MS Grade 8 Language Arts 3 Through ESOL

Transcription

1 MS Grade 8 Language Arts 3 Through ESOL Lesson 1: The Diary of Anne Frank: Act 1, Scene 1, by Frances Goodrich and Albert Hackett FCAT Reading & Writing Focus: Pre reading Strategies FCAT Support Skills: Predicting, Identifying Significant Details, Flashback Language Focus: Adverb Clauses to Show Time Text: Prentice Hall Literature: Silver Level English Spanish Haitian Creole Portuguese account registro achiv relato appears aparece parèt parece attic desván vout sótão avoid evitar Anpeche, evite evitarem barrel organ organillo Van bouyi realejo blackout oscuro(a) sonb que vedam a luz captured capturados kaptire capturados concealed disimulada bloke bloqueada concentration camps campos de concentración Kan konsantrasyon campos de concentração cramped incómodos apertados cultured culto Save culto diary diario kotidyen diário dim atenuar desvanecem disease enfermedad maladi doença fades debilita febli vai desaparecendo flashes back retrocede raple mostra o passado flee huir del país Chape, sove fugissem gas chambers cámaras de gas Chanm gaz câmaras de gás invading invasor anvayi invasor, invasão Jewish judíos jwif judia managed administraba dirije administrava murder asesinar Asasinen, tiye extermínio Nazi occupation ocupación nazi Okipasyon nazi ocupação nazista persecuted persiguió pèsekite perseguida pleads le suplica Konvenk, ensiste insiste policies políticas politik política rounded up hacían redadas ansekle capturaram Star of David estrella de David etwal David estrela de Davi starvation inanición Grangou, lafen fome surrendered se rindieron rann tèt yo se renderam survived sobrevivieron siviv sobreviveu threadbare raído dekoud surradas transported transportaban transpòte transportaram typhus tifus tifis tifo warehouse almacén depo depósito weep sollozó kriye chorar wood stove estufa de leña Fou an bwa fogão a lenha Page 1

2 English Summary Lesson 1: The Diary of Anne Frank: Act 1, Scene 1, by Frances Goodrich and Albert Hackett The Diary of Anne Frank is a play based on the true story of a thirteen-year-old Jewish girl named Anne. Anne kept a diary during World War II from 1942 until Anne s diary is an account of her personal experiences as a teenager whose family was persecuted because of their religion. Anne was born in Germany, but her family moved to Amsterdam, the Netherlands, to escape anti-jewish policies in Germany. Anne s father managed a company in Amsterdam. The family was happy and free until May of 1940, when the Netherlands surrendered to the invading German Army. The Nazi occupation of Amsterdam caused the Jews to flee or go into hiding to avoid being captured and killed. The Nazis of the German Army rounded up Jews and transported them to concentration camps and death camps. Prisoners in the camps died from overwork, disease, starvation or murder in the gas chambers. By the time Anne s family went into hiding, it was impossible to escape. The Frank family and four other Jews lived for two years in a few cramped rooms above Mr. Frank s office and warehouse. In August 1944, the Nazi police found their hiding place, and sent all eight to concentration camps. Of the eight, only Mr. Frank survived. Anne died of typhus in a camp called Bergen when she was just fifteen years old. Anne Frank s diary tells Anne s story. The play opens on the top floor of the warehouse building in Amsterdam. Amsterdam is a noisy city of crowded buildings, churches and shops. There are three small rooms and a flight of stairs to an attic space above. The windows are covered with blackout curtains, and there is a wood stove. The door is concealed from the outside by a bookcase. Mr. Frank, a cultured European man of middle age, is standing in the main room. Mr. Frank appears weak and ill, and his clothes are threadbare. As he moves around the room, he hears the sounds of a barrel organ and the voices of children playing in the street. Mr. Frank finds a scarf of many colors hanging on a hook, and places it around his neck. When Mr. Frank sees a woman s white glove on the floor, he begins to weep. At