Night:

A Unit Plan
Second Edition

Based on the by Elie Wiesel

Written by Barbara M. Linde, MA Ed.

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©1998 by Teacher's Pet Publications, Inc.
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 TABLE OF CONTENTS Night

Introduction 6
Unit Objectives 8
Unit Outline 9
Reading Assignment Sheet 10
Study Questions 12
Quiz/Study Questions (Multiple Choice) 22
Pre-Reading Vocabulary Worksheets 35
Lesson One (Introductory Lesson) 46
Writing Assignment 1 48
Writing Evaluation Form 49
Nonfiction Assignment Sheet 50
Writing Assignment 2 58
Oral Reading Evaluation Form 61
Extra Writing Assignments/Discussion ?? 69
Writing Assignment 3 75
Vocabulary Review Activities 76
Unit Review Activities 77
Unit Tests 82
Vocabulary Resource Materials 116
Unit Resource Materials 131

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 A FEW NOTES ABOUT THE AUTHOR
Elie Wiesel

WIESEL, Eliezer 1928-

Elie Wiesel was born on September 20, 1928, in Sighet, Transylvania. His parents owned and
operated a store, and his mother was also a teacher. He credits his maternal grandfather with his
love of storytelling. As a child and adolescent, Wiesel studied the Talmud, Hasidism, and the
Kabala. During the years when he was studying so seriously, he thought it was a waste of time to
read novels.

Just after Passover in 1944, when Wieisel was 15, the Nazis sent all of the Jews in Singhet to the
concentration camp at Auschwitz-Birkenau. He and his father were later transferred to Buchenwald.
He was 16 when the war ended and he was released. Wiesel traveled to France and was reunited
with his two older sisters.

Wiesel studied at the Sorbonne from 1948 until 1951. He learned the French language and took
courses in literature, psychology, and philosophy. He tutored other students, directed a church choir,
and worked as a translator to support himself.

Soon after his release from the concentration camps, Wiesel realized that he had a duty as a survivor
to let others know what had happened. He was encouraged in this endeavor by Francios Muriac, a
Catholic writer whom Wiesel met in Israel. Wiesel's first book, And the World Has Remained Silent,
was published in Yiddish in 1956. The abridged, autobiographical version, Night, was published
in Paris in 1958. Since then it has been translated into eighteen languages and is his best-known
work.

Wiesel traveled to the United States in 1956 to write about the United Nations. He was hit by a taxi
cab in Times Square. Since he was unable to return to France to renew his residency papers, he
instead applied for United States citizenship. He married another Holocaust survivor, Marion Erster
Rose, in New York in 1969.

In 1976 Wiesel became the Andrew W. Mellen Professor in Humanities at Boston University.
President Carter named him the chairman of the President's Commission on the Holocaust and the
chairman of the U.S. Holocaust Memorial Council.

Wiesel has received numerous awards and honors. In 1986 alone he was awarded the Nobel Peace
Prize, the Freedom Cup Award from the Women's League for Israel, the Jacob Javits Humanitarian
Award of the UJA Young Leadership, and the Medal of Liberty. He holds membership in many
societies including the Authors League, a lifetime membership in the Foreign Press Association,
American Gathering of Jewish Holocaust Survivors, and the Writers and Artists for Peace in the
Middle East. He continues to write and speak for peace and the humanitarian treatment of all
peoples.

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 SELECTED WRITINGS BY ELIE WIESEL
Note: Elie Wiesel writes in French. His works are translated into English by his wife.
Only the English titles are given in this list.

1956 And the World Has Remained Silent

1958 Night
1960 Dawn
1962 The Town Beyond the Wall
1964 The Gates of the Forest
1966 Legends of Our Time
1966 The Jews of Silence: A Personal Report on Soviet Jewry
1970 Beggar in Jerusalem
1970 One Generation After
1972 Souls on Fire: Portraits and Legends of Hasidic Masters
1973 The Oath
1976 Messengers of God: Biblical Portraits and Legends
1978 A Jew Today
1978 Dimension of the Holocaust (with others)
1980 Images from the Bible
1981 The Testament
1982 Somewhere a Master: Further Hasidic Portraits and Legends
1983 The Golem: The Story of a Legend as Told by Elie Wiesel
1985 The Fifth Son
1985 Against Silence: The Voice and Vision of Elie Wiesel
1988 Twilight
1988 The Six Days of Destruction (with Albert Frielandaer)

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 INTRODUCTION Night

This unit has been designed to develop students' reading, writing, thinking, listening and speaking
skills through exercises and activities related to Night by Elie Wiesel. It includes seventeen lessons,
supported by extra resource materials.

The introductory lesson introduces students to background information about places, people, and
events mentioned throughout this novel. Since being familiar with the world events at the time of
the novel is essential for full understanding, the students will begin the unit with a short research
project. This project is used as the first writing assignment and the nonfiction assignment.

The reading assignments are approximately twenty pages each; some are a little shorter while
others are a little longer. Students have approximately 15 minutes of pre-reading work to do prior
to each reading assignment. This pre-reading work involves reviewing the study questions for the
assignment and doing some vocabulary work for 8 to 10 vocabulary words they will encounter in
their reading.

The study guide questions are fact-based questions; students can find the answers to these questions
right in the text. These questions come in two formats: short answer or multiple choice. The best use
of these materials is probably to use the short answer version of the questions as study guides for
students (since answers will be more complete), and to use the multiple choice version for
occasional quizzes. It might be a good idea to make transparencies of your answer keys for the
overhead projector.

The vocabulary work is intended to enrich students' vocabularies as well as to aid in the students'
understanding of the book. Prior to each reading assignment, students will complete a two-part
worksheet for approximately 8 to 10 vocabulary words in the upcoming reading assignment. Part
I focuses on students' use of general knowledge and contextual clues by giving the sentence in which
the word appears in the text. Students are then to write down what they think the words mean based
on the words' usage. Part II gives students dictionary definitions of the words and has them match
the words to the correct definitions based on the words' contextual usage. Students should then have
an understanding of the words when they meet them in the text.

After each reading assignment, students will go back and formulate answers for the study guide
questions. Discussion of these questions serves as a review of the most important events and ideas
presented in the reading assignments.

After students complete extra discussion questions, there is a vocabulary review lesson which pulls
together all of the separate vocabulary lists for the reading assignments and gives students a review
of all of the words they have studied.

Following the reading of the book, a lesson is devoted to the extra discussion questions/writing
assignments. These questions focus on interpretation, critical analysis and personal response,
employing a variety of thinking skills and adding to the students' understanding of the book. These

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questions are done either independently or as a group activity. Using the information they have
acquired so far through individual work and class discussions, students get together to further
examine the text and to brainstorm ideas relating to the themes of the novel.

The group activity is followed by a reports and discussion session in which the groups share their
ideas about the book with the entire class; thus, the entire class gets exposed to many different ideas
regarding the themes and events of the book.

There are three writing assignments in this unit, each with the purpose of informing, persuading,
or having students express personal opinions. The first assignment is to inform: students will write
a research report on some aspect of the Holocaust or World War II. The second assignment is to
express a personal opinion: students will keep a response journal while they read. The third
assignment is to persuade: students will either persuade the Wiesel family to take refuge with their
former servant, or persuade Mr. Wiesel and Elie to stay in the hospital when the camp is evacuated.

Students will use one of their research sources for Writing Assignment #1 to fulfill the requirements
for the nonfiction reading assignment. Students will fill out a worksheet on which they answer
questions regarding facts, interpretation, criticism, and personal opinions. During one class period,
students make oral presentations about the nonfiction pieces they have read. This not only exposes
all students to a wealth of information, it also gives students the opportunity to practice public
speaking.

The review lesson pulls together all of the aspects of the unit. The teacher is given four or five
choices of activities or games to use which all serve the same basic function of reviewing all of the
information presented in the unit.

The unit test comes in two formats: all multiple choice-matching-true/false or with a mixture of
matching, short answer, and composition. As a convenience, two different tests for each format
have been included.

There are additional support materials included with this unit. The unit and vocabulary resource
materials sections include suggestions for an in-class library, crossword and word search puzzles
related to the novel, and extra vocabulary worksheets. There is a list of bulletin board ideas which
gives the teacher suggestions for bulletin boards to go along with this unit. In addition, there is a list
of extra class activities the teacher could choose from to enhance the unit or as a substitution for
an exercise the teacher might feel is inappropriate for his/her class. Answer keys are located directly
after the reproducible student materials throughout the unit. The student materials may be
reproduced for use in the teacher's classroom without infringement of copyrights. No other portion
of this unit may be reproduced without the written consent of Teacher's Pet Publications, Inc.

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 UNIT OBJECTIVES Night

1. Through reading Night students will analyze characters and their situations to better
understand the themes of the novel.

2. Students will demonstrate their understanding of the text on four levels: factual, interpretive,
critical, and personal.

3. Students will practice reading aloud and silently to improve their skills in each area.

4. Students will enrich their vocabularies and improve their understanding of the novel through
the vocabulary lessons prepared for use in conjunction with it.

5. Students will answer questions to demonstrate their knowledge and understanding of the
main events and characters in Night.

6. Students will practice writing through a variety of writing assignments.

7. The writing assignments in this are geared to several purposes:

a. To check the students' reading comprehension
b. To make students think about the ideas presented by the novel
c. To make students put those ideas into perspective
d. To encourage critical and logical thinking
e. To provide the opportunity to practice good grammar and improve students' use of
the English language.

8. Students will read aloud, report, and participate in large and small group discussions to
improve their public speaking and personal interaction skills.

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 UNIT OUTLINE Night

1 2 3 4 5
Unit Introduction
Library/ Writing Nonfiction Distribute Unit
Writing Research Conferences Presentations Materials
Assignment #1 Papers
Research Papers PVR Section 1
Nonfiction
Assignment
6 7 8 9 10
?? Section 1 PVR ?? Sections 2, 3 Minilesson:
Sections 2, 3 Figurative R Section 5
Writing PVR Section 4 Language
Assignment #2 Oral Reading ?? Section 5
Journals Evaluation Minilesson: PVR Section 5
Conflict
Minilesson:
Mood
11 12 13 14 15

PVR ?? Sections Extra Discussion Writing Vocabulary

Sections 6, 7, 8, 9 Questions Assignment #3 Review
6, 7, 8, 9 Persuade
Minilesson: Quotations
Sequence

16 17

Unit Review Unit Test

Key: P = Preview Study Questions V = Vocabulary Work R = Read

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 READING ASSIGNMENTS Night

Note to the Teacher: This unit plan was developed using the Bantam Books paperback edition of
Night. There are no numbered chapter or section divisions in this edition. We have assigned section
numbers based on the printed section breaks.

Date to be Assigned Chapters Completion Date

(Prior to class on this date)
Section 1, pages 1-20
Sections 2, 3, pages 21-43
Section 4, pages 45-62
Section 5, pages 63-80
Sections 6, 7, 8, 9, pages 81-109

WRITING ASSIGNMENTS

Date to be Assigned Writing Assignment Completion Date

(Prior to class on this date)
Writing to Inform
Writing to Persuade
Writing to Express a

Personal Opinion
Nonfiction Assignment

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STUDY GUIDE QUESTIONS
Note to the Teacher: This unit plan was developed using the Bantam Books paperback edition of
Night. There are no numbered chapter or section divisions in this edition. We have assigned section
numbers based on the printed section breaks.

Section 1, pages 1-20

1. Describe Moshe the Beadle.

2. Describe Elie Wiesel's father. What was his occupation?
3. Why was Moshe the Beadle important to Elie Wiesel?
4. Summarize the story Moshe the Beadle told on his return from being deported. Why did he say
he had returned to Sighet?
5. What was the public reaction to Moshe's story?
6. What was the setting and the year for the first section of the book? What was the world
condition at the time?
7. Describe, in order, the events that happened from the last day of Passover until Pentecost.
8. How did Wiesel say he felt about the Hungarian police?
9. Who was Martha? What happened when she visited the Wiesel family in the ghetto?

Sections 2, 3, pages 21-43

1. To what did Wiesel compare the world?

2. What did Madame Schächter see in her vision?
3. How did the other people in the car react to Madame Schächter?
4. Where did the train stop?
5. What did the Jews in the train car discover when they looked out the window?
6. When did Wiesel say the travelers left their illusions behind?
7. Which notorious SS officer did they meet at Auschwitz?
8. What was Elie's main thought as the men and women were being herded from the train?
9. What prayer were the people saying? Why was it unusual?
10. What did Elie do when the gypsy struck his father? Why? What was his father's response?
11. How long were Elie and his father at Auschwitz? Where did they go after that?

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Section 4, pages 45-62

1. Describe Elie's encounter with the dentist.

2. What did Elie Wiesel do when Idek hit his father? What was he thinking?
3. Who took Elie's gold tooth? Why did Elie give it up?
4. What were the only things in which Elie took an interest?
5. How did Elie describe the men after the air raid?
6. What happened to the young man from Warsaw? Why?
7. How did Elie say the soup tasted the night the pipel (young servant boy) was hanged?

Section 5, pages 63-80

1. What did the men do on the eve of Rosh Hashana?

2. How did Elie feel while the others were praying?
3. What was Elie's decision about fasting on Yom Kippur? Why did he make that decision?
4. What was Elie's "inheritance" from his father? Why was his father giving it to him?
5. Did the men remember to say the Kaddish for Akiba Drumer?
6. What did Elie dream of when he dreamed of a better world?
7. What happened to the patients who stayed in the hospital instead of being evacuated?
8. What was the last thing the head of the block ordered the men to do before they evacuated?
Why?
9. What was the weather like during the evacuation?

Sections 6, 7, 8, 9, pages 81-109

1. While running, an idea began to fascinate Elie. What was the idea? What kept him from
carrying out his idea?
2. What did Elie realize about Rabbi Eliahou and his son?
3. What was the name of the camp to which the men walked?
4. Describe Elie's meeting with Juliek.
5. How long were they at Gleiwitz? Where did they go next?
6. Who was Meir Katz? What happened to him?
7. How many men started out in the train? How many were left when they arrived at
Buchenwald?
8. What happened to Mr. Wiesel, Elie's father?
9. What was Elie's only desire?
10. What happened on April 10, 1945?

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 KEY: SHORT ANSWER STUDY QUESTIONS Night

Section 1, pages 1-20

1. Describe Moshe the Beadle.

He worked at the Hasidic synagogue. He was able to make himself seem insignificant,
almost invisible. He was timid, with dreamy eyes, and did not speak much.

2. Describe Elie Wiesel's father. What was his occupation?

He was cultured and unsentimental. He had more concern for outsiders than for his own
family. He and his wife were storekeepers.

3. Why was Moshe the Beadle important to Elie Wiesel?

Moshe became his cabbalist, or instructor in the mystical aspects of the Jewish faith.

4. Summarize the story Moshe the Beadle told on his return from being deported. Why did he say
he had returned to Sighet?
He and the other foreign Jews had been taken by train through Hungary and into Poland.
They were taken to a forest and made to dig graves. Then the Gestapo killed them. Moshe
escaped because he had been mistaken for dead, although he was just wounded. He said
he returned to tell the Jews to prepare themselves before it was too late.

5. What was the public reaction to Moshe's story?

People refused to believe him. Some would not even listen to him. They said he just
wanted their pity.

6. What was the setting and the year for the first section of the book? What was the world
condition at the time?
The year was 1942. The story started out in the town of Sighet in Transylvania. World
War II was in progress. The author mentions 1943, then describes events in 1944. The
Fascist party had taken power.

7. Describe, in order, the events that happened from the last day of Passover until Pentecost.
On the seventh day of Passover the Germans arrested the Jewish community leaders.
The Jewish residents were not allowed to leave their houses for three days. At the end of
the three days the Jews had to start wearing the yellow star. Then two ghettos were set up.
On the Saturday before Pentecost, Stern attended an extraordinary meeting of the council.
When he returned he told the others they were all to be deported, starting the next day.

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8. How did Wiesel say he felt about the Hungarian police?
He said he began to hate them because they were his and his community's first oppressors.

9. Who was Martha? What happened when she visited the Wiesel family in the ghetto?
Martha was a former servant of the Wiesel family. She visited the family in the ghetto and
offered them safe refuge in her village. Elie's father refused to leave. He told Elie and his
sisters they could go, but they refused to be separated.

Sections 2, 3, pages 21-43

1. To what did Wiesel compare the world?

He said it was a cattle wagon hermetically sealed.

2. What did Madame Schächter see in her vision?

She said she saw a fire--a furnace, with huge flames.

3. How did the other people in the car react to Madame Schächter?
Some of the young men tied her up and gagged her. Then they hit her. The others
encouraged the young men.

4. Where did the train stop?

It stopped at Auschwitz. Alternate answer: It arrived at Birkenau, the reception center for
Auschwitz.

5. What did the Jews in the train car discover when they looked out the window?
They saw flames gushing out of a tall chimney into the sky.

6. When did Wiesel say the travelers left their illusions behind?
It was when they left the train at Birkenau. They left their cherished objects and illusions
behind on the train.

7. Which notorious SS officer did they meet at Auschwitz?

They met Dr. Mengele.

8. What was Elie's main thought as the men and women were being herded from the train?
It was to stay with his father at all costs.

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9. What prayer were the people saying? Why was it unusual?
They were reciting the Kaddish. It was unusual because they were saying the prayer for
the dead for themselves.

10. What did Elie do when the gypsy struck his father? Why? What was his father's response?
He did not do anything. He felt remorse, and thought he would never forgive the gypsy.
His father whispered that the blow did not hurt.

11. How long were Elie and his father at Auschwitz? Where did they go after that?
They were at Auschwitz for about three weeks. Then they went to Buna.

Section 4, pages 45-62

1. Describe Elie's encounter with the dentist.

The dentist wanted to take out Elie's gold tooth. Twice Elie said he was ill, and the dentist
did not take the tooth. Then the dentist was arrested and his office was closed.

2. What did Elie Wiesel do when Idek hit his father? What was he thinking?
Elie did not do anything to help his father. He was trying to keep from getting hit himself.
He was angry at his father for not avoiding Idek's punishment.

3. Who took Elie's gold tooth? Why did Elie give it up?
Franek, the foreman, wanted the tooth. When Elie refused, Franek began tormenting Elie's
father. After two weeks, Elie gave him the tooth.

4. What were the only things in which Elie took an interest?

He only took an interest in his soup and his crust of stale bread.

5. How did Elie describe the men after the air raid?
He said they inhaled the smokey air and their eyes shone with hope.

6. What happened to the young man from Warsaw? Why?

He was hanged for stealing during the air-raid.

7. How did Elie say the soup tasted the night the pipel (young servant boy) was hanged?
He said it tasted of corpses.

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Section 5, pages 63-80

1. What did the men do on the eve of Rosh Hashana?

They held their prayer service and later wished each other a Happy New Year.

