The Diary of Anne Frank by etso3LmM


									                                      The Diary of Anne Frank
                             A Unit Plan Suggestion for 9th Grade English
                                Created and Compiled by K. E. Ogden
                                             July 2002

Goals and Objectives
 Students will be able to analyze the historical significance of the Holocaust, along with key Holocaust
  figures, through discussion, Socratic Seminar, and short answer questions.
 SWBAT define the Jewish religion and culture and its significance to the Holocaust
 SWBAT define and recognize 1st person POV and apply 1st person POV to their own writing;
  SWBAT discuss and recognize limitations of 1st person POV
 SWBAT define and recognize the Autobiography/Narrative genre and the Docu-drama/Play script
  genre through discussion, and through analyzing direct text
 SWBAT recognize the features of a book and the publication process of books through class
  discussion and hands-on interpretation of book clues
 SWB introduced to characterization and will apply characterization tools in understanding conflict and
  character motivation
 SWBAT define the stages of the plot chart, and complete a plot chart based on a docu-drama
 SWBAT compare and contrast artisitic representations (paintings, poetry, film biography) of an event
  (Anne Frank’s experiences) with literary representations (Anne’s diary, Play script of Anne’s diary) of
  an event
 SWBAT produce a three part essay discussing thematic elements or conflict elements represented in
  the experiences of Anne Frank using MLA format (parenthetical citation; works cited page), and using
  text-based evidence to support their claims.

California State Standards Alignment
 READING: Comprehension and Analysis of Grade-Level-Appropriate Text; 2.1—Analyze the
  structure and format of functional workplace documents, including the graphics and headers, and
  explain how authors use the features to achieve their purposes.
 READING: Comprehension and Analysis of Grade-Level-Appropriate Text; 2.3--Generate relevant
  questions about readings on issues that can be researched
 LITERARY RESPONSE AND ANALYSIS: Narrative Analysis of Grade-Level-Appropriate Text;
  3.4—Determine characters’ traits by what the characters say about themselves in narration, dialogue,
  dramatic monologue, and soliloquy. 3.12—Analyze the way in which a work of literature is related to
  the themes and issues of its historical period
 WRITING APPLICATIONS: Using the writing strategies of grades nine and ten outlined in
  Writing Standard 1.0, students: 2.2.—Write responses to literature: a. Demonstrate a comprehensive
  grasp of the significant ideas of literary works. b. Support important ideas and viewpoints through
  accurate and detailed references to the text or other works. c. Demonstrate awareness of the author’s
  use of stylistic devices and an appreciation of the effects created. d. Identify and assess the impact of
  perceived ambiguities, nuances, and complexities within the text.
 LISTENING AND SPEAKING: Analysis and Evaluation of Oral and Media Communications;
  1.14—Identify the aesthetic effects of a media presentation and evaluate the techniques used to create
  them (e.g., compare Shakespeare’s Henry V with Kenneth Branagh’s 1990 film version)
 SPEAKING APPLICATIONS: Using the speaking strategies of grades nine and ten outlined in
  Listening and Speaking Standard 1.0, students: 2.6—Deliver descriptive presentations: a. Establish
  clearly the speaker’s point of view on the subject of the presentation. b. Establish clearly the
  speaker’s relationship with that subject (e.g., dispassionate observation, personal involvement). c.
  Use effective, factual descriptions of appearance, concrete images, shifting perspectives and vantage
  points, and sensory details.
Bibliography Sources
 The Diary of Anne Frank (Edited by Otto Frank)
 (artist Michael Knigin-Remembrence 2000)
 (artist David Olere)
 A&E’s Biography Series: Anne Frank Video

Unit Introduction and Explanation for Educators
Primary Text: Dramatic text: The Diary of Anne Frank
Time Table: 8 Weeks; 53 minute periods;
Major Assessment Projects: The Socratic Seminar; The Group Investigation Project; The Culminating
Essay; The Timed Write; The Descriptive Speech

This unit is designed to introduce students to the Docu-drama genre using The Diary of Anne Frank play
script. In addition, this unit combines outside reading materials including: sample entries from Anne
Frank’s diary; historical documents related to the time period in which Frank wrote her diary; artistic
representations of universal themes and conflicts apparent in Frank’s diary and the time period in which
she wrote her diary; materials related to other significant figures from the time period in which Frank
wrote her diary.

The unit begins with an Introduction to Anne Frank and the time period in which Frank lived. The unit
follows this introduction by viewing Anne Frank’s Biography as compiled by A&E, reading a play (or
sections from the play) dramatizing Frank’s experiences in the Secret Annex, then reading selected entries
from Frank’s diary, followed by the evaluation of related materials (e.g., letters, artistic representations,

The unit can utilize hands-on on-line investigation by students, or on-line materials can be reproduced by
the educator and presented to students in a reproducible format.

