Night Pacing Guide. Night ~ May 2014 ~ MonTueWedThuFri 28 0740-0905 1040-1205 Research Papers Intro to Night Assign Identity Box 29 1040-1205 1255-1420.

Night Pacing Guide

Night ~ May 2014 ~ MonTueWedThuFri 28 0740-0905 1040-1205 Research Papers Intro to Night Assign Identity Box 29 1040-1205 1255-1420 Materials needed: Writing Journal and Vocabulary Notebook and tape 30 Unit Introduction Essential Question Curriculum overview Review Reading Rubric 1 0740-0905 1040-1205 Auschwitz Film 2 1040-1205 1255-1420 Auschwitz Film 5 0740-0905 1040-1205 Read Night pp1-9 6 1040-1205 1255-1420 Read Night pp1-9 7 Share Boxes 8 0740-0905 1040-1205 Read Night pp 9-26 9 1040-1205 1255-1420 Read Night 9-26 12 0740-0905 1040-1205 Read Night pp 27-35 13 1040-1205 1255-1420 Read Night pp 27-35 14 Portfolio 15 0740-0905 1040-1205 Read Night pp 35-49 16 1040-1205 1255-1420 Read Night pp 35-49 19 0740-0905 1040-1205 Read Night 49-62 20 1040-1205 1255-1420 Read Night 49-62 21 1040-1205 1255-1420 Model – STEAL using notes Per group: Big paper and post – its 22 0740-0905 1040-1205 STEAL activity and summary 23 1040-1205 1255-1420 STEAL activity and summary 26 Memorial Day 27 0740-0905 1040-1205 OPRAH Elie’s box 28 Field Day 29 1040-1205 1255-1420 OPRAH Elie’s box 30 Last Day of School

Night Background Information Elie Wiesel

Holocaust KWL Chart Directions: For full credit, provide 3 bullet points in the K column AND provide 3 bullet points in the W column.

Auschwitz: Inside the Nazi State Factories of Death Answer Questions during film 48:28

Holocaust KWL Chart Directions: For full credit, provide 3 bullet points in the L column.

Factories of Death: Discussion Pragmatic: Practical Ideological: relating to ideas Why do the Nazis believed it necessary to kill Jewish children? To what degree were these murders pragmatic and to what degree were they ideological?

Night Extension Activity Elie Wiesel

Would You Like a Star Too? Discuss: –In what year do you think this episode might have occurred? What evidence is there within the reading to suggest the answer? –We meet quite a number of people in this brief story: Rachel, her mother, her father, her sister Esther, an old man, her brother Leo, the tram driver, a man on the tram. How do each of these people feel about the star…about Jews? What is their point of view? –Why do you think the Germans made Jews wear stars when they left their homes? What effect do you think wearing such a symbol had on their Jewish identity? How might a Jewish mother, father, young girl, or small boy feel about being Jewish because of having to wear the yellow star? And how do you think the stars made the Germans feel?

Jacket Exploration

Standards SL 2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text RI4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone. W2a Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

Essential Question What is the relationship between our stories and our identity? To what extent are we all witnesses of history and messengers to humanity?

Speaking and Listening Goal Standard: SL 2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. Objective: Integrate multiple sources of information about yourself presented in diverse media in order to answer the question, “Who am I?” Content: Your personal character traits Process: Guided whole group instruction and homework Product: Identity Box

5432 Content Uses a diversity of media to accurately answer the question, “Who am I?” CCSS - Speaking and Listening Standard 2 Uses a limited variety of media to answer the question, “Who am I?” Connection between media an d identity is sometimes difficult but not impossible to understand. The use of media is limited and may not be diverse. Connection between media and identity may be unclear. Media is singular or not used at all. There is a weak and possibly incomprehensible connection between media and identity. Conventions There are no grammatical mistakes There may be a few grammatical mistakes but are not distracting Grammatical mistakes are distracting Excessive grammatical errors. PresentationThe presentation is exceptionally attractive in design, layout, and neatness. Effectively balances white space with visuals and text in a clean and neat manner. Unorganized and somewhat messy. Carelessly put together with little or no regard to neatness. Your goal is to create as complete an image of how you see your identity as well as how you would like your identity to be perceived

