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Study Guide Packet SBARRA

Name __________________________________________________Period _______

Night Essential QuestionsDIRECTIONS: Below are the essential questions on which we will focus for this final portion of our unit. As we read, give specific examples from the text that answer these questions.

1. How does Wiesel illustrate theme through the motif of light and dark imagery?

2. How does Wiesel paint a clear picture for the reader of the horrors of the Holocaust specifically through the use of imagery?

3. What is humanity? What essential qualities make us “human”? In what ways are Wiesel and the other prisoners stripped and robbed of their human rights? Is it possible to maintain one’s humanity when faced with survival?

4. What does it mean to “bear witness”? What is a bystander? What is our role to society with respect to this?

5. In what ways can Night be BOTH compared AND contrasted to a Bildungsroman?

THEMES

Theme How Wiesel Uses in Text Example from Text

Good vs. Evil

Loss of Faith

Man’s Inhumanity to Man

Survival

Rite of Passage

TIMELINE

1928--born in Sighet, Romania

1944--deported toAuschwitz

Apr.1945--liberatedfrom concen-tration camp

1948--moved toParis to study atthe Sorbonne

1948--work injournalism begins

1954--decides to writeabout the Holocaust

1956--hit by a car in New York

1958--Night ispublished

1963--receives U.S. citizenship

1964--returned toSighet

1965--first trip to Russia

Elie Wiesel's statement, "...to remain silent and indifferent is the greatest sin of all..."stands as a succinct summary of his views on life and serves as the driving force of his work. Wiesel is the author of 36 works dealing with Judaism, the Holocaust, and the moral responsibility of all people to fight hatred, racism and genocide.

Born September 30, 1928, Eliezer Wiesel led a life representative of many Jewish children. Growing up in a small village in Romania, his world revolved around family, religious study, community and God. Yet his family, community and his innocent faith were destroyed upon the deportation of his village in 1944. Arguably the most powerful and renowned passage in Holocaust literature, his first book, Night, records the inclusive experience of the Jews:

Wiesel survived Auschwitz, Buna, Buchenwald and Gleiwitz. After the liberation of the camps in April 1945, Wiesel spent a few years in a French orphanage and in 1948 began to study in Paris at the Sorbonne. He became involved in journalistic work with the French newspaper L'arche. He was acquainted with Nobel laureate Francois Mauriac, who eventually influenced Wiesel to break his vowed silence and write of his experience in the concentration camps, thus

beginning a lifetime of service.

Wiesel has since published over thirty books, earned the Nobel Peace Prize, been appointed to chair the President's Commission on the Holocaust, awarded the Congressional Gold Medal of Achievement and more. Due to a fateful car accident in New York in 1956, Wiesel spent a year confined to a wheelchair while recovering. It was during this year that he made the decision to become a U.S. citizen and is still today an active figure

Elie Wiesel in 1968

Elie Wiesel -- age 15

1966--publishesJews of Silence

1969--married Marion Rose

1972--son is born

1978--appointed chairof PresidentialCommission onthe Holocaust

1980--Commissionrenamed U.S.Holocaust Memorial Council

1985--awardedCongressionalGold Medal ofAchievement

1986--awardedNobel PeacePrize

within our society, as well as fulfilling his role in Jewish politics around the world.

Wiesel's job as chairman of the President's Commission on the Holocaust was the planning of an American memorial to the victims of the Holocaust. The Report to the President on the President's Commission on the Holocaust focuses on memory. Wiesel writes that the reason for creating the museum must include; denying the Nazi's a posthumous victory, honoring the last wish of victims to tell, and protecting the future of humanity from such evil recurring. Always maintaining his dedicated belief that although all the victims of the Holocaust were not Jewish, all Jews were victims of the Holocaust, Wiesel advocated placing the major emphasis of the memorial on the annihilation of the Jews, while still remembering the murder of other groups.

