Curriculum / ELA / 8th Grade / Unit 2: Encountering Evil: Night / Lesson 12
ELA
Unit 2
8th Grade
Lesson 12 of 28
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Explain how specific words and phrases develop meaning and tone in Night, and how they affect the reader.
Book: Night by Elie Wiesel pp. 58 – 65
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Prior to the start of class, print out the quotes in the Hamlet Quote Card resource and glue/tape them to a notecard in order to be prepared for the opening activity. If possible, move the student desks/tables to the side of the room so that there is room for students to walk around. Alternatively, take students to a space outside the classroom where they will have more room to engage in the activity.
Today's lesson contains sensitive content that may be upsetting or triggering for students. Emphasize respectful communication, critical thinking, and context understanding prior to engaging in today's reading. Name for students resources they can leverage within the classroom or school day to process their emotions. For example, pages 64–65 contain a scene in which a young boy is hanged and the event of his dying is described in detail.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
What words and phrases does Wiesel use to describe the pipel who is hanged? What are the connotations of these words and phrases, and what is the impact of this language on the reader? Support your answer with two specific examples from the text.
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Questions about the text that will help guide the students understanding
What words, phrases, figurative language, and punctuation does Wiesel use on page 59 to emphasize just how hungry he and all of the inmates are? Select three examples from the text and explain how they develop this idea.
What is the mood in the camp during and after the bombing? Support your answer with three specific words and phrases from the text, and explain how these demonstrate mood.
What is the condemned young man's tone when he yells out before he is hanged on page 62? How does Wiesel develop this tone?
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
There aren't any new text-based vocabulary words in today's lesson.
Reading and/or task to be completed at home in preparation for the next lesson.
Tonight's reading contains sensitive content that may be upsetting or triggering for students.
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. 66 – 69 — stop after "Deep inside me, I felt a great void opening."
While reading, answer the following questions.
What holiday are the prisoners celebrating?
How do the prisoners celebrate?
Why does Eliezer feel like "a stranger" at the Rosh Hashanah service (p. 68)?
Why does Eliezer choose not to fast for Yom Kippur?
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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 — Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.8.5.a — Interpret figures of speech (e.g. verbal irony, puns) in context.
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.8.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
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.8.9 — 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").
Next
Unpack a prompt, gather evidence, and outline a two-paragraph response.
Explain what happened during the Holocaust and analyze the major events and ideas in Europe in the 1930s and 1940s that led to it.
Standards
RI.8.2RI.8.3
Apply background knowledge about the Holocaust and the features of plays/dramatic performances to cite evidence from the text that establishes the setting of The Diary of Anne Frank.
RI.8.3RL.8.3
Explain how the playwrights develop the reader's understanding of Anne as a character in The Diary of Anne Frank.
Explain how text features and structures specific to dramatic works develop the reader's understanding of characters, plot, and setting 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.
RL.8.3
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
Analyze the meaning and impact of specific words, phrases, punctuation, and symbols in Wiesel's writing.
L.8.5RI.8.4
Draw conclusions about the passengers in the cattle car—and human nature more generally—based on the incident with Mrs. Schächter.
Analyze how Wiesel makes connections between individuals, ideas, and events to convey the dehumanization he endured in the concentration camps during the Holocaust.
RI.8.3RI.8.4
Evaluate and analyze how being imprisoned in concentration camps impacts characters' thoughts, feelings, and behaviors. Analyze what these changes reveal about human nature.
RI.8.3RI.8.5
RI.8.4
RI.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 plot events in Night influence characters' thoughts, feelings, and decisions.
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
Demonstrate a deep understanding of the texts and topics in a Socratic Seminar 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
Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.
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