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Framingham Public Schools Draft Curriculum Unit: March, 2013 2012-2013

Grade Level: 8 Month Length 6-7 Weeks

Unit 3 –Hope EnduresDiary of Anne Frank, Night

Unit Overview

Using the anchor text Night by Elie Wiesel, excerpts from Anne Frank: Diary of a Young Girl, other eyewitness accounts, and poetry students will explore topics and perspectives surrounding the Holocaust. Beginning with some brief background knowledge, students will analyze the different stories and perspectives of survivors of the Holocaust, their unique yet similar experiences, and discuss how these survivors (including Anne Frank) endured hardships and kept hope alive. This unit then transitions into reading Night and examining how Elie Wiesel endured, the language he uses to convey his message, and how he continued to be hopeful throughout his horrifying ordeal. Students will make connections from that era to today, examine the effects of people’s choices to speak up or not, as well as discuss and write about why it is important to study and remember the Holocaust.

Focus Standards

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.8.3 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.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.8.6 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.

RI.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.RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.RI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

8_3 Hope Endures_6.5.12


W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.W.8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.W.8.2bDevelop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.W.8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.W.8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.W.8.2e Establish and maintain a formal style.W.8.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8 on page 65.)

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.8.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.SL.8.1b Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.SL.8.1c Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.SL.8.1d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

L.8.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.L.8.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.L.8.4c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

Overarching Standards



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.RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficientlyW.8.10Write 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.SL.8.6 (adapting a speech/new closing argument) Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 on page 65 for specific expectations.)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.

Key Understandings to Explore

There are multiple perspectives of major historical events.Individual choices affect the larger community.Even in the hardest of times, people find ways to endure.

Essential Questions for thought, discussion, and collaboration

How does a reader’s understanding of the Holocaust change when reading texts from different points of view?What role does personal responsibility play in social environments?How do people keep hope alive when they are being treated inhumanely?

Declarative and Factual Knowledge (Recall, memorize, define)Students will know…Major historical events that led to the HolocaustThat different people experienced the Holocaust in different ways.The definition of perspective.That authors choose words purposely to convey meaningWho Anne Frank was and what she experienced during the Holocaust.Who Elie Wiesel is and what he experienced during the Holocaust.The differences between hope and endurance.

Skills (Organize, apply, analyze, integrate, evaluate) Students will be able to….Compare and contrast multiple perspectivesAnalyze texts and cite relevant evidence to support ideasAnalyze different characters’ points of viewIdentify and analyze the advantages and disadvantages of different medias conveying the same messages.Analyze and discuss how the ideas of hope and endurance develop over the course of a text.Discuss the differences between hope and endurance.



Key Vocabulary:Holocaust, propaganda, endurance, hope, Nazi, bystander, point of view, perspective, Anti-Semitism, stereotypes, prejudice, Aryan(See vocabulary lessons for specific vocabulary in Night)

Performance Assessments (may be formative or summative)Essay Choices:• “I have tried to keep memory alive, that I have tried to fight those who would forget. Because if we forget, we are guilty, we are accomplices” (Pulitzer Speech, page 118). Explain what Elie Wiesel meant by this quote and explain why it is important for every 8th grade student in Massachusetts to read a memoir from the Holocaust.• Define hope and explain how Anne or Elie kept on hoping through their experiences. In spite of Anne and Elie’s experiences, how did he/she keep hope alive?• What lessons could a student learn from reading either Night or The Diary of a Young Girl: Anne Frank? Describe and explain the lessons that could be learned using evidence from the texts you have read.

