ELA / 8th Grade / Unit 2: Encountering Evil: Night
Students explore human nature through the memoir of Elie Wiesel, a Holocaust survivor who vividly describes the horrors he experienced.
ELA
Unit 2
8th Grade
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In many ways, Anne Frank and Elie Wiesel taught the world about the Holocaust. Their stories have profoundly changed the way that we understand one of the darkest moments in human history—and the way we understand our own present and future.
Students will begin this second unit of 8th grade by reading the Pulitzer Prize-winning stage adaptation of Anne Frank’s famous diary. The Diary of Anne Frank, written by Frances Goodrich and Albert Hacket (and then later revised in the 1990s by Wendy Kesselmen), tells the story of the two years that Anne spent in hiding with her family in a desperate attempt to avoid capture by the Nazis.
Students will then read Night, often considered among the most important memoirs of the 20th century. Written by Nobel Peace Prize winner Elie Wiesel, the text recounts the author’s experience as a teenager in a Nazi concentration camp.
While both Eliezer and Anne’s stories speak to all readers, they are particularly evocative for young adults. Anne was thirteen when she entered the Secret Annex, and Wiesel was just sixteen when he and his family were transported to Auschwitz. Both texts center the thoughts, feelings, and experiences of a young person living through unimaginable circumstances. Through their stories, students will begin to make connections between individual lives, historical events, and larger truths about what it means to be human.
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Play: The Diary of Anne Frank by Frances Goodrich and Albert Hackett (Random House; First Printing Edition, 1956)
Book: Night by Elie Wiesel (Hill and Wang, 2006) — 590L
Video: “The Path to Nazi Genocide” by United States Holocaust Memorial Museum
Video: “The Short Life of Anne Frank” (YouTube)
Book: Anne Frank: The Diary of a Young Girl by Anne Frank (Bantam Dell, 1994)
Speech: “The Perils of Indifference” by Elie Wiesel (American Rhetoric)
This assessment accompanies Unit 2 and should be given on the suggested assessment day or after completing the unit.
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Suggestions for how to prepare to teach this unit
Unit Launch
Prepare to teach this unit by immersing yourself in the texts, themes, and core standards. Unit Launches include a series of short videos, targeted readings, and opportunities for action planning.
The central thematic questions addressed in the unit or across units
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
annihilate apathy camaraderie conspicuous conflagration delusion genocide imprudent indifference loom magnitude menacing obligation poignant systematic
-log mono-
Voiceover (VO) act author's purpose central idea connotation direct address dialogue figurative language ironic mood motif monologue scene set stage directions symbol tone
To see all the vocabulary for Unit 2, view our 8th Grade Vocabulary Glossary.
In order to ensure that all students are able to access the texts and tasks in this unit, it is incredibly important to intellectually prepare to teach the unit prior to launching the unit. Use the intellectual preparation protocol and the Unit Launch to determine which support students will need. To learn more, visit the Supporting all Students teacher tool.
Notes to help teachers prepare for this specific unit
Fishtank ELA units related to the content in this unit.
Explain the events, ideas, and individuals that created the conditions that led to the Holocaust.
RI.8.2 RI.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.8.3 RL.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.8.4 RL.8.6
Explain how events in Night reveal aspects of characters and suggest larger truths about human nature.
RI.8.3
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.
L.8.5 RI.8.4
Draw conclusions about the passengers in the cattle car—and human nature more generally—based on the incident with Mrs. Schäcter.
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
Writing
Write a strong analytical paragraph describing Wiesel's changing relationship with God.
RI.8.3 W.8.1 W.8.1.a W.8.1.b W.8.1.e
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
Socratic Seminar
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.8.1 SL.8.1.a SL.8.1.c SL.8.4
Outline the stages of genocide in preparation for creating a presentation.
L.8.1 L.8.1.b W.8.7 W.8.8
Compile and evaluate research information into a digital presentation.
L.8.1 L.8.1.b W.8.2 W.8.7 W.8.8
Logically organize the information in their presentations and include all required components.
L.8.1.b W.8.2 W.8.2.a W.8.2.b
Present digital presentations using appropriate volume, eye contact, emphasis, and pronunciation.
L.8.1 L.8.1.b SL.8.4 SL.8.5
Assessment – 2 days
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The content standards covered in this unit
L.8.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.8.1.b — Form and use verbs in the active and passive voice.
L.8.5 — Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
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.8.3 — Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
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.
RI.8.6 — Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
RL.8.3 — Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
RL.8.4 — Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
RL.8.5 — Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
RL.8.6 — Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
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.8.1.a — Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
SL.8.1.c — Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas.
SL.8.4 — Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
SL.8.5 — Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
W.8.1 — Write arguments to support claims with clear reasons and relevant evidence.
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.8.1.e — Provide a concluding statement or section that follows from and supports the argument presented.
W.8.2 — Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content
W.8.2.a — Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
W.8.2.b — Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
W.8.7 — Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
W.8.8 — Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Standards that are practiced daily but are not priority standards of the unit
L.8.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.8.2.c — Spell correctly.
L.8.3 — Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.8.3.a — Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).
L.8.4 — Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
L.8.4.b — Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).
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.8.5 — Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
RI.8.7 — Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
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.
RL.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.
RL.8.2 — Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
RL.8.10 — By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6—8 text complexity band independently and proficiently.
SL.8.1.b — Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
SL.8.2 — Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
SL.8.3 — Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
SL.8.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.8.1.c — Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
W.8.1.d — Establish and maintain a formal style.
W.8.2.c — Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
W.8.2.d — Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.8.2.e — Establish and maintain a formal style.
W.8.2.f — Provide a concluding statement or section that follows from and supports the information or explanation presented
W.8.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.8.5 — With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
W.8.6 — Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
W.8.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.8.9.a — Apply grade 8 Reading standards to literature (e.g., "Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new").
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.
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Abusing Power: <em>Animal Farm</em> and <em>Wicked History</em>