Curriculum / ELA / 8th Grade / Unit 2: Encountering Evil: Night / Lesson 5
ELA
Unit 2
8th Grade
Lesson 5 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 specific events and lines of text reveal aspects of characters and character relationships 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. 40 – 53
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
How does Anne’s new relationship with Peter change her perspective of her life and of the future? What specific incidents and lines of text reveal this change? Provide at least two pieces of evidence from today’s reading 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
What does the incident with the spice cake reveal about the mood and dynamics in the annex? Provide specific evidence from pages 41-42 to support your answer.
What does the fur coat represent to Mrs. van Daan? What does it represent to Mr. van Daan? Provide evidence from the text to support your answer and carefully explain your thinking.
How does Mrs. Van Daan’s argument with her husband on page 45 propel the action of the story? Provide evidence from pages 45-47 and carefully explain your thinking.
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
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.
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
While reading, answer the following questions.
What do the residents of the Secret Annex catch Mr. van Daan doing in the middle of the night?
What does Mrs. Frank think should be done about this?
What news does Miep bring to the Annex? Why is this significant?
Who does Anne dream about?
What happens as the adults are playing cards and the children are in the attic?
Who of the Annex residents survived the war?
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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.
Standards that are practiced daily but are not priority standards of the unit
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.8.4 — 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.8.5 — 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.
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.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 4
Lesson 6
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 the playwrights use specific words and phrases to develop mood, tone, and meaning 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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