Other Evidence/AssessmentsPoemsReading ResponsesAnticipation GuideFigurative Language charts and responsesPoetry AnalysisVocabulary activities



Unit Title (continued from previous page):Literary Texts: Stories/NovelsNightAnne Frank: Diary of a Young Girl (excerpts)Informational TextsTeen Witnesses to the Holocaust “Escape: Teens Who Escaped the Holocaust to Freedom” Saddleback PublishingTeen Witnesses to the Holocaust “The Hidden Children of the Holocaust Saddleback PublishingWriting Magazine (Weekly Reader)- “Exploring the Silence”Art/Music/MediaIf You Cried You DiedPropaganda ImagesImages from WWII and the HolocaustOptional- Documentary about Anne Frank- Anne Frank Remembered

Online ResourcesWeb Videos:

- Pastor Worley’s Sermon: http://www.opposingviews.com/i/religion/christianity/video-pastor-charles-worley-says-lock-lgbt-let-them-die-out- Church Member’s Defense: http://www.youtube.com/watch?v=ez0AMf2U5RU- Holocaust Museum Website: http://www.ushmm.org/

Optional – Audio of Edward R. Murrow’s live broadcast from the liberation of the Buchenwald camp: http://www.youtube.com/watch?v=d3SCSouI8WE

http://www.ushmm.org/wlc/en/article.php?ModuleId=10005143http://www.ushmm.org/outreach/en/article.php?ModuleId=10007671

The Moldau by Smetana inspired the Jewish National Anthem of Hatikvah. If one listens closely to the melody one will hear the same motif in both pieces of music.1. Moldau by Smetanahttp://www.youtube.com/watch?v=KAHb8v1PaKc2. Hatikvah/Jewish Nat’l Anthem *** http://www.youtube.com/watch?v=eR-xRwPvU6I


http://www.youtube.com/watch?v=eR-xRwPvU6I

http://www.youtube.com/watch?v=KAHb8v1PaKc

http://www.ushmm.org/outreach/en/article.php?ModuleId=10007671

http://www.ushmm.org/wlc/en/article.php?ModuleId=10005143

http://www.youtube.com/watch?v=d3SCSouI8WE


http://www.youtube.com/watch?v=ez0AMf2U5RU

http://www.opposingviews.com/i/religion/christianity/video-pastor-charles-worley-says-lock-lgbt-let-them-die-out


The following Youtube link feature Jewish Folk Songs for teachers to preview and then select. The videos are outstanding with photography, artistic images, and poetic captions. We advise previewing and selecting the ones that are appropriate for your classroom.

http://www.youtube.com/watch?v=JsbJ_0ez4PI&list=PL6E3F715296FD9DB0&index=1

Essential Learning ActivitiesAnalyzing propaganda; Analyzing figurative language; Using context clues to figure out new/unknown words; Utilizing reading strategies to facilitate understanding and communicating that understanding; Analyzing poetry; Tracing a theme through text(s); Using agreed upon rules for small and whole group discussions; Analyzing different points of view and perspectives; Comparing different media presentations of an event;Differentiation for Struggling Learners and ELLConcept maps for vocabularyScaffolding the reading using summaries, outlines, glossaries, and/or reading groupsGuiding questionsInterdisciplinary ConnectionsConnections to Lessons in social studies and Second Step


http://www.youtube.com/watch?v=JsbJ_0ez4PI&list=PL6E3F715296FD9DB0&index=1


Lesson Plan Mini-Map for Unit “Hope Endures”

Lesson 1 Title: Unit IntroductionLesson Summary: Students individually complete the anticipation guide in the old Night unit. A whole group discussion follows. The students are then given a vocabulary “Word Splash” featuring terms necessary for beginning and understanding the unit. Students form small groups and work together to create sentences with the terms. Groups may select the best sentences to share with the whole group. The teacher asks the class to predict how the concepts in the anticipation guide and the terms in the Word Splash relate to the theme “Hope Endures”. Suggest the essential question(s) for the unit.Homework: Read “History of Anti-Semitism”. Complete “Two-Column Notes” based on the text and be ready for discussion.

Standards Addressed:L.8.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.L.8.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.L.8.4c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

Materials Anticipation guide for each student WordSplash for student groups Vocabulary Words and Definitions



Lesson 2 Title: Background InformationLesson Summary: As a warm up, students will examine a timeline showing Adolf Hitler’s rise to power and the ensuing events of the Holocaust; they will write down any questions they might have for further discussion throughout the unit.

