Identity Faith Lesson Plan Identity, Faith, Oppression
A Three-Day Study of Night, Section 3
Audience: Advanced ELA 8th Grade
Duration: 3 Sessions (40m each)
Objective
Students will analyze Eliezer's evolving identity and faith in Section 3 of Night by citing textual evidence, developing critical questions, and engaging in a Socratic Seminar.
Rationale
Understanding how profound experiences like the Holocaust challenge identity and faith helps students connect literature to real-world human experiences and develop empathy and critical thinking skills.
Teacher Prep
Review Section 3 of Night (pages 29-46).
Print Warm Up, Script, and Rubric materials.
Ensure student copies of Night are available.
Set up slide deck presentation.
Plan seating arrangement for Day 3 Seminar.
Instructional Sequence
Day 1: Reading & Questioning
40 Minutes
Warm-Up (5 min): Use the Warm Up worksheet to activate prior knowledge about identity and challenging experiences.
Introduction (5 min): Use the Slide Deck (Slides 1-2) to introduce objectives and reading strategies.
Guided Reading & Annotation (25 min): Students read pages 29-37.
Annotate text connecting to faith, identity, and oppression.
Identify three specific quotes.
Formulate one high-level, open-ended question for each quote.
Wrap-Up (5 min): Review progress and prep for Day 2 (Slide 3).
Day 2: Deepening Analysis
40 Minutes
Review & Share (10 min): Partner share of Day 1 questions (Slide 4).
Guided Reading & Annotation (25 min): Read pages 38-46.
Continue thematic annotations.
Develop three additional high-level questions.
Teacher circulates to check question quality.
Seminar Prep (5 min): Explain Day 3 structure and expectations (Slide 5).
Day 3: Socratic Seminar
40 Minutes
Set-Up (5 min): Arrange seating into a circle. Review norms and the Rubric .
Discussion (30 min): Facilitate the seminar using the guiding question: "How does Eliezer’s first night in the camp challenge or reshape his sense of identity and faith, and what does this reveal about the early impact of oppression?"
Reflection (5 min): Exit ticket reflection on learning and peer perspectives (Slide 7).
Identity Faith Warm Up Journal Entry
Night: Section 3 — Unit 2
Name:
Date:
The Challenge of Identity
Have you ever experienced a moment or event that profoundly challenged who you thought you were , or what you believed in ? How did it make you feel?
"Everything was taking place in utter silence. No one shouted. No one wept."
Identity Faith Rubric Socratic Seminar Rubric
Exploring Section 3 of Night: Identity, Faith, and Oppression
Seminar Guiding Question
"How does Eliezer’s first night in the camp challenge or reshape his sense of identity and faith, and what does this reveal about the early impact of oppression?"
Criteria Exceeds (4) Meets (3) Developing (2) Beginning (1) RL.1: Citing Textual Evidence Consistently offers precise, well-integrated evidence to support complex analyses; demonstrates sophisticated understanding. Regularly offers relevant and accurate evidence to support analyses; demonstrates solid understanding. Occasionally offers evidence, but it may be general, loosely connected, or not fully integrated. Rarely or inaccurately cites evidence; evidence does not support claims; limited understanding. RL.6: Point of View & Purpose Deep, nuanced analysis of how Wiesel's craft shapes understanding of identity and oppression. Analyzes how Wiesel's point of view shapes the text; connects effectively to central themes. Attempts analysis, but connection to themes (identity/faith) may be unclear or simplistic. Does not effectively analyze author's purpose; makes inaccurate connections. W.1: Arguments & Claims Formulates insightful, high-level questions; constructs compelling arguments with advanced reasoning. Formulates clear, open-ended questions; constructs coherent arguments with sound reasoning. Questions may lack depth; attempts to make claims, but reasoning or evidence is weak. Rarely formulates questions; claims are unsupported, illogical, or irrelevant. SL.1: Collaborative Discussion Initiates and sustains highly productive, respectful discussion; builds effectively on others' ideas. Actively participates; listens respectfully; builds on ideas and poses relevant questions. Participates but may dominate or be withdrawn; sometimes interrupts or misses peer ideas. Rarely participates; distracts or hinders the collaborative progress of the group. L.2: Command of Conventions Exceptional command of academic English; communicates with precision, clarity, and sophistication. Good command of academic English; communicates ideas clearly with appropriate vocabulary. Some errors in grammar or vocabulary that occasionally impede clarity; generally understandable. Frequent errors in grammar or syntax significantly impede clarity and understanding.