Identity Box

5432 Content Uses a diversity of media to accurately answer the question, “Who am I?” CCSS - Speaking and Listening Standard 2 Uses a limited variety of media to answer the question, “Who am I?” Connection between media an d identity is sometimes difficult but not impossible to understand. The use of media is limited and may not be diverse. Connection between media and identity may be unclear. Media is singular or not used at all. There is a weak and possibly incomprehensible connection between media and identity. Conventions There are no grammatical mistakes There may be a few grammatical mistakes but are not distracting Grammatical mistakes are distracting Excessive grammatical errors. PresentationThe presentation is exceptionally attractive in design, layout, and neatness. Effectively balances white space with visuals and text in a clean and neat manner. Unorganized and somewhat messy. Carelessly put together with little or no regard to neatness. Your goal is to create as complete an image of how you see your identity as well as how you would like your identity to be perceived

Journal Read pages vii-xi

Reading Goal Standard: RI4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone. Objective: Determine the meaning of words as they are used in the book Night Content: Night vocabulary Process: Guided whole class instruction and individual work Product: Vocabulary Notebook (Frayer and Marzano), on line games, and http://onelook.comhttp://onelook.com

Introduce Vocabulary –Context Clues –Connotation –What does it look like? –Parts of Speech –Word Parts

Vocabulary Word: Inconceivable Page: viii Source: Night Context Clues Word clues from text Connotation What does it feel like? Picture What does it look like? What the word is: unbelievable, unimaginable What the word is not: believable, imaginable Synonym Sentence: I went to an unbelievable party this weekend. Example: The tedious music put me to sleep monotonous Part of Speech _________ Apply a Simple Sentence Word parts Definition Root ceiv take, hold, seize Prefix In-Not Suffix -ablecan be done Adjective inconceivable The fate of the Jews of the little Transylvanian town called Sighet, their blindness in the face of a destiny from which they would still have had time to flee; the inconceivable passivity with which they gave themselves up to it, deaf … to the world… (viii) N LV Adj Her hunger is voracious

Vocabulary Word: nocturnal Page: ix Source: Night Context Clues Word clues from text Connotation What does it feel like? Picture What does it look like? What the word is: of or pertaining to the night What the word is not: daytime Synonym Sentence: Bats are nightime animals. Example: The tedious music put me to sleep monotonous Part of Speech _________ Apply a Simple Sentence Word parts Definition Root Noctnight Prefix ------------------- Suffix -al of or pertaining to Adjective nocturnal Never shall I forget that nocturnal silence which deprived me, for all eternity, of the desire to live (ix). N LV Adj Bats are nocturnal

Vocabulary Word: Voracious Page: ix Source: Night Context Clues Word clues from text Connotation What does it feel like? Picture What does it look like? What the word is: eating with greediness, greedy What the word is not: generous Synonym Sentence: He had a voracious appetite. Example: The tedious music put me to sleep monotonous Part of Speech _________ Apply a Simple Sentence Word parts Definition Root vorTo devour Prefix ----------------------- Suffix -iousPossessing the qualities of…. greedy For him, Nietzshe's cry expressed an almost physical reality: God is dead, the God of love, of gentleness, of comfort, the God of Abraham, of Isaac, of Jacob, has vanished forevermore, beneath the gaze of Race, the most voracious of all idols (ix). Adjective N LV Adj Her hunger is voracious

Notes CCSS Grade 9-10, RI1 and RI2

Reading Goal Standard: RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Objective: Cite strong and thorough textual evidence to support your analysis of what the text says explicitly and implicitly about Elie Wiesel. Content: Novel Process: Guided Whole Group Instruction, Individually, and Think-Pair-Share Product: Notes

Reading Goal Standard: RI2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text Objective: Analyze the development of Elie Wiesel’s identity over the course of the text, including how it emerges and is shaped and refined by specific details Content: Character traits of Elie Wiesel Process: Guided Whole Group Instruction, Individually, and Think-Pair-Share Product: Notes

5432 Content Cites explicit and implicit evidence that communicates the characteristics of Elie Wiesel CCSS – Reading Information 1 Cites explicit evidence that communicates the characteristics of Elie Wiesel. An attempt is made to cite implicit evidence.. Cites explicit evidence that communicates the characteristics of Elie Wiesel. No attempt is made to cite implicit evidence. Evidence is either not topical or is very limited. Conventions Citations include page number and quotation marks when applicable. Citations may not include page number and quotation marks are not always used when needed. Citations do not include page numbers or quotation marks PresentationThe notes are organized by date and easy to read and access. The notes are organized by date and may be a little difficult to read and access Dates are intermittent and notes are difficult to read and access. Dates are not used and notes are very difficult to read and access. Your goal is to cite strong and thorough textual evidence to support your analysis of what the text says explicitly and implicitly about Elie Wiesel

Pages 1-9 Journal Prompt: Read –Pages 1-3 “into that time where question and answer would become one.” –Pages 3-6 “Thus the year 1943 passed by.” –Pages 6-9 “Then came the ghetto.”

