Curriculum / ELA / 8th Grade / Unit 2: Encountering Evil: Night / Lesson 6
ELA
Unit 2
8th Grade
Lesson 6 of 28
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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.
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, 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. 53 – 61
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
On page 59, Anne says in a voiceover, "It’s a wonder I haven’t abandoned all my ideals, they seem so absurd and impractical. Yet I cling to them because I still believe, in spite of everything, people are truly good at heart."
What is Anne’s tone in these lines? How does her tone contrast with the mood of the scene? Provide specific evidence from page 59 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
How does news of the invasion change the mood in the Secret Annex? Provide at least four words and phrases from pages 54-56 that support the idea that the mood has changed significantly as a result of Miep’s news.
How does Anne’s tone on page 57 contrast with the mood of the previous scene? What words and phrases develop the reader’s understanding of Anne’s tone?
What is the mood of the scene in the attic while Peter, Margot, and Anne are eating strawberries? How is the mood developed through stage directions? Provide specific words and phrases from page 58-top of page 59 that develop this mood.
How do the playwrights use figurative language in Anne’s voiceover on page 60 to develop tone and meaning? Support your answer with specific examples of figurative language from this passage and explain its meaning.
What are your reactions to the end of the play?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
tone
n.
An author/speaker’s attitude toward a topic or an audience, which is often conveyed through word choice and/or literary devices.
mood
the emotional “atmosphere” of a scene in a text , which often evokes feelings in the reader.
Suggestions for teachers to help them teach this lesson
Reading and/or task to be completed at home in preparation for the next lesson.
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 — end after "Then came the ghettos"
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 they 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.
Lesson 5
Lesson 7
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.
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
Explain how Wiesel develops central ideas in his speech, "The Perils of Indifference."
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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