that moment, Miep Gies, a young Dutchwoman, enters the room. Mr. Frank tells Miep that he is leaving Amsterdam. Miep pleads with him to stay in Amsterdam where he is needed after the war. However, Amsterdam has too many memories like the house, the school, and the organ playing music on the street. Mr. Frank thanks Miep, and remembers how Miep and Mr. Kraler suffered in order to help him. Miep gives him a paperbound notebook and some letters and notes. The notebook is Anne s diary. As Mr. Frank opens the diary and begins to read, his voice fades and we hear Anne s voice reading. As the lights slowly dim, the scene flashes back to the war, and Anne s diary tells the story from the past. Anne tells why her Jewish family left Germany, and she describes how well her father s spice and herb business did before the Nazis came in When the Nazis came, things got bad for the Jews. Mr. Frank was forced out of his business. Jews had to sew a large yellow Star of David on their clothing so they could be recognized. Anne had to turn in her bike, and she couldn t go to a Dutch school. Jews weren t allowed to go to the movies or ride in streetcars. Mr. Frank told Anne they were going into hiding in the building where he used to have his business. Three other people hid with them, Mr. and Mrs. Van Daan and their son Peter. Page 2

3 Spanish Summary Lección 1: El Diario de Ana Frank: Primer Acto, Escena 1 de Frances Goodrich y Albert Hackett El Diario de Ana Frank es una obra de teatro basada en la historia real de una niña judía de trece años llamada Ana, quien mantuvo un diario desde 1942 a 1944, durante la II Guerra Mundial, en el cual relata sus experiencias personales como adolescente cuya familia fue perseguida por causa de su religión. Ana nació en Alemania, pero su familia tuvo que mudarse a Ámsterdam, Holanda para escapar de la política antisemita en Alemania. El padre de Ana administraba una compañía en esa ciudad. La familia vivió libre y feliz hasta mayo de 1940, cuando Holanda se rindió ante el ejército invasor alemán. La ocupación nazi de Ámsterdam provocó que los judíos huyeran del país o pasaran a la clandestinidad para evitar ser capturados y asesinados. Los Nazis del ejército alemán hacían redadas y transportaban a los judíos a campos de concentración y de exterminio. Los prisioneros en los campos morían por el trabajo excesivo, las enfermedades, la inanición o asesinados en las cámaras de gas. Cuando la familia de Ana pasó a la clandestinidad, huir del país era imposible. La familia Frank y otros cuatro judíos vivieron dos años en unos cuartos incómodos inmediatamente arriba de las oficinas y el almacén del señor Frank. En agosto de 1944, la policía Nazi encontró su escondite y envió a los ocho a campos de concentración, de los cuales solo el señor Frank sobrevivió. Ana murió de tifus en un campo llamado Bergen cuando solo tenía quince años. El diario cuenta toda su historia. La obra comienza en el último piso de un almacén de Ámsterdam, una ciudad bulliciosa donde se apiñan edificios, iglesias y tiendas. Hay tres pequeñas habitaciones y un tramo de escaleras que llevan a un desván. Las ventanas están cubiertas con cortinas oscuras y hay una estufa de leña. La puerta de entrada está disimulada por un librero. El Señor Frank, un europeo culto y de mediana edad, está parado en la habitación principal. Parece enfermo, débil y sus ropas están raídas. Mientras camina por la habitación escucha los sonidos de un organillo y voces infantiles jugando en la calle. Encuentra una bufanda multicolor colgada de un gancho y se la coloca alrededor del cuello y al descubrir un guante blanco de mujer en el piso, comienza a llorar. En ese momento, Miep Gies, una joven holandesa, entra en la estancia. El Sr. Frank le cuenta a Miep que se va de Ámsterdam y ella le suplica que se quede donde él es tan necesario ahora después de la guerra. Sin embargo, Ámsterdam tiene demasiados recuerdos: la casa, la escuela, el organillo tocando música en la calle. El Sr. Frank le da las gracias a Miep y recuerda cuanto sufrieron el señor Kraler y ella por ayudarlo. Ella le entrega