UNA Secondary Education

Lesson Plan Template

Educator’s name: Date:

Aliddia Black 10/27/21

Lesson plan title: Class/School/Grade:

Tracking Symbolism in Elie Wiesel’s Night Pre- AP English 10
Muscle Shoals High School

Planning

National and/or State standard(s): [P1]

4. Interpret an author's use of characterization, connotation, denotation, figurative language, literary elements, and point of view
to create and convey meaning in a variety of texts.

11. Participate in collaborative discussions involving multiple perspectives, responding and contributing with relevant evidence
and commentary.

Cross-curricular connections (when applicable): [P1]

AL Social Studies 11th Grade US History: 9) Describe the significance of major battles, events, and consequences of World War II
campaigns, including North Africa, Midway, Normandy, Okinawa, the Battle of the Bulge, Iwo Jima, and the Yalta and Potsdam
Conferences. [A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]

● Explaining events and consequences of war crimes committed during World War II, including the Holocaust.
Justification of the standard(s): [P1]
The standards were selected because students will be working collaboratively in groups to discuss and interpret how Elie Wiesel
uses symbolism to convey and add meaning in his novel, Night. Students will analyze multiple symbols used in the novel and
identify how Wiesel incorporates them into the text and the purpose they are serving [4]. To analyze the symbols, students will
participate in groups of 3 to discuss an assigned symbol. Groups will be tasked with providing relevant evidence from the text and
commentary to support a clear position on how the symbol is operating within the novel [11]. Additionally, with students being
advanced 10th-graders, these students are capable of handling 11th-grade content. Wiesel’s novel occurs over the course of the
Holocaust and will prepare students for the 11th grade [S.S.11.9].

Daily lesson objective(s): [P2]

The student will be able to (SWBAT):
1. Interpret Elie Wiesel’s use of symbols in Night to construct a deeper understanding of the text, particularly how the
symbols are conveying meaning and contributing to the authorial purpose.

2. Collaborate and discuss effectively in groups to locate relevant evidence and provide insightful commentary, completing
the “Tracking Symbolism in Night” worksheet.

Student-friendly learning targets:

3. I can interpret symbols in Night by Elie Wiesel to develop a deeper understanding of the text by analyzing how symbols
are used to convey meaning.
4. I can collaborate and discuss effectively in groups to produce a strong analysis for at least one symbol by locating relevant
evidence and providing insightful commentary.

Essential questions(s): [P2, I2]

How can symbols be used to convey meanings words cannot?

Central Focus:
How does Elie Wiesel strategically use symbols, specifically night, gold, fire, bread, and clothes, to further communicate his
overall message to the audience?
Instructional supports for whole group needs (strategies, learning experiences, resources, and materials): [P4]
A general support implemented for student understanding in engagement is the transition from the individual to group, and then
whole group. This rotation from multiple settings accommodates a variety of different learning styles and provides support for
students who may struggle with the content individually, giving them a chance to work through their misunderstandings with their
peers before transitioning back to the whole group.

Vocabulary: Unfamiliar terms are explicitly defined for students on a handout they already have for the novel. Students will be
able to reference the handout throughout the lesson.
Language Function: Analyze - I will guide students through an example of strong analysis, using the symbol of night as an
example. Students will have an example of 2 pieces of evidence and corresponding commentary to refer to in the chart to help
guide their own analyses.
Syntax: A chart will be used for students to record their evidence and commentary corresponding to each symbol. The chart will
serve as a tool to help students organize and guide their analyses.
Discourse: Students will participate in oral and written discourse during their group interactions. In their groups and on the
worksheet, students will explore and organize their ideas to come to a common consensus.

Instructional supports for individual learner needs (include IEPs, IELPs, IFSPs, 504 plans, appropriate assistive
technology, and other individual learner needs): [P4]
One student has a 504 plan for type 1 diabetes. However, the 504 plan does not detail any institutional/learning accommodations
or supports the student requires.

While the class does not explicitly require any special accommodations or supports, most of the student work will be conducted
on Chromebooks, allowing them to have access to features such as voice-to-text, screen narration, larger print, and other
accessibility features. Students will also be working in groups, allowing access to their peers for support. The group work will
support students who may have anxiety or are easily embarrassed, for it gives them a chance to practice their ideas before
shifting to a whole-group discussion. In relation, students will also be assigned specific roles, so only one student from each
group, who feel confident in their speaking ability, will be required to present their findings to the class.

