Direct students to page 100 in their Student Books. Use the

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1 2016 Voyager Sopris Learning, Inc. All rights reserved. Lesson 7 RL.1.3; RL.3.1; RL.3.5; RL.4.5; RL.6.9; RL.7.5; RL.8.5; RI.6.5; RI.8.5; W.6.9a; W.7.9a; SL.3.6; L.4.5b; L.6.6 Lesson Opener Before the lesson, choose one of the following activities to write on the board or post on the LANGUAGE! Live Class Wall online. Write a summary sentence about Anne Frank s situation in the play. Make a list of adjectives describing Anne. Write five sentences explaining what you would do during a day that you could not go anywhere or make any noise. Use adverbs, adjectives, and prepositional phrases in the sentences. Vocabulary Objective Review key passage vocabulary. Review Passage Vocabulary Lesson 6 Vocabulary Key Passage Vocabulary: Excerpt from The Play of the Diary of Anne Frank Direct students to page 100 in their Student Books. Use the knowledge of the word. Vocabulary Part of Speech Write the Word following questions to review the vocabulary words in the excerpt from The Play of the Diary of Anne Frank. Have students answer each question using the vocabulary word or indicating its meaning in a complete sentence. What makes Peter Van Daan awkward? (He is awkward because he does not seem comfortable around others.) Would you describe Anne as awkward? (No, Anne is not awkward; she is easygoing and likes to interact with others.) 100 Unit 3 What conspicuous symbol do the Van Daans have on the chest of their clothing? (A conspicuous yellow star is attached to each item of clothing.) Do the Van Daans and the Franks hope to be conspicuous in their hiding place? (No, they do not hope to be conspicuous; they hope not to be discovered.) When Mr. Frank gives Anne the diary, how does she indicate that she loves it? (She indicates that she loves the diary by smiling at him, throwing her arms around him, and immediately searching for a pencil.) When Anne heads downstairs to find a pencil, how does Mr. Frank indicate that she shouldn t? (He indicates that she shouldn t go downstairs by grabbing her arm.) What makes Miep and Mr. Kraler dependable? (They are helping hide the Van Daans and the Franks in the space above the office.) If Mr. Kraler turned the families in to the authorities, would he be dependable? (No, he would not be dependable; he would be untrustworthy.) Will the Franks and the Van Daans be at their leisure in the apartment? Why or why not? (Yes, they will be at their leisure because they cannot go to work or to school.) Do you think such leisure would be enjoyable? Why or why not? (Possible answer: Such leisure might be enjoyable for a time, but it would soon become boring and frustrating because of their lack of freedom.) Read each word. Write the word in column 3. Then, circle a number to rate your Rate the Word awkward (adj) awkward conspicuous (adj) conspicuous indicate (v) indicate dependable (adj) dependable leisure (n) leisure regulations (n) regulations interval (n) interval garment (n) garment concentrate (v) concentrate peculiar (adj) peculiar Unit 3 Lesson 7

2 Assign online practice by opening the Tools menu, then selecting Assignments. Be sure to select the correct class from the dropdown menu. Print the Steps for Paragraph Writing poster found in the Teacher Resources online and display where students can easily see it. What regulations control how people get food during wartime? (Ration book regulations control how they get food.) How does Mrs. Frank feel about breaking regulations? Why? (She feels worried about breaking regulations because the Franks have never done anything illegal before.) At what intervals does Mr. Kraler plan to visit the families? (He plans to visit them at one-day intervals.) During what interval each day must the families be absolutely quiet? (They must be absolutely quiet during the interval of 8:30 and 5:30 when the office workers arrive and when they leave.) When the Franks take off garment after garment, what are they doing? (When they take off garment after garment, they are removing the coats, sweaters, shirts, and other clothes they are wearing.) Why have they worn so many garments in layers? (They have layered their garments so they wouldn t have to carry suitcases.) Would carrying suitcases have made them conspicuous? (Yes, carrying suitcases would have made them conspicuous, or easily spotted.) When Anne concentrates on her star, what is she doing to it? (When she concentrates on her star, she is focusing her attention on it.) Do you think someone like Anne would have to concentrate in order to stay quiet for eight hours straight? Why or why not? (Yes, someone like Anne would have to concentrate to stay quiet because she is naturally talkative and active.) Anne tries to think of their hiding place as a peculiar summer boarding house, or vacation house. What would make such a vacation house peculiar? (It would be peculiar because you wouldn t be able to leave it or to relax and enjoy yourself in it, either.) Why might the Franks situation seem peculiar to Americans today? (It might seem peculiar because we enjoy so many freedoms, unlike European Jews in the 1940s.) Writing Objectives Read a series of sentences. Identify the structure of a paragraph. Analyze how a particular sentence fits into the meaning and structure of a paragraph. Parts of a Paragraph We have learned that sentences have parts and that understanding the parts of a sentence can help us understand the meaning of the sentence. What are the two basic parts of a sentence? (the subject and the predicate) Paragraphs also have a structure, and knowing that structure can strengthen our ability to understand the meaning of the related sentences that make up the paragraph. When we write, we want our writing to be informative and interesting. We need to develop a main idea by including key details and elaborations. We will use a paragraph on the benefits of exercise to uncover four of the basic building blocks found in a wellwritten paragraph. Unit 3 Lesson 7 237