Wiesel remained chairman of the Committee until 1986. He has aided in the recognition and remembrance of Soviet Jews, the establishment of Israel and has dedicated the latter part of his life to the witness of the second-generation and the vital requirement that memory and action be carried on after the survivors have all left us. Wiesel's own words are the best explanation:

Let us remember, let us remember the heroes of Warsaw, the martyrs of Treblinka, the children of Auschwitz. They fought alone, they suffered alone, they lived alone, but they did not die alone, for something in all of us died with them.

http://xroads.virginia.edu/~cap/holo/holo.htm

http://xroads.virginia.edu/~cap/holo/holo.htm

Night Glossary of Terms

fascism: a political movement that exalts the collective nation, and often race, above the individual and that advocates: a centralized totalitarian state headed by a charismatic leader; expansion of the nation, preferably by military force, forcible suppression and sometimes physical annihilation of opponents—real and perceived. Fascist states demand total personal commitment of the individual to the collective whole (nation, race) and often organize economic production around preparation for total war and extreme exploitation of occupied territories

Galicia: a province of Poland ruled by Habsburg Austria in the 19th Century and the Polish Republic between the two world wars. After World War II, Galicia became a part of West Ukraine.

Gestapo: the German Secret State Police, which was under control and command

Hasidic: pertaining to a Jewish sect of the second century B.C. opposed to Hellenism and devoted to the strict observance of the ritual law

Hasidism: a movement of Orthodox Judaism with strong mystical and emotional elements that developed among Eastern European Jews in the 18th Century. (Hasid: a member of the movement; Hasidic: pertaining to the movement)

Job: in the Old Testament, a man whose faith was severely tested by Satan, with God's permission. Figuratively, any long-suffering person can be said to be "as patient as Job."

Kabbalah: a body of mystical teachings of rabbinical origin, often based on an private or selective understanding of the Hebrew Scriptures

Kaddish: a Jewish prayer recited in the daily synagogue services and by mourners after the death of a close relative

kapo: a concentration camp prisoner selected to oversee other prisoners on labor details. The term is often used generically for any concentration camp prisoner whom the Nazis gave authority over other prisoners.

Passover: a Jewish holiday commemorating the Hebrews' liberation from slavery in Egypt

Rosh Hashanah: the festival of the New Year in Judaism. Rosh Hashanah, Yom Kippur and the eight days in between are special days of penitence.

Shavuot: a Jewish holiday in commemoration of the revelation of the Ten Commandments at Mt. Sinai

Shekhinah: a visible manifestation of the divine presence as described in Jewish theology

synagogue: in Judaism, a house of worship and learning

Talmud: collections of rabbinic commentary on biblical texts that form, with the Torah, the foundation for the religious laws of Judaism

Temple: the central place of worship for the Israelites.

Transylvania: a historical region of western Romania bounded by the Transylvanian Alps and the Carpathian Mountains. Part of Hungary from 1867 to 1918, it became part of Romania after World War I. The province was divided between Romania and Hungary in 1940, with northern Transylvania going to Hungary. Northern Transylvania was restored to Romania after World War II.stroyed it in 70 C.E.

Yom Kippur: a Jewish holy day marked by fasting and prayer for the atonement of sins

Zohar: Hebrew meaning "splendor, radiance;" one of the major works of the Kabbalah

What is a Bildungsroman ?

The German word Bildungsroman means "a novel of formation": that is, a novel of someone's growth from childhood to maturity. The definition has four parts. In the space provided, relate the novel to what is being described using examples.

1. A Bildungsroman is, most generally, the story of a single individual's growth and development within the context of a defined social order. The growth process, at its roots a quest story, has been described as both "an apprenticeship to life" and a "search for meaningful existence within society."

2. To spur the hero or heroine on to their journey, some form of loss or discontent must jar them at an early stage away from the home or family setting.

3. The process of maturity is long, arduous, and gradual, consisting of repeated clashes between the protagonist's needs and desires and the views and judgments enforced by an unbending social order.

4. Eventually, the spirit and values of the social order become manifest in the protagonist, who is then accommodated into society. The novel ends with an assessment by the protagonist of himself and his new place in that society.

Night Chapter 1 Study Guide

1. What was the name of the town where Elie lived?

2. In what year does Elie’s story begin? How old was he?

3. When Elie says,”I believed profoundly,” to what is he referring?

4. How is Elie’s father described?

5. Who was Moshe the Beadle? Why was he so important to Elie?

6. What first incident occurred in Sighet that was a warning of trouble for the Jewish population?

7. About what did Moshe the Beadle return to Sighet to tell his people? How did the people of Sighet react to Moshe’s warning?

8. What was the mood of the Jewish community even after the German invasion?

9. What “terrible news” was brought to the Jewish people of Sighet? (p. 11)

10.Between pp. 12 and 17, find two significant quotes that portray the sadness of the evacuation. Explain each.