Week            Topic Descriptions
Week One        1. Introduce Holocaust background and history on Judaism; 2. View A&E Biography:
                Anne Frank
                3. Anne’s World—Looking at the Diary Entries
Week Two        1. Autobiography, Characterization and 1st Person POV
                2. Introduction to Library Research Methods & MLA
                3. Investigation Teams (Group Research Project)
Week Three      *Begin Reading Act I
                1. Book Recognition and Inspection; Book Publication Process
                2. Introduction to Act I
                3. Introduction to the Docu-drama genre and Stage Directions
                4. Introduction to Dialogue
Week Four       1. Introduce Cause & Effect
                2. Introduce Conflict
                3. Work with the Plot Chart
                4. Socratic Seminar: Conflict in Act I
Week Five       *End Act I, Begin Act II
                1. End of Act I Discussion and Revisiting Characterization
                2. Introduction to Act II
                3. Introduce Theme
Week Six        1. Introduce Climax
                2. View key scenes from TV Miniseries “Anne Frank”
                3. Complete Act II
                4. Timed Write: Theme
Week Seven      1. The Holocaust art of David Olere
                2. Descriptive Speech Project
Week Eight      1. Culminating 3-part essay on Theme with textual evidence

Some weeks may overlap—shorter week-long topics might leave room to begin the next week, and
so on; longer week-long topics may go over by one day

1. Introduce the Holocaust Background and history on Judaism through lecture discussion and note-
   taking. Identify key figures in the Holocaust. Students can begin with a quick write of what they
   know about the Holocaust, and then fill in the gaps through lecture-discussion and hand outs. Discuss
   the impact of the Holocaust (Anne’s experience) on others by reading “Elegy.”
 “Germany and the Rise of Hitler”
 “Hitler’s fatal plan”
 “Estimated Number of Jews . . .”
 The 5-minute paper OR Learning Log
 “Elegy for Anne Frank” poem
 Discussion starters for poem

2. View A&E Biography: Anne Frank using guiding questions for viewing and discussion.
 Guiding Questions for Video
 Letter to Anne Frank Homework

3. Looking at Anne Frank’s Diary Entries and discussing how Anne lived day to day in the Annex by
    analyzing the diaries, and then trying to describe Anne as a person using the Open Mind or I Am
    poem. Look at how others saw Anne’s life by discussing the images in “Anne’s World.”
 Michael Knigin “Anne’s World” ART
 Anne’s Diary: August 4, 1943
 Anne’s Diary: August 9, 1943
 Discussion Starters: Anne’s Diary (with diary entry assignment at bottom)
 Open Mind or I Am poem

1. Introduce Genre Autobiography and 1st person POV; Discuss characterization; base
 discussion on Anne’s diary entries from yesterday. Identify characteristics of 1st person POV, as well as
characterization elements; (How does Anne describe others?)
 Character Revealed
 A Character Chart
 Mini Lesson: First Person Point of View Lecture Outline
 Analyzing the first person point of view (worksheet)
 Mini Lesson: Autobiography
2. Introduction to Library Research Methods; briefly discuss how to research by
looking at research guidelines, discussing a note-card method for writing down necessary research
information for a bibliography/works cited page; take a trip to the Library and have the librarian give a
tour and brief lecture on using the card catalogue. (Do similar field trip to Media Lab with a short
discussion on internet search methods.)
 Card catalogues by the Numbers
 Final Bibliography/Works Cited

3. Investigation Teams Group Research Project; give the students one library day and
one media lab day to research their topic, and then one day to present. The class should be divided into 5
groups. Each group will be called an “Investigation Team.” Let the groups know that because this is an
Historic period, we need more information and that they must compile an oral report with some visual
aids for the class. Place guiding questions and possible group roles (researcher, presenter, etc.) as well as
one piece of research into a Top Secret Project envelope; (noted below.)
Handouts: Investigation team assignment (copy the descriptions below to place into Top Secret Envelopes
 Jewish Refugees Investigation Team: These students will be responsible for investigating the scope of
    what happened to the Jewish people who left Germany during the Nazi occupation. Who were they?
    Where did they go? Did they ever return? *Place Miep’s essay into envelope
 Adolf Hitler and Nazi Investigation Team: These students will be responsible for investigating who
    Hitler and the Nazi’s were, and why they were so against the Jewish people. How did the Nazi’s and
    Hitler rise to power? How were they eventually defeated? *Place an article about the Nazi’s into the
 Heroes of the Holocaust Investigation Team: These students will be responsible for investigating the
    people who tried to silently fight the mission of Hitler and his Nazi’s by hiding or saving Jews.
    *Place Oscar Schindler letter into envelope and Miep’s essay into envelope
 The Secret Annex Investigation Team: These students will be responsible for investigating who the
  people were who lived with Anne in the Annex, and what happened to them after they were arrested.
  *Place Miep’s essay into envelope
 Holocaust Art and Poetry Investigation Team: These students will be responsible for investigating
  how survivors and others who were touched by the events of the Holocaust chose to represent the
  Holocaust in art, poetry, and photography. *Place the biography of David Olere in this envelope