3 Direct students to Part A on page 119 in their Student Books. Have them follow along as you introduce the parts of a paragraph. Model Let s start by looking for the topic sentence or the big idea of the paragraph. Then, we will identify the supporting details, or facts that support the topic sentence. Transition words help a writer or a reader move through the supporting details, so we ll circle the transition words. Paragraphs are expanded through elaborations examples, explanations or evidence. We ll look for information related to each supporting detail. A well-written conclusion will restate the topic sentence or big idea of the paragraph. What are the four building blocks of a well-written paragraph? (a topic sentence, supporting details, elaborations, and a conclusion) Parts of a Paragraph Topic sentence tells what the paragraph is about. Supporting details give facts or reasons about the topic. Transition words link one supporting detail to the next. Elaborations add interest for the reader. Elaborations (Es) are explanations, examples, and evidence. Conclusion restates the topic sentence or big idea. Part A Read the paragraph. Highlight the parts of the paragraph. The topic sentence is green. Supporting details and transition words are yellow. The elaborations are pink, and the conclusion is green. Circle the transition words, and label each part of the paragraph. topic sentence elaboration elaboration 2016 Voyager Sopris Learning, Inc. All rights reserved. The Benefits of Exercise Regular exercise benefits people s health in two important ways. One benefit is that exercise improves people s physical health. It makes the heart, lungs, bones, and muscles stronger and keeps people at a healthy weight. Exercise is also good for the mind. It makes people feel better about themselves and calms them down when they are angry or stressed. When people regularly do physical activities they enjoy, their bodies and minds stay fit, happy, and healthy. Lesson 7 Writing supporting detail supporting detail conclusion Unit Guided Practice Read the instructions for the activity. Read the first sentence of the paragraph aloud and have students highlight it green. Identify it as the topic sentence. If this is the topic sentence, what will it tell us? (the big idea of the paragraph) What is this paragraph about? (It is about the benefits of regular exercise.) Read the second sentence aloud and have students highlight it yellow. Identify it as a supporting detail. If this is a supporting detail, what must it do? (It must provide a fact or facts that support the topic.) How does this sentence support the topic? (It is talking about one of the benefits of exercise.) Notice the sentence contains the word one. It indicates this is the first supporting detail. Number words often work as transition words in paragraphs. How are we supposed to mark our transitions? (circle them) Other words can also help readers and writers transition from one idea to the next. Words like another, also, and in addition are examples of other transition words that may be used to help the flow of a paragraph. Read the third sentence aloud. Is this a new supporting detail, or is it related to how exercise improves health? (It is related to how exercise improves health.) This must be an elaboration. It tells us how exercise can improve someone s health. How do we mark our elaborations? (Highlight them in pink.) Highlight this sentence pink. 238 Unit 3 Lesson 7