2. How did Elie feel while the others were praying?

He felt strong, and said he had stopped pleading. He was not able to feel sorrow. He
observed the prayer service like a stranger.

3. What was Elie's decision about fasting on Yom Kippur? Why did he make that decision?
He did not fast. One reason was because his father had forbidden him to fast. The other
reason was that he saw his gesture as an act of rebellion against God.

4. What was Elie's "inheritance" from his father? Why was his father giving it to him?
The inheritance was a knife and spoon. Mr. Wiesel had been selected. He was giving his
only possessions to his son before his death.

5. Did the men remember to say the Kaddish for Akiba Drumer?
No, they did not.

6. What did Elie dream of when he dreamed of a better world?

He imagined a world with no bells.

7. What happened to the patients who stayed in the hospital instead of being evacuated?
They were liberated by the Russians two days after the others left.

8. What was the last thing the head of the block ordered the men to do before they evacuated?
Why?
He ordered them to clean the block. He said he wanted the liberating army to know the
men who had lived there were not pigs.

9. What was the weather like during the evacuation?

It snowed the entire time.

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Sections 6, 7, 8, 9, pages 81-109

1. While running, an idea began to fascinate Elie. What was the idea? What kept him from
carrying out his idea?
The idea of death began to fascinate him. The only thing that kept him from trying to die
was his father's presence.

2. What did Elie realize about Rabbi Eliahou and his son?
He realized that the son had been trying to lose his father as the men were all running
during the evacuation. At the same time, the Rabbi was looking for his son.

3. What was the name of the camp to which the men walked?
It was Gleiwitz.

4. Describe Elie's meeting with Juliek.

The prisoners had arrived at Gleiwitz, and were moving into the barracks. Men were
pushing and trampling over each other. Elie heard a voice that he recognized. It was Juliek,
the musician from Warsaw who had played the violin at Buna. They spoke for a few
seconds. Juliek then played a Beethoven concerto on his violin. The next morning Juliek
was dead and the violin had been trampled.

5. How long were they at Gleiwitz? Where did they go next?

They were at Gleiwitz for three days. Then they traveled by train for ten days until they
reached Buchenwald.

6. Who was Meir Katz? What happened to him?

He was a friend of Mr. Wiesel's. He had been the gardener at Buna. His son had been
taken during the first selection, but he had remained sane. Now he was cracking up. He
died in the train just before the men were unloaded at Buchenwald.

7. How many men started out in the train? How many were left when they arrived at
Buchenwald?
One hundred men started out. About twelve were left.

8. What happened to Mr. Wiesel, Elie's father?

He had dysentery and was very ill for a week. Then he died (at Buchenwald) on January
29, 1945.

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9. What was Elie's only desire?
He wanted to eat.

10. What happened on April 10, 1945?

The resistance fighters took charge of the camp. At 6 PM the first American troops
arrived.

20
 MULTIPLE CHOICE STUDY/QUIZ QUESTIONS Night

Section 1, pages 1-20

1. Which sentence does not describe Moshe the Beadle?
A. He worked at the Hasidic synagogue.
B. He was able to make himself seem insignificant, almost invisible.
C. He was Aryan, not Jewish.
D. He was timid, with dreamy eyes, and did not speak much.

2. Which sentence does not describe Elie Wiesel's father?

A. He was the most learned man in the town.
B. He was cultured and unsentimental.
C. He had more concern for outsiders than for his own family.
D. He was a storekeeper.

3. Why was Moshe the Beadle important to Elie Wiesel?

A. Moshe taught Elie to read.
B. Moshe was the only person who understood Elie's feelings.
C. Moshe inspired Elie to make plans to leave Singhet and study at a university.
D. Moshe became his cabbalist, or instructor in the mystical aspects of the Jewish faith.

4. What did Moshe the Beadle tell the people on his return from being deported?
A. The foreign Jews were made to dig coal to fill the large furnaces.
B. The foreign Jews were shot and dumped into large mass graves.
C. The foreign Jews were sent on a boat to Palestine.
D. The foreign Jews who had money were able to buy their freedom.

5. True or False: Many of the people believed Moshe's story and prepared to leave Singhet.
A. True
B. False

6. What was the setting and the year for the first section of the book?
A. 1935-1939 in Prague, Czechoslovakia
B. 1950-1952 in Palestine and Jerusalem
C. 1910-1915 in Berlin, Germany
D. 1942-1944 in Sighet, Transylvania

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7. List, in order, the events that happened from the last day of Passover until Pentecost.
A. Two ghettos were set up.
B. The Jews had to start wearing the yellow star.
C. The Germans arrested the Jewish community leaders.
D. The Jewish residents were not allowed to leave their houses for three days.

8. Elie Wiesel said he began to hate them because they were his and his community's first
oppressors. Who were they?
A. the Gestapo officers
B. the Hungarian police
C. the members of the Jewish council
D. their non-Jewish neighbors

9. True or False: Elie's mother and sisters went to Martha's village.

A. True
B. False

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Sections 2, 3, pages 21-43
1. To what did Wiesel compare the world?
A. He compared it to a blind and deaf person.
B. He compared it to a large hole in the ground.
C. He compared it to a cattle wagon hermetically sealed.
D. He compared it to the Bible story of the Jews in slavery in Egypt.

2. What did Madame Schächter see in her vision?

A. She saw large open graves full of children.
B. She saw a fire--a furnace, with huge flames.
C. She saw row after row of empty houses.
D. She saw the face of Hitler laughing at the entire world.

3. True or False: Some of the young men tied Madame Schächter up and gagged her. Then they
hit her.
A. True
B. False

4. What did the Jews in the train car discover when they looked out the window?
A. They saw several large factories surrounded by barbed wire fences.
B. They saw lines of soldiers with truncheons, ready to beat them as they got off.
C. They saw flames gushing out of a tall chimney into the sky.
D. They saw wagons full of dead bodies.

5. What did Wiesel say about the travelers' illusions?

A. They left their illusions in the ghetto in Sighet.
B. They were still clinging to their illusions even though they gave up their possessions.
C. They left their cherished objects and illusions behind on the train.
D. Seeing the German soldiers made them give up their illusions.

6. Which notorious SS officer did they meet at the concentration camp?

A. They met Hitler himself.
B. They met Eichman.
C. They met General Kolomaye.
D. They met Dr. Mengele.

23
7. What was Elie's main thought as the men and women were being herded from the train?
A. It was to stay with his father at all costs.
B. It was to keep his faith in God.
C. It was to stay alive and healthy.
D. It was to be as brave as possible.

8. True or False: The people were reciting the Kaddish, the prayer for the dead, for themselves.
A. True
B. False

9. True or False: Elie beat up the gypsy who struck his father.
A. True
B. False

10. Which statement is true?

A. They went to Birkenau, then to Bergen-Belsen, then to Auschwitz.
B. They stayed at Nuremberg for one month.
C. They stayed at Galicia for six days, then went to Birkenau.
D. They were at Auschwitz for about three weeks. Then they went to Buna.

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Section 4, pages 45-62

1. True or False: The dentist gave Elie a gold crown for one of his rotten teeth.
A. True
B. False

2. What did Elie Wiesel do when Idek hit his father?

A. Elie did not do anything to help his father.
B. He hit Idek over the head with a chair.
C. He prayed out loud for forgiveness for Idek.
D. He hit his father himself for not avoiding Idek's punishment.

3. What did Franek want from Elie?

A. He wanted Elie's new shoes.
B. He wanted the money Elie was hiding in the hem of his pants.
C. He wanted Elie's gold tooth.
D. He wanted Elie's blanket.

4. True or False: Elie gave up the item to keep Franek from tormenting his father.
A. True
B. False

5. What were the only things in which Elie took an interest?

A. He only took an interest in sleep and prayer.
B. He only took an interest in his and his father's health.
C. He only took an interest in counting the days until he could get out.
D. He only took an interest in his soup and his crust of stale bread.

6. True or False: Elie said the men were more depressed than ever after the air raid.
A. True
B. False

7. What happened to the young man from Warsaw?

A. He was tortured and hanged for hitting an SS officer.
B. He was electrocuted when he tried to climb over the fence.
C. He was hanged for stealing during the air-raid.
D. He was shot while trying to escape.

25
8. How did Elie say the soup tasted the night the pipel (young servant boy) was hanged?
A. He said it tasted delicious.
B. He said he did not even taste it.
C. He said it tasted of corpses.
D. He said it tasted like blood.

26
Section 5, pages 63-80

1. When did the men hold their prayer service and wish each other a Happy New Year?
A. on the eve of Rosh Hashana
B. on the first day of Hanukkah
C. on Yom Kippur
D. on December 31

2. True or False: Elie said he observed the prayer service like a stranger.
A. True
B. False

3. What was Elie's decision about fasting on Yom Kippur? Why did he make that decision?
A. He fasted because it was the right thing to do.
B. He did not fast, partly as an act of rebellion against God.

4. What was Elie's inheritance from his father?

A. The inheritance was a few diamonds Mr. Wiesel had hidden in the heel of his shoe.
B. The inheritance was a gold watch and chain.
C. The inheritance was a knife and spoon.
D. The inheritance was a long underwear and a pair of socks.

5. Why was his father giving it to him?

A. Mr. Wiesel had been selected. He was giving it to his son before his death.
B. Mr. Wiesel thought Elie might be able to buy his freedom.
C. Mr. Wiesel wanted Elie to be comfortable.
D. Mr. Wiesel thought Elie had a better chance of hiding the things than he did.

6. Did the men remember to say the Kaddish for Akiba Drumer?
A. Yes, they did.
B. No, they did not.

7. What did Elie dream of when he dreamed of a better world?

A. He imagined a world without German soldiers.
B. He imagined a soup pot that was always full.
C. He imagined all people living in peace.
D. He imagined a world with no bells.

27
8. What happened to the patients who stayed in the hospital instead of being evacuated?
A. The local townspeople took care of them until the end of the war.
B. They all died of starvation.
C. They were liberated by the Russians two days after the others left.
D. They were murdered by the Germans before they left.

9. What was the last thing the head of the block ordered the men to do before they evacuated?
A. He ordered them to burn all of the buildings.
B. He ordered them to shred all of the records about the camp.
C. He ordered them to eat all of the remaining food.
D. He ordered them to clean the block.

10. What was the weather like during the evacuation?

A. It rained the entire time.
B. It snowed the entire time.
C. It was clear but below zero.
D. There was a hail storm.

28
Sections 6, 7, 8, 9, pages 81-109

1. While running, an idea began to fascinate Elie. What was the idea?
A. It was death.
B. It was escape.
C. It was murdering the soldiers.
D. It was finding his mother

2. What did Elie realize about Rabbi Eliahou's son just after the evacuation?
A. The son was dead and the Rabbi could not admit it.
B. The son had been trying to lose his father as the men were all running.
C. The son had escaped and did not take his father.
D. The son betrayed his father to get extra bread for himself.

3. True or False: Juliek played a Mozart concerto for the men in the camp.
A. True
B. False

4. True or False: They were at Gleiwitz for three days. Then they traveled by train for ten days
until they reached Buchenwald.
A. True
B. False

5. Who died in the train just before the men were unloaded?
A. Juliek
B. Meir Katz
C. Ezra Malik
D. Tzipora

6. How many men started out in the train? How many were left when they arrived at
Buchenwald?
A. Ten thousand men started out. Five hundred were left.
B. Three hundred started out. Fifty were left.
C. Four thousand started out. Two thousand were left.
D. One hundred men started out. About twelve were left.

7. What happened to Mr. Wiesel, Elie's father?

A. He survived.
B. He died.

29
8. What was Elie's only desire?
A. He wanted to eat.
B. He wanted to sleep.
C. He wanted to find out if his mother and sisters were alive.
D. He wanted to take a bath.

9. When did the first American troops arrive at the camp?

A. 3 AM, May 5, 1946
B. Midnight, June 1, 1945
C. 6 PM, April 10, 1945
D. 10 AM, March 30, 1947

30
 STUDENT ANSWER SHEET-MULTIPLE CHOICE/QUIZ QUESTIONS

Section 1, pages 1-20 Sections 2, 3, pages 21-43 Section 4, pages 45-62

1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.
6. 6. 6.
7. 7. 7.
8. 8. 8.
9. 9.
10.

Section 5, pages 63-80 Sections 6,7,8,9, pages 81-109

1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
7. 7.
8. 8.
9. 9.
10.

31
 ANSWER KEY-MULTIPLE CHOICE/QUIZ QUESTIONS

Section 1, pages 1-20 Sections 2, 3, pages 21-43 Section 4, pages 45-62

1. C 1. C 1. B FALSE
2. A 2. B 2. A
3. D 3. A TRUE 3. C
4. B 4. C 4. A TRUE
5. B FALSE 5. C 5. D
6. D 6. D 6. B FALSE
7. C, D, B, A 7. A 7. C
8. B 8. A TRUE 8. C
9. B FALSE 9. B FALSE
10. D

Section 5, pages 63-80 Sections 6,7,8,9. pages 81-109

1. A 1. A
2. A TRUE 2. B
3. B 3. B FALSE
4. C 4. A TRUE
5. A 5. B
6. B 6. D
7. D 7. B
8. C 8. A
9. D 9. C
10. B

32
PREREADING VOCABULARY
WORKSHEETS
Note to the Teacher: This unit plan was developed using the Bantam Books paperback edition of
Night. There are no numbered chapter or section divisions in this edition. We have assigned section
numbers based on the printed section breaks.

Section 1, pages 1-20

Part I: Using Prior Knowledge and Context Clues

Below are the sentences in which the vocabulary words appear in the text. Read the sentence. Use any
clues you can find in the sentence combined with your prior knowledge, and write what you think the
underlined words mean on the lines provided.

1. They called him Moshe the Beadle, as though he had never had a surname in his life.
__________________________________________________________________________

2. Nobody ever felt embarrassed by him. Nobody ever felt encumbered by his presence.
__________________________________________________________________________

3. He was a past master in the art of making himself insignificant, of seeming invisible.
__________________________________________________________________________

4. I was twelve. I believed profoundly. During the day I studied the Talmud, and at night I ran to the
synagogue to weep over the destruction of the Temple.
__________________________________________________________________________

5. The train full of deportees had crossed the Hungarian frontier and on Polish territory had been
taken in charge by the Gestapo.
__________________________________________________________________________

6. At that time, it was still possible to obtain emigration permits for Palestine.
__________________________________________________________________________

7. With some of my schoolmates, I sat in the Ezra Malik gardens, studying a treatise on the Talmud.
__________________________________________________________________________

8. My father was telling them anecdotes and expounding his own views on the situation.
__________________________________________________________________________

9. At dawn, there was nothing left of this melancholy.

__________________________________________________________________________

35
Part II: Determining the Meaning

Match the vocabulary words to their dictionary definitions.

1. surname A. hindered; restricted

2. encumbered B. absolutely; in an unqualified way
3. insignificant C. short, humorous stories
4. profoundly D. leaving one area to settle in another
5. deportees E. sadness; depression
6. emigration F. written discussion of a topic
7. treatise G. a family name
8. anecdotes H. people who are expelled from a country
9. melancholy I. trivial; not important

36
Vocabulary: Sections 2, 3, pages 21-43

Part I: Using Prior Knowledge and Context Clues

Below are the sentences in which the vocabulary words appear in the text. Read the sentence. Use any
clues you can find in the sentence combined with your prior knowledge, and write what you think the
underlined words mean on the lines provided.

1. Free from all social constraint, young people gave way openly to instinct, taking advantage of the
darkness to flirt in our midst. . .
__________________________________________________________________________

2. We still had a few provisions left. But we never ate enough to satisfy our hunger.
__________________________________________________________________________

3. The world was a cattle wagon hermetically sealed.

__________________________________________________________________________

4. The heat, the thirst, the pestilential stench, the suffocating lack of air-- these were nothing as
compared with these screams which tore us to shreds.
__________________________________________________________________________

5. In the middle stood the notorious Dr. Mengele. . .

__________________________________________________________________________

6. . . . a typical SS officer: a cruel face, but not devoid of intelligence, and wearing a monocle.
__________________________________________________________________________

7. . . . a typical SS officer: a cruel face, but not devoid of intelligence, and wearing a monocle.
__________________________________________________________________________

8. In one ultimate moment of lucidity it seemed to me that we were damned souls . . .

__________________________________________________________________________

9. "You are at Auschwitz. And Auschwitz is not a convalescent home."

__________________________________________________________________________

10. They were all laughing and joking and shouting blandishments at one another for a good part of
the way.
__________________________________________________________________________

37
Part II: Determining the Meaning

Match the vocabulary words to their dictionary definitions.

1. constraint A. necessary supplies, such as food

2. provisions B. coaxing by flattery
3. hermetically C. clear understanding
4. pestilential D. known widely and unfavorably; infamous
5. notorious E. restrictions
6. devoid F. an eyeglass for one eye
7. monocle G. likely to cause an epidemic disease
8. lucidity H. completely lacking or empty
9. convalescent I. returning to health after an illness
10. blandishments J. sealed against the entry or escape of air

38
Vocabulary: Section 4, pages 45-62

Part I: Using Prior Knowledge and Context Clues

Below are the sentences in which the vocabulary words appear in the text. Read the sentence. Use any
clues you can find in the sentence combined with your prior knowledge, and write what you think the
underlined words mean on the lines provided.

1. Our convoy included a few children ten and twelve years old.
__________________________________________________________________________

2. One day when Idek was seized with one of his fits of frenzy, I got in his way.
__________________________________________________________________________

3. This was Franek's chance to torment my father and to thrash him savagely every day.
__________________________________________________________________________

4. This was Franek's chance to torment my father and to thrash him savagely every day.
__________________________________________________________________________

5. I once saw one of thirteen beating his father because the latter had not made his bed properly.
__________________________________________________________________________

6. "Bare your heads!" yelled the head of the camp. His voice was raucous.
__________________________________________________________________________

7. The Gestapo, summoned to the spot, suspected sabotage. They found a trail.
__________________________________________________________________________

Part II: Determining the Meaning

Match the vocabulary words to their dictionary definitions.
1. convoy A. boisterous and disorderly
2. frenzy B. a group of vehicles traveling together
3. torment C. treacherous action to defeat a cause
4. thrash D. to cause physical pain or mental anguish
5. latter E. second of two
6. raucous F. violent mental agitation or wild excitement
7. sabotage G. beat; hit

39
Vocabulary: Section 5, pages 63-80

Part I: Using Prior Knowledge and Context Clues

Below are the sentences in which the vocabulary words appear in the text. Read the sentence. Use any
clues you can find in the sentence combined with your prior knowledge, and write what you think the
underlined words mean on the lines provided.