una libreta de notas forrada de papel y algunas cartas y notas. La libreta de notas es el diario de Ana. Cuando el señor Frank lo abre y comienza a leerlo, su voz se va apagando, y comenzamos a escuchar la voz de Ana leyendo. Las luces del escenario se atenúan lentamente, la escena retrocede a la época de la guerra, el diario de Ana narra la historia del pasado. Ana cuenta el por qué su familia tuvo que abandonar Alemania, y describe lo bien que iba el negocio de hierbas y especies que su padre tenía antes que los Nazis vinieran en La situación se tornó muy mala para los judíos bajo la ocupación Nazi. El Sr. Frank fue obligado a abandonar su negocio. Los judíos tenían que coserse a sus ropas una enorme Estrella de David amarilla para poder ser reconocidos. Ana tuvo que entregar su bicicleta y no podía asistir a una escuela holandesa. No se permitía a los judíos ir al cine o viajar en tranvías. El Sr. Frank le dijo a Ana que se esconderían en el edificio donde él solía tener su negocio. Otras tres personas se ocultaron con ellos, el señor y la señora Van Daan y su hijo Peter. The Department of Multicultural Education Translation Team certifies that this is a true and faithful translation of the original document. July (561) SY Page 3

4 Haitian Creole Summary Lesson 1: Jounal Anne Frank la: Ak 1, Sèn 1, dapre Frances Goodrich and Albert Hackett Jounal Anne Frank la se yon pyès ki baze sou istwa vrè yon tifi jwif ki te gen 13 an yo te rele Anne. Anne te kenbe yon ajenda pandan Dezyem Gè Mondyal soti 1942 pou rive Ajenda Anne nan se yon achiv eksperyans pèsonèl li kòm adolesan ki te gen fanmi l yo t ap pèsekite akoz relijyon yo. Anne te fèt an Almay, men fanmi l te ale viv an Amstèdam, peyi Lawoland pou yo te kab chape anba politik antijwif an Almay. Papa Anne t ap dirije yon konpayi an Amstèdam. Fanmi an te kontan ak lib jiska me 1940, lè Lawoland te rann tèt li bay lame alman ki te anvayi l la. Okipasyon nazi Amstèdam nan te lakoz jwif yo te sove oswa al kache pou anpeche yo te kaptire epi tiye yo. Nazis lame alman yo te ansèkle Jwif yo epi transpòte yo nan sant konsantrasyon ak kan lanmò. Prizonye nan kan yo te mouri nan travo fòse, maladi, grangou oswa asasina nan chanm gaz. Nan moman fanmi Anne te nan kache a, li te enposib pou sove. Fanmi Frank ak kat lòt Jwif te abite nan kèk chanm kwense pandan de ane sou tèt biwo ak depo mesye Frank. An out 1944, polis nazi te jwenn kote yo kache, epi yo te voye tout uit la nan sant konsantrasyon. Pami uit la se sèlman mesye Frank ki te siviv. Anne te mouri ak maladi tifis(typhus) nan yon kan ki te rele Bergen lè li te genyen sèlman kenz an. Achiv Anne Frank la ap rakonte istwa Anne. Pyès la kòmanse nan fetay kay depo a an Amstèdam. Amstèdam se yon vil ki gen anpil bri ak kay sou kay, legliz sou legliz ak boutiki sou boutik. Gen twa ti chanm ak yon vole eskalye nan yon vout anlè. Fenèt yo kouvri ak rido sonb epi genyen yon fou an bwa. Pòt la bloke pa deyò ak yon bibliyotèk. Frank, yon nonm ewopeyen mwayenaj kiltive, kanpe nan sal prensipal la. Mesye Frank parèt fèb ak fatige, epi rad sou li dekoud. Pandan l ap vire tounen nan sal la, li tande vant yon moun k ap bouyi ak vwa timoun k ap jwe nan lari a. Mesye Frank jwenn yon foula miltikolò ki pann nan yon kwochèt, epi li mete l nan kou l. Lè mesye Frank wè gan blan yon fanm atè a, li kòmanse kriye. Nan moman sa a, Miep Gies, yon jèn dam olandèz rantre nan sal la. Mesye Frank di Miep l ap kite Amstèdam. Miep konvenk li pou l rete an Amstèdam kote yo bezwen l apre gè a. Sepandan, Amstèdam gen twòp souvni tankou kay. Lekòl ak mizik vant k ap bouyi nan lari. Mesye Frank remèsye Miep, epi li sonje kòman Miep ak mesye Kraler te soufri pou yo te kab ede. Miep ba li yon kaye nòt chaje ak fèy, kèk lèt ak kèk nòt. Kaye nòt la se jounal Anne nan. Pandan mesye Frank ap louvri jounal la pou l kòmanse li, vwa l vin febli epi nou tande vwa Anne k ap li. Pandan limyè yo ap diminye, sèn nan ap raple sa k te pase nan gè a. Epi jounal Anne nan ap rakonte istwa ki te pase yo. Anne rakonte rezon ki fè fanmi l ki te jwif te kite peyi Almay epi li dekri kijan biznis fèy ak epis