1. Bellringer—Find the 11 errors in the passage below.
Until February 21, 1866 the only graduates of American dental schools was men. That change when Lucy Hobbs graduated from the Ohio College of Dental Surgery. Born in 1833, Lucy became a teacher. She had always wanted to be a doctor but, as a women, she was not allowed to go to medical school. Insted she studyd with a professor who suggested dentistry later she married and taut her husband the art of dentistry to!

2. Bellringer—Find the 11 errors in the passage below.
Until February 21, 1866, the only graduates of American dental schools were men. That changed when Lucy Hobbs graduated from the Ohio College of Dental Surgery. Born in 1833, Lucy became a teacher. She had always wanted to be a doctor, but, as a woman, she was not allowed to go to medical school. Instead she studied with a professor who suggested dentistry. Later she married and taught her husband the art of dentistry too!

3. “Hope, Despair, and Memory” by Elie Wiesel
Paragraphs 14-23

4. I Can… Comprehend what a text says as well as what it implies.
9-10.RI.KID.1 Analyze what the text says explicitly and draw inferences; cite the strongest, most compelling textual evidence to support conclusions.
Identify evidence to support claims.
9-10.RI.CS.5 Analyze how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.

5. You Will Need…
Your copy of “Hope, Despair, and Memory” starting on page 237 of your purple guide book
Paper
Writing utensil
Annotation materials

6. Partner Work
Take FOUR minutes to look over pages of “Hope, Despair, and Memory.”
Determine what Elie Wiesel is claiming people should value.
Identify a quote from the text that backs this claim from Wiesel.

7. Let’s Discuss!

8. Listen as we read paragraphs 14-23 of the text.
As we read, your job is to…
ANNOTATE!
Annotate for the following:
Words that are important to the concept of memory
Words that are unknown to you
Any CLAIMS that Wiesel makes
Discussion Questions:
Paragraph 14—What claim is Wiesel making about the importance of forgetting?
Paragraphs 15-16—Where do you see examples of imagery in these sections? What might be Wiesel’s purpose in using imagery in these sections?
Paragraphs 17-18—Why did the Holocaust survivors feel it was so important to retell these stories? What in the text lets you know that was their motive? Do you see any comparisons between their earnest need to share these stories and the way we live our lives today? (Social media) Why do you think we feel that same “call” to share? Is there a comparable motive, or are we motivated by something different?
Paragraph 20—How does this paragraph help clarify the motive of those who told the stories of the Jews?
Paragraph 21—What problem is Wiesel describing here? Why were words insufficient to describe the experiences of the Holocaust?
Paragraph 23—Remember that the Holocaust ended in Wiesel was giving this speech in 1986 after dedicating his life to sharing the stories of Holocaust survivors. Why might he feel that he and others had failed to do their stories justice? How does this tie back to the struggle they faced after the Holocaust when they first started trying to share the stories of what happened? (Perhaps those who survived felt they never fully found the right words or the right way to communicate the horror of what happened.)

9. Write-Pair-Share
Step 1--Read the quote to the right. Step 2—Paraphrase the quotation. Step 3—Answer the following question: What is significant about this quotation given your previous understanding of Wiesel’s argument concerning memory? Step 4—Discuss your responses with your partner. Step 5—Let’s share and discuss as a class!
“How are we to reconcile our supreme duty toward memory with the need to forget what is essential to life? No generation has had to confront this paradox with such urgency.”

10. Now that we have finished…
Spend the remainder of the period working on your Quarter 3 Thematic Analysis charts.
You may have learned new information today that helps you with the column for “Hope, Despair, and Memory.”
If you need to talk to your teacher about make up work or an intervention pass, this is also a great time to take care of that!