Curriculum / ELA / 8th Grade / Unit 2: Encountering Evil: The Diary of Anne Frank & Night / Lesson 25

Encountering Evil: The Diary of Anne Frank & Night

Lesson 25

ELA

Unit 2

8th Grade

Lesson 25 of 25

The following assessments accompany Unit 2. For more guidance, see the Summative Assessments and Assessments Accommodations & Modifications Teacher Tools.

Warm Read Assessment

The Warm Read Assessment measures students' ability to apply the core reading standards and their knowledge from the unit to comprehend new, topically or thematically aligned texts. It includes both multiple choice and short written response questions and should serve as the primary assessment for the unit.

Vocabulary Assessment

The Vocabulary Assessment measures students' acquisition of text-based vocabulary words from the unit.

Fluency Assessment

The Fluency Assessment measures students' oral reading fluency with a passage drawn from one of the unit's core texts. See the Assessing Reading Fluency Teacher Tool for more guidance.

Download Fluency Assessment

Lesson 24

Lesson Map

Explain how the social and cultural conditions in Europe after World War I contributed to the rise of extremist Nazi ideology in Germany.

“Aftermath of World War I and the Rise of Nazism, 1918–1933”
“Building a National Community, 1933–1936”

Standards

RI.8.2RI.8.3

Explain what happened during the Holocaust and analyze the events that led to it.

“From Citizens to Outcasts, 1933–1938”
“World War II and the Holocaust, 1939–1945”

Standards

RI.8.2RI.8.3

Determine the relationship between the historical setting of the Holocaust and the characters and plot of the play.

The Diary of Anne Frank pp. 4–22

Standards

RL.8.2

Explain how the playwrights develop the reader's understanding of Anne as a character in The Diary of Anne Frank.

The Diary of Anne Frank pp. 22–45

Standards

RL.8.3

Explain how the structural elements of The Diary of Anne Frank develop the reader's understanding of its characters, setting, and plot.

The Diary of Anne Frank pp. 46–64

Standards

RL.8.3RL.8.5

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

The Diary of Anne Frank pp. 65–86

Standards

RL.8.3

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

The Diary of Anne Frank pp. 86–101

Standards

RL.8.4

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

Terrible Things: An Allegory of the Holocaust

Standards

RL.8.2RL.8.4

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

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

Standards

RI.8.2RI.8.3

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

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

Standards

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.

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

Standards

RI.8.2RI.8.3RI.8.4

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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.

Night pp. 34–46

Standards

RI.8.3RI.8.4

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

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

Standards

RI.8.3RI.8.5

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

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

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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.

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.

Argumentative Brainstorming Page (G8, U2, L16)

Standards

W.8.1.aW.8.1.b

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

Night pp. 69–84

Standards

RI.8.3

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

Night pp. 85–97

Standards

L.8.5RI.8.4

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

Night pp. 98–115

Standards

RI.8.2RI.8.3

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

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

Standards

RI.8.2RI.8.6

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

“The Perils...”

Standards

RI.8.2RI.8.3

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

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

Standards

RI.8.6

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.

Standards

SL.8.1SL.8.1.aSL.8.1.cSL.8.4

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.

List of Holocaust Resisters (G8, U2, L24)
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.

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.

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

Standards

W.8.2.aW.8.2.b

Day 4 - Drafting

Draft the body paragraphs of an informational essay about the individual you researched.

Standards

W.8.2.bW.8.2.cW.8.2.d

Day 5 - Drafting / Revising / Language

Revise an informational essay to intentionally use active voice to increase clarity.

Standards

L.8.1.bW.8.2.bW.8.2.f

2 days

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

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