1. Book Recognition, Publication and Inspection: Pass out the books and lead students through a
   discussion and investigation of the cover, cover art, and publication materials.
 Mini-Lesson 43: The Publishing Process
 Book Information Worksheet
 From Discovery to publication—The Long Journey of Anne’s diary
2. Introduction to Act I: Begin looking at the events of Act I and reading the play.
 FYI: What Happened When?
 FYI: Glossary

3. Introduction to the Docu-drama and Stage Directions: while reading, begin looking at how the play
   script is set up on the page, and the importance of dialogue.
 Literary Concept: Stage Directions
 Stage Directions Worksheet
 FYI: The Play: Docu-drama
 Goodrich and Hackett

4. Introduction to Dialogue: Continue reading while looking at the importance of dialogue in a play.
   Assign students weekend reading of Act I. Revisit characterization and how the characters are
   portrayed in the play script compared to their descriptions by Anne in the diary entries read earlier.
 Mini-lesson: Dialogue
 Analyzing Dialogue worksheet
 Comparing and Contrasting Characters worksheet

1. Introduce Cause & Effect: Discuss how cause and effect work with conflict in the play while reading
   Act I.
 Mini Lesson: Cause and Effect
 Understanding Cause and Effect Worksheet
 Tracking Cause and Effect in Act I Worksheet

2. Introduce Conflict: Discuss the conflicts that occur in Act I and relate them to cause and effect while
 Mini Lesson on Conflict
 The Causes & Effects of Conflict Worksheet
3. Work with the Plot Chart while reading Act I. Define and then Identify Exposition, setting, and rising
   action (mini conflicts.) Have students begin to fill out a plot chart by identifying events in the play
   that seem important in relation to cause and effect.
 Plot Chart Worksheet
4. Socratic Seminar: Lead a Socratic Seminar discussion on the conflicts in Act I. (Ideas for Socratic
   Seminar set up are in the AVID Strategies section of your Locke Handbook.)
 Socratic Seminar Preparatory Sheet
 Socratic Seminar Participation Sheet

1. End Act I and Begin Act II: Do a closing discussion of Act I and revisit characterization by looking at
   a couple of characters and taking notes about how the characters are changing or are beginning to
   reveal themselves; Begin Act II with guiding questions and read together
 Act I discussion starters
 Double Entry Character Log
 FYI: A Tragic End
 FYI: “I want to go on Living”
 FYI: Glossary

2. Introduce Theme: Define and then discuss the different types of universal themes in the play so far.
   Have students begin listing and describing a thematic concept, and then recording a section of
   dialogue or a quote that illustrates this theme. Look at Michael Knigin’s “Just So Long” and discuss
   how the images illustrate what he thinks the themes of Anne Frank’s Diary are.
 Mini Lesson: Theme
 Literary Concept: Theme
 Themes—An Author’s Message
 Action and Theme worksheet
 Michael Knigin: “Just So Long” ART
 Theme Quote worksheet

1. Introduce Climax—Continue Plot Chart: Talk about Climax and how important it is in the narrative
   structure of a story. Look at the Plot Chart and fill in more events that are leading up to the climax of
   the play.
 Literary Concept: Climax
 Mini Lesson: The Climax
 A Story’s Great Event Worksheet

2. View Key Scenes: TV Mini-Series Anne Frank (2001): Select key scenes that show Anne’s life after
   the Annex. Begin to discuss more themes that relate to Anne’s story.
 Literary Concept: Theme

3. Complete Act II: Close up the reading of Act II and use the Discussion starters to talk about the end of
   the play. Read Anne’s diary entries from Aug 1, 1944 and June 14, 1944. Discuss Anne’s courage,
   hopes, and dreams. Continue a discussion of more themes. Finish the Plot chart by entering the
   climax and closing events of the play onto the worksheet.
 Discussion Starters, Act II
 Anne’s Diary entries Aug. 1 and June 14.

4. Timed Write: This timed write will be a pre write for the culminating essay at the end of this unit (but
   don’t tell students!) Create a question related to the themes your class has discussed, asking students
   to use events or conversations from the play that illustrate the theme they will discuss. Allow students
   to use their them/quote worksheet from last week.

