Curriculum / ELA / 8th Grade / Unit 2: Encountering Evil: Night / Lesson 16
ELA
Unit 2
8th Grade
Lesson 16 of 28
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Explain how Wiesel uses figurative language and specific word choice to develop mood and meaning in Night.
Book: Night by Elie Wiesel pp. 85 – 97
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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.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
What mood does Wiesel create on page 95, as he describes Juliek's final concert? What specific words and phrases help establish this mood? Provide at least two examples and explain how these words and phrases develop mood.
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Questions about the text that will help guide the students understanding
On page 85, what words and phrases does Wiesel use to show that the prisoners felt and were treated as subhuman? Explain the impact of these words and phrases on the reader's understanding of the scene.
How does Wiesel use figurative language to develop the reader's understanding of his experience on the death march? Provide two examples from pages 86–87 to support your answer.
On page 91, why does Eliezer find his memory about Rabbi Eliahu's son so upsetting? Explain your thinking and provide evidence from the text to support your answer.
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
apathy
n.
(p. 92)
lack of interest or enthusiasm
poignant
adj.
(p. 95)
emotionally moving; causing a person to feel sadness
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. 98 – 112
While reading, answer the following questions.
What do German laborers and bystanders do when they see the cattle car full of prisoners?
What happens to a majority of prisoners in the cattle car along their journey?
How does Eliezer try to help his father in this section of text?
What happens to Eliezer's father by the end of this chapter?
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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.8.6 — 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 — 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.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
Explain how specific incidents in Night reveal aspects of characters, as well as larger truths about human nature.
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
Explain how specific words and phrases develop meaning and tone in Night, and how they affect the reader.
RI.8.4
Unpack a prompt, gather evidence, and outline a two-paragraph response.
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.
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
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