NightChapter 2 Study Guide

1. “To save was our rule; to save up for tomorrow.” Discuss the meaning behind this rule.

2. Where were they taken? To what were “our eyes opened, but too late?”

3. Describe Madame Schacter’s reaction to being separated from her family.

4. What does Madame Schacter imagine she sees? What literary element is this?

5. After a while, Madame Schacter’s son no longer cries out, even when she is hit. Why is this? What does it suggest about the future?

6. On page 24, what do they learn about the labor camp?

7. How does Madame Schacter’s “dream” come true?


1. The men were then marched before Dr. Josef Mengele. What did he do? What was his purpose?

2. What did Elie witness while he was standing in the line? What was his reaction to what he saw?

3. When Elie realized that he and his father might be burned, what plan did he devise?

4. The scene of Wiesel and his father approaching the inferno is particularly vivid. How is such artistry achieved?

5. List the things that Wiesel says he shall never forget.

6. What was Eli’s first impression of Auschwitz?

7. What was unusual about the prisoner in charge of their barracks?


1. Pages 45 – 50 (top) describe Elie’s first weeks at Buna. Choose a passage or event that you find significant and explain why this portion of the story affected you.

2. Why does Elie include the incident with Idek and his meeting with the French girl in his story? What do we learn from his experience? What literary element(s) are present?

3. On pages 52 – 56, Elie experiences two physically painful events. Which one was more horrifying to you? Explain.

4. On pages 56 - 58, an air raid with bombing occurs. What is ironic in the prisoners’ reaction to this event? What happens to the man who attempts to steal the soup?

5. On pages 58 – 62, Elie witnesses two hangings. Explain the difference in his reaction to each. How do his comments about the soup reflect these different attitudes?

Night Chapter 6

JOURNAL ASSIGNMENT

Please create a journal entry for chapter 5. This entry should include your reactions to the reading as well as any pertinent literary elements and thematic ideas. Don’t wait until you are finished with the chapter to record your thoughts. This assignment is meant to make you think and record your observations. You should complete the entries as you are reading.

Reflections can include any and all of the following: Thoughts Observations Feelings Literary Techniques Criticisms of author or story

Powerful Quotes Meaningful Sections Connections to Other Events Shocking Moments Etc.

Remember, the important part of this assignment is to get your thoughts and opinions out on the page. Please don’t write a paragraph summary and a paragraph reflection. I

would rather have you address certain sections/quotes/ passages as you come across them. You should be using at least one page for each entry.

Your Response:

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Walking Out

I would walk out of this flesh,leave the whole body of my bones.If I could, I would undress utterly.

I would be silence. Even the sleevesof my best coat would not know me.I would write my name in cold blood

by a candle whose flame would be fire,air, breath, everything, including paper.I would be totally absent from myself,

from thought of myself; I would forgetmyself entirely. I would go out onlyat night, naked and perpetually catching

cold, and, in fear of footprints, walkon my hands. They would think five toed bird and at the edge of water imagine flight.

But I would still be walking, if I could,out of body, leaving behind, in a wakeof absence, clothes, fingerprints, words.

1. Read and analyze the poem “Walking Out”. Identify and highlight literary elements and propose a theme for the poem.

2. Upon completion of #1, consider the poem in relation to the events of Chapter 6. Explain how the thoughts of the speaker in the poem relate to Elie’s thoughts in Chapter 6. Cite THREE specific textual references from Chapter 6 to justify your ideas.

Chapter 7 Study Guide

1. Chapter 7 is split into four sections. The first three depict different father-son relationships. Briefly describe what happens in each.

2. In the last section, we learn that Elie and his father survive the trip to Buchenwald. What makes them different from the other fathers and sons?

Night


1. Chapter 8 depicts Elie’s conflicting emotions about his father. He is torn between the fear of losing him and the pressure of having to take care of him. Choose TWO quotes that depict EACH emotion.

2. Comment on the final passage on page 106 when he finds out that his father is gone. How does he feel? What is his reaction? Explain.


The final pages describe the liberation of Buchenwald. Discuss in detail the last two lines of the chapter.

What does he see? Explain WHY.

What does the last sentence specifically tell us about Elie? How have his experiences affected him? EXPLAIN.

Night Socratic Seminar Discussion Topics

DIRECTIONS: In the space provided on the following sheets, answer the assigned questions as you prepare for our upcoming Socratic Seminar.