Vocabulary Word: encumbered Page: 1 Source: Night Context Clues Word clues from text Connotation What does it feel like? Picture What does it look like? What the word is: to impede with obstaclesWhat the word is not: free Synonym Sentence: My broken shoe impeded my travels. Example: The tedious music put me to sleep monotonous Part of Speech _________ Apply a Simple Sentence Word parts Definition Root cumb Lie down, recline Prefix ----------------------- Suffix en-cause to Adjective encumbered Nobody ever felt embarrassed by him. Nobody ever felt encumbered by his presence. He was a past master in the art of making himself insignificant, of seeming invisible (1). N LV Adj I was encumbered.

Vocabulary Word: prominent Page: 8 Source: Night Context Clues Word clues from text Connotation What does it feel like? Picture What does it look like? What the word is: Standing out, Popular What the word is not: unpopular Synonym Sentence: He has a noticeable nose. Example: The tedious music put me to sleep monotonous Part of Speech _________ Apply a Simple Sentence Word parts Definition Root minproject Prefix ----------------------- Suffix ----------------------- Adjective prominent Some of the prominent members of the community came to see my father--who had highly placed connections in the Hungarian police--to ask him what he thought of the situation (8). N LV Adj His nose was prominent.

Pages 9-20 Journal Prompt: Read pages –Pages 9-12 “They fled, silently, in all directions.” –Pages 12-15 “A hot summer sun.” –Pages 15-18 “Naturally, we refused to be separated.” –Pages 18-20 …end of chapter 1

Vocabulary Word: anecdote Page: 10 Source: Night Context Clues Word clues from text Connotation What does it feel like? Picture What does it look like? What the word is: A short story about an Interesting or funny event. What the word is not: novel Synonym Sentence: He likes to share a good short story. Example: The tedious music put me to sleep monotonous Part of Speech _________ Apply a Simple Sentence Word parts Definition Root dotgift, give Prefix ----------------------- Suffix ----------------------- Noun anecdote My father was telling them anecdotes and expounding his own views on the situation (10). N AV N He reads anecdotes

Vocabulary Word: premonition Page: 10 Source: Night Context Clues Word clues from text Connotation What does it feel like? Picture What does it look like? What the word is: forewarning What the word is not: surprise Synonym Sentence: The storm was a forewarning of bad things to come. Example: The tedious music put me to sleep monotonous Part of Speech _________ Apply a Simple Sentence Word parts Definition Root mon warn, remind, advise Prefix pre- before Suffix -ion act, process Noun premonition I've got a premonition of evil," said my mother, "This afternoon I noticed some new faces in the ghetto--two German officers, from the Gestapo, I believe. Since we've been here, not a single officer has ever shown himself…(10) N LV ADJ The premonition was scary

Vocabulary Word: edict Page: 13 Source: Night Context Clues Word clues from text Connotation What does it feel like? Picture What does it look like? What the word is: official order What the word is not: lawless Synonym Sentence: The order was given at dawn. Example: The tedious music put me to sleep monotonous Part of Speech _________ Apply a Simple Sentence Word parts Definition Root dict speak, say, declare Prefix ----------- Suffix ----------- Noun edict N AV N He announced the edict. My father ran to right and left, exhausted, comforting friends, running to the Jewish Council to see if the edict had not been revoked in the meantime. To the very last moment, a germ of hope stayed alive in our hearts (13).

Vocabulary Word: monotonous Page: 13 Source: Night Context Clues Word clues from text Connotation What does it feel like? Picture What does it look like? What the word is: unchanging, tedious What the word is not: varied Synonym Sentence: The music was tedious. Example: The tedious music put me to sleep monotonous Part of Speech _________ Apply a Simple Sentence Word parts Definition Root mono one, single Prefix ----------- Suffix -ious, -ous, -eous possessing the qualities of … Adjective monotonous We could hear the wheels churning out that monotonous rhythm of a train traveling through the night. We could begin to doze, to rest, to dream (23). N LV ADJ His voice is monotonous.