1. This day I had ceased to plead. I was no longer capable of lamentation.

__________________________________________________________________________

2. In the depths of my heart, I felt a great void.

__________________________________________________________________________

3. A poor, emaciated, dried-up Jew questioned him avidly in a trembling voice. . .

__________________________________________________________________________

4. Several days had elapsed.

__________________________________________________________________________

5. It was a somewhat feeble argument.

__________________________________________________________________________

6. They were quite simply liberated by the Russians two days after the evacuation.
__________________________________________________________________________

7. It snowed relentlessly.
__________________________________________________________________________

Part II: Determining the Meaning

Match the vocabulary words to their dictionary definitions.
1. lamentation A. grief; mourning
2. void B. steadily; persistently
3. emaciated C. made thin due to starvation
4. elapsed D. withdrawing troops or civilians
5. feeble E. passed
6. evacuation F. lacking strength, weak
7. relentlessly G. emptiness

40
Vocabulary: Sections 6, 7, 8, 9, pages 81-109

Part I: Using Prior Knowledge and Context Clues

Below are the sentences in which the vocabulary words appear in the text. Read the sentence. Use any
clues you can find in the sentence combined with your prior knowledge, and write what you think the
underlined words mean on the lines provided.

1. Their fingers on the triggers, they did not deprive themselves of this pleasure.
__________________________________________________________________________

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

__________________________________________________________________________

3. From time to time, the SS officers on motorcycles would go down the length of the column to try
and shake us out of our growing apathy.
__________________________________________________________________________

4. His livid face was covered with a layer of frost.

__________________________________________________________________________

5. The days were like nights, and the nights left the dregs of their darkness in our souls.
__________________________________________________________________________

6. Wild beasts of prey, with animal hatred in their eyes; an extraordinary vitality had seized them,
sharpening their teeth and nails.
__________________________________________________________________________

7. He was finished, at the end of his tether.

__________________________________________________________________________

8. The contagion spread to the other carriages.

__________________________________________________________________________

9. A plaintive, beseeching voice caught me in the spine.

__________________________________________________________________________

10. And, in the depths of my being, in the recesses of my weakened conscience, could I have
searched it, I might perhaps have found something like--free at last!
__________________________________________________________________________

41
Part II: Determining the Meaning

Match the vocabulary words to their dictionary definitions.

1. deprive A. lack of emotion or feeling

2. bereaved B. ashen; pallid
3. apathy C. harmful influence
4. livid D. expressing sorrow
5. dregs E. the least desirable portions
6. vitality F. the limit of one's resources or endurance
7. tether G. remote, secret places
8. contagion H. vigor; energy
9. plaintive I. left alone by death
10. recesses J. to take something away from

42
 ANSWER SHEET PREREADING VOCABULARY
Night

Section 1, pages 1-20 Sections 2, 3, pages 21-43 Section 4. pages 45-62

1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.
6. 6. 6.
7. 7. 7.
8. 8.
9. 9.
10.

Section 5, pages 63-80 Sections 6, 7, 8, 9, pages 81-109

1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
7. 7.
8. 8.
9. 9.
10. 10.

43
 ANSWER KEY-PREREADING VOCABULARY WORKSHEETS
Night

Section 1, pages 1-20 Sections 2, 3, pages 21-43 Section 4, pages 45-62,

1. G 1. E 1. B
2. A 2. A 2. F
3. I 3. J 3. D
4. B 4. G 4. G
5. H 5. D 5. E
6. D 6. H 6. A
7. F 7. F 7. C
8. C 8. C
9. E 9. I
10. B

Section 5, pages 63-80 Sections 6, 7,8, 9, pages 81-109

1. A 1. J
2. G 2. I
3. C 3. A
4. E 4. B
5. F 5. E
6. D 6. H
7. B 7. F
8. 8. C
9. 9. D
10. 10. G

44
DAILY LESSONS
 LESSON ONE

Student Objectives
1. To develop research skills
2. To write to inform by developing and organizing facts to convey information
3. To complete Writing Assignment #1 and the Nonfiction assignment

Activity
Assign one of the following topics (or topics of your choice) to each of the students. Distribute
Writing Assignment #1 and the Nonfiction Assignment sheet and discuss them. Students should fill this
out the Nonfiction Assignment sheet for at least one of the sources they used and submit it along with
their report. Take students to the library for the rest of the period to work on the assignment.

Topics
1. Make a time line of World War II.

2. Research the country of Transylvania. Include its location on a map of prewar Europe.

3. Name the Allies and Axis countries and their leaders. Summarize the political policies and
philosophies of each.

4. Identify Adolph Hitler and his role in the Third Reich.

5. Trace the persecution of the Jewish people in Europe.

6. Research the Jewish faith. Include major beliefs and holy days.

7. Explain the beliefs and practices of the Hasidic Jews. Compare these to the beliefs and
practices of the Reform Jews.

8. Trace the origin and development of the Jewish nation.

9. Briefly explain the teachings of the Talmud, the Zohar and the cabbala.

10. Obtain information on the Holocaust from the Holocaust Museum in Washington, DC, or
another source.

11. Describe any one of the concentration camps. Include a map with its location.

47
12. Describe the Occupation. Include the events that led up to it.

13. Describe the countries that made up pre-war Europe. Include the racial make-up of each.
Draw a map to show the location of each country.

14. Discuss the involvement of the United States in World War II.

15. Summarize the events of World War I and explain how they led to World War II.

16. Explain the roles of the SS and the Gestapo.

17. Explain the significance of the Nobel Peace Prize.

18. Read and report on Elie Wiesel's continuing work for peace and human rights.

19. Explain how and where the surviving Jewish people resettled after the war.

48
 WRITING ASSIGNMENT #1 Night
Writing to Inform

PROMPT
You are reading about the events that took place in the life of one teen-aged boy, Elie Wiesel .
The setting for the autobiographical sketch is Europe in the years between 1941 and 1945. I order to
better understand the terrible things that happened to him and millions of other people, you must first
understand what the world was like at that time.

PREWRITING
Your teacher may assign a topic or allow you to choose one. You will then go to the library to
research the topic. Look for encyclopedias, books, magazine articles, videos, and Internet sources.
You may want to interview an expert on the topic of your choice.
Think of questions you have about your topic. Write each one on a separate index card. Then
read to find the answers, and write them on the cards. Also take notes on interesting and important
facts, even if you did not have questions about them. Put each fact on a separate card. Make sure to
cite your references. That means to write down the title of the book or article, the author, and the page
number for each one.
Arrange your note card in the order you want to use for your paper. Number them, perhaps in
the upper right hand corner. Read through them to make sure they make sense in that order. Rearrange
as necessary.

DRAFTING
Introduce your topic in the first paragraph. Tell why you chose it, and give a preview of what
the rest of the paper will be about. Then write several paragraphs about the topic. Each paragraph
should have a main idea and supporting details. Your last paragraph should summarize the information
in the report.

PEER CONFERENCE/REVISING
When you finish the rough draft, ask another student to look at it. You may want to give the
student your note cards so he/she can double check for you and see that you have included all of the
information. After reading, he or she should tell you what he/she liked best about your report, which
parts were difficult to understand or needed more information, and ways in which your work could be
improved. Reread your report considering your critic's comments and make the corrections you think
are necessary.

PROOFREADING/EDITING
Do a final proofreading of your report, double-checking your grammar, spelling, organization,
and the clarity of your ideas.

49
 WRITING EVALUATION FORM Night

Name ________________________________________ Date _____________ Class ________

Writing Assignment # ________

Circle One For Each Item:

Composition excellent good fair poor

Style excellent good fair poor

Grammar excellent good fair poor (errors noted)

Spelling excellent good fair poor (errors noted)

Punctuation excellent good fair poor (errors noted)

Legibility excellent good fair poor (errors noted)

Strengths:

Weaknesses:

Comments/Suggestions:

50
 NONFICTION ASSIGNMENT SHEET Night
(To be completed after reading the required nonfiction article)

Name _____________________________ Date _________________ Class/ _________

Title of Nonfiction Read ____________________________________________________

Author _____________________________ Publication Date ___________________

I. Factual Summary: Write a short summary of the piece you read.

II. Vocabulary:
1. Which vocabulary words were difficult?

2. What did you do to help yourself understand the words?

III. Interpretation: What was the main point the author wanted you to get from reading his/her
work?

IV. Criticism:
1. Which points of the piece did you agree with or find easy to believe? Why?

2. With which points of the piece did you disagree or find difficult to believe? Why?

V. Personal Response:
1. What do you think about this piece?

2. How does this piece help you better understand the novel Night?

51
 LESSON TWO

Student Objectives
1. To continue doing library research for the nonfiction assignment
2. To write to inform

Activity #1
Either take the students to the library or give them time in class to work on their research
projects.

Activity #2
While the writing conferences are scheduled for Lesson Three, you may want to begin them
during Lesson Two if some of the students are ready. Establish a quiet section of the room for the
conferences.

LESSON THREE

Student Objectives
1. To participate in a writing conference with the teacher
2. To revise the nonfiction assignment based on the suggestions made during the writing
conference

Activity #1
Choose a quiet location in the room to hold the writing conferences.

Activity #2
Students should be working independently on their research projects when they are not
conferencing.

52
 LESSON FOUR

Objectives
1. To widen the breadth of students' knowledge about the topics discussed or touched
upon in Night
2. To check students' non-fiction assignments

Activity
Ask each student to give a brief oral report about the nonfiction work he/she read for the
nonfiction assignment. Your criteria for evaluating this report will vary depending on the level of your
students. You may wish for students to give a complete report without using notes of any kind, or you
may want students to read directly from a written report, or you may want to do something in between
these two extremes. Just make students aware of your criteria in ample time for them to prepare their
reports.
Start with one student's report. After that, ask if anyone else in the class has read on a topic
related to the first student's report. If no one has, choose another student at random. After each report,
be sure to ask if anyone has a report related to the one just completed. That will help keep a continuity
during the discussion of the reports.

53
 LESSON FIVE

Student Objectives
1. To preview the Night Unit
2. To receive books and other related materials (study guides, reading assignment)
3. To relate prior knowledge to the new material
4. To become familiar with the vocabulary for Section 1
5. To preview the study questions for Chapters Section 1
6. To read Section 1

Activity #1
Distribute the materials students will use in this unit. Explain in detail how students are to use
these materials.

Study Guides Students should preview the study guide questions before each reading
assignment to get a feeling for what events and ideas are important in that section. After reading the
section, students will (as a class or individually) answer the questions to review the important events and
ideas from that section of the book. Students should keep the study guides as study materials for the
unit test.

Reading Assignment Sheet You need to fill in the reading assignment sheet to let students
know when their reading has to be completed. You can either write the assignment sheet on a side
blackboard or bulletin board and leave it there for students to see each day, or you can duplicate
copies for each student to have. In either case, you should advise students to become very familiar with
the reading assignments so they know what is expected of them.

Unit Outline You may find it helpful to distribute copies of the Unit Outline to your students so
they can keep track of upcoming lessons and assignments. You may also want to post a copy of the
Unit Outline on a bulletin board and cross off each lesson as you complete it.

Extra Activities Center The resource portions of this unit contains suggestions for a library of
related books and articles in your classroom as well as crossword and word search puzzles. Make an
extra activities center in your room where you will keep these materials for students to use. Bring the
books and articles in from the library and keep several copies of the puzzles on hand. Explain to
students that these materials are available for students to use when they finish reading assignments or
other class work early.

Books Each school has its own rules and regulations regarding student use of school books.
Advise students of the procedures that are normal for your school.

54
Notebook or Unit Folder You may want the students to keep all of their worksheets, notes, and other
papers for the unit together in a binder or notebook. During the first class meeting, tell them how you
want them to arrange the folder. Make divider pages for vocabulary worksheets, prereading study
guide questions, review activities, notes, and tests. You may want to give a grade for accuracy in
keeping the folder.

Activity #2
Do a group KWL Sheet with the students (form included.) Students should know something
about the Holocaust after completing the research projects, and will have information to share. Put this
information in the K column (What I Know.) Ask students what they want to find out from reading
Night and record this in the W column (What I Want to Find Out.) Keep the sheet and refer back to it
after reading the book. Complete the L column (What I Learned) at that time.

Activity #4
Work through the prereading vocabulary worksheet for Section 1 with the students. Tell them
they will have a sheet like this to complete before reading each section of the book.

Activity #5
Show students how to preview the study questions for Section 1 of Night. Encourage students
to predict what they think answers might be, to write down their predictions, and to compare these with
their answers after reading the chapters.

Activity #6
Begin reading Section 1 aloud to the class. Invite willing students to continue reading aloud until
the end of the class period. Tell students to complete the reading before the next class meeting.

55
 KWL Night

Directions : Before reading, think about what you already know about Night and/or Elie
Wiesel. Write the information in the K column. Think about what you would like to find out from
reading the book. Write your questions in the W column. After you have read the book, use the L
column to write the answers to your questions from the W column, and anything else you remember
from the book.

K W L
What I Know What I Want to Find Out What I Learned

56
 LESSON SIX

Student Objectives
1. To review the main ideas and themes in Section 1
2. To discuss the mood and tone of the book
3. To begin Writing Assignment #2

Activity #1
Discuss the answers to the Study Guide questions for Section 1 in detail. Write the answers on
the board or overhead projector so students can have the correct answers for study purposes.
Encourage students to take notes. If the students own their books, encourage them to use high lighter
pens to mark important passages and the answers to the study guide questions.

Note: It is a good practice in public speaking and leadership skills for individual students to take
charge of leading the discussion of the study questions. Perhaps a different student could go to the front
of the class and lead the discussion each day that the study questions are discussed during this unit. Of
course, the teacher should guide the discussion when appropriate and be sure to fill in any gaps the
students leave.

Activity #2 Minilesson: Mood

The mood or tone of a story is the author's attempt to create the atmosphere of story. The
mood evokes an emotional response from the reader and lets the reader know how the characters feel.
It may stay the same throughout a story, or it may changed, depending on circumstances and events.
The author's descriptions and the characters' dialogue and actions express the mood of the story. Mood
can be stated or implied.
Ask the students to give their impressions of the mood conveyed by the title and jacket
artwork. Have them reread the first section of the book to see where and how the mood changes from
relatively pleasant to fearful. Make a list of words that Wiesel uses to invoke a certain mood. You may
want to keep this as a chart or bulletin board that students can add to throughout the unit. Tell students
to keep the mood of the book in mind as they read. They will have the opportunity to discuss mood
again during Lesson Thirteen.

57
Activity #3 (Writing Assignment #2)
Tell students they will be keeping a sketchbook- journal as Writing Assignment #2. Explain that
a sketchbook- journal is a combination of sketches about and written responses to the story. They will
be required to make an entry for each chapter in the novel.
Students can sketch memorable scenes from the chapters, or paste in magazine pictures that
remind them of the events in the chapter.
The written entries should focus on each student's response to the literature, and should not
merely be a plot summary. They should include comments about their thoughts and feelings while
reading, any questions they have, and predictions for the next chapter. For Night, encourage them to
write about the mood of the story.
It is up to the individual teacher to decide how to grade or respond to the journals, and whether
to have students share them with the class or keep them private.

58
 WRITING ASSIGNMENT #2 Night
Journal Writing to Express a Personal Opinion

PROMPT
For this unit, you will be asked to keep a sketchbook- journal. This is a combination of
sketches about and written responses to a story. You will be required to make an entry for each
chapter in the novel.
First, decide on the format for your sketchbook-journal. Spend some time decorating your
cover and setting up the book. Make sure to include the title of each chapter and the page numbers in
you copy of the book. Also date each entry.
You can sketch memorable scenes from the chapters, paste in magazine pictures , or use
computer clip art.. Even if you do not consider yourself a good artist, try to make some sketches. Use
colors that remind you of the mood of the story. You may want to take photographs and put them in the
sketchbook-journal.
The written entries should focus on your response to the literature, and should not merely be
chapter summaries. They should include comments about your thoughts and feelings while reading, any
questions you have, and predictions about the next chapter. Try to write at least one page for each
entry. You, your class mates and your teacher will decide whether to share the journals or keep them
private.
Here are some suggestions for the types of entries you may want to make.
Check Your Understanding Explain how the story is making sense to you.
Give examples and note page numbers.
Establish the setting, mood, point of view, and character
relationships.
Discuss the stated themes.

Make Inferences Explain your thoughts about the feelings and motives of the
characters.
Discuss the implied themes.

Make and Revise Predictions At the end of each chapter, make a prediction about what
you think will happen next. After you read, go back and
check your predictions. Tell if you had to revise them, and
why.

Ask Questions Ask questions about scenes or events that are confusing.
Record the answers if you discuss the questions in class, or
later find the answer in the novel.

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 Give Your Opinion Give your opinion about the literary quality of the work.
Discuss the author's style, use of language, and use of literary
devices. Tell why you do nor do not like the story. Tell how
you feel while reading the chapters. Compare the book with
others you have read.

Make Connections Think about ways the characters and events relate to your
own life and experiences. Put yourself in the character's place
and discuss how you would think or feel in that situation. Try
this from the point of view of the main character and a few of
the minor ones.

Make Recommendations Tell what you think the characters should do or say. Tell how
you would end the story, or what you think might happen
next.

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 LESSON SEVEN

Student Objectives
1. To become familiar with the vocabulary for Sections 2 and 3
2. To preview the study questions for Sections 2 and 3
3. To practice correct intonation and expression in oral reading
4. To read from Sections 2 and 3 orally for evaluation

Activity #1
Give students ten or fifteen minutes to complete the prereading vocabulary worksheet and
preview the study questions.

Activity #2
Tell students their oral reading ability will be evaluated. Show them copies of the Oral Reading
Evaluation Form and discuss it. Model correct intonation and expression by reading the first few
paragraphs of Section 2 aloud.

Activity #3
Call on individual students to read a few paragraphs aloud. Encourage the other students to
follow along silently in their books. If you have a student who is unwilling or unable to read in front of
the group make arrangements to do his or her evaluation privately at another time.

Activity #4
Tell students to have answers for the study questions prepared for the next class meeting.

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 ORAL READING EVALUATION Night

Name Class Date ____________________

Page or pages read: ______________

SKILL EXCELLENT GOOD AVERAGE FAIR POOR

FLUENCY 5 4 3 2 1

CLARITY 5 4 3 2 1

AUDIBILITY 5 4 3 2 1

PRONUNCIATION 5 4 3 2 1

_______________ 5 4 3 2 1

_______________ 5 4 3 2 1

TOTAL ____________ GRADE __________

COMMENTS:

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 LESSON EIGHT

Student Objectives
1. To discuss the main ideas and events in Sections 2 and 3
2. To become familiar with the vocabulary for Section 4
3. To preview the study questions for Section 4
4. To identify the types of conflict in the novel
5. To read Section 4

Activity #1
Give each student four 1"x2" strips of colored paper or index cards--one blue, one yellow, one
green, one pink. Have them put a large letter A on the blue paper, B on the yellow, C on the green, and
D on the pink. Make an overhead transparency of the Multiple Choice/Quiz questions for Sections 2
and 3. Ask a student to read the first question out loud. Have each student hold up the colored paper
strip for their answer. Encourage students to reread if necessary to find the correct answers.