papa l la t ap byen mache anvan Nazis yo te vini an Lè Nazis yo te vini, bagay yo te vire mal pou Jwif yo. Yo te fòse mesye Frank fèmen biznis li an. Jwif yo te koud yon gwo Etwal David jòn sou rad yo pou yo te kab rekonèt yo. Anne te remèt bisiklèt li a epi li pa t kab ale nan yon lekòl olandè. Yo pa t pèmèt Jwif yo ale nan sinema ni monte nan machin. Mesye Frank te di Anne yo ta pral kache nan bilding kote li te gen biznis li a. Twa lòt moun te kache avèk yo, mesye ak madam Van Daan ak pitit gason yo Peter. The Department of Multicultural Education Translation Team certifies that this is a true and faithful translation of the original document. July (561) SY Page 4

5 Portuguese Summary Lição 1: O Diário de Anne Frank: Ato 1, Cena 1, de Frances Goodrich e Albert Hackett O Diário de Anne Frank é uma peça baseada em uma história verídica de uma menina judia de treze anos, chamada Anne. Anne escreveu um diário durante a II a Guerra Mundial, entre 1942 e O diário de Anne é um relato de sua própria experiência de adolescente cuja família foi perseguida devido à sua religião. Anne nasceu na Alemanha, mas sua família se mudou para Amsterdã, nos Países Baixos, fugindo da política antijudaica da Alemanha. O pai de Anne administrava uma firma em Amsterdã. A família vivia feliz e em liberdade até maio de 1940, quando os Países Baixos se renderam à invasão do exército alemão. A ocupação nazista de Amsterdã fez com que os judeus fugissem ou se escondessem para evitarem ser capturados e assassinados. Os nazistas do exército alemão capturaram os judeus e os transportaram para os campos de concentração e campos de extermínio. Os prisioneiros nos campos morreram de tanto trabalhar pesado, de doenças, fome ou extermínio nas câmaras de gás. Quando a família de Anne foi para um esconderijo, já era impossível escapar. Sua família e mais quatro judeus moraram em uns quartos apertados localizados acima do escritório e depósito do Sr. Frank, durante dois anos. Em agosto de 1944 a polícia nazista encontrou o esconderijo e mandou todos os oito para os campos de concentração. Dos oito, somente o Sr. Frank sobreviveu. Anne morreu de tifo, em um campo chamado Bergen, quando tinha apenas quinze anos. O diário de Anne Frank conta a sua própria história. A peça começa no último andar de um depósito comercial em Amsterdã. Amsterdã é uma cidade com muito barulho e um aglomerado de prédios, igrejas e lojas. Há três cômodos pequenos e um lance de escadas que dá para um sótão, acima. As janelas estão cobertas com cortinas que vedam a luz e há um fogão a lenha. A porta está bloqueada por uma estante de livros. O Sr. Frank, um homem europeu culto de meia-idade, se porta de pé no cômodo principal da casa. O Sr. Frank parece estar fraco e doente e suas roupas estão surradas. Enquanto ele se movimenta no local, ele escuta o som de um realejo e as vozes de crianças brincando na rua. O Sr. Frank pega um cachecol colorido pendurado em um gancho e o coloca em volta do pescoço. Quando ele vê uma luva branca de mulher no chão, ele começa a chorar. Neste momento, Miep Gies, uma holandesa jovem, entra no recinto. O Sr. Frank diz a Miep que ele está indo embora de Amsterdã. Miep insiste com ele para ficar, pois sua presença é necessária em Amsterdã, após a guerra. Todavia, Amsterdã contém muitas lembranças, como a casa, a escola e o realejo tocando na rua. O Sr. Frank agradece a Miep e se recorda de como Miep e o Sr. Kraler sofreram para ajudá-lo. Miep o entrega um caderno sem capas e algumas cartas e anotações. O caderno é o diário de Anne. Quando o Sr. Frank abre o diário e começa a ler, sua voz vai desaparecendo gradualmente e se escuta a voz de Anne, lendo. Enquanto as luzes se desvanecem vagarosamente, a cena mostra o passado, durante a guerra e o diário de Anne conta a historia do que já aconteceu. Anne conta por que sua família judia deixou a Alemanha e descreve como o negócio de temperos e ervas de seu pai deu certo antes da vinda dos nazistas, em Com a sua vinda, as coisas se tornaram não muito boas para os judeus. O Sr. Frank foi retirado à força de seu próprio negócio. Os judeus tiveram que costurar um estrela de Davi, grande e amarela em sua roupa, para serem reconhecidos. Anne teve que entregar sua bicicleta e não pôde freqüentar uma escola holandesa. Os judeus não tinham permissão para ir ao cinema ou usar coletivos. O Sr. Frank disse a Anne que eles iriam se esconder no prédio onde ele tinha o seu negócio. Três outras pessoas se esconderam com eles: o Sr. e a Sra. Van Daan e seu filho Peter. The Department of Multicultural Education Translation Team certifies that this is a true and faithful translation of the original document. July (561) SY Page 5

