Making Inferences 'Night' Elie Wiesel

Goal: Student engagement in the first 3-5 minutes
Explicit Instruction Implementation Log

Name: Alyssa Eisler Demonstration Read Aloud/Talk Aloud/QAR Text: Night by Elie Wiesel Lesson Focus/Goal: Comprehension, Making Inferences Grade Level/Role: German
Instructional Technique:
Briefly describe the instructional technique, strategy, or activity you will be using. Making Inferences Questioning the Author: make connections between your prior knowledge and what the author is telling you. What is the significance of this?
By the end of the lesson, you will be able to Enter the text Move through the text Move beyond the text Carry on a mental dialogue with the author
Night by Elie Wiesel Beginning of chapter 3 (Elie enters the concentration camp with his family, only to be separated from his mother and sisters. His father remains by his side)
Lesson Introduction:
Include an introductory statement about what students will be learning to do and a brief explanation of how this strategy will be useful to them as readers.
Instructor Models and Demonstrates: (I do)

Include key statements you will use to model comprehension thinking. Making Inferences: Before we get started, lets preview the text. From reading the back cover, I can find out that the author of this text has written a memoir of his experiences of being taken from his home in Transylvania to the concentration camps of Auschwitz and Buchenwald. He then went on to become a professor in the United States. We know, then, that Elie Wiesel survived these experiences and has found it valuable to share them with others through writing. Before I read an excerpt from chapter three, I want you to think about you already know of from this time in history.
Guided Practice: (We do)

Include opportunities for students to engage in guided practice with the comprehension strategy. While I read part of chapter three, think about these things you already know. Make note of the specific information that the author is telling us in the text. Remember, these are his direct experiences and may change what you might already know about the topic. While you listen, make predictions about the implied meaning based on what you know and with the information that the author implies. Read the excerpt. This is a really tough experience to read about. Take a moment to think about what you just heard. (Put these questions up on the document camera so students can refer back to them when they wish, but also ask the students out loud to get discussion going) How does this compare with what you already know? What does the author think we might already know? What do you think the author wants us to think, feel, or do? If the author could come visit our class, what would you like to ask him? Why do you suppose he said it that way? To answer these questions, its a good idea to look back at the text. This way, you can find the words that made you feel or think a certain way. When the author said Eight words spoken quietly, indifferently, without emotion, I felt like he was sharing how shocking it was to be faced with such a traumatizing experience (such as being separated from family) with the indifference from the authority involved. It seems to me that this was a surprising moment about what people are capable of.
Collaborative Learning: (You do it together)

Include opportunities for students to engage with a partner or triad while teacher observes small group interaction and understanding of lesson focus. Notetaking outline with a partner: four quadrant QAR. Work on the first two (Right There and Think & Search) together.
Right There These are the questions We asked together in Our preview of the text
Think & Search Retell what happened Find 2 examples for ________ How did the selection pique your interest?
Independent Practice: (You do)

Include opportunities for students to engage in independent practice with the fluency instructional tasks. Complete the other two quadrants of the QAR notes
Author and You How did the author cause you to think? Feel? What did you learn? Authors reasons?
On my Own Similarities to other experiences? What if you were in this situation? Predictions?

Making Inferences 'Night' Elie Wiesel

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Goal: Student engagement in the first 3-5 minutes

Explicit Instruction Implementation Log

Instructor Models and Demonstrates: (I do)

Guided Practice: (We do)

Collaborative Learning: (You do it together)

Independent Practice: (You do)

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