Lesson 24 - Day 3 - Planning | Night | 8th Grade English

Explain how specific events, lines of dialogue, and word choices reveal aspects of characters and character relationships in The Diary of Anne Frank.

Materials

The Diary of Anne Frank pp. 65–86

Standards

RL.8.3

Lesson

Explain how the playwrights develop mood, tone, and meaning in The Diary of Anne Frank.

Materials

The Diary of Anne Frank pp. 86–101

Standards

RL.8.4

Lesson

Explain how the author of an allegory uses specific word choice and other literary devices to develop themes related to the Holocaust.

Materials

Terrible Things: An Allegory of the Holocaust

Standards

RL.8.2RL.8.4

progress
monitoring

Lesson

Explain how events and ideas in Night influence individuals and suggest larger truths about human nature.

Materials

Night pp. 3–11 — ending at "Then came the ghettos."

Standards

RI.8.2RI.8.3

Lesson

Analyze the meaning and impact of specific words, phrases, punctuation, and symbols in Wiesel's writing.

Materials

Night pp. 11–22 — starting at "Two ghettos were created in Sighet"

Standards

L.8.5RI.8.4

Lesson

Draw conclusions about the passengers in the cattle car—and human nature more generally—based on the incident with Mrs. Schächter.

Materials

Night pp. 23–34 — ending at "Do you remember Mrs. Schächter, in the train?"

Standards

RI.8.2RI.8.3RI.8.4

progress
monitoring

Lesson

Analyze how the author uses figurative language to make connections among and distinctions between individuals, ideas, and events related to his imprisonment in a concentration camp.

Materials

Night pp. 34–46

Standards

RI.8.3RI.8.4

Lesson

Writing

Compare and contrast the structures of poems and analyze how the differing structure of each contributes to its meaning and style.

Standards

RL.8.2RL.8.5

progress
monitoring

Lesson

Writing

Evaluate how dehumanization impacts individuals' thoughts, feelings, and behaviors.

Standards

RI.8.3RI.8.5

Lesson

Explain how specific words and phrases develop meaning and tone in Night, and how they affect the reader.

Materials

Night pp. 58–69 — starting at "One Sunday, as half of our group . . ." and ending at ". . . I felt a great void opening."

Standards

RI.8.4

Write a logically organized argument that contains a clear, debatable claim and distinct topic sentences that are supported by relevant evidence.

Day 1 - Planning

Gather evidence and synthesize trends to draft a clear claim and aligned topic sentences.

Materials

Argumentative Brainstorming Page (G8, U2, L16)

Standards

W.8.1W.8.1.a

Day 2 - Drafting

Draft two body paragraphs that develop the argument with strong topic sentences, relevant evidence, and clear explanations.

Materials

Argumentative Brainstorming Page (G8, U2, L16)

Standards

W.8.1.aW.8.1.b

Lesson

Explain how specific plot events in Night influence characters' thoughts, feelings, and decisions.

Materials

Night pp. 69–84

Standards

RI.8.3

Lesson

Explain how the author uses figurative language and specific word choice to develop mood and meaning in Night.

Materials

Night pp. 85–97

Standards

L.8.5RI.8.4

Lesson

Analyze how the author makes connections and distinctions among individuals and events in the text to develop larger ideas about human nature.

Materials

Night pp. 98–115

Standards

RI.8.2RI.8.3

progress
monitoring

Lesson

Analyze the preface to Night to determine the author's purpose for writing.

Materials

Night — pp. vii–x (ending at "'it' is still not right"); pp. xiv–xv

Standards

RI.8.2RI.8.6

Lesson

Explain how the author develops a central idea in his speech, "The Perils of Indifference."

Materials

“The Perils...”

Standards

RI.8.2RI.8.3

Lesson

Analyze an article to determine the author's purpose for writing.

Materials

“'It's For You To Know That You Forgive,' Says Holocaust Survivor”

Standards

RI.8.6

Lesson

Socratic Seminar

Gather evidence from multiple sources, draft a claim statement, and create an outline for a multi-paragraph informational essay.

Standards

W.8.2W.8.2.aW.8.7W.8.8

Lesson

Writing

Overview

Write an informational essay that explains how a specific individual took significant action to save lives during the Holocaust.

Day 1 - Planning

Gather relevant evidence for a research-based writing task.

Materials

List of Holocaust Resisters (G8, U2, L21-23)
Informational Brainstorming Page (G8, U2, L24)

Standards

W.8.2W.8.2.aW.8.2.b

Day 2 - Planning

Identify and analyze credible sources to continue gathering relevant information for a research-based writing task.

Materials

Informational Brainstorming Page (G8, U2, L24)

Standards

W.8.7W.8.8

Day 3 - Planning

Outline the body paragraphs of your informational essay about your resister.

Materials

Informational Multi-Paragraph Outline (G6-8)
Informational Brainstorming Page (G8, U2, L24)

Standards

W.8.2.aW.8.2.b

Standards

Standards

2 days

Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.

Encountering Evil: Night

Lesson Overview

Objective

Readings and Materials

Lesson Map

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