6 Beginning Listening Activities Minimal Pairs Objective: Auditory discrimination of confusing sounds in words Procedure: Write a word pair on the board. (Example: there-dare) Write #1 above the first, #2 above the second. The teacher models by pronouncing one of the words without indicating which. Teams guess which word they heard, #1, or #2. Pronounce both words in the pair. Teams guess the order they heard (1-2, 2-1). Call out the numbers 1 or 2. Teams respond with the word (Can be done with sentences). Use both words in the pair in otherwise identical sentences. (Example: The Constitution is the heart of US government. The contribution is the heart of US government.) Teams decide which sentence has meaning, and which is silly. (Award points for correct responses.) Anne Frank: Lesson 1: Minimal Pairs Activity: death/debt cramped/clamped star/stare thread/tread Jew/shoe fade/fate flee/free Bingo Objective: Auditory comprehension of vocabulary from the lesson Procedure: Choose vocabulary words or phrases from the lesson summary list or from students' classroom texts. Give each team a blank Bingo card. Each team writes vocabulary words/text phrases you provide on the board in the spaces of their choice. Randomly select sentences from the text and read them aloud. Teams mark their Bingo spaces when they hear the word or phrase. Intermediate Listening Activities Team Spelling Test Objective: Listen for lesson vocabulary words & collaborate with others to spell them correctly. Procedure: Place ten vocabulary words (or fewer depending on time) in a pocket chart or on a chalk tray. Teams get 3-5 minutes to study the words. Hide the words from view. Each team uses one pencil and one sheet of paper. (Team name at top; numbers 1-10 down the left margin) Read the spelling words as you would during a traditional spelling test. The first team member writes word number one with the team's help, and then passes the paper and pencil to the second team member who will write word number two, etc. Students on each team take turns. Teams exchange papers. Place the 10 words back in view. Teams check each other's tests. A team gets one point for each word spelled correctly. Options: Ask for additional information. For example, you may ask teams to write a sentence with the word in it. You might ask for a specific tense, plural form, opposite, etc. An alternative technique is to have each team member complete all spelling items on his/her own paper. Team members are allowed to help each other. On completion, collect the one paper of your choice. The grade on that paper will count for each team member. Anne Frank: Lesson 1 Spelling Activity: Use the following words for the test. The teacher gives the singular form, and students respond with the plural. account, attic, blackout, company, diary, disease, gas chamber, religion, policy, wood stove, warehouse Page 6

7 Follow Directions Objective: Listen for the purpose of following spoken directions. Procedure: With one piece of paper and one pencil, team members take turns writing on paper what the teacher directs to complete a task. 1. For example, there might be a list of dates. The teacher might say the following: Draw a circle around Make a star in front of Connect 1322 and 1673 with a line. 2. The teacher might direct teams to make changes to a sentence. Example: He sailed to the Americas in The teacher says, Circle the verb. Put a box around the preposition. 3. Another example: Change the verb to the present tense. Add 505 years to the date. Change the subject to the third person plural. 