1. Is there such thing as morality in “survival” mode? Is a human truly capable of discerning and acting upon “right & wrong” when enduring great suffering?

2. What is the primary lesson that Wiesel teaches us in Night? Choose specific characters and scenes which convey this lesson.

3. Is it possible to stop being “human,” and if so, what determines this humanity? When does it start/stop? What is the essential factor in being “human”? (Simply: What makes us human vs. animal?)

4. Many characters in Night are transformed into brutal savages due to the inhumane treatment they experience. Does Elie himself escape this fate? Does he remain morally and spiritually intact or does he become a bestial creature? Explain and support your views with specific quotes/ actions.

5. Wiesel's village was invaded by the Nazi soldiers in 1944, years after the extermination of Jews had begun. Why, after all this time, did the people have so little, if any, information about what had been happening to Jews all over Europe?

6. Wiesel was given two contrasting pieces of advice about how to survive. One was from a young Pole, a prisoner in charge of one of the prison blocks, and the other was from the head of one of the blocks at Buchenwald who spoke to Wiesel as his father lay dying. Summarize these two philosophies of survival and discuss the wisdom of each.

7. Wiesel wrote of those things he will never forget (p. 32). After reading Night, what images, ideas, and feelings do you think you will never forget?

8. In discussing the Holocaust, one survivor, Luba Frederick, said, "To die was easy." Based on the reading you have done, explain her statement.

9. At one point in the book, Wiesel said that he had ceased to feel human. What did he mean by this and what things can cause people to lose their sense of dignity and humanity?

10. What is the most vivid (not necessarily horrific) scene in the book for you?****

11. Why is the book called Night?

12. At the end of the book, Wiesel writes, “From the depths of the mirror, a corpse was contemplating me. The look in his eyes as he gazed at me has never left me.” What parts of Elie died during his captivity? What was born in their place?

13. Which do you feel is worse—the death of the body or the death of the soul? Why?

14.What happens to Elie in regard to his faith? How does the author use to show the struggle in the inmates had retaining their humanity and their faith?

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Night “RAFT” Activity

Chose one “ROLE”. Then move across the squares to complete the writing activity.

This should take up at least one page. Use as many details as possible!

ROLE AUDIENCE FORMAT TOPIC

Elie His Community A Wanted Ad Please find my mother and sisters

Madame Schacter People on the train Diary Entry Why I see the fire

Prisoner (while running 42 miles) Yourself Poem or Song

Lyrics Why I keep going

Sad Eyed Angel (Pipel) Guards Persuasive Speech Why I should be

spared

U.S. Troops Home Letter The tragic sights at Buchenwald

Mirror(end of novel) Elie Narrative “…a corpse gazed

back.”

The Nobel Acceptance Speech Delivered by Elie Wiesel in Oslo on December 10, 1986

Your Majesty, Your Royal Highnesses, Your Excellencies, Chairman Aarvik, members of the Nobel Committee, ladies and gentlemen:

Words of gratitude. First to our common Creator. This is what the Jewish tradition commands us to do. At special occasions, one is duty-bound to recite the following prayer: "Barukh shehekhyanu vekiymanu vehigianu lazman haze" — "Blessed be Thou for having sustained us until this day."

Then — thank you, Chairman Aarvik, for the depth of your eloquence. And for the generosity of your gesture. Thank you for building bridges between people and generations. Thank you, above all, for helping humankind make peace its most urgent and noble aspiration.

I am moved, deeply moved by your words, Chairman Aarvik. And it is with a profound sense of humility that I accept the honor — the highest there is — that you have chosen to bestow upon me. I know your choice transcends my person.

Do I have the right to represent the multitudes who have perished? Do I have the right to accept this great honor on their behalf? I do not. No one may speak for the dead, no one may interpret their mutilated dreams and visions. And yet, I sense their presence. I always do — and at this moment more than ever. The presence of my parents, that of my little sister. The

Wiesel and hissurviving sisters

presence of my teachers, my friends, my companions…

This honor belongs to all the survivors and their children and, through us to the Jewish people with whose destiny I have always identified.

I remember: it happened yesterday, or eternities ago. A young Jewish boy discovered the Kingdom of Night. I remember his bewilderment, I remember his anguish. It all happened so fast. The ghetto. The deportation. The sealed cattle car. The fiery altar upon which the history of our people and the future of mankind were meant to be sacrificed.