Activity #2
Have students work with partners to complete the prereading vocabulary worksheet and
preview the study questions.

Activity #3
Activity #2 Minilesson: Conflict
Tell students that conflict is one of the most important aspects of a story. The conflict usually is
an obstacle to the main character's goal. It usually brings about some type of change in the main
character. The types of conflict that are evident in Night are character vs. nature, character vs.
character, character vs. himself, and character vs. society.
You may want to use examples from stories the students have previously read, or examples
from literature for younger children to illustrate the various types of conflict. Dorothy in The Wizard of
Oz has a conflict with nature because the tornado takes her away from her home. The conflict between
Cinderella and her wicked step-mother is an example of character vs. character. In The Little Engine
That Could, the little engine is not sure of its ability to take the train over the mountain, illustrating the
character vs. himself conflict. The Greek myth of Atalanta illustrates character vs. society or the
environment. Atalanta was expected to marry the man her father chose, but she did not wish to do so.
Have students begin filling out the Conflict Chart after they have read Section 3. Discuss their
findings. Encourage them to look for more examples of conflict as they read. Tell them they will discuss
conflict again in Lesson Thirteen.

63
 CONFLICT CHART Night
Directions: Use the chart below to record examples of the different types of conflict you read
about in Night

CONFLICT EXAMPLE and PAGES CHANGE in Elie

CHARACTER
VS .
NATURE

CHARACTER
VS .
SELF

CHARACTER
VS .
SOCIETY

CHARACTER
VS .
CHARACTER

64
 LESSON NINE

Student Objectives
1. To identify examples of figurative language in the story so far
2. To become familiar with the vocabulary for Section 5
3. To preview the study questions for Section 5

Activity #1 Minilesson: Figures of Speech

Figures of speech are literary devices that give the writer a non-literal way to
describe images and events. Use the following chart to give examples of the different figures of speech.
(You may want to make an overhead transparency, or duplicate the chart for each student.) Then write
physically he was as awkward as a clown on the board. (this is Elie Wiesel's description of Moshe
the Beadle on page 1 of the book.) Ask students to identify the type of figure of speech (simile.) Talk
about the literal meaning. Distribute the Figure of Speech worksheet and have students work in small
groups to find examples in the novel. If you want the students to continue recording examples in the
remaining chapters, assign a due date for the worksheet.

Activity #2
Give students about ten or fifteen minutes to complete the prereading vocabulary worksheets
and go over the study questions for Section 5.

LESSON TEN

Student Objectives
1. To read Section 5 with a partner
2. To discuss the main ideas and events in Section 5

Activity #1
Assign or let students choose partners. Have them read Section 5 aloud together quietly.

Activity #2
Divide students into ten groups. Assign each group one of the study questions to research and
answer for the class.

65
 FIGURES OF SPEECH Night

Figures of speech are literary devices that give the writer a non-literal way to describe images and
events. They are comparisons that help the reader create a mental image of a character or a situation.

HYPERBOLE Extreme exaggeration used to describe a person or thing.

For example: She has as many pairs of earrings as there are stars
in the sky.

IRONY The use of words to express something different from and often
opposite to their literal meaning.
For example: Yeah, being a kid is one laugh after another.

METAPHOR A comparison without the words like or as.

For example: The cat is a bag of bones.

METONYMY A figure of speech in which one word or phrase is substituted for

another with which it is closely associated, as in the use of
Washington for the United States government or of the sword for
military power.

ONOMATOPOEIA The use of words such as buzz or splash that imitate the sounds
associated with the objects or actions they refer to.

PARADOX A seemingly self-contradictory statement that has some truth to it.

For example: sitting may be more exhausting than standing

PERSONIFICATION Attributing human characteristics to inanimate objects, animals, or

ideas, as in the wind howled.

SIMILE A comparison using the words like or as.

For example: I felt as light as a feather.

66
 FIGURES OF SPEECH Night

Figures of speech are literary devices that give the writer a non-literal way to describe images
and events. The main types of figures of speech are hyperbole, irony, metaphor, metonymy,
onomatopoeia, paradox, personification, and simile. Use the following chart to record examples of
figures of speech used in Night. A sample has been done for you. Note: You may not find an example
of each figure of speech in the novel.

Figure of Speech Example from Novel, page # Literal Meaning

simile physically he was as awkward as a He was clumsy and not graceful.

clown

67
 LESSON ELEVEN

Student Objectives
1. To become familiar with the vocabulary for Sections 6-9
2. To preview the study questions for Sections 6-9
3. To read Sections 6-9

Activity #1
Give students about ten minutes to complete the prereading vocabulary worksheet.

Activity #2
Distribute copies of the multiple choice study questions for Sections 6-9. Have students circle
their predicted answers before reading the text.

LESSON TWELVE

Student Objectives
1. To discuss the main ideas and events in Sections 6-9
2. To chronicle the events sequentially

Activity #1
Go over the answers to the multiple choice study questions. Use the short answer questions as
well if you want to get into more detail about the events concerning Juliek, Meir Katz, and the death of
Elie Wiesel's father.

Activity #2 Minilesson: Sequence

In an autobiographical sketch such as Night, the sequence of events is very important. Since so
many dates are given, it is relatively easy to follow the sequence of events in Night. Use a roll of shelf
or art paper to make a large time line of the events in the book. For advanced students, assign each
section of the book to a small group. Have the group write each important event on an index card and
paste it in the correct place on the time line. For average classes, work with the whole class and guide
them in finding and recording the major events. For students who need extra assistance, make up cards
with the major dates and events listed, one per card. Distribute the cards to the students and have them
put the cards in order on the class time line. Show them how to skim and reread to find the dates and
events in the book. Encourage students to make illustrations to go with the time line.

68
 LESSON THIRTEEN

Student Objective
To discuss Night at the interpretive and critical levels

Activity #1
Choose the questions from the Extra Writing Assignments/Discussion Questions which seem
most appropriate for your students. A class discussion of these questions is most effective if students
have been given the opportunity to formulate answers to the questions prior to the discussion. To this
end, you may either have all the students formulate answers to all the questions, divide the class into
groups and assign one or more questions to each group, or you could assign one question to each
student in your class. The option you choose will make a difference in the amount of class time needed
for this activity.

Activity #2
After students have had ample time to formulate answers to the questions, begin your class
discussion of the questions and the ideas presented by the questions. Be sure students take notes during
the discussion so they have information to study for the unit test.

LESSON FOURTEEN

Student Objective
To write a persuasive essay

Activity #1
Distribute copies of Writing Assignment #3. Discuss it in detail and make sure the students
understand what to do.

Activity #2
Allow the rest of the class period for students to work on the assignment.

Option
You may want to let students work with a partner or a small group for this assignment. If so,
make sure they understand that they will receive the same grade.

Activity #3
If time permits, invite students to role play and give their persuasive speeches in class.

69
 EXTRA WRITING ASSIGNMENT/DISCUSSION QUESTIONS Night

Interpretation
1. From what point of view is the story written? How does this affect our understanding of the
story?

2. Why didn't the townspeople listen to Moshe the Beadle?

3. Describe Elie's relationship with Moshe the Beadle.

4. Why did the young girl at Buna risk her safety to speak to Elie in German?

5. In Section 4, Wiesel described the hanging of one young man. Then he said his soup was
excellent that evening. What did he mean?

6. In Section 4, Wiesel described the hanging of the pipel, the young servant boy. He said the
soup tasted of corpses that night. What did he mean?

7. Describe and analyze Elie Wiesel's changing view of God throughout the book.

8. In Section 6, why did Mr. Wiesel smile?

9. Describe the relationship between Elie and his father while they were in the concentration
camps. Compare and contrast this with their relationship before their imprisonment.

10. Why do you think Moshe the Beadle stayed in Singhet when the people would not listen to him?
What does this say about his character?

11. Why do you think Mr. Wiesel refused to go with Martha when she offered a safe refuge?

12. Was Madame Schächter crazy, or was she able to predict what was going to happen to the
Jews?

13. Why did the Jews hold onto their illusions for so long?

14. In Section 5, why did Elie and his father choose to be evacuated instead of staying in the
hospital?

70
Critical
15. How did Elie Wiesel change over the course of the book? Were these changes for the better?

16. The author often used vivid language to describe a scene or event. Give an example of his use of
vivid language that you found most effective. Tell why it was effective.

17. What was the overall mood of the story? Give examples to support your answer.

18. How would the story change if there were a different narrator?

19. Which character do you know the most about? Which character do you know the least about?

20. Were you able to predict the ending? What clues did the author give?

21. Discuss the author's use of language. Is it natural? Do people you know talk the way the
characters did?

22. Does the mood of the story change? How does the author show this?

23. What words does the author use to create the atmosphere of the book?

24. Were the descriptions in the book effective? Give some examples.

25. Which senses did the descriptions cause you to use? Give examples of the descriptions using
hearing, seeing, touching, smelling, taste.

Personal Response
26. Did you enjoy reading Night? Why or why not?

27. Is Night a good title for the book? Why or why not? If not, what title would you suggest?

28. Did you have strong feelings while reading this book? If so, what did the author do to cause
those feelings? If not, why not?

29. Will you read more of Elie Wiesel's books? Why or why not?

30. Did Elie Wiesel's experiences change the way you look at yourself? How?

71
31. Have you read any other stories similar to Night ? If so, tell about them.

32. Would you recommend this book to another student? Why or why not?

33. What makes Elie Wiesel a unique and different author?

34. What questions would you like to ask Elie Wiesel?

35. What was the saddest part of the story?

36. What do you remember most about the story?

37. What picture did the author leave in your mind?

38. What did the book make you think about?

72
 QUOTATIONS Night

1. "Man raises himself toward God by the questions he asks Him," he was fond of repeating.
"That is the true dialogue. Man questions God and God answers. But we don't understand
His answers. We can't understand them. Because they come from the depths of the soul and
they stay there until death. You will find the true answers, Eliezer, only within yourself!"

2. "Jews, listen to me. It's all I ask of you. I don't want money or pity. Only listen to me."

3. "You don't understand," he said in despair. "You can't understand. I have been saved
miraculously. I managed to get back here. Where did I get the strength from? I wanted to
come back to Singhet to tell you the story of my death, so that you could prepare yourselves
while there was still time. To live? I don't attach any importance to my life any more. I'm
alone. No, I wanted to come back, and to warn you. And see how it is, no one will listen to
me."

4. People said, "The Russian army's making gigantic strides forward. . . . Hitler won't be able to
do us any harm, even if he wants to."

5. "The yellow star? Oh, well, what of it? You don't die of it . . . ."

6. "Get up, sir, get up! You've got to get ready for the journey! You're going to be expelled from
here tomorrow with your whole family, and all the rest of the Jews. Where to? Don't ask me,
sir. Don't ask me any questions. Only God could answer you. For heaven's sake, get up."

7. "Oh, God, Lord of the Universe, take pity upon us in Thy great mercy. . . . "

8. "You can go if you want to. I shall stay here with your mother and the child."

9. "Who knows? Perhaps we are being deported for our own good. The front isn't very far off;
we shall soon be able to hear the guns. And then the civilian population would be evacuated
anyway. . . . "

10. "Look! Look at it! Fire! A terrible fire! Mercy! Oh, that fire! Jews, listen to me! I can see a
fire! There are huge flames! It is a furnace!"

11. "Men to the left! Women to the right!"

12. "No, not fifty. Forty. Do you understand? Eighteen and forty."

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13. "Let the world learn of the existence of Auschwitz. Let everybody hear about it, while they
can still escape. . . . "

14. "Humanity? Humanity is not concerned with us. Today anything is allowed. Anything is
possible, even these crematories."

15. "Remember this. Remember it forever. Engrave it into your minds. You are at Auschwitz. And
Auschwitz is not a convalescent home. It's a concentration camp. Here, you have got to
work. If not, you will go straight to the furnace. To the crematory. Work or the crematory--
the choice is in your hands."

16. "Bite your lip, little brother. . . . don't cry. Keep your anger and your hatred for another day,
for later on. The day will come, but not now. . . . Wait. Grit your teeth and wait."

17. "God is testing us. He wants to find out whether we can dominate our base instincts and kill
the Satan within us. We have no right to despair. And if he punishes us relentlessly, it's a sign
that He loves us all the more."

18. "Am I Jewish? Yes, I am Jewish. From a religious family. During the occupation I obtained
forged papers and passed myself off as an Aryan. That's how I was enlisted in the forced
labor groups, and when I was deported to Germany, I escaped the concentration camp. At
the warehouse, no one knew I could speak German. That would have aroused suspicions.
Saying those few words to you was risky; but I knew you wouldn't give me away."

19. "They're bombing Buna!"

20. "Long live liberty! A curse upon Germany! A curse. . . . A cur--"

21. "Where is He? Here He is--He is hanging here on the gallows."

22. "What are You, my God," I thought angrily, "compared to this afflicted crowd, proclaiming to
You their faith, their anger, their revolt? What does Your greatness mean, Lord of the
universe, in the face of all this weakness, this decomposition, and this decay? Why do You
still trouble their sick minds, their crippled bodies?"

23. "It's the end. God is no longer with us."

24. "I've got more faith in Hitler than in anyone else. He's the only one who's kept his promises, all
his promises, to the Jewish people."

74
25. "Don't think. Don't stop. Run."

26. "Perhaps someone has seen my son somewhere?"

27. "No! He isn't dead! Not yet!"

28. "Why don't they shoot us all right away?"

29. "Listen to me, boy. Don't forget that you're in a concentration camp. Here, every man has to
fight for himself and not think of anyone else. Even of his father. Here, there are no fathers, no
brothers, no friends. Everyone lives and dies for himself alone. I'll give you a sound piece of
advice--don't give your ration of bread and soup to your old father. There's nothing you can
do for him. And you're killing yourself. Instead, you ought to be having his ration."

75
 WRITING ASSIGNMENT #3 Night
Writing to Persuade

PROMPT
Four times in the novel, Elie Wiesel describes times he and his family might have been saved,
had they made a different decision. First, Moshe the Beadle tried to convince the Jews of Singhet to
flee from the coming persecution, but no one listened to him. Then, Elie tried to convince his father to
sell the business and emigrate to Palestine. Later, the Wiesel family refused the safe refuge offered by
their former servant, Martha. When Elie and his father were given the choice to stay at the camp
hospital or be evacuated with the other prisoners, they chose to stay with the others. Your assignment is
to choose one of these opportunities and convince the Wiesel family to make the opposite decision of
the one they made.

PREWRITING
Make a list of the reasons you want the family to leave Singhet, go with Martha, or stay at the
hospital. Think of statements to support each of your reasons, and list them under each reason. You can
also include reasons you disagree with them. Then number the reasons in order from most to least
important.

DRAFTING
Make an introductory statement in which you state the problem (the Wiesel family and the other
Jewish residents/prisoners are in grave danger.) Then offer your solution. Use one paragraph for each
of your reasons. Use supporting statements for each reason. Include examples, facts, and feelings that
support your position. Write a closing paragraph that restates your request and summarizes your
arguments.

PEER CONFERENCING/REVISING
When you finish the rough draft, ask another student to look at it. You may want to give the
student your notes so he/she can double check for you and see that you have included all of the
information. After reading, he or she should tell you what he/she liked best about your persuasive essay,
which parts were difficult to understand or needed more information, and ways in which your work
could be improved. Reread your persuasive essay considering your critic's comments and make the
corrections you think are necessary.

PROOFREADING/EDITING
Do a final proofreading of your persuasive essay, double-checking your grammar, spelling,
organization, and the clarity of your ideas.

FINAL DRAFT/PUBLISHING
Complete the final draft according to your teacher's instructions.

76
 LESSON SIXTEEN

Student Objective
To review all of the vocabulary work done in this unit

VOCABULARY REVIEW ACTIVITIES

1. Divide your class into two teams and have an old-fashioned spelling or definition bee.

2. Give individuals or groups of students a Vocabulary Word Search Puzzle from the Vocabulary
Resource section. . The person (group) to find all of the vocabulary words in the puzzle first wins.

3. Give students a Vocabulary Word Search Puzzle without the word list. The person or group to
find the most vocabulary words in the puzzle wins.

4. Put a Vocabulary Crossword Puzzle onto a transparency on the overhead projector and do the
puzzle together as a class.

5. Give students a Vocabulary Matching, Multiple Choice, or Magic Square worksheet to do.

6. Use words from the word jumble page and have students spell them correctly.

7. Have students write a story in which they correctly use as many vocabulary words as possible.
Have students read their compositions orally. Post the most original compositions on your bulletin
board.

8. Have students work in teams and play charades with the vocabulary words.

9. Select a word of the day and encourage students to use it correctly in their writing and speaking
vocabulary.

10. Have a contest to see which students can find the most vocabulary words used in other sources.
You may want to have a bulletin board available so the students can write down their word, the
sentence it was used in, and the source.

11. Assign a word to each student, or let them choose a word. Have them look up the origin of the
word, the part of speech, definition, a synonym, and an antonym. Then have them write a sentence
using the word. Have students present their information orally to the class, or have them design a
word map on paper and display the papers.

77
 LESSON SIXTEEN

Objective
To review the main ideas presented in Night

Activity #1
Choose one of the review games/activities included in the packet and spend your class period
as outlined there.

Activity #2
Remind students of the date for the Unit Test. Stress the review of the Study Guides and their
class notes as a last minute, brush-up review for homework.

REVIEW GAMES / ACTIVITIES

1. Ask the class to make up a unit test for Night. The test should have 4 sections: multiple choice,
true/false, short answer and essay. Students may use 1/2 period to make the test, including a
separate answer sheet, and then swap papers and use the other 1/2 class period to take a test a
classmate has devised. (open book)

2. Take 1/2 period for students to make up true and false questions (including the answers). Collect
the papers and divide the class into two teams. Draw a big tic-tac-toe board on the chalk board.
Make one team X and one team O. Ask questions to each side, giving each student one turn. If
the question is answered correctly, that student's team's letter (X or O) is placed in the box. If the
answer is incorrect, no mark is placed in the box. The object is to get three marks in a row like tic-
tac-toe. You may want to keep track of the number of games won for each team.

3. Take 1/2 period for students to make up questions (true/false and short answer). Collect the
questions. Divide the class into two teams. You'll alternate asking questions to individual members
of teams A & B (like in a spelling bee). The question keeps going from A to B until it is correctly
answered, then a new question is asked. A correct answer does not allow the team to get another
question. Correct answers are +2 points; incorrect answers are -1 point.