4. The teacher might also direct teams to complete a drawing, or draw the route of an explorer on a map. Teams that complete the exercise correctly get a point. Anne Frank: Lesson 1 Follow Directions Activity: Provide students with paper, pencil, a ruler and a yellow highlighter. Students will listen and follow directions to draw the Star of David. Directions: a) Using your ruler, draw a horizontal line 4 inches long. Label the left side of the line A, and the right side of the line B. b) Draw a second line, 4 inches long, two inches below the first line and parallel to the first line. Label the left side of this line C, and the right side of the line D. c) On each of the two lines you just drew, measure and mark the middle point by measuring in 2 inches. d) Now on the top line, measure up 1 inch from the middle mark. Label this point E. e) Now on the bottom line, measure down 1 inch from the middle mark. Label this point F. f) Take your ruler and draw a line from A to F. g) Take your ruler and draw a line from B to F. h) Take your ruler and draw a line from C to E. i) Take your ruler and draw a line from D to E. j) Using the yellow highlighter, color the Star of David yellow. Page 7

8 Dictation Objective: Listen to discriminate words in sentences and reproduce them in writing. Procedure: Dictate sentences from the lesson, saying each sentence only two times (once if listening skills allow) Team members take turns writing the sentences, assisting each other. (Teams can write sentences on the board to correct them in class, or collect as a quiz.) Option: An alternative technique is to have each team member complete all dictation items on his/her own paper. Team members are allowed to help each other. On completion, collect one paper of your choice. The grade on that paper will count for each team member. Option: Dictate a sentence with an important word left out. Offer four choices for teams to write. Example: Columbus landed in a) Boston b) Haiti c) Argentina d) England Option for Dictating Dates or mathematical concepts/formulas: Can be written in number form or in word form (fourteen hundred and ninety-two) (All sides are equal in an equilateral triangle.) Dictate the question, so teams can write them down. Then each team answers the question in the group. (What kind of polygon has two parallel sides?) Anne Frank: Lesson 1 Dictation Activity: a) Anne died of typhus in a camp when she was just fifteen years old. b) Three people hid with them, Mr. and Mrs. Van Daan and their son Peter. c) The play opens on the top floor of the warehouse building in Amsterdam. d) When Mr. Frank sees a woman s white glove on the floor, he begins to weep. e) Jews had to sew a large yellow Star of David on their clothing. Proficient Listening Activities Interview Objective: Role play a verbal interaction in the form of an interview Procedure: You play the role of an informative person relative to the topic of the unit. Choose a representative from each team and distribute the questions among them. These students play the role of journalists. Provide students with these questions to interview you in your new role. Teams must coach their representative, and take notes of the answers for Writing Activity #1, Language Experience Story. Anne Frank: Lesson 1 Interview Activities: You play the role of Mr. Frank. Choose several students to play the role of Miep Gies. Provide these students with the questions below. They take turns asking you questions. Students not asking questions must take notes of Mr. Frank s answers. Students should save notes for Writing Activity #1, Language Experience Story. a) Are you all right, Mr. Frank? b) Why are you leaving Amsterdam? c) Where are you going? d) Don t you want your business? e) Don t you know you are needed here? f) Did you see I found some of your papers? g) Don t you want Anne s diary? h) Don t you want to read it? i) Does Anne s diary mean something special to you? Page 8

