Unit 02: Literary non-fiction
Related work: Night by Elie Wiesel
Literary work reading guide questions
Directions: Carefully read the following questions for each chapter. Use the literal comprehension
questions as a guide for what is happening during each chapter and overall in the memoir. Use the
critical thinking questions as a guide to analyze and evaluate the relationship among the elements of
fiction and author’s craft, including tone, mood, and literary devices. Note: Responses to questions
may not be limited to a specific chapter; rather, they should consider the previous events or earlier
chapters.
Chapter one, literal comprehension (pp. 13-31)
1. From what point of view is the story told? What evidence from the book can you use for support?
2. Where does the narrator go each evening and why?
3. Who does the narrator meet as a child, and how does this person influence the narrator?
4. How and why does Moshe change during this chapter?
5. How did the German soldiers win the confidence of the people in Sighet?
6. List at least two of the first signs of oppression to the Sighet townspeople by the German
soldiers. What makes these acts oppressive? E2-1.1, 1.5
7. Which of the following words BEST describes how Elie felt at the end of chapter one: hopeful,
frightened, brave, or content. Provide text support for your answer. E2-1.1, 1.2
Chapter one, critical comprehension
8. How could the first person point of view influence how the story is told? Why might it be
important to focus on only one point of view? E2-1.2, 1.5
9. Describe the relationship between Elie and his father at the beginning of the memoir. E2-1.1
10. Elie describes his faith as profound. What does this word choice imply about his beliefs? E2-3.3
11. Why might the Jews in Sighet choose not to believe the stories of the horrors committed by the
Nazis – even though they hear it from a witness, Moshe? E2-1.1, 1.4
12. How does the author use the symbol of Moshe’s eyes to foreshadow what could happen to the
residents of Sighet? E2-1.3, 1.4
13. What is ironic about Chlomo Wiesel’s reaction to wearing the yellow star? E2-1. 5
Chapters two-three, literal comprehension (pp. 32-37, 38-54)
14. What does Wiesel mean by “our eyes were opened, but too late”?
15. Describe the conditions of the train ride and deportation. List at least two actions people
perform that demonstrate their fear of the unknown. In other words, what does the person do
that seems like he is unsure of his future?
16. Who is Madame Schacter’s and how do the deportees react to her?
17. What is Eliezer’s focus after he and his father are separated from his mother and sisters?
18. What age and occupation does Eliezer give to the guards?
19. Upon arrival at Auschwitz, the prisoners consider revolting. What factors influence them not to
revolt?
20. What kindness does Eliezer show to a relative he encounters in the camp? How could this act
seem like a betrayal? What does the relative eventually realize?
21. To where are the prisoners moved at the end of chapter three?
Chapters two-three, critical comprehension
22. Wiesel uses very descriptive and specific words, such as pestilential, abyss, gnawed, and
abominable, to describe the deportation and train ride to Auschwitz. How could these terms
reveal the author’s tone? In other words, what does he imply? E2-1.5, 3.1, 3.3
23. How does the author use Madame Schacter visions as foreshadowing in chapter two?
24. Find two examples of similes used by the author in chapters 2-3. Explain what is being compared
and the image and mood the author creates. E2-1.3
25. Why does the prisoner warn Elie and his father to state they are 18 and 40 years old? What does
his angry demand reveal about the prisoner? E2-1.1, 1.4
English II (Tucker, A-230)
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26. The Kaddish is the Jewish prayer traditionally recited in memory of the dead. Explain how the
prisoners’ recitation of the Kaddish conveys the theme of their struggle to maintain faith. E2-1.4
27. How does Wiesel react to his father’s beating? How does this stunned indifference demonstrate
the theme of self-preservation versus family commitment?
28. Describe the irony of the inscription above the door at the Auschwitz camp, “Work is liberty.”
What was the “work” of the prisoners? Explain whether any of the Auschwitz survivors were ever
liberated emotionally. E2-1.5
Chapters four-five, literal comprehension (pp. 55-72, 73-90)
29. Describe the similar characteristics shared by the Kapos in the forced labor and concentration
camps.
