| Learning Unit Title: Anne Frank |
Authors: Marshall J. Kinne |
| Grade Level: 8 |
School Address: |
| Subject Area: English Language Arts |
School Phone/Fax: |
Content Knowledge:
Activity 1
Declarative
Define discrimination
Identify past or present examples of discrimination.
Procedural
Brainstorm with partners.
Activity 2
Declarative
List examples of prior knowledge dealing with attitudes of discrimination shown towards Jews throughout history.
List examples of what you would like to know about attitudes of discrimination shown towards Jews throughout history.
Procedural
Brainstorm with partners
Activity 3
Declarative
Identify things you would have to do without if you had to go into hiding.
Categorize elements into groups based upon specific criteria.
Narrow support.
Activity 4
Declarative
Identify the major parts of a composition.
Use notes to develop supporting details for central paragraphs.
Procedural
Complete the graphic organizer for the compare/contrast essay.
Activity 5
Declarative
Identify meanings of vocabulary words.
Procedural
Mingle with classmates to match cards having definitions with cards having list words.
Activity 6
Directional
Identify similarities between Anne Frank and Peter VanDaan.
Identify differences between Anne Frank and Peter VanDaan.
Procedural
Brainstorm with partners.
Complete the Venn Diagram.
Activity 7
Directional
Develop support sentences for given topics.
Procedural
Brainstorm with partners.
Complete the graphic organizers for the compare/contrast essay.
Activity 8
Declarative
Narrow the elements to be included in the compare/contrast essay.
Expand support for selected elements.
Procedural
Using the graphic organizer, write the rough draft for your compare/contrast essay.
Activity 9
Declarative
#1Define "fable."
#2Explain the importance of stage directions and dialogue
#3Compare first-hand accounts of Holocaust survivors for similarities.
#4Define the historical significance of D-Day.
#5Define the stage terms "direction" and "design."
Procedural
#1Write a fable based upon a theme found in Anne Frank.
#2Write and illustrate a comic book depicting a scene from Anne Frank.
#3Write a compare/contrast essay.
#4Use library sources to produce a multi-media report depicting D-Day.
#5Construct a model stage set of a scene from Anne Frank.
Essential Questions:
Does survival depend on how well we adapt to a changing environment?
Does discrimination towards minorities still exist in contemporary society?
Initiating Activity:
Students will be asked to complete a KWL using the graphic organizer given to them. Dyads, will brainstorm for knowledge they already possess about individuals who were persecuted during the Holocaust and then will list these characteristics under the K column on their paper. For example, dyads might list individuals’ nationalities, ages, occupations, reasons given for their persecution, or the effects of discriminatory attitudes shown towards them.
When students have completed listing what they already know about the Holocaust they will then brainstorm, through listing, for knowledge they want to know about victims of the Holocaust and place that information under the "W" column on the graphic organizer.
After students share their responses from each column, each will receive a card containing a biographical sketch of an individual sent to a concentration camp during the Holocaust. Information pertaining to whether the victim survived imprisonment or perished in captivity will be withheld until completion of the unit because students will be challenged to discover for themselves the ultimate fate of the individual whose identity they have assumed.
Graphic organizers will then be collected until after the play has been read. They will then be handed back so students can complete the "L" column of the KWL which will tell what they learned as a result of involving themselves in the unit.
The Historical Background of the Play:
The Characters Involved:
Nazis
Jews
Dutch
The Setting of the Play:
Time element - 1930’s and 1940’s
The significant places - Germany and Holland
The Prevalent Attitudes:
Discrimination and prejudice
Self-preservation
Cooperation
What experiences or activities will be used to help students acquire and integrate this knowledge?
The Text:
Explorations in Literature:Classic Edition: Scott Forseman, 1991.
pp. 451 - 525
Supplemental Resource Books:
Latitudes - Resources to Integrate Language Arts and Social Studies: Perfection Learning, 1993.
Literature Connections Sourcebook: McDougall Littell, 1997.
Videos:
The Diary of Anne Frank: Directed by George Stevens. Twentieth Century Fox, 1959.
Internet Resources: "Five Questions about the Holocaust" from the United States Holocaust Memorial Museum website
(http:www.ushmm.org/education/5quest.html)
Class Discussion
Research:
What strategies will be used to help students construct meaning, organize, and store the knowledge?