4. Allow students time to quiz each other (in pairs) from their study guides and class notes.

5. Give students a crossword puzzle from the Night Unit Resources packet to complete.

78
7. Divide your class into two teams. Use the crossword words with their letters jumbled as a word
list. Student 1 from Team A faces off against Student 1 from Team B. You write the first jumbled
word on the board. The first student (1A or 1B) to unscramble the word wins the chance for
his/her team to score points. If 1A wins the jumble, go to student 2A and give him/her a clue.
He/she must give you the correct word which matches that clue. If he/she does, Team A scores a
point, and you give student 3A a clue for which you expect another correct response. Continue
giving Team A clues until some team member makes an incorrect response. An incorrect response
sends the game back to the jumbled-word face off, this time with students 2A and 2B. Instead of
repeating giving clues to the first few students of each team, continue with the student after the one
who gave the last incorrect response on the team.

8. Take on the persona of "The Answer Person." Allow students to ask any question about the book.
Answer the questions, or tell students where to look in the book to find the answer.

9. Students may enjoy playing charades with events from the story. Select a student to start. Give
him/her a card with a scene or event from the story. Allow the players to use their books to find
the scene being described. The first person to guess each charade performs the next one.

10. Play a categories-type quiz game. (A master is included in this Unit Plan). Make an overhead
transparency of the categories form. Divide the class into teams of three or four players each.
Have each team Choose a recorder and a banker. Choose a team to go first. That team will
choose a category and point amount. Ask the question to the entire class. (Use the Study Guide
Quiz and Vocabulary questions.) Give the teams one minute to discuss the answer and write it
down. Walk around the room and check the answers. Each team that answers correctly receives
the points. (Incorrect answers are not penalized; they just don't receive any points). Cross out that
square on the playing board. Play continues until all squares have been used. The winning team is
the one with the most points. You can assign bonus points to any square or squares you choose.
An alternative form of play is to give each student a copy of the game form. They write their
individual answers on the form and total their points at the end. You can give prizes to those with
the highest scores, or translate the scores into quiz grades.

11. Have individual students draw scenes from the book. Display the scenes and have the rest of the
class look in their books to find the chapter or section that is being depicted. The first student to
find the correct scene then displays his or her picture. When the game is over, collect the pictures
and put them in a binder for students to look at during their free time.

NOTE: If students do not need the extra review, omit this lesson and go on to the test.

79
 LESSON EIGHTEEN

Objective
To test the students' understanding of the main ideas and themes in Night

Activity #1
Distribute the Night Unit Tests. Go over the instructions in detail and allow the students the
entire class period to complete the exam.

Activity #2
Collect all test papers and assigned books prior to the end of the class period.

80
 QUIZ GAME Night

Section 1 Sections Section 4 Section 5 Sections

2, 3 6, 7, 8, 9

100 100 100 100 100

200 200 200 200 200

300 300 300 300 300

400 400 400 400 400

500 500 500 500 500

81
UNIT TESTS
 NOTES ABOUT THE UNIT TESTS IN THIS UNIT:

There are 5 different unit tests which follow.

There are two short answer tests which are based primarily on facts from the novel. The
answer key for short answer unit test 1 follows the student test. The answer key for short answer test 2
follows the student short answer unit test 2.

There is one advanced short answer unit test. It is based on the extra discussion questions. Use
the matching key for short answer unit test 2 to check the matching section of the advanced short
answer unit test. There is no key for the short answer questions. The answers will be based on the
discussions you have had during class.

There are two multiple choice unit tests. Following the two unit tests, you will find an answer
sheet on which students should mark their answers. The same answer sheet should be used for both
tests; however, students' answers will be different for each test. Following the students' answer sheet
for the multiple choice tests you will find your answer keys.

The short answer tests have a vocabulary section. You should choose 10 of the vocabulary
words from this unit, read them orally and have the students write them down. Then, either have
students write a definition or use the words in sentences. The second part of the vocabulary test is
matching.

85
 SHORT ANSWER UNIT TEST 1 Night

I. Matching/ Identify
1. Elie A. survived to tell the story of the concentration camps
2. Chlomo B. Rabbi who searched for his son
3. Martha C. tormented Mr. Wiesel to get the gold crown
4. Juliek D. offered the Wiesel family safe refuge
5. Franek E. woman who had visions of the furnace fires
6. Meir Katz F. trampled to death during the evacuation
7. Zalman G. died at Buchenwald
8. Eliahou H. Kapo who had bouts of madness
9. Idek I. played Beethoven for the dying men
10. Schächter J. died in the wagon

II. Short Answer

1. Summarize the story Moshe the Beadle told on his return from being deported. Why did he say
he had returned to Sighet?

2.What did Elie do when the gypsy struck his father? Why? What was his father's response?

86
Short Answer Unit Test 1 Night

3.What did Elie Wiesel do when Idek hit his father? What was he thinking?

4.What was Elie's decision about fasting on Yom Kippur? Why did he make that decision?

5.Describe Elie's meeting with Juliek.

87
Short Answer Unit Test 1 Night

III. Fill-in-the-Blank
Night is the autobiographical account of Elie Wiesel's time in the concentration camps in
Europe during World War II. He grew up in the town of (1)______________, in the country of
(2) _________________. The people knew there was a war going on, but were not paying much
attention. Even when (3) _______________ returned to the town to tell his terrible tales of mass
murders of Jews, the people would not believe it.. Elie tried to persuade his father to move to
(4) ____________ but his father would not do it. Even the news that the (5) _________________ in
Budapest were destroying Jewish shops and synagogues did not convince the people that danger was
coming.
During the Spring of 1944 the German army moved into the town. On the seventh day of (6)
______________ the Germans arrested the leaders of the Jewish community. Soon after, two
(7) ________________ were set up and all of the Jewish people were made to move there. On the
Saturday before (8) __________________, Stern told the others they were to be deported.
The train carrying the Wiesel family and their neighbors stopped first at
(9) _________________, which was the reception center for (10) _________________. Elie was
separated from his mother and sisters here, although he was able to stay with his father. They stayed in
this camp for three weeks. Then they were forced to walk for four hours to another camp at (11)
_______________. Sometime around the end of January, 1945, the front drew near the camp. The
prisoners were evacuated to (12) ________________. They stayed at this camp for three days
without food or water. Then they were taken by train to (13) _________________. Chlomo Wiesel
died here during the night of January 28, 1945. Elie stayed there in the children's block until the (14)
_________________ movement liberated the camp and the (15) __________________ tanks
arrived.

88
Short Answer Unit Test 1 Night

IV. Essay
Describe and analyze Elie Wiesel's changing view of God throughout the book.

89
Short Answer Unit Test 1 Night

V. Vocabulary Part 1
Listen to the vocabulary words and spell them. After you have spelled all the words, go back
and write down the definitions.

WORD DEFINITION
1.____________________ ____________________________________________________
2.____________________ ____________________________________________________
3.____________________ ____________________________________________________
4.____________________ ____________________________________________________
5.____________________ ____________________________________________________
6.____________________ ____________________________________________________
7.____________________ ____________________________________________________
8.____________________ ____________________________________________________
9.____________________ ____________________________________________________
10.___________________ ____________________________________________________

Vocabulary Part 2
Directions: Place the letter of the matching definition on the blank line.
1. anecdotes A. necessary supplies, such as food
2. provisions B. ashen; pallid
3. blandishments C. boisterous and disorderly
4. sabotage D. flattering comments
5. raucous E. expressing sorrow
6. evacuation F. withdrawing troops or civilians
7. bereaved G. known widely and unfavorably; infamous
8. plaintive H. left alone by death
9. livid I. deliberate destruction
10. notorious J. short accounts of humorous incidents

90
 ANSWER KEY SHORT ANSWER UNIT TEST 1 Night

I. Matching/Identify
A 1. Elie A. survived to tell the story of the concentration camps
G 2. Chlomo B. Rabbi who searched for his son
D 3. Martha C. tormented Mr. Wiesel to get the gold crown
I 4. Juliek D. offered the Wiesel family safe refuge
C 5. Franek E. woman who had visions of the furnace fires
J 6. Meir Katz F. trampled to death during the evacuation
F 7. Zalman G. died at Buchenwald
B 8. Eliahou H. Kapo who had bouts of madness
H 9. Idek I. played Beethoven for the dying men
E 10. Schächter J. died in the wagon

II. Short Answer

1. Summarize the story Moshe the Beadle told on his return from being deported. Why did he say
he had returned to Sighet?
He and the other foreign Jews had been taken by train through Hungary and into Poland.
They were taken to a forest and made to dig graves. Then the Gestapo killed them. Moshe
escaped because he had been mistaken for dead, although he was just wounded. He said
he returned to tell the Jews to prepare themselves before it was too late.

2. What did Elie do when the gypsy struck his father? Why? What was his father's response?
He did not do anything. He felt remorse, and thought he would never forgive the gypsy.
His father whispered that the blow did not hurt.

3. What did Elie Wiesel do when Idek hit his father? What was he thinking?
Elie did not do anything to help his father. He was trying to keep from getting hit himself.
He was angry at his father for not avoiding Idek's punishment.

4. What was Elie's decision about fasting on Yom Kippur? Why did he make that decision?
He did not fast. One reason was because he father had forbidden him to fast. The other
reason was that he saw his gesture as an act of rebellion against God.

5. Describe Elie's meeting with Juliek.

The prisoners had arrived at Gleiwitz, and were moving into the barracks. Men were
pushing and trampling over each other. Elie heard a voice that he recognized. It was Juliek,
the musician from Warsaw who had played the violin at Buna. They spoke for a few
seconds. Juliek then played a Beethoven concerto on his violin. The next morning Juliek
was dead and the violin had been trampled.

91
Answer Key Short Answer Unit Test 1 Night

III. Fill-in-the-Blank
Night is the autobiographical account of Elie Wiesel's time in the concentration camps in
Europe during World War II. He grew up in the town of (1) Sighet, in the country of
(2) Transylvania. The people knew there was a war going on, but were not paying much attention.
Even when (3) Moshe the Beadle returned to the town to tell his terrible tales of mass murders of
Jews, the people would not believe it.. Elie tried to persuade his father to move to
(4) Palestine , but his father would not do it. Even the news that the (5) Fascists in Budapest were
destroying Jewish shops and synagogues did not convince the people that danger was coming.
During the Spring of 1944 the German army moved into the town. On the seventh day of (6)
Passover the Germans arrested the leaders of the Jewish community. Soon after, two
(7) ghettos were set up and all of the Jewish people were made to move there. On the Saturday
before (8) Pentecost, Stern told the others they were to be deported.
The train carrying the Wiesel family and their neighbors stopped first at (9) Birkenau, which
was the reception center for (10) Auschwitz. Elie was separated from his mother and sisters here,
although he was able to stay with his father. They stayed in this camp for three weeks. Then they were
forced to walk for four hours to another camp at (11) Buna. Sometime around the end of January,
1945, the front drew near the camp. The prisoners were evacuated to (12) Gleiwitz. They stayed at
this camp for three days without food or water. Then they were taken by train to (13) Buchenwald.
Chlomo Wiesel died here during the night of January 28, 1945. Elie stayed there in the children's block
until the (14) resistance movement liberated the camp and the (15) American tanks arrived.

IV. Essay
Describe and analyze Elie Wiesel's changing view of God throughout the book.
Answers will vary depending on the class discussions.

92
V. Vocabulary Part 1

WORD DEFINITION
1.____________________ ____________________________________________________
2.____________________ ____________________________________________________
3.____________________ ____________________________________________________
4.____________________ ____________________________________________________
5.____________________ ____________________________________________________
6.____________________ ____________________________________________________
7.____________________ ____________________________________________________
8.____________________ ____________________________________________________
9.____________________ ____________________________________________________
10.___________________ ____________________________________________________

Vocabulary Part 2
Directions: Place the letter of the matching definition on the blank line.
J 1. anecdotes A. necessary supplies, such as food
A 2. provisions B. ashen; pallid
D 3. blandishments C. boisterous and disorderly
I 4. sabotage D. flattering comments
C 5. raucous E. expressing sorrow
F 6. evacuation F. withdrawing troops or civilians
H 7. bereaved G. known widely and unfavorably; infamous
E 8. plaintive H. left alone by death
B 9. livid I. deliberate destruction
G 10. notorious J. short accounts of humorous incidents

93
 SHORT ANSWER UNIT TEST 2 Night

I. Matching/ Identify

1. selection A. Elie did not do this for Yom Kippur.

2. bread B. Each Jew had to wear a yellow one.
3. spoon C. People threw some into the open train cars.
4. clean D. Chlomo Wiesel died of this.
5. violin E. The men did this before they evacuated.
6. star F. Two were set up in Sighet.
7. ghettos G. It was part of Elie's inheritance.
8. soup H. It was crushed when Juliek died.
9. dysentery I. Once it tasted like corpses.
10. fast J. It was the gravest danger in the camps.

II. Short Answer

1. What was the setting and the year for the first section of the book? What was the world
condition at the time?

2.Describe, in order, the events that happened from the last day of Passover until Pentecost.

94
Short Answer Unit Test 2 Night

3.To what did Wiesel compare the world?

4.When did Wiesel say the travelers left their illusions behind?

5.What were the only things in which Elie took an interest?

95
Short Answer Unit Test 2 Night

III. Fill-in-the-Blank

Night is the autobiographical account of Elie Wiesel's time in the concentration camps in
Europe during World War II. He grew up in the town of (1)______________, in the country of
(2) _________________. The people knew there was a war going on, but were not paying much
attention. Even when (3) _______________ returned to the town to tell his terrible tales of mass
murders of Jews, the people would not believe it. Elie tried to persuade his father to move to
(4) ____________ but his father would not do it. Even the news that the (5) _________________ in
Budapest were destroying Jewish shops and synagogues did not convince the people that danger was
coming.
During the Spring of 1944 the German army moved into the town. On the seventh day of (6)
______________ the Germans arrested the leaders of the Jewish community. Soon after, two
(7) ________________ were set up and all of the Jewish people were made to move there. On the
Saturday before (8) __________________, Stern told the others they were to be deported.
The train carrying the Wiesel family and their neighbors stopped first at

(9) _________________, which was the reception center for (10) _________________. Elie was
separated from his mother and sisters here, although he was able to stay with his father. They stayed in
this camp for three weeks. Then they were forced to walk for four hours to another camp at (11)
_______________. Sometime around the end of January, 1945, the front drew near the camp. The
prisoners were evacuated to (12) ________________. They stayed at this camp for three days
without food or water. Then they were taken by train to (13) _________________. Chlomo Wiesel
died here during the night of January 28, 1945. Elie stayed there in the children's block until the (14)
_________________ movement liberated the camp and the (15) __________________ tanks
arrived.

96
Short Answer Unit Test 2 Night

IV. Essay
The author often used vivid language to describe a scene or event. Give an example of his use
of vivid language that you found most effective. Tell why it was effective.

97
Short Answer Unit Test 2 Night

V. Vocabulary
Listen to the vocabulary words and spell them. After you have spelled all the words, go back
and write down the definitions.

WORD DEFINITION
1.____________________ ____________________________________________________
2.____________________ ____________________________________________________
3.____________________ ____________________________________________________
4.____________________ ____________________________________________________
5.____________________ ____________________________________________________
6.____________________ ____________________________________________________
7.____________________ ____________________________________________________
8.____________________ ____________________________________________________
9.____________________ ____________________________________________________
10.___________________ ____________________________________________________

Vocabulary Part 2
Directions: Place the letter of the matching definition on the blank line.

1. treatise A. grief; mourning

2. emigration B. systematic, extensive written text
3. hermetically C. the limit of one's resources or endurance
4. lucidity D. clear understanding
5. frenzy E. made thin due to starvation
6. torment F. physical pain or mental anguish
7. lamentation G. sealed against the entry or escape of air
8. emaciated H. violent mental agitation or wild excitement
9. apathy I. leaving one country for another
10. tether J. lack of emotion or feeling

98
 ANSWER KEY SHORT ANSWER UNIT TEST 2 Night

Note: Also use this key for the Advanced Short Answer Matching Test.
J 1. selection A. Elie did not do this for Yom Kippur.
C 2. bread B. Each Jew had to wear a yellow one.
G 3. spoon C. People threw some into the open train cars.
E 4. clean D. Chlomo Wiesel died of this.
H 5. violin E. The men did this before they evacuated.
B 6. star F. Two were set up in Sighet.
F 7. ghettos G. It was part of Elie's inheritance.
I 8. soup H. It was crushed when Juliek died.
D 9. dysentery I. Once it tasted like corpses.
A 10. fast J. It was the gravest danger in the camps.

II. Short Answer

1. What was the setting and the year for the first section of the book? What was the world
condition at the time?
The year was 1942. The story started out in the town of Sighet in Transylvania. World
War II was in progress. The author mentions 1943, then describes events in 1944. The
Fascist party had taken power.

2. Describe, in order, the events that happened from the last day of Passover until Pentecost.
On the seventh day of Passover the Germans arrested the Jewish community leaders.
The Jewish residents were not allowed to leave their houses for three days. At the end of
the three days the Jews had to start wearing the yellow star. Then two ghettos were set up.
On the Saturday before Pentecost, Stern attended an extraordinary meeting of the council.
When he returned he told the others they were all to be deported, starting the next day.

3. To what did Wiesel compare the world?

He said it was a cattle wagon hermetically sealed.

4. When did Wiesel say the travelers left their illusions behind?
It was when they left the train at Birkenau. They left their cherished objects and illusions
behind on the train.

5. What were the only things in which Elie took an interest?

He only took an interest in his soup and his crust of stale bread.

99
Answer Key Short Answer Unit Test 2 Night

III. Fill-in-the-Blank
Night is the autobiographical account of Elie Wiesel's time in the concentration camps in
Europe during World War II. He grew up in the town of (1) Sighet, in the country of
(2) Transylvania. The people knew there was a war going on, but were not paying much attention.
Even when (3) Moshe the Beadle returned to the town to tell his terrible tales of mass murders of
Jews, the people would not believe it.. Elie tried to persuade his father to move to
(4) Palestine , but his father would not do it. Even the news that the (5) Fascists in Budapest were
destroying Jewish shops and synagogues did not convince the people that danger was coming.
During the Spring of 1944 the German army moved into the town. On the seventh day of (6)
Passover the Germans arrested the leaders of the Jewish community. Soon after, two
(7) ghettos were set up and all of the Jewish people were made to move there. On the Saturday
before (8) Pentecost, Stern told the others they were to be deported.
The train carrying the Wiesel family and their neighbors stopped first at (9) Birkenau, which
was the reception center for (10) Auschwitz. Elie was separated from his mother and sisters here,
although he was able to stay with his father. They stayed in this camp for three weeks. Then they were
forced to walk for four hours to another camp at (11) Buna. Sometime around the end of January,
1945, the front drew near the camp. The prisoners were evacuated to (12) Gleiwitz. They stayed at
this camp for three days without food or water. Then they were taken by train to (13) Buchenwald.
Chlomo Wiesel died here during the night of January 28, 1945. Elie stayed there in the children's block
until the (14) resistance movement liberated the camp and the (15) American tanks arrived.

