- I can determine a theme and analyze its development in an excerpt from Night by Elie Wiesel. (RL.8.1, RL.8.2)
- I can write an objective summary of an excerpt from Night by Elie Wiesel. (RL.8.2)
- I can use verbs in different moods to achieve particular effects. (L.8.1c, L.8.3a)
Focus Standards: These are the standards the instruction addresses.
- RL.8.1, RL.8.2, L.8.1b, L.8.1c, L.8.1d, L.8.3a
Supporting Standards: These are the standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.
- RL.8.3, RL.8.4, RL.8.10, W.8.4, W.8.10, L.8.4c
Daily Learning Targets
Ongoing Assessment
- Opening A: Entrance Ticket
- Work Time A: Track Gist, Plot, Character, and Theme: Night, Pages 23-24 note-catcher (RL.8.1, RL.8.2, RL.8.3)
- Work Time B: Objective Summary: Night, Pages 23-24 (RL.8.1, RL.8.2)
- Closing and Assessment A: Selected and Constructed Response Questions: Verb Mood and Voice (L.8.1b, L.8.1c, L.8.1d, L.8.3a)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Engage the Learner - L.8.1c (5 minutes) 2. Work Time A. Read Excerpt from Night, Pages 23-24, and Identify Development of Theme - RL.8.2 (20 minutes) B. Write an Objective Summary: Excerpt from Night, Pages 23-24 - RL.8.2 (10 minutes) 3. Closing and Assessment A. Selected and Constructed Response Questions: Verb Mood and Voice - L.8.3a (10 minutes) 4. Homework A. Verb Mood: Students complete Homework: Verb Mood: Objective Summary to answer selected response questions about verb mood in a summary of an excerpt from Anne Frank's The Diary of a Young Girl. B. Preread Text: Students complete Homework: Preread Night, Pages 29-34 in preparation for studying the text in the next lesson. |
Alignment to Assessment Standards and Purpose of Lesson
Opportunities to Extend Learning
How It Builds on Previous Work
Support All Students
Assessment Guidance
Down the Road
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In Advance
- Prepare Entrance Ticket: Unit 2, Lesson 9.
- Ensure there is a copy of Entrance Ticket: Unit 2, Lesson 9 at each student's workspace.
- Preread the excerpt from Night, Pages 23-24, in preparation for reading the text with students in this lesson. Note the strong emotional content about the harsh conditions of the transport trains.
- Post the learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
Continue to use the technology tools recommended throughout previous modules to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 8.I.C.11, 8.I.C.12, 8.II.A.1, and 8.II.A.2.
Important Points in the Lesson Itself
- To support ELLs, this lesson includes further practice with the language skills introduced in Lesson 8 and continued work with reading memoirs of Holocaust victims and summary writing. Students will focus on capturing central ideas and identifying theme in an excerpt from Elie Wiesel's Night. Ample time for reading and writing is built into the lesson and selected and constructed response questions on verb mood are closely aligned with the questions students worked through in Lesson 8 and the questions students will answer on the End of Unit 2 Assessment.
- ELLs may find it difficult to identify themes in the excerpt and to articulate this within a summary. Encourage students to use annotation as they read to record important notices and wonders, and prioritize collaborative discussion as students process what they have read. Students may benefit from discussing the text in home language groups before using English to write the summary.
Vocabulary
N/A
Materials from Previous Lessons
Teacher
Student
- Homework: Verb Mood and Voice: Abe's Story (answers for teacher reference) (from Module 3, Unit 2, Lesson 8, Homework A)
- Criteria for an Effective Literary Summary anchor chart (one for display; from Module 1, Unit 2, Lesson 1, Work Time C)
- Verb Mood organizer (for teacher reference) (from Module 3, Unit 2, Lesson 8, Closing and Assessment A)
- Homework: Verb Mood and Voice: Abe's Story (one per student; from Module 3, Unit 2, Lesson 8, Homework A)
- Holocaust Glossary (one per students, from Module 3, Unit 1, Lesson 3, Work Time A)
- Summarize a Literary Text rubric (one per student and one for display; from Module 1, Unit 2, Lesson 1, Work Time C)
- Verb Mood organizer (one per student; from Module 3, Unit 2, Lesson 8, Closing and Assessment A)
New Materials
Teacher
Student
- Entrance Ticket: Unit 2, Lesson 9 (answers for teacher reference)
- Track Gist, Plot, Character, and Theme: Night, Pages 23-24 note-catcher (for teacher reference)
- Objective Summary: Night, Pages 23-24 (example for teacher reference)
- Selected and Constructed Response Questions: Verb Mood and Voice (answers for teacher reference)
- Homework: Verb Mood: Objective Summary (answers for teacher reference) (see Homework Resources)
- Entrance Ticket: Unit 2, Lesson 9 (one per student)
- Excerpt from Night, Pages 23-24 (one per student and one for display)
- Synopsis: Excerpt from Night, Pages 23-24 (one per student)
- Track Gist, Plot, Character, and Theme: Night, Pages 23-24 note-catcher (one per student and one for display)
- Objective Summary: Night, Pages 23-24 (one per student)
- Selected and Constructed Response Questions: Verb Mood and Voice (one per student)
- Homework: Verb Mood: Objective Summary (one per student; see Homework Resources)
- Homework: Preread Night, Pages 29-34 (one per student; see Homework Resources)
Assessment
Each unit in the 6-8 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize students' understanding of what they accomplished through supported, standards-based writing.
Opening
Opening |
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A. Engage the Learner - L.8.1c (5 minutes)
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Work Time
Work Time | Levels of Support |
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A. Read Excerpt from Night, Pages 23-24, and Identify Development of Theme - RL.8.2 (20 minutes)
"I can determine a theme and analyze its development in an excerpt from Night by Elie Wiesel."
"What did Elie Wiesel and the other Jews experience on the train?" (They starved, Nazis took their possessions, and threatened their lives.) "How did Elie feel about the treatment of his people?" (He felt like they were being treated as animals instead of human beings.) "What connections can you make between Elie's experience and the importance of habits of character?" (Nazis did not show respect, empathy, or compassion for the Jews.) "As you read, what were you feeling about Elie's circumstance?" (Answers will vary, but may include that the way Nazis treated Jews was inhumane.) "As you read about Elie's experience, what habits of character were you practicing? Why?" (Answers will vary, but may mention compassion and empathy for Elie and his family as they feared for their lives and faced inhumane treatment.)
"What do you think is the theme of Night, Pages 23-24?" (Answers will vary, but may include that cruelty and total control by others can make people feel like helpless victims.) "What evidence in the text supports the theme you determined?" (Answers will vary, but may include the following: "The doors were nailed, the way back irrevocably cut off. The world had become a hermetically sealed cattle car.")
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For Lighter Support
For Heavier Support
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B. Write an Objective Summary: Excerpt from Night, Pages 23–24 – RL.8.2 (10 minutes)
“I can write an objective summary of an excerpt from Night by Elie Wiesel.”
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Closing & Assessments
Closing | Levels of Support |
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A. Selected and Constructed Response Questions: Verb Mood and Voice - L.8.3a (10 minutes)
"I can use verbs in different moods to achieve particular effects."
"Why do you think that?" "What, in the sentence, makes you think so?"
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For Lighter Support
For Heavier Support
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Homework
Homework |
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A. Verb Mood
B. Preread Text
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