Describe what will be done.
| Activity Number One: |
Word Association |
Brainstorming |
| Purpose: |
Linking Prior Knowledge |
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| Classroom Setup: |
Diads (Cooperative Learning) |
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| Instructional Technique: |
Graphic Organizer #1 |
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| New York State Learning Standard/s: |
#1 Language for Information and Understanding
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Directions:
Pass out the graphic organizer with the heading "Discrimination" prominently displayed at the top. In "Part A," diads will brainstorm and list as many words as they can that can be associated with the word "discrimination." Allow 2 or 3 minutes for this activity. Partners will then share their responses with the entire group, making additions to their own lists as responses are shared.
Based upon responses given, students within each diad will confer and predict what the actual dictionary definition of "discrimination" is and write it in the appropriate place under "Part B" of the graphic organizer. The actual definition will then be given and students will write it in the appropriate place under "Part B" of the organizer. Diads will share whether their predicted definition matched the actual definition.
Partners will then apply their knowledge of "discrimination" in "Part C" where they will be asked to brainstorm for specific examples of discriminatory attitudes that have been shown towards groups or individuals in our world in either the past or the present. Responses will be shared and classroom discussion will follow.
| Activity #2: |
Graphic Organizer |
| Purpose |
Linking Prior Knowledge |
| Classroom Setup: |
Diads(Cooperative Learning) |
| Technique: |
KWL |
| New York State Learning Standard/s: |
#1 Language for Information and Understanding
|
Directions:
Prior to reading the essay "The Roots," by Barbara Rogasky (p. 18 of Latitudes), and the essay "Five Questions about the Holocaust," obtained from the website for the United States Holocaust Museum, dyads will fill in the first two columns for the KWL. After readings have been completed, partners will fill in the third column of the organizer. Class discussion will follow.
| Activity Number Three: |
Graphic Organizer |
Brainstorming |
| Purpose: |
Empathizing |
Provide details for a multi-paragraph Cause/Effect essay |
| Classroom Setup: |
Diads(Cooperative Learning) |
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| Instructional Technique: |
Clusters and Focused Clusters |
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| New York State Learning Standard/s: |
#1 Language for Information and Understanding
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Directions: A tyrant and his disciples have taken over the world and have a tremendous aversion to brown eyes. They have decided that all individuals possessing them should be imprisoned in work camps and forced to be slaves. Because every member of your family has brown eyes, your parents plan on going into hiding to escape the persecution and discriminatory actions of the tyrant and his henchmen. You will be living with another family, all of whom have brown eyes, and a combined total of 8 people will be living together in a 3 bedroom apartment.
A. Using "Graphic Organizer A," Dyads will brainstorm for things they would have to give up or do without as a result of going into hiding. Choices will be placed in the cells of their clusters. After completing their clusters, students will develop at least two main groups that most of their sacrifices could be placed under. They will then identify the two main groups they have chosen by writing them in the blanks provided at the bottom of their clusters.
B. Students will then complete focused clusters for each main group chosen by using "Graphic Organizers B and C." The name of each main group will be placed in the center of each focused cluster. Students will then brainstorm for as many elements or phrases that would be considered elements of the main groups they have chosen. These elements will be placed in the surrounding cells for each main group. Students should confer with their partners for ideas as they work. These two focused clusters will help produce details for two central paragraphs of a multi paragraph cause/effect essay.
| Activity #4 |
Writing the Cause/Effect Composition |
| Purpose: |
Development of Empathy |
| Classroom Setup: |
Diads |
| Technique: |
Graphic Organizer |
| New York State Learning Standard/s: |
#1 Language for Information and Understanding
|
Directions:
Students will use the details from Focused Clusters B and C to write a rough draft for their cause/effect compositions. Details will be placed on the graphic organizer provided. Before beginning the activity, review the definitions for the specific elements of the composition:
Motivator - the first part of the introduction that grabs the reader’s interest
Thesis Statement - the main point the writer is attempting to prove
Blueprint - a brief statement mentioning the main ideas that will be developed in each central paragraph that follows
Topic Sentence - the first sentence of a central paragraph containing a transition, a reminder of the thesis statement and the first item mentioned in the blueprint of the introduction
Support - details from the focused clusters that develop the topic sentence
Reworded Thesis Statement - simply a reminder of the thesis statement from the introduction
Clincher - a final statement that sums things up and gives the composition a sense of finality
After students have completed the graphic organizer, they may begin writing the final drafts of their cause/effect compositions making necessary revisions as they do so.
