pie chart. Use the colors listed next to the groups to color in each section
of your graph.
Person(s): Color: Percentage:
(total 100%)
Explanation (3 sentence minimum):
Residents of Auschwitz and other
towns near concentration camps who
knew about the camps.
RED
Minor Nazi soldiers who carried out the
mass extermination orders without
questioning their superiors.
BLUE
Hitler, the leader of the German nation
who hated Jews.
GREEN
German citizens who voted for Hitler
and the Nazi Party.
YELLOW
The Jews who did not try to escape.

ORANGE
Top SS officers who designed and
executed the final solution for Hitler.
PURPLE
Non-Jewish Europeans who turned
against their Jewish friends and fellow
citizens.
BROWN
Leaders of the Allied countries who
saw evidence of the Holocaust but
refused to get involved.
WHITE
Yahweh, the God of the Jewish faith,
who seemed absent and silent.
BLACK
Assigning the Blame: Who is Responsible for the Holocaust?


























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