I remember he asked his father: "Can this be true? This is the twentieth century, not the Middle Ages. Who would allow such crimes to be committed? How could the world remain silent?"

And now the boy is turning to me. "Tell me," he asks, "what have you done with my future, what have you done with your life?" And I tell him that I have tried. That I have tried to keep memory alive, that I have tried to fight those who would forget. Because if we forget, we are guilty, we are accomplices.

And then I explain to him how naïve we were, that the world did know and remained silent. And that is why I swore never to be silent whenever wherever human beings endure suffering and humiliation. We must take sides. Neutrality helps the oppressor, never the victim. Silence encourages the tormentor, never the tormented. Sometimes we must interfere. When human lives are endangered, when human dignity is in jeopardy, national borders and sensitivities become irrelevant. Wherever men and women are persecuted because of their race, religion, or political views, that place must — at that moment — become the center of the universe.

Of course, since I am a Jew profoundly rooted in my people's memory and tradition, my first response is to Jewish fears, Jewish needs, Jewish crises. For I belong to a traumatized generation, one that experienced the abandonment and solitude of our people. It would be unnatural for me not to make Jewish priorities my own: Israel, Soviet Jewry, Jews in Arab land… But others are important to me. Apartheid is, in my view, as abhorrent as anti-Semitism. To me, Andrei Sakharov's isolation is as much a disgrace as Joseph Begun's imprisonment and Ida Nudel's exile. As is the denial of solidarity and it's leader Lech Walesa's right to dissent. And Nelson Mandela's interminable imprisonment.

There is so much injustice and suffering crying out for our attention: victims of hunger, of racism and political persecution — in Chile, for instance, or in Ethiopia — writers and poets, prisoners in so many lands governed by the Left and by the Right.

Human rights are being violated on every continent. More people are oppressed than free. How can one not be sensitive to their plight? Human suffering anywhere concerns men and women everywhere. That applies also to Palestinians to whose plight I am sensitive but whose methods I deplore when they lead to violence. Violence is not the answer. Terrorism

A synagogue in Sighet, Wiesel's home town

Portrait of Wieselin his early 20's

is the most dangerous of answers. They are frustrated, that is understandable, something must be done. The refugees and their misery. The children and their fear. The uprooted and their hopelessness. Something must be done about their situation. Both the Jewish people and the Palestinian people have lost too many sons and daughters and have shed too much blood. This must stop, and all attempts to stop it must be encouraged. Israel will cooperate, I am sure of that. I trust Israel for I have faith in the Jewish people. Let Israel be given a chance, let hatred and danger be removed from their horizons, and there will be peace in and around the Holy Land. Please understand my deep and total commitment to Israel: if you could remember what I remember, you would understand. Israel is the only nation in the world whose existence is threatened. Should Israel lose but one war, it would mean her end and ours as well. But I have faith. Faith in the God of Abraham, Isaac, and Jacob, and even in His creation. Without it no action would be possible. And action is the only remedy to indifference, the most insidious danger of all. Isn't that the meaning of Alfred Nobel's legacy? Wasn't his fear of war a shield against war?

There is so much to be done, there is so much that can be done. One person — a Raoul Wallenberg, an Albert Schweitzer, Martin Luther King, Jr. — one person of integrity, can make a difference, a difference of life and death. As long as one dissident is in prison, our freedom will not be true. As long as one child is hungry, our life will be filled with anguish and shame. What all these victims need above all is to know that they are not alone; that we are not forgetting them, that when their voices are stifled we shall lend them ours, that while their freedom depends on ours, the quality of our freedom depends on theirs.

This is what I say to the young Jewish boy wondering what I have done with his years. It is in his name that I speak to you and that I express to you my deepest gratitude as one who has emerged from the Kingdom of Night. We know that every moment is a moment of grace, every hour an offering; not to share them would mean to betray them.

Our lives no longer belong to us alone; they belong to all those who need us desperately.

Thank you, Chairman Aarvik. Thank you, members of the Nobel Committee. Thank you, people of Norway, for declaring on this singular occasion that our survival has meaning for mankind.

