Encountering Evil: Night

Lesson 2
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ELA

Unit 2

8th Grade

Lesson 2 of 28

If you are using the alternate version of the play to teach this unit, please review the Guide for Teachers: Alternate Text Version (G8, U2) for lesson instructions.

Objective


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.

Readings and Materials


  • Play: The Diary of Anne Frank by Frances Goodrich and Albert Hackett, Adapted by Wendy Kesselman (Note: Unit lessons are focused on this version of the text. This version can be hard to obtain from most booksellers.)  pp. 9 – 15 — end after "ANNE. Look. It left a mark."

  • Video: “The Short Life of Anne Frank”  — 1:48-13:15

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Target Task


Writing Prompt

What kind of person is Anne? What specific lines of text (dialogue and stage directions) develop the reader’s understanding of her character? Provide evidence from pages 9-15 of the play and explain what they reveal about Anne.

Sample Response

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Key Questions


Close Read Questions

  • (film) Why did Anne’s family leave Germany and move to Amsterdam? 

  • (film) How does life change for Jews once the Nazis come into power in Amsterdam? Provide three examples.

  • (film) Where and why do Anne and her family go into hiding? Who helped them?

  • How do Margo and Mrs. Frank respond to the experience of moving into the Annex? Provide specific evidence from dialogue and stage directions on pages 10-11 to support your answer.

  • How is Anne’s reaction to her father different from her reaction to her mother on page 15? What can you infer based on these interactions about her relationship with each parent? Provide two pieces of evidence to support your answer.

Vocabulary


Text-based

conspicuous

adj.

(p. 11)

obvious; easily seen or noticed

Academic

act

n.

major divisions in a dramatic text that form the basic structure of a performance.

scene

n.

a division of an act in a dramatic work presenting continuous action in one place.

set

n.

the built physical environment that actors move through in the performance of a play.

stage directions

n.

instructions in the text of a play, especially one indicating the movement, position, or tone of an actor, or the sound effects and lighting

dialogue

n.

anything a character says aloud -- often in conversation with another character

Voiceover (VO)

n.

a production technique where a voice—that is not part of the narrative —is used in a radio, television production, filmmaking, theater, or other presentations.

Notes


  • These lessons are designed with the assumption that students do not know that Anne was killed in the Holocaust, and will only find out at the end of the play. For this reason, the video should be started at 1:48, as the narrator reveals that Anne died and the film's title indicates that her life was "short." However, you may make your own decision about whether you want to reveal that Anne died (or your students may already know).

Homework


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.

  • Play: The Diary of Anne Frank by Frances Goodrich and Albert Hackett, Adapted by Wendy Kesselman (Note: Unit lessons are focused on this version of the text. This version can be hard to obtain from most booksellers.)  pp. 15 – 26 — from "ANNE: Do you know Hanneli Goslar?" to "ANNE:... and, by all accounts, an excellent dentist."

While reading, answer the following questions.

  • How does Anne interact with Peter?

  • How would you describe the relationship between Mr. and Mrs. van Daan?

  • How does Mrs. van Daan behave toward Mr. Frank?

  • How would you describe Anne’s relationship with her mother?

  • What does Anne spill milk on? How does Mrs. van Daan respond?

  • Who is Mr. Dussel?

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Common Core Standards


  • RI.8.3 — Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
  • RL.8.3 — Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Supporting Standards

L.8.6
RI.8.1
RI.8.2
RI.8.4
RI.8.7
RI.8.10
RL.8.1
RL.8.2
RL.8.4
RL.8.10
SL.8.1
SL.8.3
SL.8.6
W.8.1
W.8.1.a
W.8.1.b
W.8.4
W.8.9
W.8.9.a
W.8.9.b
W.8.10
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