1. Now that you’re done reading the play, look at the art of David Olere, a Holocaust survivor, and
   further discuss how he represents the ideas and the themes of the Holocaust through his art work. You
   can look at the primer page included here and then access the artwork at and print up larger copies, or can take
   students directly to the media lab to view the artwork on line and answer the accompanying questions
   about the more significant pieces. This viewing of the art will prep students for their individual
   speeches on an individual piece of Olere’s work in which they will look at the images, pictures,
   colors, etc. and talk about how Olere reflects his Holocaust experiences. They can connect Olere’s
   representations with the mini-series images of Anne in the camps.
 David Olere biography sheet
 David Olere sample sheet of paintings
 David Olere graphic organizer for in-class viewing

1. Assign the culminating writing assignment: a 3-part essay (5 paragraph minimum) proving a
   particular theme in the play script “The Diary of Anne Frank” using textual support. Since students
   have already done a timed write on this, the timed write will serve as the pre write. Introduce students
   to the thesis and 3-part essay structure. Sample outlines are included below, along with a paragraph
   pre write sheet that can be used for each body paragraph of the essay. Instruct students in the
   parenthetical citation method according to MLA.

 The three part essay organizer
 The paragraph pre write sheet
*An optional assessment is for students to write you a letter describing what they learned during this
Anne Frank unit, and what universal themes and messages they have taken from the readings that they
will apply to their own lives.
                         ANNE FRANK: THE A&E BIOGRAPHY VIDEO
Directions: Take Cornell notes so that you can answer the following questions after watching the video of
Anne Frank.

1. What is Anne's career goal?

2. Why did Anne become World Famous?

3. Anne says she sees the world slowly transforming into a wilderness, and that she hears the
approaching thunder that will "someday destroy us too." To what do you think Anne is referring?

4. Otto Frank was decorated as a German officer in WWI. How come the Germans still decided to put
him in a concentration camp? Do you think it was right? Why or why not?

5. Describe Adolf Hitler as he is shown in the film. What type of man was he? What did he look like?

6. Why did Otto Frank decide to leave Germany?

7. Where did Otto Frank move his family?

8. Who was Miep Gies?

9. How does Miep describe Anne?

10. How does the narrator of the video describe Anne?

11. What was Anne's relationship with her mother like?

12. Why was Anne jealous of her sister Margot?

13. What were Jews not allowed to do after Hitler invaded the Netherlands in 1940?

14. What was Anne's relationship with her father like?

15. Who is Hello Silverberg?

16. How does Hello describe Anne?

17. What did Anne's teachers make her do when she talked too much? Do you think this had anything to
do with her wanting to be a writer? Why or why not?

18. What finally prompted Otto Frank to move his family into hiding? Where did everyone think they

19. Describe the Annex rooms as they were shown in the video. What did you think of them? Could you
live there for 2 years with 8 other people?

20. Who is Kitty?

21. How did Anne spend her days in the Secret Annex?
22. What did Anne begin to do with her diary after she heard the radio report about "war documents?"

23. What were the trains that took Anne's family to Auschwicz like?

24. What did German officers do to the women when the women first arrived at the concentration camp?

25. Describe the conditions of the concentration camp.

26. Under what title was Anne's diary first published?

27. What was Otto's main task and hope in publishing Anne's diary?

28. What are Anne's most famous words?

29. What do scholars say about Anne's most famous words?

30. What is the message the Anne Frank House hopes to share?

31. What kind of person do you think Anne would have grown into if she had lived?

Write a letter to Anne Frank. Share your thoughts about yourself, about how you feel about her
experiences, and about how you feel about the message she tried to share with the world. Tell Anne
what you will do to keep alive her spirit and her message of tolerance of other races and cultures.
                                     THE ART OF DAVID OLERE
Place your name, class, and date on this sheet. View the works of art by David Olere and fill in the boxes
below. You may talk with other classmates to help come up with ideas.

Title of       From whose point      Describe the images    What do you think      What are the
piece          of view is this       you see. Which         the author is trying   feelings and
               piece? The artist?    images stand out the   to communicate to      emotions that come
               A character in the    most? Why?             the viewer in this     through this peace?
               piece? An “off-                              piece?                 (fear, sadness, etc.)
               screen” character?
                                   THEME QUOTE WORKSHEET
Place your name, class, and date on this sheet. Look through the reading material, and find textual
evidence that supports the themes you have found in the material?

Describe one of the     Copy the textual              Copy the textual           Copy the textual
themes you have found evidence and page               evidence and page          evidence and page
in the reading material number that illustrates       number that illustrates    number this illustrates
                        this theme                    this theme                 your theme

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