Curriculum / ELA / 8th Grade / Unit 2: Encountering Evil: Night / Lesson 19
ELA
Unit 2
8th Grade
Lesson 19 of 28
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Explain how Wiesel develops central ideas in his speech, "The Perils of Indifference."
Speech: “The Perils of Indifference” by Elie Wiesel — (Focus on paragraphs 5 (begins "What is indifference?"- paragraph 18)
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
What are the perils of indifference, according to Wiesel? List three, and explain how Wiesel uses examples to support his argument. Provide at least three pieces of evidence from the speech to support your answer.
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
According to Wiesel, what does it mean to be indifferent? What is the opposite of indifference? Explain what this concept means in your own words, and then provide evidence from the text to support your answer.
According to Wiesel, did prisoners of concentration camps believe that leaders in other countries were indifferent to their suffering? Provide evidence from the speech to support your answer.
Why does Wiesel bring up the story of the St. Louis? What does this story demonstrate about indifference? Provide specific evidence from the speech to support your answer.
Does Wiesel believe that the world has learned not to be indifferent in times of crisis? Provide specific evidence from the speech to support your answer.
Think about how you feel when you see that something terrible has happened somewhere in the world. What is the difference between feeling helpless and feeling indifferent? What are the similarities? What do you think can be done to overcome both of these feelings?
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
indifference
adj.
having no particular interest, opinion, or sympathy
central idea
n.
the most important idea(s) that the writer is communicating to the reader in a nonfiction text.
Suggestions for teachers to help them teach this lesson
Reading and/or task to be completed at home in preparation for the next lesson.
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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.
Standards that are practiced daily but are not priority standards of the unit
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.8.4 — 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.8.5 — 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.
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.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.8.10 — 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.
Lesson 18
Lesson 20
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
Unpack a prompt, gather evidence, and outline a two-paragraph response.
RI.8.3 RI.8.3 W.8.1 W.8.1.a W.8.5
Draft and revise a two-paragraph response, including a transition sentence between paragraphs.
RL.8.3 W.8.1 W.8.1.a W.8.1.b W.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
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
Unpack the prompt, study a Mentor Text, develop guiding questions, and begin to gather evidence for a research-based writing task.
W.8.7 W.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.8.2 W.8.2.a W.8.7 W.8.8
Outline an introduction and conclusion and determine the difference between passive and active voice.
L.8.1 L.8.1.b W.8.2 W.8.2.a W.8.2.b
Draft strong introduction and conclusion paragraphs.
W.8.2 W.8.2.a W.8.2.c W.8.2.f
Create a bibliography and add at least one appositive to an informational essay.
W.8.2 W.8.2.c W.8.5 W.8.8
Give and receive peer feedback, self-assess using a rubric, and make final revisions to an informational essay.
W.8.2 W.8.5
Assessment – 2 days
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