Small group jigsaw activity: In small groups, students will perform a close reading of several laws enacted by the Nazis. Each group will be assigned one law to read and then complete the Document Analysis Worksheet. Once each group has had time to complete the worksheet the teacher will rearrange the groups so students can teach one another about the different laws. In a whole group follow-up the class will discuss the impact of these initial laws on German society.

Standards Addressed: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.RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpointsSL.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.

Materials: Timeline(s) Copy of laws passed by Hitler and the Nazis

o Law for the Restoration of the Professional Civil Serviceo Law Against the Establishment of Partieso Oath of Reich Officials and of German Soldierso Law for the Protection of German Blood and German Honoro The Reich Citizenship Lawo Law Concerning the Hitler Youth

Document Analysis worksheet / Small Group Share sheet (two-sided) http://www.ushmm.org/wlc/en/article.php?ModuleId=10005143 http://www.ushmm.org/outreach/en/article.php?ModuleId=10007671



Lesson 3 Title: The Role of PropagandaLesson Summary: Students will analyze propaganda posters and photographs in small groups. The teacher should model the activity on an overhead or LCD before providing each group with several photographs to evaluate. They should complete as much of the Analyzing Visual Images sheet as possible before being given background information on the image. The teacher may decide whether to attach the information to the back of the image for students to view when ready, provide the group with a separate sheet of information towards the end of the activity, or share the information as part of a whole group discussion. In a whole group follow-up, the class will discuss the role of propaganda during the Holocaust.

The propaganda reading may be assigned as homework prior to this lesson as an introduction to the topic, or as a follow-up assignment.The teacher may select propaganda related quotations for students to respond to as a warm up or follow-up activity.

Standards Addressed: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.RI.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.RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpointsRI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic of idea.Materials:

Background of Nazi Propaganda reading Quotations related to propaganda Propaganda images from the United States Holocaust Memorial Museum website Analyzing Visual Images Sheet



Lesson 4 Title: Background for Anne Frank: Reading Mini-Memoirs of Teen Survivors -Lesson Summary:

1) Journal assignment—If you were suddenly forced to go into hiding, what one item would you bring with you? Justify.2) Students read mini memoirs of teenage survivors who were able to avoid being sent to concentration camps. Memoirs vary in length and

complexity, and can be distributed according to student ability. Students read the memoir they have been given independently or in pairs and then answer the questions on the “Teen Witnesses to the Holocaust: How Did They Survive?” worksheet.

3) Students share their responses and reactions to the text jigsaw style (students work in groups comprised of at least one person for each memoir).

Standards Addressed

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.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.8.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

Materials Student journals “Teen Witnesses to the Holocaust: How Did They Survive?” worksheet Survivor memoirs (excerpted and photocopied from books in the series Teen Witnesses to the Holocaust, Saddleback Publishing, 1999)

o Helga Edelstein Stummer (escaped on a Kindertransport)o Yvonne Kray Sokolow (underground Resistance)o Henry Wertheimer (false identity)o Charline Schiff (survived in the woods)o Leopold Mendlovic (escaped secretly on a train to Switzerland)



Lesson 5 Title: Hope EnduresLesson SummaryStudents will read different excerpts from Anne Frank’s diary and analyze how she stayed optimistic and kept her hope alive during her experiences.Using the June 20, 1942 entry, the teacher will summarize the first part of the entry and read the last section of the entry starting with “After May 1940 the good times were few and far between . . .”This entry in the diary talks about all the restrictions the Nazi’s put on Jews during this time. A long paragraph lists all the restrictions. But throughout this experience and even now, Anne does not complain or despair. She says, “life went on” and “The four of us are still doing well.” Model answering the four guiding questions using this entry. Students will be working in groups to read and answer the questions about how Anne Frank kept on hoping though her situation. After students complete the reading and the questions, students will be presenting their answers and informing students about the diary entry they read.Standards AddressedRI.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.RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.MaterialsDiary Entry for Model – June 20, 1942Selected excerpts from The Diary of a Young Girl: Anne Frank:

November 20, 1942 November 8, 1943 July 16, 1943 and March 1 1944 (both entries about the break ins) February 23, 1944 April 15, 1944 July 15, 1944 (Long entry- begin with the section that starts with, “Deep down the younger are lonelier than the old” August 1, 1944 (Last entry- homework???)