4 Independent Practice Read the remaining sentences, one at a time. Ask students to consider the role of each sentence, then mark it appropriately. Then, model how to properly label the parts of the paragraph. Let s read another paragraph and apply what we learned about building a solid paragraph. Several of your writing prompts in the previous units have called for you to write an expository paragraph in response to the text. The next paragraph is a response to the writing prompt from Unit 2. Direct students to Part B on page 120 in their Student Books and read the instructions aloud. Read the paragraph about Mrs. Luella Bates Washington Jones aloud to the class. Work with your partner to highlight the topic sentence green, supporting details yellow, and elaborations pink. Look for transition words that help move the reader through the supporting details, and circle them. Lesson 7 Writing Parts of a Paragraph (cont.) Part B Identify the elements within the paragraph. Highlight the topic sentence and concluding sentence green, the supporting details yellow, and the elaborations pink. Circle any transition words. Kind, hard-working, and tough are three traits that describe Mrs. Luella Bates Washington Jones. Her kindness is revealed in surprising ways. In spite of Roger s actions, Mrs. Jones sees a boy in need of guidance and care. She is determined to feed him and instill a basic level of respect for other people. She also works hard to support herself and take care of her apartment. The apartment is clean and tidy. Over dinner, she tells Roger about her job at the hotel beauty shop. Through her stories, she conveys a sense of history with her job. Another unexpected trait is her toughness. When Roger attempted to steal her purse, the last thing he expected was to be confronted by her. She was determined to make a lasting impression. Instead of being frightened, she knocked him down and then decided to teach him about the consequences of his actions. Mrs. Luella Bates Washington Jones unexpectedly embodies the traits of a hard worker along with kindness and toughness. Circulate as students work on the paragraph, providing support as 120 Unit 3 needed. If students seem to struggle, pull the class back together and go through the paragraph with the class. After students complete the assignment, review the correct highlighting of the sentences within the paragraph Voyager Sopris Learning, Inc. All rights reserved. Unit 3 Lesson 7 239

5 Reading Objectives Identify the structure and form of a drama. Analyze how a drama s structure contributes to its meaning. Answer questions about text. Support written answers with text evidence. Determine the meaning of idioms and phrases while reading. Distinguish between firsthand accounts and secondhand accounts. Identify the differences in an original work and the fictional adaptation of it. Compare and contrast a fictional portrayal of events and a historical account of the same event. Analyze how an author transforms source material from a printed work. Elements of Drama Direct students to page 121 in their Student Books. We read an excerpt from The Play of the Diary of Anne Frank in the last lesson. Now, we ll have the chance to look at its form and content. We will also compare the text features of a drama with a novel, like The Outsiders. What is a drama? (A drama is a production of a play.) Novels and dramas have similar features, such as plot, characters, dialogue, and symbols. Whereas novels are written by authors, plays are written by playwrights. What is a playwright? (A playwright is someone who writes a play.) Many dramas have distinctive text features. Playwrights use specific text features to guide the people who direct and act in a play. Acts: Like a chapter in a novel, an act is one of the main parts of a play. Elements of a Drama Lesson 7 Reading Acts An act is one of the main parts of a play. Scenes Acts are made up of scenes or episodes that occur in the same location. One act can have many scenes. Flashbacks A flashback is a literary device used when a scene changes the chronology of events to an event back in the past. Characters Characters in a play are called the cast members. In a play, characters names are written in bold font or style to tell who performs the dialogue or actions. Stage Directions Symbols The information set in parentheses tells stage directions. Information in parentheses is not read aloud by the actors. The stage directions tell what happens before the actors speak, or tell about a change in the stage set. These references tell the actors what to do, how to do it, or how to say the words. In a play, the playwright doesn t have to describe a symbol because he or she can show it (such as the Star of David worn by the Jews). Characters often explain the significance of the symbols through their dialogue with other characters. Read the text features of a novel. Write the corresponding element of a drama. The first one is done for you. Novel: The Outsiders author chapters plot: telling thoughts through actions episodes characters dialogue is read quotation marks show who is talking symbol: description of greased hair 2016 Voyager Sopris Learning, Inc. All rights reserved. Drama or play: The Play of the Diary of Anne Frank playwright acts plot: showing thoughts through dialogue and actions scenes cast dialogue is acted out bold names show who is talking symbol: image of yellow Star of David Unit Scenes: Acts are made up of scenes, or episodes that occur in the same location. One act can have many scenes. In The Play of the Dairy of Anne Frank, you have read the first two scenes of Act One. What are acts made up of? (scenes) Where does each scene occur? (Scenes occur in the same location.) Flashback: A flashback is a literary device used when a scene changes the chronology of events to an event back in the past. A flashback can occur in a novel or a play. Find an example of a flashback in The Play of the Diary of Anne Frank. (Scene Two occurs earlier in time than Scene One.) 240 Unit 3 Lesson 7

