Bellringer

1. Bellringer • DIRECTIONS: Write at least one COMPLETE SENTENCE answering the riddle below. • I have cities, but no houses. I have mountains, but no trees. I have water, but no fish. What am I? 

2. “Hope, Despair, and Memory” by Elie Wiesel Lesson 1

3. I Can… • Summarize central idea in “Hope, Despair, and Memory. • 9-10.RI.KID.2 Determine a central idea of a text and analyze its development; provide an objective or critical summary. • Analyze how an author develops a claim. • 9-10.RI.KID.3 Analyze how an author presents and develops key ideas and events to impact meaning.

4. You Will Need… • Your copy of “Hope, Despair, and Memory” found on pages 237-241 of your purple guide books • Your Annotation Guide found on page 191 of your purple guide book • Annotation materials • Writing Utensils • Ethos, Pathos, Logos Handout provided by your teacher

5. A Quick Look at Rhetoric • The art of effective or persuasive speaking or writing

6. Let’s Look at your Handout!

7. Your Tasks for Today’s Lesson • Listen to the reading of the first four paragraphs of “Hope, Despair, and Memory” by Elie Wiesel. • As you listen, underline words you do not know and look for any claims Wiesel makes in the text.

8. Group Work These are the steps outlined in your annotation guide on page 191 of your purple guide book • Annotation Guide • Step 1: Use a dictionary to choose a synonym for the underlined words. Write the synonym above each word and make sure that you are using the appropriate part of speech. • Step 2: What is Wiesel arguing? Highlight any claims Wiesel makes in this passage. • Step 3: Determine the meanings of words and phrases with figurative or connotative meanings. What patterns emerge? Highlight these patterns, and note the effects of these words and phrases. How does Wiesel develop his argument? • Step 4: Label Wiesel’s development of ethical, logical, and emotional claims (ethos, pathos, and logos). • Step 5: Write a brief OBJECTIVE summary of the passage below.

9. Step 1: Use a dictionary to choose a synonym for the underlined words. Write the synonym above each word and make sure that you are using the appropriate part of speech. • NOTE: You should complete this step based on the words YOU identify during the first reading of the text. • ANOTHER NOTE: Some words are not conducive to synonym definitions. You can just use regular definitions in those instances.

10. Step 1: Use a dictionary to choose a synonym for the underlined words. Write the synonym above each word and make sure that you are using the appropriate part of speech. • Below are some words that I identified as being potentially problematic. • Hasidic—a Jewish religious group • Meddle—interfere • Aleph, beth, gimel, daleth…--letters in the Hebrew alphabet • Messianic—relating to the Messiah • Opaque—nontransparent

11. Step 2: What is Wiesel arguing? Highlight any claims Wiesel makes in this passage. • “…it is memory that will save humanity.” • “Hope without memory is like memory without hope.” • “Just as man cannot live without dreams, he cannot live without hope.” • “The two are not incompatible.” (referring to dreams and hope) • “The loss of one is equivalent to the sacrifice of another.” (also referring to dreams and hope)

12. Step 3: Determine the meanings of words and phrases with figurative or connotative meanings. What patterns emerge? Highlight these patterns, and note the effects of these words and phrases. How does Wiesel develop his argument? • This step requires that you look beyond the dictionary definition of the words and consider what they mean in an emotional or non-literal sense. • Once you identify words that Wiesel uses in a more creative way, you have to look for a PATTERN in his use of those words. • Once you find the pattern, you have to determine what effect those words and/or phrases have on Wiesel’s argument. • This process will allow you to answer the question at the end of Step 3.

13. Step 3: Determine the meanings of words and phrases with figurative or connotative meanings. What patterns emerge? Highlight these patterns, and note the effects of these words and phrases. How does Wiesel develop his argument? • Words with strong connotative meaning: • Urgent, perilous, faithful, distant, despair, impossible, forgotten, exiled, joyfully, vigorously, fervently, powers, memory, love, friendship, barren, opaque, tomb, save, hope, dreams, future, rejection, sacrifice • Words with non-literal meaning: • “like a prison cell into which no light penetrates; like a tomb which rejects the living.” • PATTERN: There seems to be a pattern of switching between sections with negative and positive connotations.

14. Step 3: How does Wiesel develop his argument? • In this section of the text, Wiesel introduces his ideas regarding the connections between hope, despair, and memory. Each concept in the title has a strong negative, positive, or neutral connotation. Wiesel reflects those perspectives with his bouncing back and forth between words and phrases that bring forth both negative and positive emotions. His juxtaposition of such different ideas and emotions manages to bring about the idea of balance implied with the potential neutrality of “memory.”

15. Step 4: Label Wiesel’s development of ethical, logical, and emotional claims (ethos, pathos, and logos). • ETHOS—appeal to religious authority “messianic expectation” • PATHOS—legend that serves as an anecdote to demonstrate a concept; imagery with similes in the third paragraph; trigger words with strong connotative meaning • LOGOS—argument that dreams and hope can co-exist

16. Step 5: Write a brief OBJECTIVE summary of the passage below. Wiesel begins his speech by telling the story of a famous Rabbi know as the Besht who was punished for attempting to quicken the Messiah’s return by being banished to an island with his servant and losing his memory of prayer which previously enabled him to perform miracles. Ultimately the Besht’s servant was able to remember the alphabet, and the two men taught themselves all of their previous knowledge due to the progressive building of memory. Wiesel further asserts that this story illustrates how memory can save people. Additionally, hope and memory are connected as there is no future without hope, and there is not past without memory. Thus, hope and memory must coexist and are not incompatible.

17. Tomorrow you will work through this process twice—one with a partner and once on your own. What problems do you think you’ll run into? Let’s be proactive and think about what we can do to make the process as smooth as possible while we work through a more challenging list of tasks!

18. Exit Ticket • Go to page 194 in your purple guide book. • Fill in ONE line based on our reading today. • You won’t be able to complete the third column for the first claim, so just fill in the first 2 based on claims we discussed from the first four paragraphs of “Hope, Despair, and Memory.” • This will be a running document throughout our study of the text, so make sure you keep up with your work and do NOT get behind!

19. Exit Ticket • Share a fourth of a piece of paper among the members of your group. • Answer the question below and turn it in using the basket for your class before leaving today. • Did you notice Wiesel use more ethos, pathos, or logos?