Pages 21-26 Journal Prompt: Read pages –Pages 21-26…Chapter 2

No vocabulary for this section

Pages 27-35 Read pages –Pages 27 – 29 The baton once again pointed to the left for him too. A weight was lifted from my heart.” –Pages 30 - 32 “Never.” –Pages 32 – 35 “Surely it was a dream”

Vocabulary Word: incite Page: 29 Source: Night Context Clues Word clues from text Connotation What does it feel like? Picture What does it look like? What the word is: to cause or encourage What the word is not: inhibit, subdue Synonym Sentence: The speech might cause a riot. Example: The tedious music put me to sleep monotonous Part of Speech _________ Apply a Simple Sentence Word parts Definition Root citto put in motion arouse Prefix ----------- Suffix ----------- Verb incite N AV N She incites a riot. They had knives on them, and they tried to incite the others to throw themselves on the armed guards (29).

Vocabulary Word: Paternal Page: 29 Source: Night Context Clues Word clues from text Connotation What does it feel like? Picture What does it look like? What the word is: fatherly What the word is not: maternal Synonym Sentence: My coach is also my uncle on my father’s side. Example: The tedious music put me to sleep monotonous Part of Speech _________ Apply a Simple Sentence Word parts Definition Root paterfatherly Prefix ----------- Suffix -alhaving characteristics of… adjective paternal N LV ADJ He is paternal. How old are you?" he asked, in an attempt at a paternal tone of voice (29)

Vocabulary Word: crematory Page: 30 Source: Night Context Clues Word clues from text Connotation What does it feel like? Picture What does it look like? What the word is: a furnace for burning bodies What the word is not: freedom Synonym Sentence: My aunt was cremated in a very hot oven after she died. Example: The tedious music put me to sleep monotonous Part of Speech _________ Apply a Simple Sentence Word parts Definition Root cremareto burn up Prefix ----------- Suffix -oryA place for noun crematory N LV ADJ The crematory was hot. Poor devils, you're going to the crematory. He seemed to be telling the truth. Not far from us, flames were leaping up from a ditch, gigantic flames (30).

Vocabulary Word: ultimate Page: 34 Source: Night Context Clues Word clues from text Connotation What does it feel like? Picture What does it look like? What the word is: final What the word is not: initial Synonym Sentence: My final plan is to go to college. Example: The tedious music put me to sleep monotonous Part of Speech _________ Apply a Simple Sentence Word parts Definition Root ultimlast Prefix ----------- Suffix ----------- adjective ultimate N LV ADJ College is ultimate. In one ultimate moment of lucidity it seemed to me that we were damned souls wandering in the half-world, souls condemned to wander through space till the generations of man came to an end, seeking their redemption, seeking oblivion--without hope (34).

Pages 35-49 Read pages –Pages 35- 36 “A gypsy deportee was in charge of us.” –Pages 37- 38“Work is liberty!” Auschwitz. –Pages 38 – 40 “…and neighbors who had arrived in the last convoy.” –Pages 40 – 43 “The iron gate closed behind us.” –Pages 45 – 47 “He paid us about as much attention as a dealer might who was just receiving a delivery of old rags.” -Pages 47 – 49 “…all those who were dreaming more about an extra plateful than of liberty.” –Take notes

Vocabulary Word: ration Page: 46 Source: Night Context Clues Word clues from text Connotation What does it feel like? Picture What does it look like? What the word is: allotment, portion What the word is not: entirety, whole Synonym Sentence: My portion of soup was small for our dinner. Example: The tedious music put me to sleep monotonous Part of Speech _________ Apply a Simple Sentence Word parts Definition Root ratThink, calculate, determine, settle Prefix ----------- Suffix -ionact, process ration noun N LV ADJ My portion was very small. I'll give you an extra ration of bread and margarine (46).

Vocabulary Word: emigrate Page: 48 Source: Night Context Clues Word clues from text Connotation What does it feel like? Picture What does it look like? What the word is: To leave one’s place of residence and settle in another, depart What the word is not: stay Synonym Sentence: We will depart to Puerto Rico in June. Example: The tedious music put me to sleep monotonous Part of Speech _________ Apply a Simple Sentence Word parts Definition Root Migrwander Prefix ----------- Suffix ----------- emigrate verb N AV The people emigrate. Their parents, like mine, had lacked the courage to wind up their affairs and emigrate while there was still time (48).