IV. Essay
The author often used vivid language to describe a scene or event. Give an example of his use
of vivid language that you found most effective. Tell why it was effective.

Answers will vary depending on the class discussions.

100
V. Vocabulary

WORD DEFINITION
1.____________________ ____________________________________________________
2.____________________ ____________________________________________________
3.____________________ ____________________________________________________
4.____________________ ____________________________________________________
5.____________________ ____________________________________________________
6.____________________ ____________________________________________________
7.____________________ ____________________________________________________
8.____________________ ____________________________________________________
9.____________________ ____________________________________________________
10.___________________ ____________________________________________________

Vocabulary Part 2
Directions: Place the letter of the matching definition on the blank line.
B 1. treatise A. grief; mourning
I 2. emigration B. systematic, extensive written text
G 3. hermetically C. the limit of one's resources or endurance
D 4. lucidity D. clear understanding
H 5. frenzy E. made thin due to starvation
F 6. torment F. physical pain or mental anguish
A 7. lamentation G. sealed against the entry or escape of air
E 8. emaciated H. violent mental agitation or wild excitement
J 9. apathy I. leaving one country for another
C 10. tether J. lack of emotion or feeling

101
 ADVANCED SHORT ANSWER UNIT TEST Night

I. Matching/ Identify

1. selection A. Elie did not do this for Yom Kippur.

2. bread B. Each Jew had to wear a yellow one.
3. spoon C. People threw some into the open train cars.
4. clean D. Chlomo Wiesel died of this.
5. violin E. The men did this before they evacuated.
6. star F. Two were set up in Sighet.
7. ghettos G. It was part of Elie's inheritance.
8. soup H. It was crushed when Juliek died.
9. dysentery I. Once it tasted like corpses.
10. fast J. It was the gravest danger in the camps.

II. Short Answer

1. In Section 4, Wiesel described the hanging of one young man. Then he said his soup was
excellent that evening. What did he mean?

2. In Section 4, Wiesel described the hanging of the pipel, the young servant boy. He said the
soup tasted of corpses that night. What did he mean?

102
Advanced Short Answer Unit Test Night

3. Describe and analyze Elie Wiesel's changing view of God throughout the book.

4. What was the overall mood of the story? Give examples to support your answer.

5.Is Night a good title for the book? Why or why not? If not, what title would you suggest?

103
Advanced Short Answer Unit Test Night

III. Quotations
Discuss the significance of the following quotations.

1. "Man raises himself toward God by the questions he asks Him," he was fond of repeating.
"That is the true dialogue. Man questions God and God answers. But we don't understand
His answers. We can't understand them. Because they come from the depths of the soul and
they stay there until death. You will find the true answers, Eliezer, only within yourself!"

2."The yellow star? Oh, well, what of it? You don't die of it . . . ."

3."Men to the left! Women to the right!"

104
Advanced Short Answer Unit Test Night

4."Bite your lip, little brother. . . . don't cry. Keep your anger and your hatred for another day, for later
on. The day will come, but not now. . . . Wait. Grit your teeth and wait."

5."Long live liberty! A curse upon Germany! A curse. . . . A cur--"

105
Advanced Short Answer Unit Test Night

IV. Vocabulary

Listen to the words and write them down. After you have written down all of the words, write a
paragraph in which you use all of the words. The paragraph must in some way relate to Night.

1. 6.
2. 7.
3. 8.
4. 9.
5. 10.

106
 MULTIPLE CHOICE UNIT TEST 1 Night

I. Matching/ Identify
1. Elie A. survived to tell the story of the concentration camps
2. Chlomo B. Rabbi who searched for his son
3. Martha C. tormented Mr. Wiesel to get the gold crown
4. Juliek D. offered the Wiesel family safe refuge
5. Franek E. woman who had visions of the furnace fires
6. Meir Katz F. trampled to death during the evacuation
7. Zalman G. died at Buchenwald
8. Eliahou H. Kapo who had bouts of madness
9. Idek I. played Beethoven for the dying men
10. Schächter J. died in the wagon

II. Multiple Choice

1 What did Moshe the Beadle tell the people on his return from being deported?
A. The foreign Jews were made to dig coal to fill the large furnaces.
B. The foreign Jews were shot and dumped into large mass graves.
C. The foreign Jews were sent on a boat to Palestine.
D. The foreign Jews who had money were able to buy their freedom.

2. What was the setting and the year for the first section of the book?
A. 1935-1939 in Prague, Czechoslovakia
B. 1950-1952 in Palestine and Jerusalem
C. 1910-1915 in Berlin, Germany
D. 1942-1944 in Sighet, Transylvania

3. To what did Wiesel compare the world?

A. He compared it to a blind and deaf person.
B. He compared it to a large hole in the ground.
C. He compared it to a cattle wagon hermetically sealed.
D. He compared it to the Bible story of the Jews in slavery in Egypt.

4. What did Madame Schächter see in her vision?

A. She saw large open graves full of children.
B. She saw a fire--a furnace, with huge flames.
C. She saw row after row of empty houses.
D. She saw the face of Hitler laughing at the entire world.

107
5. True or False: Elie beat up the gypsy who struck his father.
A. True
B. False

6. True or False: Elie gave up the gold crown to keep Franek from tormenting his father.
A. True
B. False

7. True or False: Elie said he observed the prayer service like a stranger.
A. True
B. False

8. What did Elie dream of when he dreamed of a better world?

A. He imagined a world without German soldiers.
B. He imagined a soup pot that was always full.
C. He imagined all people living in peace.
D. He imagined a world with no bells.

9. True or False: They were at Gleiwitz for three days. Then they traveled by train for ten days
until they reached Buchenwald.
A. True
B. False

10. When did the first American troops arrive at the camp?
A. 3 AM, May 5, 1946
B. Midnight, June 1, 1945
C. 6 PM, April 10, 1945
D. 10 AM, March 30, 1947

108
Multiple Choice Unit Test 1 Night

III. Quotations
Directions: Match the quotation and its missing word or phrase.

1. "The yellow ___ ? Oh, well, what of it?" A. Auschwitz

2. " _____ is not concerned with us." B. listen
3. "Let the world hear of the existence of ____ ." C. Jewish
4. "Look at it! A terrible ___ !" D. God
5. "They're bombing ___!" E. Buna
6. "Jews, ___ to me. It's all I ask of you." F. star
7. "Yes, I am ___." G. Hitler
8. "No! He isn't ____. Not yet!" H. dead
9. "It's the end. ___ is no longer with us." I. fire
10. "I've got more faith in ___ than in anyone else." J. Humanity

IV. Vocabulary Part 1

1. anecdotes A. people who are expelled from a country

2. deportees B. sadness; depression
3. blandishments C. boisterous and disorderly
4. sabotage D. flattering comments
5. raucous E. expressing sorrow
6. surname F. a family name
7. bereaved G. known widely and unfavorably; infamous
8. plaintive H. left alone by death
9. melancholy I. deliberate destruction
10. notorious J. short accounts of humorous incidents

109
Multiple Choice Unit Test 1 Night

Vocabulary Part 2
Directions: Circle the letter next to the word that matches the definition.
11. withdrawing troops or civilians 16. returning to health after illness
a. evacuation a. bereaved
b. constraint b. convalescence
c. emigration c. melancholy
d. recesses d. feeble

12. necessary supplies, such as food 17. ashen; pallid

a. anecdotes a. pestilential
b. dregs b. void
c. provisions c. insignificant
d. notorious d. livid

13. completely lacking or empty 18. second of two

a. deprive a. surname
b. devoid b. recesses
c. bereaved c. latter
d. elapsed d. hermetically

14. clear understanding 19. sadness; depression

a. apathy a. frenzy
b. lucidity b. constraint
c. treatise c. raucous
d. blandishments d. melancholy

15. to take something away from 20. the least desirable portions
a. deprive a. elapsed
b. convoy b. recesses
c. monocle c. dregs
d. contagion d. apathy

110
 MULTIPLE CHOICE UNIT TEST 2 Night

I. Matching/ Identify

1. selection A. Elie did not do this for Yom Kippur.

2. bread B. Each Jew had to wear a yellow one.
3. spoon C. People threw some into the open train cars.
4. clean D. Chlomo Wiesel died of this.
5. violin E. The men did this before they evacuated.
6. star F. Two were set up in Singhet.
7. ghettos G. It was part of Elie's inheritance.
8. soup H. It was crushed when Juliek died.
9. dysentery I. Once it tasted like corpses.
10. fast J. It was the gravest danger in the camps.

II. Multiple Choice

1. Which sentence does not describe Moshe the Beadle?

A. He worked at the Hasidic synagogue.
B. He was able to make himself seem insignificant, almost invisible.
C. He was Aryan, not Jewish.
D. He was timid, with dreamy eyes, and did not speak much.

2. What did Moshe the Beadle tell the people on his return from being deported?
A. The foreign Jews were made to dig coal to fill the large furnaces.
B. The foreign Jews were shot and dumped into large mass graves.
C. The foreign Jews were sent on a boat to Palestine.
D. The foreign Jews who had money were able to buy their freedom.

3. What was the setting and the year for the first section of the book?
A. 1935-1939 in Prague, Czechoslovakia
B. 1950-1952 in Palestine and Jerusalem
C. 1910-1915 in Berlin, Germany
D. 1942-1944 in Sighet, Transylvania

4. True or False: Elie's mother and sisters went to Martha's village.

A. True
B. False

111
Multiple Choice Unit Test 2 Night

5. Which statement is true?

A. They went to Birkenau, then to Bergen-Belsen, the to Auschwitz.
B. They stayed at Nuremberg for one month.
C. They stayed at Galicia for six days, then went to Birkenau
D. They were at Auschwitz for about three weeks. Then they went to Buna.

6. True or False: The dentist gave Elie a gold crown for one of his rotten teeth.
A. True
B. False

7. True or False: Elie said the men were more depressed than ever after the air raid.
A. True
B. False

8. When did the men hold their prayer service and wish each other a Happy New Year?
A. on the eve of Rosh Hashana
B. on the first day of Hanukkah
C. on Yom Kippur
D. on December 31

9. Why was his father giving Elie the inheritance?

A. Mr. Wiesel had been selected. He was giving it to his son before his death.
B. Mr. Wiesel thought Elie might be able to buy his freedom.
C. Mr. Wiesel wanted Elie to be comfortable.
D. Mr. Wiesel thought Elie had a better chance of hiding the things than he did.

10. What did Elie realize about Rabbi Eliahou's son just after the evacuation?
A. The son was dead and the Rabbi could not admit it.
B. The son had been trying to lose his father as the men were all running.
C. The son had escaped and did not take his father.
D. The son betrayed his father to get extra bread for himself.

112
Multiple Choice Unit Test 2 Night

III. Quotations
Directions: Match the quotation and its missing word or phrase.

1. "The yellow ___ ? Oh, well, what of it?" A. Auschwitz

2. " _____ is not concerned with us." B. concentration camp
3. "Let the world hear of the existence of ____ ." C. Jewish
4. "Look at it! A terrible ___ !" D. crematories
5. "They're bombing ___!" E. Buna
6. "Don't forget you're in a ___." F. star
7. "Yes, I am ___." G. Hitler
8. Long live ___! A curse upon Germany!" H. liberty
9. "Anything is possible. Even these ___ ." I. fire
10. "I've got more faith in ___ than in anyone else." J. humanity

IV. Vocabulary Part 1

1. treatise A. grief; mourning

2. emigration B. systematic, extensive written text
3. hermetically C. the limit of one's resources or endurance
4. pestilential D. likely to cause an epidemic disease
5. frenzy E. made thin due to starvation
6. torment F. physical pain or mental anguish
7. lamentation G. sealed against the entry or escape of air
8. emaciated H. violent mental agitation or wild excitement
9. apathy I. leaving one country for another
10. tether J. lack of emotion or feeling

113
Multiple Choice Unit Test 2 Night

Vocabulary Part 2
Directions: Circle the letter next to the word that matches the definition.

11. clear understanding 16. sadness; depression

a. apathy a. frenzy
b. lucidity b. constraint
c. treatise c. raucous
d. blandishments d. melancholy

12. to take something away from 17. the least desirable portions
a. deprive a. elapsed
b. convoy b. recesses
c. monocle c. dregs
d. contagion d. apathy

13. beat; hit 18. those expelled from a country

a. sabotage a. evacuated
b. livid b. deportees
c. constraint c. monocle
d. thrash d. sabotage

14. a harmful influence 19. vigor; energy

a. bereavement a. lamentation
b. lamentation b. raucous
c. notorious c. vitality
d. contagion d. profoundly

15. trivial; not important 20. left alone by death

a. monocle a. bereaved
b. insignificant b. contagion
c. frenzy c. emaciated
d. latter d. elapsed

114
 ANSWER SHEET Multiple Choice Unit Tests
Night

I. Matching III. Quotations IV. Vocabulary

1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.

6. 6. 6.

7. 7. 7.

8. 8. 8.

9. 9. 9.

10. 10. 10.

11.
II. Multiple Choice 12.
1. (A) (B) (C) (D) 13.
2. (A) (B) (C) (D) 14.
3. (A) (B) (C) (D) 15.
4. (A) (B) (C) (D) 16.
5. (A) (B) (C) (D) 17.
6. (A) (B) (C) (D) 18.
7. (A) (B) (C) (D) 19.
8. (A) (B) (C) (D) 20.
9. (A) (B) (C) (D)
10. (A) (B) (C) (D)

115
 ANSWER SHEET KEY Multiple Choice Unit Test 1
Night
To make an overlay, make a copy of this page, cut out the columns next to the answers for the
matching and vocabulary sections, and take a hole punch and punch out the empty ( ) for the multiple
choice section.

I. Matching III. Quotations IV. Vocabulary

1. A 1. F 1. J

2. G 2. J 2. A

3. D 3. A 3. D

4. I 4. I 4. I

5. C 5. E 5. C

6. J 6. B 6. F

7. F 7. C 7. H

8. B 8. H 8. E

9. H 9. D 9. B

10. E 10. G 10. G

11. A
II. Multiple Choice 12. C
1. (A) ( ) (C) (D) 13. B
2. (A) (B) (C) ( ) 14. B
3. (A) (B) ( ) (D) 15. A
4. (A) ( ) (C) (D) 16. B
5. (A) ( ) (C) (D) 17. D
6. ( ) (B) (C) (D) 18. C
7. ( ) (B) (C) (D) 19. D
8. (A) (B) (C) ( ) 20. C
9. ( ) (B) (C) (D)
10. (A) (B) ( ) (D)

116
 ANSWER SHEET KEY Multiple Choice Unit Test 2
Night
To make an overlay, make a copy of this page, cut out the columns next to the answers for the
matching and vocabulary sections, and take a hole punch and punch out the empty ( ) for the multiple
choice section.

I. Matching III. Quotations IV. Vocabulary

1. J 1. F 1. B

2. C 2. J 2. I

3. G 3. A 3. G

4. E 4. I 4. D

5. H 5. E 5. H

6. B 6. B 6. F

7. F 7. C 7. A

8. I 8. H 8. E

9. D 9. D 9. J

10. A 10. G 10. C

11. B
II. Multiple Choice 12. A
1. (A) (B) ( ) (D) 13. D
2. (A) ( ) (C) (D) 14. D
3. (A) (B) (C) ( ) 15. B
4. (A) ( ) (C) (D) 16. D
5. (A) (B) (C) ( ) 17. C
6. ( ) (B) (C) (D) 18. B
7. (A) ( ) (C) (D) 19. C
8. ( ) (B) (C) (D) 20. A
9. ( ) (B) (C) (D)
10. (A) ( ) (C) (D)

117
UNIT RESOURCE MATERIALS
 BULLETIN BOARD IDEAS Night
1. Save one corner of the board for the best of students' writing assignments. You may want to use
background maps of Europe to represent the setting of the novel.

2. Take one of the word search puzzles from the extra activities packet and with a marker copy it
over in a large size on the bulletin board. Write the clue words to find to one side. Invite students
prior to and after class to find the words and circle them on the bulletin board.

3 Have students find or draw pictures that they think resemble the people in the book.

4. Invite students to help make an interactive bulletin board quiz. Give each student a half-sheet of
paper (about 4"x5") folded in half so that it can open. On the outside flap, have each student
write a description of one of the characters in the text. On the inside, they will write the name of
the character. You can staple or tack these papers to the bulletin board so that the students can
read the descriptions and lift the flaps to find the answers.

5. Collect pictures of the area mentioned in the book.

6. Display articles about Elie Wiesel or the Holocaust.

7. Display a large map of Europe and have students mark the locations mentioned in the book.

121
 EXTRA ACTIVITIES Night

One of the difficulties in teaching a novel is that all students don't read at the same speed. One student
who likes to read may take the book home and finish it in a day or two. Sometimes a few students finish
the in-class assignments early. The problem, then, is finding suitable extra activities for students.

Set up a library in the classroom. For this unit on Night, include other books by Elie Wiesel. There are
also many other works dealing with World War II and the Holocaust that students could read. Several
journals have critiques of Wiesel's works. Some of the students may enjoy reading these and
responding either in writing or in discussion groups.

Your students who have reading difficulties, or speak English as a second language may benefit from
listening to all or part of the book on tape.

Some students may like to draw. You might devise a contest or allow some extra-credit grade for
students who draw characters or scenes from Night. Note, too, that if the students do not want to keep
their drawings you may pick up some extra bulletin board materials this way. If you have a contest and
you supply the prize. You could, possibly, make the drawing itself a non-refundable entry fee.

Have maps, a globe, and travel brochures on hand for easy reference. Travel agencies and automobile
clubs are good sources for these materials.

The pages which follow contain games, puzzles, and worksheets. The keys, when appropriate,
immediately follow the puzzle or worksheet. There are two main groups of activities: one group for the
unit; that is, generally relating to the text, and another group of activities related strictly to the
vocabulary. Directions for the games, puzzles, and worksheets are self-explanatory. The object here is
to provide you with extra materials you may use in any way you choose.

122
 MORE ACTIVITIES Night

1. Have students design a book cover (front and back and inside flaps) for Night.

2. Have students design a bulletin board (ready to be put up; not just sketched) for Night.

3. Use some of the related topics (noted earlier for an in-class library) as topics for research,
reports, or written papers, or as topics for guest speakers.

