Anne Frank Body Biography & WebQuest Introduction We have finished reading our play The Diary of Anne Frank and now it is time to take a closer look at the events surrounding our story and the characters themselves. The purpose of this assignment is to have you research information, analyze a character, produce a product, and practice presentation skills. The Tasks There are two parts involved in this assignment. They are as follows: 1. You and your group members have been hired to design a full sized portrait of a character from The Diary of Anne Frank, which will be used in a museum exhibit. Each group will be creating a body biography of a given character from the play. You will create a full sized visual and written portrait that illustrates several aspects of your character’s physical and personality traits within the play. In addition, your team will participate in a “showing” of your masterpiece where you will explain your work. 2. People visiting this exhibit will need to have background information on the historical events of the Holocaust, which leads the members of the secret annex to go into hiding. Your group will need to research information using the Internet, books, encyclopedias, and other sources to accomplish this task. Finally, you will present this information in one of the following manners: a) A PowerPoint presentation b) A written report c) A video presentation d) A live oral report Process Part 1. You will create your body biography by tracing a person’s outline on a large piece of butcher paper. The body biography must include the following: A basic introduction of your character and his role in the play. At least two visual symbols representative of your character. Your character’s three most important lines from the play. Use quotation marks. 5 describing words and a one sentence supporting example from the text. Example: (Margot) Intelligent – Mr. Frank corrects her work and gives her all “excellents” on her assignments. A picture of the real person. Birth date and Death date. Additional Suggestions 1. Placement: Carefully choose the placement of your writing and artwork. For example, the area where your character’s heart would be might be an appropriate place for emotional characteristics. 2. Color: Colors are often symbolic. What color(s) do you most associate with your character? Why? How can you effectively work these colors into your presentation? 3. Symbol: What objects can you associate with your character that illustrates his or her essence? Are there objects within the play that are particularly representative of the character? The following Web sites will assist you in acquiring your information: www.annefrank.nl www.annefrank.com www.angelfire.com/journal2/afdiary www.annefrank.com/afc2000/anne_life/anne.html Part 2. The background information on the historical events of the Holocaust should include information on the following list of events: The Nazi rise to power after WWI Nazi Anti-Semitism Nuremberg Laws Kristallnact (Night of the Broken Glass) The Final Solution The end of the war You may choose to present your information in any of the four methods listed above under The Tasks. Use the following Web sites to gather your information: www.annefrank.nl www.annefrank.com www.ushmm.org/ www.remember.org Evaluation/Rubric Holocaust Presentation Superior Sufficient Limited Minimum Performance Performance Performance Performance Indicator Indicator Indicator Indicator Research of Collected all Collected most Collected some Did not collect Holocaust information of the of the information Information needed. information information. needed. needed. Presentation of Presentation Presentation Presentation Presentation historical was effective was somewhat was not as was not background and well effective with effective with effective with planned. some planning. limited little or no planning. planning. Creation of Product is Product is Product is not Product is not Body pleasing to the somewhat as pleasing to pleasing to the Biography eye. Objects pleasing to the the eye. eye. Objects (Design, are carefully eye. Objects Objects are are missing or appearance, placed. are acceptable. placed ill placed. placement). haphazardly. Writing for the Writing was Writing was Writing was Writing was project was in clear, meaningful not meaningful missing, final copy meaningful, with some with several unclear, and form and was and carefully errors in errors in had numerous edited for edited with grammar and grammar and errors. content, little or no spelling. spelling. grammar, and errors. spelling. Project overall Project met all Project met Project met Project did not was requirements most some meet professional in and was requirements requirements, requirements. both print and professionally and was but lacked a nonprint done. professionally professional components. done. appearance. Individual Student Student Student did not Student did not student worked worked well worked well work well with work well with cooperatively with group. with group. group. Student the group. with Student Student did not did not Little or no teammates and participated in participate in participate in participation participated in all aspects of all aspects of all aspects of took place. elements of the the project. the project. the project. project. Rationale The purpose of this activity is to engage students’ critical thinking skills in an in-depth character analysis. It will also require students to practice researching information. In addition, it will provide a hands-on activity, which will reach across the multiple intelligences. Finally, students will practice their presentation skills. This activity fits into the 8th grade Language Arts curriculum in numerous ways. It requires analysis of character, research skills, writing skills, and speaking skills. The Internet will enhance this project by providing visual and informational data for the students. It would be difficult to give students access to this much information in the form of a book. The online resources will be used to acquire information about a historical event. If the Internet happened to be unavailable for this project it would be possible to use electronic and traditional encyclopedias as well as books. Some parts of the assignment would have to be modified. For example, pictures of the real people in this project might not be available and would probably not be required.
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