Guiding Questions



Lesson 6 Title: Media InterpretationsLesson SummaryStudents will read the excerpt from Anne Frank’s diary that describes where she and her family stayed. Engage students in a discussion about what Anne’s experience may have been like. Remind students what they learned about Anne in the previous lesson from her diary entries. View selections of the movie and discuss with student whether Anne’s message and ideas are communicated more effectively through the movie or through her diary.Standards AddressedRI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.RI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

MaterialsAnne Frank: Diary of a Young Girl- July 9, 1942 (Anne’s description of the Annex)Diary of Anne Frank (movie clips)

8:00-16:00 (Initial scenes in the Annex) 1:17:00-1:41:00 (Hanukkah, the break-in, and the Nazi’s)

The movie is almost 3 hours long and does not need to be shown in full. The idea is to show students how Anne’s entry in describing the Annex is dramatized in the movie. The second scene is meant to show how suspense was built in the movie. Other scenes can be shown at your discretion. Have students use the guiding questions to participate in a discussion of the movie and diary entries after viewing or the next day.



Lesson Title 7: Perspective Through PoetryLesson Summary: The teacher will begin the lesson by reading aloud the poem The Butterfly and discussing it with the class. The teacher should also provide background information about the Terezin ghetto. Students will then read and respond to a variety of poems from I Never Saw Another Butterfly using the Poetry Walk sheet. The teacher may provide folders with multiple copies of each poem for the student to access, or decide to post the poems around the room for students to read. Once they have read a large selection of poems, students will identify one or two poems with which they have a strong personal connection/reaction and complete the Poetry Response Sheet.

Follow-up Activity:Students will decorate a butterfly to represent one of the poets whose work they connected with. Once the butterflies are complete they should be hung around the classroom. Throughout the course of the unit, the teacher will periodically cut down a butterfly to represent each of the children who died during the Holocaust. Biographical information about each of the poets is available in the back of I Never Saw Another Butterfly; the relevant poet biography can be shared as each butterfly is cut down. By the end of the Hope Endures unit few, if any, butterflies will be hanging. This lesson will provide a bridge between Anne Frank and Night.

If time allows, teachers may want to use the Poetry Response Sheet to complete a more in depth study using some of the works from the Holocaust Poetry text.

Standards Addressed:RL. 8.4 Determine the meaning of words and phrases as they are used in a text, including the figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.RI. 8.6 Determine an author’s point of view in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints

Materials: Multiple copies of poems from the text, I Never Saw Another Butterfly, Hana Volavkova – the teacher will need to prepare these in

advance Multiple copies of poems from the text, Holocaust Poetry, Hilda Schiff Poetry Walk Sheet Poetry Response Sheet Butterfly Activity Instruction Sheet Butterfly templates – the teacher will need to copy these in a variety of colors, in advance Yarn/string to hang butterflies in the classroom



Lesson 8 Title: Introduction to Elie Wiesel and Independent Reading of NightLesson Summary:

1) Give a very brief introduction to Elie Wiesel.2) Introduce the reading strategy homework assignments (on-going throughout the reading). Read through strategies with students. It is

recommended that students use highlighters to mark up the strategies as they go through the directions.3) Distribute the text and the independent reading schedule to students. Explain that students will be reading Night and they will be choosing

a different strategy to respond to each of the assigned sections of the text.4) Begin reading Night.

**Depending on when during the year this unit is taught as well as the ability level of students in your class, teacher may want to consider assigning specific strategies to specific sections of the text after explicitly teaching and modeling the strategy in class.**

Standards Addressed

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.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.W.8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.W.8.2bDevelop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.W.8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.W.8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.W.8.2e Establish and maintain a formal style.W.8.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.MaterialsCopies of NightCopies of Reading Strategies packet and a Reading Schedule for each student



Lesson 9 Title: Discussion Questions for NightLesson Summary:This lesson is meant to introduce the discussion questions for Night. Please note that not all questions need to be answered and they are not meant to be comprehension questions to be completed without discussion. Lessons 9, 10, 11, and 12 can be done in any order.