| Activity #5: |
Vocabulary Exercise |
| Purpose: |
Understanding Vocabulary from Anne Frank by Goodrich and Hackett |
| Classroom setup: |
Cooperative Learning |
| Technique: |
Card Sorts |
| New York State Learning Standard/s: |
#1 Language for Information and Understanding
|
Directions:
Prior to reading each act of the play, prepare 30 vocabulary cards for the class. Write each vocabulary word on a 5x7 index card and write its corresponding definition on a separate 5x7 index card. Distribute the cards to the group and have them mingle with their classmates until they find their match. Students will then "buddy up" until all students have located their matches. Diads will then read their vocabulary words and their appropriate definitions. A review sheet containing the words with their matching definitions will then be distributed.
Possible Vocabulary Words from Act One for Study:
note: Page numbers are in parentheses
Possible Vocabulary Words from Anne Frank/Act 2 to Study
| Activity #6 |
The Compare/Contrast Composition |
| Purpose: |
Generating Similarities and Differences |
| Classroom Setup: |
Diads and Large Group Instruction |
| Technique: |
Venn Diagram |
| New York State Learning Standard/s: |
#2. Language for Literary Response and
Expression #3. Language for Critical Analysis and Evaluation Students will read, write, listen, and speak for social interaction |
.
Directions:
After reading the play, students will use their Venn diagram to brainstorm for similarities and differences between Anne Frank and Peter VanDaan. After diads have had a few minutes to generate information, the class will come together to share responses. Students will update their Venn diagrams as responses are shared. Finally, they will proceed to the graphic organizer for the compare/contrast composition.
Teacher Note:
The graphic organizer that follows the Venn diagram deals only with three major differences between Anne Frank and Peter VanDaan: relationship with parents, attitude towards the yellow star, and overall personality. Obviously, these differences will be listed by many students as they fill in their Venn Diagram. Although the three elements for each item will be given, dyads will independently develop support for those given items.
| Activity #7: |
Narrowing Brainstormed Items |
| Purpose: |
Selecting Similarities |
| Classroom Setup: |
Diads |
| Technique: |
Custom Designed Graphic Organizer |
| New York State Learning Standard/s: |
#2. Language for Literary Response and
Expression |
Directions:
The graphic organizer that follows will help students develop three character traits of Peter and Anne. Support given for those traits will concentrate on their differences. Notice that the character traits being discussed are identical for both Peter and Anne. You are to fill in support for all three elements for each character. Page numbers containing information to support your responses should be recorded for future reference. Responses will then be shared and graphic organizers will be updated. Finally, you will select two of the three character traits to discuss in detail and then proceed to the final graphic organizer for the activity which, when completed, will serve as a rough draft for your final composition.
| Activity #8: |
Writing the Rough Draft |
| Purpose: |
Selection of Elements and Expansion of Detail |
| Classroom Setup: |
Diads |
| Technique: |
Custom Graphic Organizer |
| New York State Learning Standard/s: |
#1 Language for Information and Understanding
|
Directions:
After developing support for the three elements stated on the preceding graphic organizer, select any two of the three to discuss in a well-developed composition. The graphic organizer that follows will be used as a rough draft for your composition When it’s completed, you may begin writing your final copy, using the details from your rough draft and making any appropriate additions, deletions or corrections.
Activity 9 - Optional Activities
In addition to answering the "Understanding," "Analyzing," and "Extending" questions at the end of each scene in the text, the following activities from the Literature Connections Sourcebook are also recommended:
Strategic Reading #1 for Act 1: Tracking Cause and Effect (p.72)
New York State Learning Standard/s: #2. Language for Literary Response and Expression
Students will read, write, listen and speak for literary response and expression.
#3. Language for Critical Analysis and Evaluation
Students will read, write, listen and speak for critical analysis and evaluation.
Strategic Reading #2 for Act 2: Predicting Outcomes (p. 73)
New York State Learning Standard/s: #2. Language for Literary Response and Expression
Students will read, write, listen and speak for literary response and expression.