Pages 49-62 Read pages –Pages 49-50 “The stomach alone was aware of the passage of time.” –Pages 50-52 “That is what concentration camp life had made of me.” –Pages 52-54 “I had lost my crown for nothing” –Pages 54-56 “I nodded ceaselessly, as if my head had decided to say yes without ever stopping.” –Pages 56-58 “In the afternoon we went cheerfully to clear away the ruins.” –Pages 58-60 “I remember that I found the soup excellent that evening.” –Pages 60- 62 “That night the soup tasted of corpses.” –Take notes

No vocabulary for this section

Writing Assignment

Reading Goal Standard: RI2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text Objective: Using your notes, analyze the development of Elie Wiesel’s identity over the course of the text, including how it emerges and is shaped and refined by specific details Content: notes Process: Collaborative groups Product: STEAL lab STEAL (Speech, Thoughts, Effect on others, Actions, Looks)

Speech Actions Effect on others toward the character Thoughts Notes Looks Analyze the development of Elie Wiesel’s identity over the course of the text, including how it emerges and is shaped and refined by specific details. Complete the STEAL chart with specific examples from the text. Label legal size paper with each STEAL category. Individually or in pairs, using post-it notes, find specific examples in your notes for each STEAL category. Remember to include page numbers and quotation marks.

Writing Goal Standard: W2a Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Objective: Using the STEAL notes, organize complex ideas, concepts, and information to make important connections to the identity topic. Content: STEAL notes Process: Collaborative groups Product: 3 column organizer

Categories of Comparison Early in book Later in book Explanation Speech Thoughts Effect on others Actions Looks Speech Actions Effect on others toward the character Thoughts Notes Looks “Why do I pray?..Why do I live?” 2 “In the depths of my heart, I felt a great void” 66. Elie seems to have lost his faith, his God.

Reading Goal Standard: RI2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text Objective: Analyze the development of Elie Wiesel’s identity over the course of the text, including how it emerges and is shaped and refined by specific details Content: 3 Column Graphic organizer Process: Individually Product: Summary

Summary Using your STEAL notes, analyze the development of Elie Wiesel’s identity over the course of the text, including how it emerges and is shaped and refined by specific details. Provide an objective summary of Elie Wiesel’s identity as it developed over the course of the text.

Pages 63-80 Read pages –Pages 63-80, Chapter 5

Vocabulary Word: benediction Page: 64 Source: Night Context Clues Word clues from text Connotation What does it feel like? Picture What does it look like? What the word is: blessing What the word is not: curse Synonym Sentence: The priest gave the married couple a special blessing. Example: The tedious music put me to sleep monotonous Part of Speech _________ Apply a Simple Sentence Word parts Definition Root benewell, good Prefix ----------- Suffix -ionact, process benediction noun N LV N The prayer was a benediction Thousands of voices repeated the benediction; thousands of men prostrated themselves like trees before a tempest (64).

Vocabulary Word: elapsed Page: 70 Source: Night Context Clues Word clues from text Connotation What does it feel like? Picture What does it look like? What the word is: pass by or slip away What the word is not: stay Synonym Sentence: After a long day, she slipped away into a deep sleep. Example: The tedious music put me to sleep monotonous Part of Speech _________ Apply a Simple Sentence Word parts Definition Root lapsSlip Prefix ----------- Suffix -edPast tense verbs elapsed verb N AV Time elapsed. Several days had elapsed. We no longer thought about the selection. (70).

Reading Goal Standard: RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Objective: Cite strong and thorough textual evidence to support your analysis of what the text says explicitly and implicitly about Elie Wiesel. Content: Novel Process: Guided Whole Group Instruction and Think-Pair-Share Product: Notes

semblance appearance Our march had lost all semblance of discipline (88). Root: sembl seem, appear be like Noun suffix: -ance The action or process of doing something

Vocabulary Word: elapsed Page: 70 Source: Night Context Clues Word clues from text Connotation What does it feel like? Picture What does it look like? What the word is: pass by or slip away What the word is not: stay Synonym Sentence: After a long day, she slipped away into a deep sleep. Example: The tedious music put me to sleep monotonous Part of Speech _________ Apply a Simple Sentence Word parts Definition Root lapsSlip Prefix ----------- Suffix -edPast tense verbs elapsed verb N AV Time elapsed.

