Curriculum / ELA / 8th Grade / Unit 2: Encountering Evil: Night / Lesson 6
ELA
Unit 2
8th Grade
Lesson 6 of 28
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Explain how the playwrights use specific words and phrases to develop mood, tone, and meaning in The Diary of Anne Frank.
Play: The Diary of Anne Frank by Frances Goodrich and Albert Hackett pp. 86 – 101
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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 reading may be upsetting for students, as they learn that Anne and the other residents of the Secret Annex were arrested and brought to a concentration camp, where seven of the eight died. Leave sufficient time at the end of today's lesson for students to discuss their reactions to the end of the play.
As a part of intellectual preparation, revisit student answers in the Lesson 1 Anticipation Guide (G8, U2), paying particular attention to question 5 to prepare for today's Target Task. Based on student responses, determine how to guide students through related conversations during today's lesson.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
At the very end of the play, we hear Anne say in a voice-over, "In spite of everything, I still believe that people are really good at heart" (p. 101). What is Anne's tone in these lines? How does the contrast between her tone and the mood of the scene develop the theme of the play? Provide specific evidence from the text to support your answer.
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Questions about the text that will help guide the students understanding
How does news of the invasion change the mood in the Secret Annex? Provide at least four words and phrases that support the idea that the mood has changed significantly as a result of Miep's news.
What is the mood of the scene in the attic while Peter and Anne are in Peter's room? What specific words and phrases from these pages help develop the mood?
Identify an example of juxtaposition or dramatic irony in this section of the text and explain its effect on the reader.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
dramatic irony
a literary technique where the author provides information to the reader that the characters are not aware of, evoking humor, suspense, or tragedy
juxtaposition
when two things or concepts are placed side by side to emphasize the difference between them
mood
the emotion or feeling that a text creates for the reader
liberated
adj.
(p. 92)
set free
Reading and/or task to be completed at home in preparation for the next lesson.
Inform students that they will be starting a new text for homework, Night by Elie Wiesel. Explain that this text is a memoir in which the author recalls his experience surviving in a concentration camp during the Holocaust. As such, the text contains many disturbing moments about the suffering, torture, and trauma that the narrator and the people around him endure, including eye-witness accounts of people being starved, beaten, and shot. Explain that students will be given ample time to process this emotionally difficult material in the safe space of the classroom, and that they are welcome to talk to you privately about their needs for grappling with this material.
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. 3 – 11
While reading, answer the following questions.
What is the genre of this text?
Who is Moishe the Beadle?
What does Eliezer do every day in the evenings?
What happens to Moishe the Beadle when he is deported?
What does Moishe the Beadle try to tell the residents?
Who moves into the town of Sighet?
How does life change for Jewish people once the newcomers move in?
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RL.8.4 — Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
RL.8.6 — Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
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.
RL.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.
RL.8.2 — Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
RL.8.10 — By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of 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.8.1.c — Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
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 — 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").
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 events in Night reveal aspects of characters and suggest 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
RL.8.4RL.8.6
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.
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
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