Encountering Evil: Night

Lesson 4
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ELA

Unit 2

8th Grade

Lesson 4 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 how text features and structures specific to dramatic works develop the reader’s understanding of characters and plot 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. 26 – 39 — (Start at "A delighted low laugh")

  • Book: Anne Frank: The Diary of a Young Girl by Anne Frank  — 19 & 20 November, 1942

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Target Task


Writing Prompt

Why do you think the playwrights have chosen to use the device of "direct address" in the context of this play? How do the playwrights use this device to develop the audience’s understanding of Anne’s character? Provide specific examples from the text to support your answer.

Sample Response

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Key Questions


Close Read Questions

  • Reflect on the experience of reading Anne’s diary entries from November 19-20, 1942, and pages 28-29 of the play. How do the structures of these two texts differ? What information do you get from each that you do not get from the other?

  • How does the stage direction on page 28, "Mr. Dussel looks at Mr. Frank, then back at Anne, silent," develop the reader’s understanding of characters, beyond what is communicated through dialogue? Explain your thinking.

  • How does the use of "outside" voices and sounds (the BBC recording, the Barrack Head, Hitler’s speech, the air raid sirens) develop the reader’s understanding of the setting? Carefully explain your thinking.

Discussion Questions

  • What does this play reveal about the way that human beings respond to stressful situations? What are some of the different ways that the residents of the annex respond to their circumstances?

Vocabulary


Text-based

loom

v.

(p. 39)

to appear in the distance as a shadowy, threatening form

menacing

adj.

(p. 39)

threatening

Academic

direct address

n.

when a character (or a group of characters) speaks directly to the audience rather than speaking to another character.

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. 40 – 53

While reading, answer the following questions.

  • How long have the residents of the Secret Annex been in hiding?

  • What does Miep bring to celebrate the New Year?

  • What does Mr. van Daan think that they need to sell? Why?

  • What does Mr. Kraler tell the residents of the Annex? Why does this worry them?

  • How has Anne’s relationship with her mother changed?

  • What is happening between Anne and Peter?

  • What happens at the very end of today’s reading?

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Common Core Standards


  • RL.8.5 — Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

Supporting Standards

L.8.6
RL.8.1
RL.8.2
RL.8.4
RL.8.10
SL.8.1
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.8.10
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