vigilance watchful guard against danger. Was it not dangerous to allow your vigilance to fail, even for a moment, when at any minute death could pounce upon you? (90)) Root: vig lively Vigor Noun suffix: -ance The action or process of doing something

apathy Lack of emotion numbness I woke from my apathy just at the time when two man came up to my father (94). Root: path feel suffer

deriving taking Root: riv stream Brook Prefix: de- to remove Progressive verb suffix: - ing An attractive, aristocratic Parisienne was deriving special pleasure from the game (95).

vitality Lively energetic Root: vit Life Alive Suffix: -ity State of Wild beasts of prey, with animal hatred in their eyes; an extraordinary vitality had seized them, sharpening their teeth and nails (95).

contagion Transmission of a disease by direct or indirect contact Root: tang Touch Noun suffix: -ion act, process The contation spread to the other carriages (97).

Simultaneous at the same time Root: resemble Make like Adjective suffix: -ious, -ous, -eous possessing the qualities of … We learned on the way that the camp resistance organization had decided not to abandon the Jews and was going to prevent their being simultaneous (97).

Reading Goal Standard: RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Objective: Cite strong and thorough textual evidence to support your analysis of what the text says explicitly and implicitly about Elie Wiesel. Content: Novel Process: Guided Whole Group Instruction and Think-Pair-Share Product: Notes

Extend Vocabulary –What the word is… –What the word is not… –Synonym Sentence –Apply a simple sentence Source –http://onelook.comhttp://onelook.com Check your work –elarources.com (novels tab and Night hyperlink)

Angelic saintly And I, who believe that God is love, what answer could I give my young questioner, whose dark eyes still held the reflection of that angelic sadness which had appeared one day upon the face of the hanged child? Latin: Angelus - Greek: Angelos - messenger

indulgently Leniently Generously One evening I told him how unhappy I was because I could not find a master in Sighet to instruct me in the Zohar, the cabbalistic books, the secrets of Jewish mysticism. He smiled indulgently. Latin: inulgent- giving free rein to -ly adverb suffix

infernal We were gradually drawing closer to the ditch, from which an infernal heat was rising. Hell-like Latin: inferus lower

bestial Animal-like Cruel, violent So many crazed men, so many cries, so much bestial brutality! (32) Latin: bestia beast

inhuman savage And then I was overcome by an inhuman weariness (33) Latin: in- + humanus human Prefix in- not

congealing to coagulate; clot, thicken Every time he came, there would be tears would be running down his face congealing there, freezing.

crucible A pot in which metals, etc. are heated at high temperature The essential thing was to be as far away as possible from the block, from the crucible of death, from the center of hell.

apparent easily understood Have we ever thought of the consequence of a horror that, though less apparent, less striking than the other outrages, is yet the worst of all to those of us who have faith: the death of God in the world of a child who suddenly discovers absolute evil.

pious religious And how many pious Jews have experienced this death!

iniquity gross wrong or injustice I believe that on that day I touched for the first time upon the mystery of iniquity whose revelation was to mark the end of one era and the beginning of another.

martyrdom submission to death or persecution for the sake of faith or principle. As for his father, the child was forced to be a spectator day after day to his martyrdom, his agony, and his death.

queue line There were about twenty prisoners waiting in a queue in front of the door.

lamentation I was no longer capable of lamentation (65). sorrow

famished starving Our limbs numb with cold despite the running, our throats parched, famished, breathless, on we went.

bereaved Saddened and lonely He sat up and looked round him, bewildered, stupefied--a bereaved stare.

embarkation boarding Our embarkation completed, the convoy set out.

Summarize one thing you learned from this section of the novel. Stem Sentences: _______________ ___________ ________________ Who or What Action verb to What or Whom by ________________ because _________________. howWhy This was done in ____________ at _____________. When Where

Night Pacing Guide. Night ~ May 2014 ~ MonTueWedThuFri 28 0740-0905 1040-1205 Research Papers Intro to Night Assign Identity Box 29 1040-1205 1255-1420.

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Night Pacing Guide. Night ~ May 2014 ~ MonTueWedThuFri 28 0740-0905 1040-1205 Research Papers Intro to Night Assign Identity Box 29 1040-1205 1255-1420.

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