6 Characters: Characters in a play are called the cast members. Who makes up the cast? (Characters in the play make up the cast.) In a novel, quotation marks are used to show who is talking. In a play, characters names are written in bold font or all caps to tell who performs the dialogue or actions. How can we tell who is talking in a play? (Bold font or all caps tells who is talking in a play.) Stage directions: Unlike novels, plays have references set off by parentheses. The information set off by parentheses tells stage directions. Information in parentheses is not read aloud. Point to the first parenthetical reference in the play. (quickly controlling himself) Parenthetical references tell what happens before the actors speak, or tell about a change in the stage set. These references in parentheses tell the actors what to do, how to do it, or how to say the words. What does the first parenthetical reference show? (what to do) Explain that the introduction to each scene is in italics, just like the introductions to the chapters they ve been reading, and that stage directions are often included in the introductions. Symbols: The Outsiders used greased hair to symbolize the greasers. The author told the reader about the significance of their greased hair. In a play, the playwright might show you the symbol, such as the Star of David worn by the Jews, rather than describe it in words. Characters might explain the significance of the symbols through their dialogue with other characters. For direct application of this information, complete the activity in your Student Book to confirm your understanding of the text features related to dramas. When students are finished, discuss the answers as a class. Direct students attention to the final speaking part of Anne. Who is Anne speaking to? (herself; her diary; audience) Notice the stage directions just before this happens. It mentions that all the other characters are silent and motionless. It is as though everything and everyone stops while Anne speaks. When the rest of a scene fades out and one speaker is sharing his or her thoughts, this is called a soliloquy. A soliloquy is a long, usually serious, speech that a character in a play makes to an audience and that reveals the character s thoughts. In this particular case, Anne is also writing her thoughts in her diary, but the intention is for the audience to know what her thoughts are. Have partners discuss why the playwright wants the audience to know what Anne is thinking. Soliloquies occur in many plays to allow the audience to to understand characters better and to experience something through a first-person point of view, rather than a third person. Knowing what Anne is thinking is an important aspect of this play. Without that, audience members wouldn t quite understand both the attempted normalcy of their lives and the fear they were living with. Unit 3 Lesson 7 241

7 Critical Understandings: Direction Words compare, define, interpret, report Remember, prompts are directions that require a constructed response, which can range from a list to a complete sentence to a paragraph or an essay. We can take prompts and turn them into questions to help us understand what type of response is required. Let me show you how that is done using some new direction words. Write the words compare, define, interpret, and report on the board. Have students read the words aloud. Direct students to page 66 in their Student Books. It is critical to understand what the question is asking and how to answer it. Today, we will look at four direction words used in prompts. Have students read about the four words in the chart with their partner. Chart Reading Procedure Group students with partners or in triads. Have students count off as 1s or 2s. The 1s will become the student leaders. If working with triads, the third students become 3s. The student leaders will read the left column (Prompt) in addition to managing the time and turn-taking if working with a triad. The 2s will explain the middle column of the chart (How to Respond). If working in triads, 2s and 3s take turns explaining the middle column. The 1s read the model in the right column (Model), and 2s and 3s restate the model as a question. All students should follow along with their pencil eraser while others are explaining the chart. Students must work from left to right, top to bottom in order to benefit from this activity. Lesson 8 Reading 66 Unit 2 Critical Understandings: Direction Words Prompt How to Respond Model If the prompt asks you to... Analyze Assess Compare Contrast The response requires you to... For example... break down and evaluate or draw Analyze the development of the conclusions about the information text s central idea. decide on the value, impact, or accuracy state the similarities between two or more things state the differences between two or more things Assess the level of pressure in an arranged marriage. Compare novels and dramas. Contrast a biography with an autobiography. Create make or produce something Create a timeline of events. D e fi ne tell or write the meaning or definition D e fi n e the unknown word using context clues. Delineate show or list evidence, claims, ideas, reasons, or events Delineate the evidence in the text. Describe state detailed information about a topic Describe the relationship between the plot and character development. Determine find out, verify, decide Determine the main idea. Distinguish recognize or explain the Distinguish between facts and d i ff e r e n c e s opinions. Evaluate Explain think carefully to make a judgment; form a critical opinion of express understanding of an idea or concept Evaluate the ANC s plan for change. Explain how the author develops the narrator s point of view. Identify say or write what it is Identify the character s motive. Infer provide a logical answer using Use information from the text to evidence and prior knowledge infer the value of education. Interpret Paraphrase make sense of or assign meaning to something say or write it using different words Interpret the quote to confirm your understanding. Paraphrase the main idea. Report Tell or write about a topic Report the main events of the setting. Summarize tell the most important ideas or concepts Summarize the key details of the passage. Tell say or write specific information Tell the date that the poem was written. Use apply information or a procedure Use text features to identify the topic Voyager Sopris Learning, Inc. All rights reserved. 242 Unit 3 Lesson 7