#3. Language for Critical Analysis and Evaluation
Students will read, write, listen and speak for critical analysis and evaluation.
Literary Concept #1: Stage Directions (p. 74)
New York State Learning Standard/s: #2. Language for Literary Response and Expression
Students will read, write, listen and speak for literary response and expression.
Literary Concepts #2: Theme (p. 75)
New York State Learning Standard/s: #2. Language for Literary Response and Expression
Students will read, write, listen and speak for literary response and expression.
#3. Language for Critical Analysis and Evaluation
Students will read, write, listen and speak for critical analysis and evaluation.
Assessment:
Subjective Portion (40 Points)
Students will choose one of the following:
Teacher Developed Essay Questions:
A. A recurring theme in literature is that in order to survive, living things need to adapt to their environment. this is especially true in The Diary of Anne frank. In a well-developed composition consisting of an introduction, a body (2 central paragraphs, and a conclusion ell what specific changes needed to occur in the lives of two different characters that enabled them to elude nazi capture for as long as they did. Be specific with your support.
New York State Learning Standard/s: #1 Language for Information and Understanding
Students will read, write, listen and speak for information and understanding.
#2. Language for Literary Response and Expression
Students will read, write, listen and speak for literary response and expression.
#3. Language for Critical Analysis and Evaluation
Students will read, write, listen and speak for critical analysis and evaluation.
B. Discrimination, especially towards minority groups, has existed since the advent of modern man. Discrimination towards Jews, Gypsies, and others during the Nazi reign of terror serves as some horrific examples. In a well-developed composition consisting of an introduction, a body (2 central paragraphs) and a conclusion, tell of two other minority groups who have been victims of discrimination. The two groups you choose may be from the past or present - in the United States or in the world at large. Again, be specific with your details. Your inclusion of secondary sources, in addition to primary sources would be more than welcome.
New York State Learning Standard/s: #1 Language for Information and Understanding
Students will read, write, listen and speak for information and understanding.
#3. Language for Critical Analysis and Evaluation
Students will read, write, listen and speak for critical analysis and evaluation.
Culminating Writing Assignments/Projects from Literature Connections
Exploratory Writing (p. 76)
1. Create a fable based on one or more of the themes that you discovered in The Diary of Anne Frank. A fable is a very short tale that illustrates a clear, often directly stated, moral - a principle of right and wrong behavior. The characters in a fable are often animals acting like humans and depicted with human faults.
New York State Learning Standard/s:
#1 Language for Information and Understanding
Students will read, write, listen and speak for information and understanding.
#2. Language for Literary Response and Expression
Students will read, write, listen and speak for literary response and expression.
#3. Language for Critical Analysis and Evaluation
Students will read, write, listen and speak for critical analysis and evaluation.
#4. Language for Social Interaction
Students will read, write, listen, and speak for social interaction.
2.Adapt a scene or act from The Diary of Anne Frank into comic book format. Use dialogue and stage directions to help you draw characters and situations.
New York State Learning Standard/s:
#1 Language for Information and Understanding
Students will read, write, listen and speak for information and understanding.
#2 Language for Literary Response and Expression
Students will read, write, listen and speak for literary response and expression.
3. In a library or through the Internet, locate the first-hand accounts of Holocaust survivors. After reading several of them, focus on an element of survivors’ experiences that you want to bring to the class’s attention: separation from parents, food supplies in camps, or relocation after the war. Prepare a written report in which you discuss one element of the Holocaust as seen by two or more survivors.
4. In Act Two, Scene 3, those in hiding react to the news of D-Day, the critical day when the allies landed on the beaches of Normandy. Celebrations broke out not only in the hiding place but all over the free world. Put together a multimedia report in which you tell about and show how the news of D-Day was greeted in Britain, the United States, and elsewhere. Check your library for microfilm of old newspapers and magazines from June 6, 1944 (and immediately after), audio tapes of radio coverage, and other sources of information.
5. The stage set used in the Broadway production of Anne Frank is just one possibility. In each production of the play, the director and set designer interpret the playwrights’ instructions to express their own vision. Express your own vision by designing a model stage set, using shoe boxes, doll furniture, and other supplies. Display the finished model to the class.