1.) The discussion questions for Night are meant to aid student in their understanding of the text. The questions can be used to foster better understanding of key concepts in the text.

2.) If the reading is being done in class, students may complete the review questions for homework. If reading is mostly being done at home, students may complete the questions in class by working in leveled groups. Answers should be reviewed aloud in class shortly after completion.

3.) Answers should be written in complete sentences. Also, students should attempt to effectively incorporate quotes wherever they will effectively strengthen responses. When using quotes, students should use parenthetical citations to identify where the information was found within the text.

Standards AddressedRI.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.RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.SL.8.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.SL.8.1b Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.SL.8.1c Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.SL.8.1d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

MaterialsDiscussion Questions



Lesson 10 Title: Quotations about Hope

Lesson Summary:

During reading, this lesson will introduce the “Significant Quotations” assignment. As students read Night, they will record significant quotations from specific sections of the text and give reasons as to why these quotes either show hope or despair. At the end of the text, students will revisit the quotes they have chosen to return to the essential question: “How do people keep hope alive when they are being treated inhumanely?”

When first introducing the handout, gather quotations from the text and model why you chose the quotes and how they could be interpreted. Remind students they will be using these handouts while reading the text. While reading, come back and frequently check in with students to see what quotations they are collecting.

Standards Addressed

RI.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.RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Materials

Significant Quotation Handout



Lesson 11 Title: Beautiful Language in NightLesson SummaryStudents will be analyzing the figurative language that Elie Wiesel uses throughout Night. The first lesson is an introduction to the literary devices Wiesel uses. While reading, students will need to keep track of the figurative language as they read and record their ideas on the graphic organizer. Students are not just being asked to identify the language, but to analyze how that phrase and device contributes to the meaning, message, and tone of the text.The following literary devices will be addressed throughout the book:

Imagery- The descriptive words that appeal to any of the five senses and creates vivid pictures for the reader (emphasize that imagery is not the images the reader creates in their head, but the words in the text that create those images).Metaphor- an imaginative comparison between two unlike things in which one thing is said to be another thingPersonification- a nonhuman thing that is given human-like qualitiesSimile-a comparison between two unlike things using “like” or “as.”Symbolism- a concrete object that is implied to represent an abstract idea or conceptReview the definitions of these literacy devices and display the model examples from the text. Students will have the definitions in their handouts so the focus of the lesson is on analyzing the examples. This lesson should be done after completing pages 1-28. All the examples are from these pages. Using chart paper, display the examples of figurative language on separate pieces of chart paper. Be sure they are labeled. The goal of this lesson is to get students in the habit of analyzing the examples of figurative language they will find while reading the rest of the text. Model rereading the passage where the quote comes from and “think-aloud” for the students why Elie Wiesel would choose this language and what message is he trying to convey. Students will then move around the classroom in groups discussing and responding to each literary device displayed. Depending on the literary device, the following guiding questions can be used to scaffold students’ ideas and discussion.

What is being compared? Why is the comparison effective? What symbols are present? Why did the author choose this symbol? What word(s) stand out? Do they evoke an image? Do they evoke an emotion?

Standards AddressedRL.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.RI.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. SL.8.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.SL.8.1b Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.SL.8.1c Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence,



observations, and ideas.SL.8.1d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

MaterialsNightGraphic Organizer for collecting evidence while readingCharts for Carousel ActivityModel Quotations



Lesson 12 Title: Vocabulary- Using context clues throughout the bookLesson Summary:This lesson will help students practice the strategy of using context clues to decipher new or unknown words. There is a three column vocabulary chart that can be used with this lesson. Students could also use the text for the following tasks:

As students read the text, ask them to locate the given vocabulary word and notice the sentence containing the word. They should read the entire paragraph that contains this sentence. Working with a partner, they should discuss what the meaning of the word might be within the context of the paragraph. Students should point out the clues inside the text that would support such a meaning. Have students share their ideas with the class and how they used the strategy to figure out the definition.