Identity Faith Script Instructional Script
Night: Section 3 — Identity, Faith, and Oppression
Day 1 Reading and Question Development (Pages 29-37)
Warm-Up (5 minutes)
Say to the class:
"Good morning, class! To start our lesson today, please take a moment to respond to the prompt on your warm-up sheet: Have you ever experienced a moment or event that profoundly challenged who you thought you were, or what you believed in? How did it make you feel?"
(Allow students 2-3 minutes to write. Ask for a few volunteers to share, if comfortable. Connect their experiences to the idea of significant life changes.)
Introduction (5 minutes)
Say to the class:
"Today, we're diving into Section 3 of Elie Wiesel's Night , pages 29-37. This section is incredibly powerful, describing Eliezer’s arrival and first night in Auschwitz. Our main goal for the next three days is to explore how these traumatic experiences immediately begin to challenge and reshape his sense of identity and faith. Look at the slide deck for our specific focus today."
Guided Reading & Annotation (25 minutes)
Say to the class:
"As you read, I want you to actively engage with the text in two ways. First, annotate the text. Underline or highlight areas that connect to Elie's faith, identity, or the impact of oppression. Second, identify three specific quotes . For each, formulate one high-level, open-ended question for our seminar. For example, instead of 'Did Eliezer see the flames?', ask, 'How do Eliezer's observations of the flames immediately begin to erode his previously held beliefs?'"
(Circulate among students, providing individual support and checking for the quality of questions.)
Day 2 Continued Development (Pages 38-46)
Review & Share (10 minutes)
Say to the class:
"Welcome back! Look over your annotations and questions from yesterday. Now, turn to a partner and share one of your most thought-provoking questions. Discuss why you chose that particular passage."
(Allow 5-7 minutes for discussion.)
Reading & Annotation (25 minutes)
Say to the class:
"Today, we'll finish Section 3 (pages 38-46). Task is the same: continue to annotate for changes in Elie's identity and faith, and formulate three more high-level questions. Aim for questions that encourage analysis, not just recall."
Day 3 Socratic Seminar
Set-Up & Norms (5 minutes)
Say to the class:
"Please arrange your desks into a circle. Before we begin, remember our norms: listen respectfully, refer directly to the text, and ask clarifying questions. This is a conversation, not a debate. We are exploring ideas together."
Identity Faith Slides Section 3 of Night
Identity, Faith, & Oppression
"Never shall I forget that night..."
01 Reading & Questioning
Our Goal Today
Read & annotate pages 29-37
Focus on identity, faith, and oppression
How to Annotate:
1
Underline/Highlight: Passages related to key themes.
2
Identify: Three specific quotes or descriptions.
3
Formulate: One high-level, open-ended question for each quote.
Reflect & Prepare
Review your annotations and questions from pages 29-37.
Think about how Elie's experiences are already starting to change him.
Be ready to continue reading tomorrow
02 Day 2: Continuing Our Journey
Quick Review
What were some key moments from pages 29-37 that impacted Elie's identity or faith?
Share one of your high-level questions with a partner.
Today's Goal:
Read & annotate pages 38-46
Identify 3 more quotes
Develop 3 more high-level questions
The Socratic Seminar
What is it?
A collaborative discussion where you explore complex ideas using your questions and textual evidence to deepen understanding.
What to bring:
• Annotated text (pg. 29-46)
• All high-level questions
• Insights and listening ears
Socratic Seminar
In Session
Our Guiding Question
"How does Eliezer’s first night in the camp challenge or reshape his sense of identity and faith, and what does this reveal about the early impact of oppression?"
Listen Actively
Speak Respectfully
Cite Textual Evidence
Pose Questions
Post-Seminar Reflection
How did the discussion deepen your understanding of Elie's experience?
What new perspectives did you gain?
How has your own understanding of identity, faith, and oppression evolved?