8 Check for understanding by requesting an oral response to the following questions. If the prompt asks you to compare, the response requires you to... (state similarities between two or more things). If the prompt asks you to define, the response requires you to... (tell or write the meaning or definition). If the prompt asks you to interpret, the response requires you to... (make sense or assign meaning to something). If the prompt asks you to report, the response requires you to... (tell or write about a topic). Direct students to page 122 in their Student Books. Let s read some prompts about a small section of the play with these new direction words. 1. Define the idiom catches his eye. 2. Report how Mr. Frank is feeling. 3. Compare Miep Gies and Mrs. Jones from Thank You, M am. 4. Interpret the meaning of the phrase all control is gone. Lesson 7 Reading Critical Understandings: Direction Words Read the prompts and respond using complete sentences. Refer to the chart on page 66 to determine how to respond. Provide text evidence when requested. 1. Define the idiom catches his eye. Catches his eye means attracts his attention. 2. Report how Mr. Frank is feeling. Mr. Frank is feeling fragile and ill. 3. Compare Miep Gies and Mrs. Jones from Thank You, M am. Miep and Mrs. Jones are both kind and motherly. 4. Interpret the meaning of the phrase all control is gone. Provide text evidence. All control is gone means that Mr. Frank gets emotional. Text Evidence: He breaks down and weeps. Listen as I read an excerpt from The Play of the Diary of Anne Frank. We will use this excerpt to practice responding to prompts by turning them into questions. 122 Unit Voyager Sopris Learning, Inc. All rights reserved. MR FRANK enters. He is weak and ill and is making a supreme effort at selfcontrol. His clothes are threadbare. He carries a small rucksack. A scarf catches his eye. He takes it down, puts it around his neck, then wanders towards the couch, but stops as he sees the glove. He picks it up. Suddenly all control is gone. He breaks down and weeps. MIEP GIES enters up the stairs. She is a Dutch girl of about twenty-two, pregnant now. She is compassionate and protective in her attitude towards MR FRANK. She has been a stenographer and secretary in his business. She has her coat and hat on, ready to go home. A small silver cross hangs at her throat. Unit 3 Lesson 7 243

9 Model Let s practice answering questions that are written as prompts. Remember to use the chart on page 66 as a reference. Listen as I model the first one for you. 1. Define the idiom catches his eye. Because the prompt is asking me to define, I know that I will need to write the meaning. Now, I will turn the prompt into a question to confirm understanding. What does the idiom catches his eye mean? Because I know that an idiom doesn t mean exactly what it says, I can use context to figure out the answer. Write the following sentence starter on the board. Catches his eye means. In the text following the phrase, it says He takes it down, puts it around his neck. Based on this context, I will determine what catches his eye means. Since he takes the scarf down, he obviously had to have seen it. Because the idiom uses eye in it, I would assume that catches his eye means that he saw it or noticed it. Complete the answer on the board. Guided Practice Let s move on to the next prompt. 2. Report how Mr. Frank is feeling. Tell your partner how to respond according to the chart. (If the prompt asks you to report, the response requires you to tell or write about the topic.) Turn the prompt into a question to confirm understanding. (How is Mr. Frank feeling?) While providing partner time, write the sentence starter on the board: Mr. Frank is feeling. Have volunteers complete the sentence using evidence from the text. 3. Compare Miep Gies and Mrs. Jones from Thank You, M am. Tell your partner how to respond according to the chart. (If the prompt asks you to compare, the response requires you to state the similarities between two or more things.) Turn the prompt into a question to confirm understanding. (How are Miep and Mrs. Jones alike?) While providing partner time, write the following sentence starter on the board: Miep and Mrs. Jones are both. Have volunteers complete the sentence using evidence from the text. 244 Unit 3 Lesson 7