Technology (used by learners to design, innovate, solve problems, and/or express creative thought): [P7]

Mentimeter, an interactive presentation software, will be used to prompt students to recall prior knowledge on symbols before
beginning the lesson. Mentimeter will provide students with a visual recap of what they already know, while also filling in gaps and
serving as a reference for the main activity.

A document camera will be used by students to present their work to the class. One student from each group will present their
completed chart under the document camera, sharing their group’s evidence and commentary, and explain how their assigned
symbol is operating in the text to the class. The students who were not assigned the symbol being presented will then fill in their
own section of the chart. The use of the camera will allow students to take responsibility for their own learning, shifting the
instruction of the lesson to a student-led approach.

Instruction
Introduction: [I1]
· Set a purpose
· State goals/ objectives
· Use a “hook”
· Organize orientation
around essential
question/learning
focus
· Activate and connect
to prior knowledge [I2]
Hook:
Weekly Grammar Activity (15 min). Students will correct two sentences independently (5
min). Students will then split into groups, coming to a consensus on a final answer, and write
their sentences on their whiteboards. Each group will be given individual instruction on the
sentences and the correct sentence will be discussed (request of Mrs. Crow).
Daily Journal Entry (10 min). Students will respond to the prompt: “Elie uses various
symbols to represent his experiences during his time in the Holocaust. What objects would
you use to symbolize your current life experience? Why?”. The journal prompt will not only
aid students in forming a personal connection to the topic, but it will activate their prior
knowledge of symbols and direct the focus on Elie’s personal connection.

Introductory Narrative:
Today, we are going to be continuing our discussion of Night, but we are going to be
specifically focusing on symbols. Can anyone first share what a symbol is? [pause] A symbol
is an object that represents an emotion or thought and is often used in literature to help
translate the authorial purpose. Relating back to what you wrote in your journals, what
objects would you say symbolize your life right now? [allow students to share and facilitate
discussion].

In Elie’s case, he uses symbols to translate his experience and “bear witness” as a victim of
the Holocaust. What symbols have we encountered so far? [guide students to identify focus
symbols] Yes, Elie uses all of these to convey meaning and help translate the horrors he’s
experienced. So the symbols we will be explicitly discussing today are night, gold, fire,
clothes, and bread. The purpose of this lesson is to better acquaint you with identifying
symbols and interpreting their meaning in a text, in addition to having you identify the
prominent symbols Elie uses early in the novel so you can continue to track their
progression, analyzing how he continues to build upon the meaning to convey his overall
message. In order to accomplish this, we will be doing several things today. First, we will do
a quick Menti to brainstorm different connotations we associate with our focus symbols. Next,
I will split you into groups of three and assign each group a symbol to analyze. After 20 min,
each group will share their analysis with the class and we will discuss our findings. Then you
will complete a short google form. And finally, if time allows, we will continue on to chapter 6.

So, to summarize, by the end of this lesson you should be able to…
➔ interpret symbols in Night by Elie Wiesel to develop a deeper understanding of the
text by analyzing how symbols are used to convey meaning.
➔ collaborate and discuss effectively in groups to produce a strong analysis for at least
one symbol by locating relevant evidence and providing insightful commentary.