4. Help students design and produce a talk show. Choose one of the story incidents as the topic.
The host will interview the various characters. (Students should make up the questions they want
the host to ask the characters.)

5. Have students work in pairs to create an interview with one of the characters. One student
should be the interviewer and the other should be the interviewee. Students can work together to
compose questions for the interviewer to ask. Each pair of students could present their interview
to the class.

6. Invite students who have read other books by Elie Wiesel to present booktalks to the class.

7. Invite a member of a local synagogue to speak to the class about the Holocaust.

8. Have students hold small group discussions related to topics in the book. Assign a recorder and
a speaker for each group. Have the speaker from each group make a report to the class.

9. Many areas now have museums dedicated to the Holocaust. If possible, visit one of these
museums.

123
 UNIT WORD SEARCH Night

Y G C C M L A Z C A P O C U E A O B P S C I B
O L T R B J A V B A I A Y R C J P I A T I G M
M E B R V L F W L H B N E Z X I A R S E O F S
K I R X M T A E J X A M A L G D T K S R Y I T
I W K A R G S N U Z U M W V S Q S E O N I O H
P I N F P T C E U R B F D L L B E N V V T S E
P T F N I Q I V D O Y O K F K Y G A E V I V N
U Z O N Z X S O W T Z I P O R A S U R D C A O
R M E K M Y T H X T D F Y M W T X N D J C U A
D S M Y T K S T P Q E S N O H P L A A I R F Y
T E H G N I S E G E A Q B L O Z K I R R B Z H
E L E G N E M E A H R U X H P W R E U R T P D
V G R A G M N B M I Y O L C S Y M O S E W Z U
U O Z F J P A U S C H W I T Z A E J A T F P N

SINGHET DRUMER PALESTINE

TRANSYLVANIA ALPHONSE PASSOVER
TZIPORA CHLOMO GESTAPO
FASCISTS AMERICAN YOMKIPPUR
BIRKENAU KADDISH ZALMAN
MENGELE STERN GLEIWITZ
BEETHOVEN AUSCHWITZ

124
 CROSSWORD Night

1 2 3 4 5 6 7

8 9 10 11

12

13 14 15 16

17

18

19

20 21 22

23 24 25 26 27 28

29 30

31 32

33

34 35

36 37

125
 CROSSWORD CLUES Night

ACROSS DOWN
1 Elie did not do this on Yom Kippur 2 An ___ tank was at the gates of Buchenwald
5 The prisoners ate this and soup 3 The next eldest of the Wiesel children
8 It once tasted like corpses 4 A Polish boy who was trampled during the
10 The reception center for Auschwitz evacuation
12 The only son 6 The Jewish New Year: ___ Hashanah
13 One Jew said he was the only one who had 7 This idea began to fascinate Elie during the
kept his promises evacuation
14 He tried to warn the Jews in Singhet: ___ 8 Woman who had a vision of the furnaces
the Beadle 9 Elie wanted his family to move here
17 The youngest of the Wiesel children 10 Jewish musicians were not allowed to play
18 Elie had surgery on his ___ this composer’s music
19 Dreamed of going to Haifa with Elie and 11 This movement rescued the prisoners at
Yossi Buchenwald
20 Mr. Wiesel didn’t recognize this cousin 15 It ___ during the entire evacuation march
23 Akiba ___ thought God was testing the Jews 16 The Rabbi ___ was looking for his son
26 Elie’s father’s first name 20 Elie Wiesel grew up in this town
28 They walked here from Auschwitz 21 German Jew who headed the block at Buna
29 A tradesman turned policeman 22 The Germans arrested the Jewish leaders on
31 The men had to ___ the block before they the seventh day of___
evacuated 23 Mr. Wiesel had this ailment when he died
32 Jews had to wear the yellow ___ 24 Elie saw this notorious doctor
34 Elie’s inheritance was a knife and a ___ 25 They liberated the men in the hospital
35 The German security police 27 Offered the family safe refuge in their
36 The country where Elie Wiesel grew up village
37 The Kapo who had bouts of madness 28 Mr. Wiesel died in this camp
30 Elie and his father did not stay here, but
joined the evacuation
33 Told Elie he had not been written down

126
 CROSSWORD ANSWER KEY Night

F A S T B Z B R E A D
S O U P M B I R K E N A U O Y
C A E L I E E A L S I
H I T L E R E S M O S H E N
A E I T Z I P O R A N L G
C S C H S N O I
H T A F O O T W A
T I B I N V A E H
E N S T E I N A D O P
D R U M E R I N C H L O M O B U N A
Y E U G E P A U S
S N S H H R C S
E G S T E R N H O T H O
N E I T O N H E V
T C L E A N S S T A R N E
E E N Y P E W R
R S P O O N I G E S T A P O
Y S T L
T R A N S Y L V A N I A I D E K
I L

127
 UNIT MATCHING QUIZ Night

1. Buchenwald A. It had a sign that said, "Work is Liberty."

2. Transylvania B. ____ Wiesel was Elie's father.
3. Schächter C. The prisoners walked here from Auschwitz.
4. Auschwitz D. Mr. Wiesel died in this camp.
5. Zalman E. Elie saw this notorious doctor.
6. Buna F. Jewish musicians were not allowed to play his works.
7. Tzipora G. It was the reception center for Auschwitz.
8. Hungarian H. Rabbi ___ was searching for his son.
9. Beethoven I. Madame ___ had dreams of a terrible fire.
10. Alphonse J. He thought God was testing the Jews.
11. Gleiwitz K. Elie hated these police first.
12. Eliahou L. Elie grew up in this country.
13. Meir Katz M. Elie wanted his father to move to this country.
14. Chlomo N. The men marched here through the snow.
15. Sighet O. He was keeping his promises to the Jews.
16. Akiba Drumer P. She was the youngest of the Wiesel children.
17. Hitler Q. He died in the wagon.
18. Mengele R. He was a German Jew who headed the block at Buna.
19. Palestine S. The Jews here did not listen to Moshe the Beadle.
20. Birkenau T. He was trampled during the evacuation.

128
 ANSWER KEY UNIT MATCHING QUIZ Night

D 1. Buchenwald A. It had a sign that said, "Work is Liberty."

L 2. Transylvania B. ____ Wiesel was Elie's father.
I 3. Schächter C. The prisoners walked here from Auschwitz.
A 4. Auschwitz D. Mr. Wiesel died in this camp.
T 5. Zalman E. Elie saw this notorious doctor.
C 6. Buna F. Jewish musicians were not allowed to play his works.
P 7. Tzipora G. It was the reception center for Auschwitz.
K 8. Hungarian H. Rabbi ___ was searching for his son.
F 9. Beethoven I. Madame ___ had dreams of a terrible fire.
R 10. Alphonse J. He thought God was testing the Jews.
N 11. Gleiwitz K. Elie hated these police first.
H 12. Eliahou L. Elie grew up in this country.
Q 13. Meir Katz M. Elie wanted his father to move to this country.
B 14. Chlomo N. The men marched here through the snow.
S 15. Sighet O. He was keeping his promises to the Jews.
J 16. Akiba Drumer P. She was the youngest of the Wiesel children.
O 17. Hitler Q. He died in the wagon.
E 18. Mengele R. He was a German Jew who headed the block at Buna.
M 19. Palestine S. The Jews here did not listen to Moshe the Beadle.
G 20. Birkenau T. He was trampled during the evacuation.

129
 UNIT CLOZE PASSAGES Night

Directions: Use the words from the box to complete the sentences. There will be words left over.

American Fascists Passover

Auschwitz ghettos Pentecost
Birkenau Gleiwitz resistance
Buchenwald Moshe the Beadle Sighet
Buna Palestine Transylvania

Night is the autobiographical account of Elie Wiesel's time in the concentration camps in Europe
during World War II. He grew up in the town of (1)______________, in the country of
(2) _________________. The people knew there was a war going on, but were not paying much
attention. Even when (3) _______________ returned to the town to tell his terrible tales of mass
murders of Jews, the people would not believe it.. Elie tried to persuade his father to move to
(4) ____________ but his father would not do it. Even the news that the (5) _________________ in
Budapest were destroying Jewish shops and synagogues did not convince the people that danger was
coming.
During the Spring of 1944 the German army moved into the town. On the seventh day of (6)
______________ the Germans arrested the leaders of the Jewish community. Soon after, two
(7) ________________ were set up and all of the Jewish people were made to move there. On the
Saturday before (8) __________________, Stern told the others they were to be deported.
The train carrying the Wiesel family and their neighbors stopped first at
(9) _________________, which was the reception center for (10) _________________. Elie was
separated from his mother and sisters here, although he was able to stay with his father. They stayed in
this camp for three weeks. Then they were forced to walk for four hours to another camp at (11)
_______________. Sometime around the end of January, 1945, the front drew near the camp. The
prisoners were evacuated to (12) ________________. They stayed at this camp for three days without
food or water. Then they were taken by train to (13) _________________. Chlomo Wiesel died here
during the night of January 28, 1945. Elie stayed there in the children's block until the (14)
_________________ movement liberated the camp and the (15) __________________ tanks arrived.

130
 ANSWER KEY UNIT CLOZE PASSAGES Night

Directions: Use the words from the box to complete the sentences. There will be words left over.

American Fascists Passover

Auschwitz ghettos Pentecost
Birkenau Gleiwitz resistance
Buchenwald Moshe the Beadle Sighet
Buna Palestine Transylvania

Night is the autobiographical account of Elie Wiesel's time in the concentration camps in Europe
during World War II. He grew up in the town of (1) Sighet, in the country of
(2) Transylvania. The people knew there was a war going on, but were not paying much attention. Even
when (3) Moshe the Beadle returned to the town to tell his terrible tales of mass murders of Jews, the
people would not believe it.. Elie tried to persuade his father to move to
(4) Palestine , but his father would not do it. Even the news that the (5) Fascists in Budapest were
destroying Jewish shops and synagogues did not convince the people that danger was coming.
During the Spring of 1944 the German army moved into the town. On the seventh day of (6)
Passover the Germans arrested the leaders of the Jewish community. Soon after, two
(7) ghettos were set up and all of the Jewish people were made to move there. On the Saturday before
(8) Pentecost, Stern told the others they were to be deported.
The train carrying the Wiesel family and their neighbors stopped first at (9) Birkenau, which was
the reception center for (10) Auschwitz. Elie was separated from his mother and sisters here, although
he was able to stay with his father. They stayed in this camp for three weeks. Then they were forced to
walk for four hours to another camp at (11) Buna. Sometime around the end of January, 1945, the front
drew near the camp. The prisoners were evacuated to (12) Gleiwitz. They stayed at this camp for three
days without food or water. Then they were taken by train to (13) Buchenwald. Chlomo Wiesel died
here during the night of January 28, 1945. Elie stayed there in the children's block until the (14)
resistance movement liberated the camp and the (15) American tanks arrived.

131
 UNIT MAGIC SQUARE Night

Directions: Find the word that fits in each sentence. Put the numbers of your answers in the
magic squares below. When your answers are correct, all columns and rows will add up to the same
number. The first one has been done for you.

A. Fascists G. Zalman M. bread

B. star H. violin N. Rosh Hashanah
C. spoon I. Stern O. Yom Kippur
D. Yossi J. Gestapo P. Kaddish
E. Tibi K. Idek
F. Russians L. soup

1. It is the Jewish Day of Atonement.

2. This was the German police force.
3. This was crushed when Juliek died.
4. They attacked Jewish shops and synagogues in Budapest.
5. He told Elie he had not been written down during the selection.
6. He dreamed of going to Haifa with Elie and Yossi.
7. He was the Kapo who had bouts of madness.
8. It is the Jewish New Year.
9. They liberated the men in the hospital.
10. It was part of Elie's inheritance.
11. Some watchers threw this into the open train cars.
12. Once it tasted like corpses.
13. He was a tradesman turned policeman.
14. The prisoners said this prayer for themselves and their families.
15. Each Jew was forced to wear a yellow one.
16. He was a Polish boy who was trampled during the evacuation.

A=4 B= C= D=

E= F= G= H=

I= J= K= L=

M= N= O= P=

132
 ANSWER KEY UNIT MAGIC SQUARE Night

Directions: Find the word that fits in each sentence. Put the numbers of your answers in the
magic squares below. When your answers are correct, all columns and rows will add up to the same
number. The first one has been done for you.

A. Fascists G. Zalman M. bread

B. star H. violin N. Rosh Hashanah
C. spoon I. Stern O. Yom Kippur
D. Yossi J. Gestapo P. Kaddish
E. Tibi K. Idek
F. Russians L. soup

1. It is the Jewish Day of Atonement.

2. This was the German police force.
3. This was crushed when Juliek died.
4. They attacked Jewish shops and synagogues in Budapest.
5. He told Elie he had not been written down during the selection.
6. He dreamed of going to Haifa with Elie and Yossi.
7. He was the Kapo who had bouts of madness.
8. It is the Jewish New Year.
9. They liberated the men in the hospital.
10. It was part of Elie's inheritance.
11. Some watchers threw this into the open train cars.
12. Once it tasted like corpses.
13. He was a tradesman turned policeman.
14. The prisoners said this prayer for themselves and their families.
15. Each Jews was forced to wear a yellow one.
16. He was a Polish boy who was trampled during the evacuation.

A=4 B = 15 C = 10 D=5

E=6 F=9 G = 16 H=3

I = 13 J=2 K=7 L = 12

M = 11 N=8 O=1 P = 14

133
 UNIT WORD SCRAMBLE Night

ILA HD HILDA the eldest of the Wiesel children

A BÉ BÉA the next eldest of the Wiesel children
LIEE ELIE the only son
ESTGTOH GHETTOS Two ____ were set up in Singhet.
TSAR STAR The Jews had to wear the yellow ___.
TESNR STERN A tradesman turned policeman
ETOGAPS GESTAPO the German security police
ATA MHR MARTHA offered the family safe refuge in her village
TENIS STEIN Mr. Wiesel didn't recognize this cousin
REDBA BREAD The prisoners ate this and soup.
RUDRME DRUMER Akiba __ thought God was testing the Jews.
KDIE IDEK the Kapo who had bouts of madness
POSU SOUP It once tasted like corpses.
RKFEAN FRANEK He tormented Elie's father to get Elie's gold tooth.
ATSF FAST Elie did not do this on Yom Kippur
SIOSY YOSSI told Elie he had not been written down
NSOPO SPOON Elie's inheritance was a knife and a ___.
TOFO FOOT Elie had surgery on his ___.
IRT HEL HITLER One Jew said he was the only one who had kept his promises
OLPISHTA HOSPITAL Elie and his father did not stay here, but joined the evacuation.
ALENC CLEAN The men had to ___ the block before they evacuated.
ODWSEN SNOWED It ___ during the entire evacuation march.
MALANZ ZALMAN a Polish boy who was trampled during the evacuation
GYIND DYING This idea began to fascinate Elie during the evacuation.
INLIOV VIOLIN It was crushed along with Juliek.
A Z KT KATZ Meir ___ died in the wagon.
NUA B BUNA They walked here from Auschwitz.

134
 UNIT WORD LIST Night

WORD CLUE
Moshe the Beadle He tried to warn the Jews in Singhet.
Transylvania the country where Elie Wiesel grew up.
Sighet Elie Wiesel grew up in this town.
Hilda the eldest of the Wiesel children
Béa the next eldest of the Wiesel children
Elie the only son
Tzipora the youngest of the Wiesel children
Hungarian Elie hated these police first
Fascists They attacked Jewish shops and synagogues.
Passover The Germans arrested the Jewish leaders on the seventh day of ___.
ghettos Two ____ were set up in Singhet.
star The Jews had to wear the yellow ___.
Stern A tradesman turned policeman
Gestapo the German security police
Martha offered the family safe refuge in her village
Palestine Elie wanted his family to move here.
Schächter woman who had a vision of the furnaces
Auschwitz had a sign that said "Work is liberty!"
Birkenau the reception center for Auschwitz
Mengele Elie saw this notorious Dr.
Kaddish The men recited this prayer for themselves.
selection It was the gravest danger.
Stein Mr. Wiesel didn't recognize this cousin
bread The prisoners ate this and soup.
Drumer Akiba __ thought God was testing the Jews.
Idek the Kapo who had bouts of madness
Juliek played his violin for the dying men
Beethoven Jewish musicians were not allowed to play this composer
Alphonse the German Jew who headed the block at Buna
soup it once tasted like corpses
Franek He tormented Elie's father to get Elie's gold tooth.
Rosh Hashanah the Jewish New year
Yom Kippur the Day of Atonement
fast Elie did not do this on Yom Kippur
Tibi dreamed of going to Haifa with Elie and Yossi
Yossi told Elie he had not been written down
spoon Elie's inheritance was a knife and a ___.
foot Elie had surgery on his ___.
Hitler One Jew said he was the only one who had kept his promises
hospital Elie and his father did not stay here, but joined the evacuation.
Russians They liberated the men in the hospital.
clean The men had to ___ the block before they evacuated.

135
snowed It ___ during the entire evacuation march.
Zalman a Polish boy who was trampled during the evacuation
dying This idea began to fascinate Elie during the evacuation.
Eliahou The Rabbi ___ was looking for his son.
Gleiwitz the marchers' destination
violin It was crushed along with Juliek.
Katz Meir ___ died in the wagon.
Chlomo Elie's father's first name
Buchenwald Mr. Wiesel died in this camp.
dysentery Mr. Wiesel had this ailment when he died.
resistance This movement rescued the prisoners at Buchenwald.
American An ___ tank was at the gates of Buchenwald.
Buna They walked here from Auschwitz.

136
VOCABULARY RESOURCE
MATERIALS
 VOCABULARY WORD SEARCH Night

All the words in this puzzle are associated with Night with emphasis on the vocabulary words being
studied in the unit. The words are placed backwards, forward, diagonally, up and down. The words
used in the puzzle are listed below.