Night and Animal Farm Critical Lens EssayYour Task:Write a critical lens essay in which you discuss two works of literature you have read from the particular perspective of the statement that is provided for you in the Critical Lens. In your essay, provide a valid interpretation of the statement, agree OR disagree with the statement as you have interpreted it, and support

your opinion using specific references to appropriate literary elements from the two works. You may use scrap paper to plan your response. Please note: For this essay, you may choose ONE of the THREE critical lens quotations below:

Critical Lens:

“Greatness lies not in being strong, but in the right using of strength….” —Henry Ward Beecher Life Thoughts, 1858

Experience hath shewn, that even under the best forms of government those entrusted with power have, in time, and by slow operations, perverted it into tyranny. – Thomas Jefferson

I assess the power of a will by how much resistance, pain, torture it endures and knows how to turn to its advantage. – Friedrich Nietzsche

Guidelines:Be sure to Provide a valid interpretation of the critical lens that clearly establishes

the criteria for analysis Indicate whether you agree OR disagree with the statement as you have

interpreted it Choose two works you have read that you believe best support your

opinion Use the criteria suggested by the critical lens to analyze the works you

have chosen Avoid plot summary. Instead, use specific references to appropriate

literary elements (for example: theme, characterization, setting, point of view) to develop your analysis

Organize your ideas in a unified and coherent manner Specify the titles and authors of the literature you choose Follow the conventions of written standard English

Points and Due DatesCompleted Graphic Organizer 30 Points DUE: _______________Final, Typed Essay 120 Points DUE: _______________

TOTAL POINTS: 150

Part IV Critical Lens Essay OutlineI. Introduction

Capture Attention. Provide a general statement that encompasses the ideas of the quotation.

State the critical lens. Example: According to _________, “quotation here”.

Interpret- and Agree OR disagree with- the lens. Explain the quotation in your own words. Remember, You must choose one- and ONLY one- argument!

Connect the lens to two works. You must include the title and author of both works.

Thesis. What is the main argument of your entire essay? What is the essay about?

II. Body Paragraph I

Topic sentence. This is where you introduce the main argument for work #1. Be sure to include title and author of first work in this sentence.

Details. This is where you briefly summarize the plot. Assume the reader has never read the literary work, but don’t get stuck here with too much info!

Literary Element I. Use specifics from the text that support your thesis. Avoid just “plugging in” an element to get it over with. Think carefully about a literary element that supports your thesis. Name the element and explain how it supports your thesis.

Literary Element II. Same as above. Conclusion. Example: This proves (or these ideas prove) _________________

(the lens OR your interpretation) to be true.

III. Body Paragraph II

Topic sentence. This is where you introduce the main argument for work #1. Be sure to include title and author of first work in this sentence.

Details. This is where you briefly summarize the plot. Assume the reader has never read the literary work, but don’t get stuck here with too much info!

Literary Element I. Use specifics from the text that support your thesis. Avoid just “plugging in” an element to get it over with. Think carefully about a literary element that supports your thesis. Name the element and explain how it supports your thesis.

Literary Element II. Same as above.

Conclusion. Example: This proves (or these ideas prove) _________________ (the lens OR your interpretation) to be true.

IV. Conclusion

Restate the thesis. This is your interpretation of the quote. Summarize. Recap the main points for each of your two works. End with final thought. Here, you can either restate the lens or give a

general idea or thought regarding the topic of the critical lens. Remember, as you progress through your conclusion, your ideas become more and more general.

Critical Lens Graphic OrganizerDirections: This organizer must be completed before you can begin crafting your essay on a computer. You will receive 10 points towards your final essay grade for completing this and turning it in with the final draft of your essay.

INTRODUCTION

Capture Attention. Provide a general statement that encompasses the ideas of the quotation.

State the critical lens. In a complete sentence, copy the critical lens.

Interpret the lens. What does the quote mean in your own words?Do you agree or disagree with the quote? WHY?

Connect the quote to two works. List the title and author for both works.

Thesis. State how these two works deal with the idea presented in the quote.

BODY PARAGRAPH 11. Title of Work #1: ___________Animal Farm_________________

Author: ____________George Orwell_______________

Tell how the lens (quote)relates to Book #1. Give specific examples from the story.

Literary Element 1. How does this literary element prove your thesis, or main argument?


Concluding Sentence.

BODY PARAGRAPH 22. Title of Work #2: ________________Night___________________

Author: ________________Elie Wiesel________________

Tell how the lens (quote)relates to Book #1. Give specific examples from the story.



Concluding Sentence.

CONCLUSION

Restate the thesis. How did you interpret the quote?

Summarize Work #1. How does the first work support your thesis, and the quote?

Summarize Work #2. How does the second work support your thesis, and the quote?

Final Thought.

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