10 4. Interpret the meaning of the phrase all control is gone. Tell your partner how to respond according to the chart. (If the prompt asks you to interpret, the response requires you to make sense of or assign meaning to something.) Turn the prompt into a question to confirm understanding. (What does all control is gone mean?) While providing partner time, write the sentence starter on the board: All control is gone means. Have volunteers complete the sentence, then provide evidence from the text. An Author s Creative License We read The Play of the Diary of Anne Frank. Playwrights, as well as directors and producers, often take creative license when adapting a work to be performed for an audience. This means they may change parts of the story to be more entertaining, even if these things didn t really happen. This play was adapted from a diary written by a teenage girl in the 1940s. A diary is an example of a primary source or firsthand account. It is written by someone who was present during the events being described. Do you think the playwrights took creative license when turning the diary into a play? Think of how you would describe something in a diary. How entertaining do you think it would be to read? Have students discuss how transitioning from a diary to a screenplay might be problematic. Listen as I read an excerpt from one of the first entries in Anne Frank s actual diary that the play was based on. Sunday, 14 June, 1942 On Friday, June 12th, I woke up at six o clock and no wonder; it was my birthday. But of course I was not allowed to get up at that hour, so I had to control my curiosity until a quarter to seven. Then I could bear it no longer, and went to the dining room, where I received a warm welcome from Moorjte (the cat). Soon after seven I went to Mummy and Daddy and then to the sitting room to undo my presents. The first to greet me was you, possibly the nicest of all... Generate a class discussion about the one major difference in this excerpt and the play. Have students discuss the possible reasons that the playwrights would have made this change. According to the play, Anne was given the diary while at the annex on Friday, the 21st of August, The playwrights likely changed the date and location to avoid having to develop a scene of Anne s former residence for very little use. Also, the playwrights needed to incorporate Anne s desire to go downstairs for something simple, such as a pen, with the lesson from her father that they must never leave the annex. The impact of this fact is much greater as it is written than it would be if we just read it in the diary entry. Unit 3 Lesson 7 245

11 2016 Voyager Sopris Learning, Inc. All rights reserved. Direct students to page 123 in their Student Books. Read the instructions aloud. Have partners read the excerpt and discuss the major differences between the diary and the play. Review the differences as a class, then discuss the author s possible reasons for making the changes. Lesson 7 Reading An Author s Creative License Read the excerpt taken from Anne Frank s diary. Determine the differences between the diary entry and the drama. SATURDAY, 11 JULY, 1942 Dear Kitty,... I expect you will be interested to hear what it feels like to disappear ; well, all I can say is that I don t know myself yet. I don t think I shall ever feel really at home in this house, but that does not mean that I loathe it here, it is more like being on vacation in a very peculiar boarding-house. Rather a mad idea, perhaps, but that is how it strikes me. The Secret Annex is an ideal hiding place. Although it leans to one side and is damp, you d never find such a comfortable hiding place anywhere in Amsterdam, no, perhaps not even in the whole of Holland. Our little room looked very bare at first with nothing on the walls; but thanks to Daddy who had brought my film-star collection and picture postcards on beforehand, and with the aid of paste pot and brush, I have transformed the walls into one gigantic picture. This makes it look much more cheerful, and, when the Van Daans come, we ll get some wood from the attic, and make a few little cupboards for the walls and other odds and ends to make it look more lively.... The four of us went to the private office yesterday evening and turned on the radio. I was so terribly frightened that someone might hear it that I simply begged Daddy to come upstairs with me. Mummy understood how I felt and came too. We are very nervous in other ways, too, that the neighbors might hear us or see something going on. We made curtains straight away on the first day. Really one can hardly call them curtains, they are just light, loose strips of material, all different shapes, quality, and pattern, which Daddy and I sewed together in a most unprofessional way. These works of art are fixed in position with drawing pins, not to come down until we emerge from here... Yours, Anne Diary Play Secret annex is comfortable No indication of comfort Mr. Frank brought filmstar collection and picture Anne as a gift on their Mr. Frank gives them to postcards beforehand first day Franks arrived before Van Van Daans arrived before Daans Franks Frank family went to the Anne wanted to listen to the office to listen to the radio, radio in the office, but Mr. but Anne was too scared Frank said it wasn t allowed. Unit Unit 3 Lesson 7