Transition to Body:
As I am handing out the worksheets, please open your Chromebooks and enter the Mente
link posted on the board and begin typing your response.
Body of the lesson: Procedures:
· Demonstrate
understanding of content
knowledge [I3]
· Demonstrate application
of content [I4]
· Use evidence of prior
knowledge and
background [P5]
· Engage learners in
critical thinking,
creativity, and
problem-solving [I4]
· Relate to authentic local
and/or global issues [I4]
· Sequence learning
experiences [P6]
· Integrate available
technology [P7]
1. Menti Brainstorm Activity (5 min). The brainstorming activity will consist of students
creating a collective brain map via Menti by typing one-word connotations they
associate with the symbol of night. All the connotations students identify will then
appear on the board, giving them a general idea of what to look for in the text.
2. Transitions into Groups (5 min). Students should be organized into groups of 3 by
a numbering system, corresponding to the symbols. To maintain small groups, 2
groups will be assigned to each symbol.
○ Group 1 & 2: Gold
○ Group 3 & 4: Fire
○ Group 5 & 6: Clothes
○ Group 7 & 8: Bread
Each student should also be assigned one of the following roles to ensure
accountability within the group.
○ Quote Finder 1 (locate 1st pieces of textual evidence)
○ Quote Finder 2 (locate 2nd pieces of textual evidence)
○ Speaker (present group findings to class)
○ Symbol Manager (ensure symbol, evidence, and commentary are aligned and
proper MLA citations are used)
3. Group Work- Tracking Symbolism in Night Worksheet (20 min). Instruct students
to work in groups of 3-4 to identify 2 pieces of relevant evidence that serve as
examples of their assigned symbol. Have students record their quotes in the evidence
box, using proper MLA in-text citations, of the “Tracking Symbolism in Night”
Worksheet. Students will then need to provide 2-3 sentences, in the commentary box,
explaining the meaning of the symbol and why it contributes to the author's overall
meaning/purpose [11].
4. Share (10 min). Ask students to choose at least one person from their group to
present their evidence and commentary on the symbol they discussed to the class
Justification of learning
experiences, research-based
strategies, and evidence of
learners’ prior knowledge and
background: [P4, P5, P6]
Lesson closure: [I5]
· Summarize key points of
the lesson [P2, P3]
· Connect to essential
questions/ learning focus
[P2]
· Challenge learners to
continue exploring
content
Being an advanced class, students have had exposure to a variety of writing experiences
where they had to provide both evidence and commentary. In the previous unit, students
wrote an argumentative essay along with a rhetorical precis. Having written an argumentative
essay, students are already familiar with having to find relevant evidence to support a
specific perspective and justify their view with commentary. Additionally, students are already
familiar with analyzing the purpose of a text and the strategies used through writing a
rhetorical precis. Thus, by having students adapt the formats they are already familiar with,
students will be able to employ the same skills from their previous writing experiences to
develop a deeper understanding of how symbolism works within a text to convey meaning.
This lesson demonstrates Vygotsky’s zone of proximal development. Having students work
in an array of environments (small group, whole group, and individual), students are
receiving ranges of support from both their peers and the instructor. In the small groups
specifically, struggling learners will have assistance from their peers.
The structure of the lesson is a format they are familiar with. Students often work in groups
and are given time to construct their own knowledge before shifting to a whole group.
Additionally, as advanced students, they should be able to guide themselves through a text
to conduct their own analysis.
Before we transition to chapter 6, let’s recap what we have learned today.
Ask students to recap what was discussed during the presentations and pose the question:
“How does Elie Wiesel use symbols to convey meaning he otherwise could not with words?”
So, now, not only can you identify symbolism in a text, but you can now also analyze and
interpret the symbols to develop a deeper understanding of a text and how they are being
used to convey meaning and contribute to the authorial purpose by collaborating effectively,
locating relevant evidence, and providing insightful commentary.
Assessment

Assessment: [A1]
· Includes formal 1. “Tracking Symbolism in Night” Worksheet: After collaborating in groups of 3-4 to discuss how the
and/or informal symbols in the night are operating within the text to convey meaning, the students will record their
assessment group’s analysis in the chart. The worksheet will assess how well students are able to work
· Align with collaboratively to identify relevant evidence and provide insightful commentary to conduct a
standards and strong analysis of symbols (Objectives 1 and 2).
objectives [P2]
· Offer learners 2. Exit Slip: Students will answer the question: “How does Ellie strategically use symbols,
multiple ways specifically night, gold, fire, bread, and clothes, to further communicate his overall message to the
of demonstrating audience?” in one paragraph (at least 5 sentences). The exit slip will prompt students to
knowledge and summarize what they have discussed, while also linking their knowledge back to the central focus
skills [P4] of the lesson (Objective 1).
· Includes modified
assessments for Modifications for Students with Special Needs:
learners with The class does not require any specific accommodations. However, I will be rotating between groups to
specific needs as assist with any issues that may arise. Students are also provided with the chapters where each symbol
appropriate [P4] appears on the worksheet. Additionally, the students will be allowed to reference their chart while filling
out the exit slip.
Justification of Students will engage collaboratively in groups during the activity, discussing how symbols are being
objective-instruction- used as a tool to translate meaning, locate relevant evidence, and provide commentary to complete the
assessment “Tracking Symbolism in Night” worksheet (Objective 1 and 2; Assessment 1).
alignment: [P3, A1] Students will share and discuss their differing perspectives of the symbols as a whole group, discussing
how night, gold, fire, bread, and clothes, are strategically working in the text to bring a different layer of
meaning and individually contribute to the authorial purpose to complete the Exit Slip (Objective 1;
Assessments 1&2).

Overall, the purpose of the lesson is to acquaint students with the symbols Elie Wiesel employs in his
novel, Night, and how they add additional meaning to the text, further communicating his message to the
audience, to prepare students for their final project. To end the unit, students will be asked to construct a
creative project, centered on the different symbols Elie uses in the novel.