Follow this with a whole group sharing of the words in context Have the class look at the dictionary definition of the word. Compare the definition with the way the word is used in context.

Using the first section of the text, model using context clues for several words of the words if needed.Standards Addressed

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.

MaterialsList of Vocabulary Words (check sections for accurate page numbers)Sections 1 and 2 (pgs. 3-28) Sections 3 and 4 (pgs. 29-65) Sections 5 and 6 (pgs. 66-97) Sections 7 through 9 (pgs. 97-115)

rendering 3 elude 32 Lament 68 103 Apathy 99dwell 5 vigor 35 Emaciated 73 85 101 Indifferent 104expelled, expulsion 6, 15, 20, 21 oppressive 38 prophecies 80 Prostrate 109edict 11, 15 wizened 51 inflection 79 Unprecedented 113evacuated 21 convalescent 38 Liquidated 114 veritable 44, 48, 70 gallows 61



Extensions: Students could:

Write original sentences and illustrate them. Write original poetry using the words. Write “scenes unseen” using the words (i.e. an original conversation between characters in the book) Create crossword puzzles using context clues for their classmates to solve. Create classroom murals showing the words in context and graphic illustrations. Write context clue tests using the words for their classmates to solve. Perform short, original skits using new vocabulary.



Lesson 13 Title: “Exploring the Silence”Lesson Summary:

1) Journal – Prior to studying the Holocaust in this class, where did you receive information about the Holocaust? What role did the media play in conveying information to you?

2) Discuss what technology was like in the 30’s and 40’s, when Hitler came to power and during the war. How might the limited availability of media have affected the spread of information, as well as the acceptance of information?

3) Students read the article “Exploring the Silence.” In this article, students will learn about why news of Hitler’s atrocities did not make front page news in American newspapers. The article points to two factors: editorial slant and a lack of true knowledge about what was going on behind enemy lines. The author distinguishes between “information” and “knowledge” to make this point. Using a transcript of Edward R. Murrow’s broadcast from the liberation of Buchenwald camp, the author proves that only after reporters gained “knowledge” were they able to effectively report on what had happened. Unfortunately, it was too late to do much good.

4) After reading the article, students will answer questions on the “Exploring the Silence” worksheet.5) As an extension, consider having students write an open response paragraph about how the language Murrow uses in his broadcast lets

listeners “see what he saw and feel what he felt” (9).

Standards AddressedRI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.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.

Materials

Student journals“Holocaust Journalism: Exploring the Silence” article (written by Catherine Gourley and taken from the magazine Writing!, Weekly Reader Corporation, Volume 20, No. 7, April/May 1998)“Exploring the Silence” worksheet (adapted from teacher’s guide provided with the article)If time allows, consider playing Murrow’s actual live broadcast: http://www.youtube.com/watch?v=d3SCSouI8WE




Lesson 14 Title: “If You Cried, You Died”Lesson Summary:Students watch the documentary, Auschwitz: If You Cried, You Died, which is about two survivors who journey back to Auschwitz. The film draws connections between the Holocaust and modern day occurrences of prejudice, and warns against the danger of standing by and doing nothing. The accompanying worksheet contains pre, during, and post viewing questions that can be used as warm-up, lesson activity, homework, and discussion points.

Standards AddressedRI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

MaterialsDocumentary, Auschwitz: If You Cried, You Died“Auschwitz: If You Cried, You Died” worksheet (some questions have been adapted from the teacher’s guide provided with the DVD)



Lesson 14 Title: Answering the Holocaust DeniersLesson Summary:

1) Journal – How do you define the word “history”? How do people learn history? Is it important to know one’s history?2) Discuss the difference between responsible and irresponsible historical writing.3) Read the article “Answering the Holocaust Deniers.” The articles discusses the tactics used by Neo-Nazi Holocaust deniers, and stresses the

responsibility of readers to be critical in the evaluation of sources, as well as the responsibility of writers to be defenders of truth.4) Post-reading, students will answer questions on the “Answering the Holocaust Deniers” worksheet.