30. Who shows kindness to Eliezer after he is beaten by the Kapo?
31. In chapter four, Elie loses two objects. What value could these objects hold? What does he gain in
return? E2-1.1
32. Why does Elie get angry with his father when Idek attacks him? What does Elie realize about his
misplaced anger? E2-1.4
33. Whose death symbolizes Elie’s complete loss of faith? How does the execution influence Elie’s
countenance and explanation to his fellow prisoner about God? E2-1.1
34. Why doesn’t Elie fast on Yom Kippur?
35. What is Chlomo Wiesel’s initial reaction when he learns that his name was written down?
36. What are the results of Akiba Drummer’s struggle of faith?
37. Why was Elie placed in the hospital? How is he treated considering the circumstances?
38. Who says, “I’ve got more faith in Hitler…,” and what does the speaker mean? E2-1.1
39. What happens at the end of chapter five to force another decision upon Elie? Explain what
influences Elie’s choice more: his father, his faith, or his survival instincts. E2-1.4
Chapters four-five, critical comprehension
40. What is ironic about the prisoners’ reaction to the threat of death that the air raid brings? E2-1.5
41. Based on the emaciated physical description and the derision of the prisoners’ behavior, how do
these physical and emotional changes in the camp influence the Wiesel? E2-1.4, 3.1
42. “Man raises himself toward God by the questions he asks Him,” Moche told young Eliezer in
chapter one. How does this statement support the narrator’s struggle with faith at the
celebration of Rosh Hashanah, the Jewish new year? E2-1.1
Chapters six-seven, literal comprehension (pp. 91-102, 103-108)
43. What happens to anyone who cannot keep up with the march?
44. How does Elie’s conversation with Rabbi Eliahou change the way Elie behaves toward his father?
45. How does Wiesel’s father help him during the evacuation from Buna?
46. How does Elie help his father on the train?
47. Of the 100 men in the train car with Eliezer and his father, how many arrive at Buchenwald?
48. How does Elie help his father when the selection occurs at Buchenwald? How could Elie’s
behavior be considered selfish? E2-1.1, 1.4
Chapters six-seven, critical comprehension
49. What is Elie’s motivation to pray after he speaks with Rabbi Eliahou? Why does Elie believe he
needs this prayer, and how does this act change Elie? E2-1.4
50. What was Juliek’s last act? Why is this selection of music significant? What does this reveal about
him as a person? E2-1.1
51. Define terms liquidated and provisions as they apply to the memoir. How does this specific
vocabulary enhance the author’s journalistic tone? E2-1.5, 3.1, 3.3
Chapters eight-nine, literal comprehension (pp.109-116, 117-119)
52. How does Elie react to the advice from the head of the block? Explain whether or not you agree
with this advice.
53. What is the resistance movement and its goals? How successful is the movement?
54. Summarize the April 5, 1945 events and the resolution of the memoir.
English II (Tucker, A-230)
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Chapters eight-nine, critical thinking
55. Compare the terms indifferent and idleness as used by Wiesel. How are they similar? Different?
What do these words imply about Elie’s life in the new camp? E2-1.4, 3.1, 3,3
56. How does the narrator’s tone in the end reflect his loss? E2-1.5
57. What comment does Wiesel make at the end of the memoir that signifies the theme of emotional
death?
58. The memoir is filled with crossroads for the author, the painful outcomes of which can be known
only in retrospect. Identify two (2) of these crossroads. How does Wiesel respond to such
outcomes? Do you believe these outcomes are driven by destiny, or do they simply reflect the
reality of decision-making? E2-1.1, 1.4
Vocabulary for literary work
Directions: Not all of the following words are used in the literary work; however, the vocabulary list
reflects the historical and cultural background needed to understand the memoir. These terms are
important to understand both the author’s purpose and story grammar elements. It is recommended
that the vocabulary be analyzed using a word web format with the text and associated context clues
along to determine appropriate definition (See graphic organizer attached for more information).
During assigned writing prompts, you will need to correctly use up to five (5) of these terms, or
derivations of these terms, to demonstrate mastery of your vocabulary knowledge.
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Abominable
Abyss
Bereavement
Bestial
Compulsory
Countenance
Derision
Dictator
Dignity
Emaciated
Emigration
Expounding
English II (Tucker, A-230)
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Facist
Genocide
Gestapo
Gnawed
Implored
Incite
Indifferent
Idleness
Interminable
Kapos
Lamentation
Lucidity
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Nocturnal
Pacifist
Pestilential
Privations
Profound
Reprieve
Sanctity
Synagogue
Unremittingly
Vigilance
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Unit 02: Literary non-fiction
Related work: Night by Elie Wiesel
Vocabulary comprehension: Word attack strategy
Directions: Use the graphic organizer below to evaluate the vocabulary for the literary work.
Word
From text (page number)
Based on the text, I think this means:
Root/Base word; Prefixes, Suffixes
Part of speech:
Dictionary definition:
Synonyms for this term (similar words):
Antonyms for this term (what it isn’t):
What does the author imply by using this word? (connotation)
What are the derivations or other uses for this term? For example, how is this word used/spelled
as another part of speech
English II (Tucker, A-230)
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Unit 02: Literary non-fiction
Related work: Night by Elie Wiesel
Analyzing conflict: Cause and effect strategy
Directions: Because the underlying themes in Wiesels’s memoir cover both external and internal
conflicts, it is helpful to understand how the two conflicts influence character development, plot and
setting. Use the graphic organizer below to evaluate the different conflicts found in the literary
work.
Details from the text
Cause/effect relationship
of elements of fiction
Man vs. society
Man vs. self
Man vs. man
Conflict type
English II (Tucker, A-230)
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