R E C A C O E Y A B X D F E K Y M R Y X J G J J Z G D K Z Y
N M Z N O A N T Y O L E P W W P L T H O N I C S A F P X Z O
D A O E N V C I W L A A C M R R P L T O V J Q M O J E N Z D
U N D C S X U D X M D O N U D O P H A L E N P E N Z E T M K
T U G O R Z B C B V H N U Y I I E A D R I X T C F R G O Z K
D S F T A M E U A A A N D O B S F E D T M T C W V J N H P B
E I J E I G R L Y C Q R I W F I H O H E K L E T O F K X Z Y
C M G S N B E T I W E R O J V O J M L A D Y K M Y M D M B H
S U I U T S D F O S L Y V X D N R A E I G P W S R A P Q G K
C T U G C R I P U R O Z E M Y S N P V N U Y E J N E T K J X
M C R E R N G O I V M F D I G C Q I E P T E Q H B F H G H I
E M N E G A I B E C F E H W H B W U L V T S D G K B C M T O
B T C I A R T H E L C O N O M X T H W R B C P H I L P A Z Q
J Z S K O T Q I D X Y W L T J J C K O U O N A S A A R B H J
B N H T S K I N O E U Y E M G Z A P U A O M X W D Y G P H M
I I O P L M V S B N R Z L Q T S E F Z K M K F M A R O T O A
V N X I Y Z L D E J H A F P H D S M W H M I I P C U Q I K A
O C H U S U N V L A I T N E L I T S E P Z S B E N P G A I B

SURNAME MELANCHOLY MONOCLE

ENCUMBERED CONSTRAINT LUCIDITY
INSIGNIFICANT PROVISIONS CONVALESCENT
PROFOUNDLY HERMETICALLY BLANDISHMENTS
DEPORTEES PESTILENTIAL CONVOY
EMIGRATION NOTORIOUS FRENZY
TREATISE DEVOID TORMENT
ANECDOTES

139
 VOCABULARY CROSSWORD Night

1 2 3

4 5 6 7

8 9

10 11 12 13

14 15

16

17 18

19

20

21

22

23

24

25

140
 VOCABULARY CROSSWORD CLUES Night

ACROSS
1 Those being expelled from a country
2 Passed
5 Restriction
8 Left alone by death
11 Short, humorous stories
14 Emptiness
15 Ashen; pallid
17 An eyeglass for one eye
19 Lacking strength
20 Vigor; energy
22 Made thin due to starvation
23 To cause physical pain or mental anguish
24 Sadness; depression
25 Beat; hit

DOWN
1 To take something away from
3 Second of two
4 Remote, secret places
5 A harmful influence
6 Trivial; not important
7 The limit of one’s resources or endurance
8 Coaxing by flattery
9 Lack of emotion or feeling
10 Returning to health after an illness
12 Completely lacking or empty
13 Treacherous action to defeat a cause
15 Grief; mourning
16 A group of vehicles traveling together
18 Clear understanding
19 Violent mental agitation or wild excitement
21 The least desirable portions

141
 VOCABULARY CROSSWORD ANSWER KEY Night

D E P O R T E E S E L A P S E D
E A
P R C O N S T R A I N T
B E R E A V E D O T N E
L I P C N E S T
C A V A N E C D O T E S R I H
O N E T S E A A G E
N D H S V G B N R
V O I D Y E O I O L I V I D
A S C S I O T A F
L H O D N A M I
E M O N O C L E G E C
S E V U F E E B L E N A
C N O C R T N
E T Y I E V I T A L I T Y
N S D D N T
T R I Z E M A C I A T E D
T O R M E N T Y O
G Y M E L A N C H O L Y
T H R A S H

142
 VOCABULARY MATCHING Night

1. elapsed A. expressing sorrow

2. hermetically B. short, humorous stories
3. anecdotes C. the limit of one's resources or endurance
4. lucidity D. passed
5. convoy E. made thin due to starvation
6. raucous F. grief; mourning
7. treatise G. returning to health after an illness
8. frenzy H. a group of vehicles traveling together
9. plaintive I. to cause physical pain or mental anguish
10. void J. coaxing by flattery
11. torment K. violent mental agitation or wild excitement
12. sabotage L. lack of emotion or feeling
13. tether M. restrictions
14. relentlessly N. emptiness
15. convalescent O. clear understanding
16. blandishments P. steadily; persistently
17. apathy Q. treacherous action to defeat a cause
18. emaciated R. written discussion of a topic
19. constraint S. sealed against the entry or escape of air
20. lamentation T. boisterous and disorderly

143
 ANSWER KEY VOCABULARY MATCHING Night

D 1. elapsed A. expressing sorrow

S 2. hermetically B. short, humorous stories
B 3. anecdotes C. the limit of one's resources or endurance
O 4. lucidity D. passed
H 5. convoy E. made thin due to starvation
T 6. raucous F. grief; mourning
R 7. treatise G. returning to health after an illness
K 8. frenzy H. a group of vehicles traveling together
A 9. plaintive I. to cause physical pain or mental anguish
N 10. void J. coaxing by flattery
I 11. torment K. violent mental agitation or wild excitement
Q 12. sabotage L. lack of emotion or feeling
C 13. tether M. restrictions
P 14. relentlessly N. emptiness
G 15. convalescent O. clear understanding
J 16. blandishments P. steadily; persistently
L 17. apathy Q. treacherous action to defeat a cause
E 18. emaciated R. written discussion of a topic
M 19. constraint S. sealed against the entry or escape of air
F 20. lamentation T. boisterous and disorderly

144
 VOCABULARY MULTIPLE CHOICE Night
Directions: Underline the word that matches the definition.

1. withdrawing troops or civilians 9. returning to health after illness

a. evacuation a. bereaved
b. constraint b. convalescence
c. emigration c. melancholy
d. recesses d. feeble

2. necessary supplies, such as food 10. ashen; pallid

a. anecdotes a. pestilential
b. dregs b. void
c. provisions c. insignificant
d. notorious d. livid

3. completely lacking or empty 11. second of two

a. deprive a. surname
b. devoid b. recesses
c. bereaved c. latter
d. elapsed d. hermetically

4. clear understanding 12. sadness; depression

a. apathy a. frenzy
b. lucidity b. constraint
c. treatise c. raucous
d. blandishments d. melancholy

5. to take something away from 13. the least desirable portions

a. deprive a. elapsed
b. convoy b. recesses
c. monocle c. dregs
d. contagion d. apathy

6. beat; hit 14. those expelled from a country

a. sabotage a. evacuated
b. livid b. deportees
c. constraint c. monocle
d. thrash d. sabotage

7. a harmful influence 15. vigor; energy

a. bereavement a. lamentation
b. lamentation b. raucous
c. notorious c. vitality
d. contagion d. profoundly

8. trivial; not important 16. left alone by death

a. monocle a. bereaved
b. insignificant b. contagion
c. frenzy c. emaciated
d. latter d. elapsed

145
 ANSWER KEY VOCABULARY MULTIPLE CHOICE Night
1. withdrawing troops or civilians 9. returning to health after illness
a. evacuation a. bereaved
b. constraint b. convalescence
c. emigration c. melancholy
d. recesses d. feeble

2. necessary supplies, such as food 10. ashen; pallid

a. anecdotes a. pestilential
b. dregs b. void
c. provisions c. insignificant
d. notorious d. livid

3. completely lacking or empty 11. second of two

a. deprive a. surname
b. devoid b. recesses
c. bereaved c. latter
d. elapsed d. hermetically

4. clear understanding 12. sadness; depression

a. apathy a. frenzy
b. lucidity b. constraint
c. treatise c. raucous
d. blandishments d. melancholy

5. to take something away from 13. the least desirable portions

a. deprive a. elapsed
b. convoy b. recesses
c. monocle c. dregs
d. contagion d. apathy

6. beat; hit 14. those expelled from a country

a. sabotage a. evacuated
b. livid b. deportees
c. constraint c. monocle
d. thrash d. sabotage

7. a harmful influence 15. vigor; energy

a. bereavement a. lamentation
b. lamentation b. raucous
c. notorious c. vitality
d. contagion d. profoundly

8. trivial; not important 16. left alone by death

a. monocle a. bereaved
b. insignificant b. contagion
c. frenzy c. emaciated
d. latter d. elapsed

146
 VOCABULARY FILL-IN-THE -BLANK Night

Directions: Use a word from the box to complete each sentence. No word will be used more than
once. There will be words left over.

hermetically raucous insignificant

devoid plaintive treatise
notorious lamentation latter
blandishments apathy recesses
convalescent evacuation tether

1. This day I had ceased to plead. I was no longer capable of _______________________ .

2 He was a past master in the art of making himself ______________________________ , of

seeming invisible.

3. The world was a cattle wagon ________________________________________ sealed.

4. They were all laughing and joking and shouting ________________________________ at

one another for a good part of the way.

5. I once saw one of thirteen beating his father because the _________________________
had not made his bed properly.

6. "Bare your heads!" yelled the head of the camp. His voice was ___________________ .

7. They were quite simply liberated by the Russians two days after the _______________ .

8. He was finished, at the end of his __________________________ .

9. A ___________________________________, beseeching voice caught me in the spine.

10. With some of my schoolmates, I sat in the Ezra Malik gardens, studying a ____________
on the Talmud.

11. In the middle stood the ________________________________________ Dr. Mengele.

12. In one ultimate moment of ________________________________, it seemed to me that

we were damned souls.

147
 ANSWER KEY VOCABULARY FILL-IN-THE -BLANK Night

hermetically raucous insignificant

devoid plaintive treatise
notorious lamentation latter
blandishments apathy lucidity
convalescent evacuation tether

1. This day I had ceased to plead. I was no longer capable of lamentation.

2 He was a past master in the art of making himself insignificant, of seeming invisible.

3. The world was a cattle wagon hermetically sealed.

4. They were all laughing and joking and shouting blandishments at one another for a good part
of the way.

5. I once saw one of thirteen beating his father because the latter had not made his bed
properly.

6. "Bare your heads!" yelled the head of the camp. His voice was raucous .

7. They were quite simply liberated by the Russians two days after the evacuation .

8. He was finished, at the end of his tether .

9. A plaintive, beseeching voice caught me in the spine.

10. With some of my schoolmates, I sat in the Ezra Malik gardens, studying a treatise on the
Talmud.

11. In the middle stood the notorious Dr. Mengele.

12. In one ultimate moment of lucidity, it seemed to me that we were damned souls.

148
 VOCABULARY MAGIC SQUARE

Directions: Find the word that fits in each sentence. Put the numbers of your answers in the magic
squares below. When your answers are correct, all columns and rows will add up to the same number.
The first one has been done for you.

A. anecdotes G. convoy M. emaciated

B. apathy H. deportees N. emigration
C. bereaved I. devoid O. encumbered
D. constraint J. deprive P. feeble
E. contagion K. dregs
F. convalescent L. elapsed

1. Nobody ever felt embarrassed by him. Nobody ever felt _____________ by his presence.
2. Their fingers on the triggers, they did not _________________ themselves of this pleasure.
3. The train full of _______________ had crossed the Hungarian frontier and on Polish territory
had been taken in charge by the Gestapo.
4. My father was telling them _____________ and expounding his own views on the situation.
5. Free from all social __________________ young people gave way openly to instinct, taking
advantage of the darkness to flirt in our midst. . .
6. The _____________________ spread to the other carriages.
7. The days were like nights, and the nights left the __________ of their darkness in our souls.
8. At that time, it was still possible to obtain _________________ permits for Palestine.
9. "You are at Auschwitz. And Auschwitz is not a _____________________ home."
10. He sat up and looked round him, bewildered, stupefied--a ____________________ stare.
11. A poor, _______________, dried-up Jew questioned him in avidly in a trembling voice. . .
12. Several days had ___________________.
13. . . . a typical SS officer: a cruel face, but not _____ of intelligence, and wearing a monocle.
14. It was a somewhat _________________ argument.
15. From time to time, the SS officers on motorcycles would go down the length of the column to
try and shake us out of our growing _____________.
16. Our _________________ included a few children ten and twelve years old.

A=4 B= C= D=

E= F= G= H=

I= J= K= L=

M= N= O= P=

149
 ANSWER KEY VOCABULARY MAGIC SQUARE Night

1. Nobody ever felt embarrassed by him. Nobody ever felt encumbered by his presence.
2. Their fingers on the triggers, they did not deprive themselves of this pleasure.
3. The train full of deportees had crossed the Hungarian frontier and on Polish territory had been
taken in charge by the Gestapo.
4. My father was telling them anecdotes and expounding his own views on the situation.
5. Free from all social constraint, young people gave way openly to instinct, taking advantage of
the darkness to flirt in our midst. . .
6. The contagion spread to the other carriages.
7. The days were like nights, and the nights left the dregs of their darkness in our souls.
8. At that time, it was still possible to obtain emigration permits for Palestine.
9. "You are at Auschwitz. And Auschwitz is not a convalescent home."
10. He sat up and looked round him, bewildered, stupefied--a bereaved stare.
11. A poor, emaciated, dried-up Jew questioned him in avidly in a trembling voice. . .
12. Several days had elapsed.
13. . . . a typical SS officer: a cruel face, but not devoid of intelligence, and wearing a monocle.
14. It was a somewhat feeble argument.
15. From time to time, the SS officers on motorcycles would go down the length of the column to
try and shake us out of our growing apathy.
16. Our convoy included a few children ten and twelve years old.

A=4 B = 15 C = 10 D=5

E=6 F=9 G = 16 H=3

I = 13 J=2 K=7 L = 12

M = 11 N=8 O=1 P = 14

150
 I HAVE/ WHO HAS? Night

Directions: Teachers--Please copy cards, laminate, and cut out for use. Each student receives one card.
Each "WHO HAS ?" is a definition. Each "I HAVE" is a vocabulary word from the story. The first
student begins play by reading the "WHO HAS?' portion of the card aloud. The student who has the
matching vocabulary word responds with "I HAVE." That student then reads his/her "WHO HAS?".
Play continues until the student who began with "WHO HAS?" answers with his/her "I HAVE." The
game can also be played like Dominos; cards can be matched and joined on a floor or a table.

WHO HAS? WHO HAS? WHO HAS? WHO HAS?

short, humorous lack of emotion or left alone by death coaxing by flattery

story feeling

I HAVE: I HAVE: I HAVE: I HAVE:

apathy bereaved blandishments constraint

WHO HAS? WHO HAS? WHO HAS? WHO HAS?

restrictions a harmful returning to health a group of vehicles

influence after an illness traveling together

I HAVE: I HAVE: I HAVE: I HAVE:

contagion convalescent convoy deportees

151
 WHO HAS? WHO HAS? WHO HAS? WHO HAS?

those being to take something completely lacking the least desirable

expelled from a away from or empty portions
country

I HAVE: I HAVE: I HAVE: I HAVE:

deprive devoid dregs elapsed

WHO HAS? WHO HAS? WHO HAS? WHO HAS?

passed made thin due to leaving one area hindered;

starvation to settle in another restricted

I HAVE: I HAVE: I HAVE: I HAVE:

emaciated emigration encumbered evacuation

152
 WHO HAS? WHO HAS? WHO HAS? WHO HAS?

withdrawing lacking strength; violent mental sealed against the

troops or civilians weak agitation or wild entry or escape of
excitement air

I HAVE: I HAVE: I HAVE: I HAVE:

feeble frenzy hermetically insignificant

WHO HAS? WHO HAS? WHO HAS? WHO HAS?

trivial; not grief; mourning second of two ashen; pallid

important

I HAVE: I HAVE: I HAVE: I HAVE:

lamentation latter livid lucidity

153
 WHO HAS? WHO HAS? WHO HAS? WHO HAS?

clear sadness; an eyeglass for known favorably

understanding depression one eye

I HAVE: I HAVE: I HAVE: I HAVE:

melancholy monocle notorious pestilential

WHO HAS? WHO HAS? WHO HAS? WHO HAS?

likely to cause an expressing sorrow absolutely; in an necessary supplies,

epidemic disease unqualified way such as food

I HAVE: I HAVE: I HAVE: I HAVE:

plaintive profoundly provisions raucous

154
WHO HAS? WHO HAS? WHO HAS? WHO HAS?

boisterous and remote; secret steadily; treacherous action

disorderly places persistently to defeat a cause

I HAVE: I HAVE: I HAVE: I HAVE:

recesses relentlessly sabotage surname

WHO HAS? WHO HAS? WHO HAS? WHO HAS?

family name the limit of one's beat; hit to cause physical

resources or pain or mental
endurance anguish

I HAVE: I HAVE: I HAVE: I HAVE:

tether thrash torment treatise

155
 WHO HAS? WHO HAS? WHO HAS?

written discussion vigor; energy emptiness

of a topic

I HAVE: I HAVE: I HAVE:

vitality void anecdotes

156
 VOCABULARY WORD SCRAMBLE Night

SCRAMBLE WORD CLUE

NECADEOST ANECDOTES short, humorous stories
PYATAH APATHY lack of emotion or feeling
ERDEBVAE BEREAVED left alone by death
OYVCNO CONVOY a group of vehicles traveling together
EPRSDOTEE DEPORTEES those being expelled from a country
EPERDVI DEPRIVE to take something away from
EDVDOI DEVOID completely lacking or empty
REDSG DREGS the least desirable portions
LADPESE ELAPSED passed
EEEFBL FEEBLE lacking strength, weak
RZEFNY FRENZY violent mental agitation or wild excitement
RELATT LATTER second of two
VIIDL LIVID ashen; pallid
LDCIUIYT LUCIDITY clear understanding
CONMOLE MONOCLE an eyeglass for one eye
OOVPIRSINS PROVISIONS necessary supplies, such as food
AEOBSAGT SABOTAGE treacherous action to defeat a cause
SUAMREN SURNAME family name
ETRHTE TETHER the limit of one's resources or endurance
HHRATS THRASH beat; hit
ROTMNTE TORMENT to cause physical pain or mental anguish
ETAERTIS TREATISE written discussion of a topic
ITVYLIAT VITALITY vigor; energy
OIVD VOID emptiness

157
 VOCABULARY WORD LIST Night

WORD CLUE
ANECDOTES short, humorous stories
APATHY lack of emotion or feeling
BEREAVED left alone by death
BLANDISHMENTS coaxing by flattery
CONSTRAINT restrictions
CONTAGION a harmful influence
CONVALESCENT returning to health after an illness
CONVOY a group of vehicles traveling together
DEPORTEES those being expelled from a country
DEPRIVE to take something away from
DEVOID completely lacking or empty
DREGS the least desirable portions
ELAPSED passed
EMACIATED made thin due to starvation
EMIGRATION leaving one area to settle in another
ENCUMBERED hindered; restricted
EVACUATION withdrawing troops or civilians
FEEBLE lacking strength, weak
FRENZY violent mental agitation or wild excitement
HERMETICALLY sealed against the entry or escape of air
INSIGNIFICANT trivial; not important
LAMENTATION grief; mourning
LATTER second of two
LIVID ashen; pallid
LUCIDITY clear understanding
MELANCHOLY sadness; depression
MONOCLE an eyeglass for one eye
NOTORIOUS known unfavorably
PESTILENTIAL likely to cause an epidemic disease
PLAINTIVE expressing sorrow
PROFOUNDLY absolutely; in an unqualified way
PROVISIONS necessary supplies, such as food
RAUCOUS boisterous and disorderly
RECESSES remote, secret places
RELENTLESSLY steadily; persistently
SABOTAGE treacherous action to defeat a cause
SURNAME family name
TETHER the limit of one's resources or endurance

158
THRASH beat; hit
TORMENT to cause physical pain or mental anguish
TREATISE written discussion of a topic
VITALITY vigor; energy
VOID emptiness

159