Standards Addressed

RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Materials- Student journals“Answering the Holocaust Deniers” article (written by Sarah Kizis and taken from the magazine Writing!, Weekly Reader Corporation, Volume 20, No. 7, April/May 1998)“Answering the Holocaust Deniers” worksheet (adapted from teacher’s guide provided with the article)



Lesson 15 Title: How Do We Keep From Repeating the Past?Lesson Summary:

1) Warm up – Students will examine a political cartoon depicting a 1960’s protestor opposing inter-racial marriage and a present day protestor opposing gay marriage, both arguing that their goal is to protect the sanctity of marriage. They will then briefly journal about what they feel is the artist’s message and why.

2) Students will watch media footage of Pastor Worley’s anti-gay sermon where he advocates to put all homosexuals behind an electric fence until they die out.

3) After viewing, students will evaluate the pastor’s message and quickly jot down their reaction to the video. What was the pastor’s message? How did his congregation react? What do you think about his message and the people’s reaction?

4) Next, they will view a church member’s defense of the preacher’s sermon.5) After viewing, students will quickly jot down an evaluation of the parishioner’s argument and their reaction to the video. What argument

does the parishioner give in support of the preacher? Do you think her argument is sound? How did the parishioner respond to the reporter connecting the pastor’s ideas to the Holocaust? What is your reaction to this video?

6) End by discussing the importance not only of Holocuast studies, but of speaking up against ALL examples of injustice.

Standards Addressed

RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Materials1) Student Journals2) Overhead of “Sanctity of Marriage” Political Cartoon3) Video Footage:

a) Pastor Worley’s Sermon: http://www.opposingviews.com/i/religion/christianity/video-pastor-charles-worley-says-lock-lgbt-let-them-die-out

b) Church Member’s Defense: http://www.youtube.com/watch?v=ez0AMf2U5RU


http://www.youtube.com/watch?v=ez0AMf2U5RU




Lesson Title 16: A Close Reading: Elie Wiesel’s Pulitzer Prize SpeechLesson Summary:Students will do a close reading of Elie Wiesel’s Pulitzer Prize speech and examine it for evidence of how Elie Wiesel kept hope alive in the end despite a horrific experience. Post-reading, students will complete an open response question that asks them to identify and explain the theme of the speech using evidence from the text as well as explain how the speech is evidence that hope endured for the author. Students will be able to use their ideas in their final papers. Post reading, students will create a two-column notes chart identifying the evidence that shows how Elie kept hope alive on the left and on the right side students will explain how the evidence shows how he kept hope alive.

Standards Addressed

RI.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.RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

MaterialsClose Reading Worksheet of Elie Wiesel’s Pulitzer Prize Speech



Lesson Title 17: Final PaperLesson Summary:Final Paper Prompts:

“I have tried to keep memory alive, that I have tried to fight those who would forget. Because if we forget, we are guilty, we are accomplices” (Pulitzer Speech, page 118). Explain what Elie Wiesel meant by this quote and explain why it is important for every 8 th grade student in Massachusetts to read a memoir from the Holocaust.

Define hope and explain how Anne and/or Elie kept on hoping through their experiences. In spite of Anne and Elie’s experiences, how did he/she keep hope alive?

What lessons could a student from reading either Night or The Diary of a Young Girl: Anne Frank? Describe and explain the lessons that could be learned using evidence from the texts you have read.

Students will have to use at least two texts that were read during the unit to support their ideas in the text. They should also refer to other texts that they have encountered throughout the unit.Standards Addressed

W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.W.8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.W.8.2bDevelop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.W.8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.W.8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.W.8.2e Establish and maintain a formal style.W.8.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8 on page 65.)MaterialsCopy of either Night or Diary of a Young Girl: Anne FrankOther reading assignments given throughout the unitAssignment sheet with essay promptEssay planning sheet


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