Curriculum / ELA / 8th Grade / Unit 12: Encountering Evil: Night (2020) / Lesson 8
ELA
Unit 12
8th Grade
Lesson 8 of 28
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Explain why Wiesel uses specific words, phrases, and punctuation in his writing, and the impact of these choices on the reader.
Identify and explain the meaning of symbols and other motifs in Night.
Book: Night by Elie Wiesel pp. 11 – 22
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
On page 12, Wiesel writes, "Night fell." Identify one other place on pages 11-22 where he mentions night.
Considering what is happening in these passages, what might "night" symbolize, based on this section of text? Support your answer with at least two pieces of evidence from these pages.
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Questions about the text that will help guide the students understanding
What does Wiesel mean when he writes, on page 12, "The ghetto was ruled by neither German nor Jew; it was ruled by delusion"? Support your answer with evidence from the text.
On page 16, Wiesel writes, "There was joy, yes, joy." Why does Wiesel repeat the word "joy" in this sentence?
On page 19, Wiesel writes, "From behind our windows, from behind their shutters, our fellow citizens watched as we passed." Why did Wiesel use the phrase, "fellow citizens," and how does this impact the reader’s understanding of this passage?
On page 21, Wiesel writes, "…so much easier to do when the owners are on vacation…" "On vacation!" Why does Wiesel repeat this word and punctuate it with an exclamation point?
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
delusion
n.
(p. 12)
a false belief, usually firmly held even when evidence shows that it is incorrect.
conflagration
(p. 21)
an enormous, all-consuming fire
motif
a recurring element -- object, idea, action, event -- that has symbolic significance in a story.
symbol
a character, setting, object, or event that represents a larger, more complex concept or idea
Reading and/or task to be completed at home in preparation for the next lesson.
To ensure that students are prepared for the next lesson, have students complete the following reading for homework. Use guidance from the next lesson to identify any additional language or background support students may need while independently engaging with the text.
Book: Night by Elie Wiesel pp. 23 – 34
While reading, answer the following questions.
Where are Eliezer and his family (between pages 23 and 28)?
What are conditions like for them?
Who is Mrs. Schäcter? What is she trying to tell the other passengers?
What do the passengers see when they arrive at Auschwitz-Birkenau?
What happens to Eliezer’s family when they first arrive at Auschwitz-Birkenau?
After being processed by Dr. Mengele, what do Eliezer and his father believe is about to happen to them?
What actually happens to them at the end of today’s reading?
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L.8.5 — Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
RI.8.4 — Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Standards that are practiced daily but are not priority standards of the unit
L.8.5.a — Interpret figures of speech (e.g. verbal irony, puns) in context.
L.8.5.b — Use the relationship between particular words to better understand each of the words.
L.8.5.c — Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
L.8.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
RI.8.1 — Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.8.2 — Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
RI.8.10 — By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6—8 text complexity band independently and proficiently.
SL.8.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.
SL.8.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.8.1.a — Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
W.8.1.b — Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
W.8.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.8.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.8.9.b — Apply grade 8 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced").
W.8.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Next
Draw conclusions about the passengers in the cattle car—and human nature more generally—based on the incident with Mrs. Schäcter.
Explain the events, ideas, and individuals that created the conditions that led to the Holocaust.
Standards
RI.8.2RI.8.3
Explain who Anne Frank was as an historical figure, and how the playwrights develop the reader’s understanding of Anne as a character in The Diary of Anne Frank.
RI.8.3RL.8.3
Identify specific incidents and lines of text that reveal aspects of character dynamics in The Diary of Anne Frank.
RL.8.3
Explain how text features and structures specific to dramatic works develop the reader’s understanding of characters and plot in The Diary of Anne Frank.
RL.8.5
Explain how specific events and lines of text reveal aspects of characters and character relationships in The Diary of Anne Frank.
Explain how the playwrights use specific words and phrases to develop mood, tone, and meaning in The Diary of Anne Frank.
RL.8.4RL.8.6
Explain how events in Night reveal aspects of characters and suggest larger truths about human nature.
RI.8.3
L.8.5RI.8.4
Explain how the prisoners in Auschwitz-Birkenau were systematically dehumanized and stripped of their identities.
Explain how being in Auschwitz impacts characters, and what characters’ behavior reveals about human nature.
Explain how specific words and phrases develop meaning in Night, and how they affect the reader.
RI.8.4
Unpack a prompt, gather evidence, and outline a two-paragraph response.
RI.8.3RI.8.3W.8.1W.8.1.aW.8.5
Draft and revise a two-paragraph response, including a transition sentence between paragraphs.
RL.8.3W.8.1W.8.1.aW.8.1.bW.8.1.c
Explain how specific incidents in Night reveal aspects of characters.
Explain how Wiesel uses figurative language and specific word choice to develop mood and meaning in Night.
Explain how specific incidents in Night reveal aspects of characters, as well as larger truths about human nature.
Analyze the preface to Night to determine Wiesel’s purpose for writing.
RI.8.6
Explain how Wiesel develops central ideas in his speech, "The Perils of Indifference."
RI.8.2
Engage in a Socratic Seminar with peers, demonstrating a deep understanding of the text and topic by posing and responding to questions, and providing evidence to support ideas.
SL.8.1SL.8.1.aSL.8.1.cSL.8.4
Unpack the prompt, study a Mentor Text, develop guiding questions, and begin to gather evidence for a research-based writing task.
W.8.7W.8.8
Use search terms effectively, assess the credibility of online research sources, and continue gathering evidence in preparation for writing an informational essay.
Gather evidence from multiple sources, draft a claim statement, and create an outline for a multi-paragraph informational essay.
W.8.2W.8.2.aW.8.7W.8.8
Outline an introduction and conclusion and determine the difference between passive and active voice.
L.8.1L.8.1.bW.8.2W.8.2.aW.8.2.b
Draft strong introduction and conclusion paragraphs.
W.8.2W.8.2.aW.8.2.cW.8.2.f
Create a bibliography and add at least one appositive to an informational essay.
W.8.2W.8.2.cW.8.5W.8.8
Give and receive peer feedback, self-assess using a rubric, and make final revisions to an informational essay.
W.8.2W.8.5
2 days
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