Lessons

Grade 8

Lesson

1

:

Learning Grit from Literature

Lesson
1
:

Learning Grit from Literature

Grade

Grade 8

UNIT

2

•

Grit

Last Updated:

June 10, 2025

In Unit 2, Lesson 1, “Learning Grit from Literature,” students will learn examples of grit from a contemporary work of young adult literature, A Night Divided by Jennifer A. Nielsen. Students will develop their critical thinking and writing skills by answering questions about the text. Additionally, students will advance their academic dialogue skills by discussing the book with classmates.

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SUGGESTED TIME:

  • 1 class period to introduce the book; 1 class period to discuss the book
  • If desired, class periods can be devoted to in-class silent reading of the book.
  • The book, A Night Divided by Jennifer A. Nielsen, is 317 pages and 47 chapters. 
  • The suggested reading assignment is 3 chapters per session for either in-class silent reading or homework. 
  • With this schedule, students will complete the book in 16 in-class reading sessions or 16 homework sessions.
  • Students should complete the short-answer questions on the worksheet as they read the book. 
  • Allow 50 minutes for in-class discussion of the short-answer questions on the worksheet.

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RELATED SUBJECT:

English Language Arts

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LEARNING OUTCOMES:

  • Read a contemporary work of young adult literature 
  • Identify and analyze the book’s genre, point of view, characters, setting, and plot 
  • Identify and analyze the book’s central ideas 
  • Write answers to questions about the book, demonstrating an understanding of standard English sentence structure and grammar   
  • Engage effectively in collaborative discussions about the book

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REQUIRED MATERIALS:

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ELA COMMON CORE STANDARDS MET

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CCSS.ELA-Literacy.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.

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CCSS.ELA-Literacy.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.

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CCSS.ELA-Literacy.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.

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CCSS.ELA-Literacy.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.

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CCSS.ELA-Literacy.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.

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CCSS.ELA-Literacy.W.8.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

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CCSS.ELA-Literacy.W.8.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.

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CCSS.ELA-Literacy.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.

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CCSS.ELA-Literacy.SL.8.1.A

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.

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CCSS.ELA-Literacy.SL.8.1.B

Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

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CCSS.ELA-Literacy.SL.8.1.C

Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas.

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CCSS.ELA-Literacy.SL.8.1.D

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

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CCSS.ELA-Literacy.SL.8.3

Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

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CCSS.ELA-Literacy.L.8.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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CCSS.ELA-Literacy.L.8.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET

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Performance Character A6

Describe a role model who demonstrates a positive attitude, effort, and grit

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Social-Awareness A1

Experience and demonstrate empathy

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Social-Awareness A3

Demonstrate respect for other people’s opinions and perspectives

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Social-Awareness A5

Practice “perspective taking” as a strategy to strengthen your acceptance of others

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Social-Awareness A6

Demonstrate awareness and understanding that despite differences, all people have similar needs, feelings and wants

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Responsible and Ethical Decision-Making A3

Write about and share a principle you want to live by that you learned from a family member, book, movie, or personal experience

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LESSON PROCEDURE

Step 1: 

  • Show the students this photograph, without providing any information or context: Berlin Wall After One Year.
  • Ask the students what they notice about this photograph.
  • Ask the students what they wonder about this photograph.
  • Tell students that this is a photograph of the Berlin Wall.


Step 2: 

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Step 3: 

  • Explain that we will be reading a novel about the impact of the Berlin Wall called A Night Divided by Jennifer A. Nielsen. 
  • The novel is about a family that becomes separated by the Berlin Wall. 

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Step 4: 

  • Have students complete the book, A Night Divided by Jennifer A. Nielsen, either through multiple in-class silent reading sessions or as homework. Students should complete the short-answer questions on the worksheet as they read the book. 

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Step 5: 

  • After students have completed the book and short-answer questions, allow at least 50 minutes for in-class discussion of the short-answer questions on the worksheet.

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GRADE 8 UNIT 1 WORKSHEET 1: LEARNING OPTIMISM FROM LITERATURE

QUESTIONS TO ANSWER WHILE READING A Night Divided by Jennifer A. Nielsen:

  1. Gerta describes Berlin as a “symphony of whispers” (pg. 8). What do you think she means by this?

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  1. What were the living conditions like in East Germany?

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  1. In Chapter 5, Gerta describes her apartment building as “drab.” How does the Communist government see beauty? 

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  1. What does the Communist government see as the problems of the West? 

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  1. In Chapter 6, what does Fritz say about courage? 

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  1. What was the status of freedom of speech in East Germany? How did Herr Krause take a stand for freedom of speech? 

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  1. In Chapter 19, what does Gerta say that she wants?

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  1. In Chapter 29, Fritz says, “Some of what the state teaches is important.” What does Fritz conclude about the important things the state teaches?

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  1. The author includes quotes at the beginning of each chapter. Which one do you think is the most meaningful and why?

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  1. How do the characters in this story show grit?

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  1. What is a principle about grit that you learned from this novel that you would like to live by?

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Prohuman K-12 Curriculum © 2025 by Prohuman Foundation is licensed under CC BY-NC 4.0.
To view a copy of this license, visit https://creativecommons.org/licenses/by-nc/4.0/

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