9 Beginning Speaking Activities Intentional Intonation Objective: Auditory discrimination and oral production of intonation/stress patterns in spoken English Procedure: Write the sentence on the board and then say it, stressing one word. Teams take turns explaining the special meaning the emphasis brings to the sentence. Repeat this process several times with the same sentence, each time emphasizing a different word. Example: All for one and one for all! (not none)..(not, None for one and one for all!) All for one and one for all! (not from)..(not, All from one and one for all!) All for one and one for all! (not three)..(not, All for three and one for all!) All for one and one for all! (not or)..(not, All for one or one for all! ) All for one and one for all! (not everyone)..(not, All for one and everyone for all! ) All for one and one for all! (not to).. (not, All for one and one to all!) All for one and one for all! (not nobody)..(not, All for one and one for nobody! ) Anne Frank: Lesson 1 Intentional Intonation Activities: Mr. Frank appears weak and ill and his clothes are threadbare. (not Mrs.) Mr. Frank appears weak and ill and his clothes are threadbare. (not Van Dam) Mr. Frank appears weak and ill and his clothes are threadbare. (not seems) Mr. Frank appears weak and ill and his clothes are threadbare. (not healthy) Mr. Frank appears weak and ill and his clothes are threadbare. (not shoes) Mr. Frank appears weak and ill and his clothes are threadbare. (not new) Backwards Build-up Objective: Auditory discrimination and oral reproduction of rhythmic patterns of spoken English Procedure: Students practice the intonation, stress, and punctuation of sentences by repeating, by teams, the increasingly larger fragments of a sentence modeled by you. Repeat each line (as necessary) until teams can pronounce the segments well. Continue to build up to the complete sentence. Teams completing the exercise correctly get a point. Example: in fourteen hundred and ninety-two blue in fourteen hundred and ninety-two the ocean blue in fourteen hundred and ninety-two. sailed the ocean blue in fourteen hundred and ninety-two Columbus sailed the ocean blue in fourteen hundred and ninety-two. Anne Frank: Lesson 1 Backward Build-up Activity: a) As the lights slowly dim, the scene flashes back to the war, and Anne s diary tells the story from the past. b) As he moves around the room, he hears the sounds of a barrel organ and the voices of children playing in the street. c) Anne s diary is an account of her personal experiences as a teenager whose family was persecuted because of their religion. d) The Nazis of the German Army rounded up Jews and transported them to concentration camps and death camps. e) Anne tells why her Jewish family left Germany and she describes how well her father s spice and herb business did before the Nazis came in Page 9

10 Intermediate Speaking Activities Charades Objective: Oral production to determine word meaning and context of new lesson vocabulary Procedure: Team members guess who/what the teacher (or student) is silently role-playing. (Ex: famous person, geometric shape, scientific theory) The team guessing correctly gets point. Anne Frank: Lesson 1 Charades Activity: Suggestions: appear, avoid, cramped, captured, concealed, go into hiding, plead, round up, surrender, transport, weep Mixed-up Sentence Objective: Each team consults to give spoken directions to correct a mixed-up sentence. Procedure: Write a sentence on the board that contains lesson vocabulary and grammar, but scramble the order of the words and put a capital letter or two in the wrong places(s). Tell the class the way the sentence should read. Example sentence: A dicot seed has two parts. You might write on the board: two a seed dicot has parts. The person whose turn it is must verbally give directions to make a correction after consulting with the team. The teacher follows the exact directions given and, if correct, gives the team a point. Then s/he calls on next team. Example: Move the A to the front. You might decide to erase letter a in part and put it at the beginning of the sentence. Perhaps you erase an a and rewrite it on the wall somewhere in front of the classroom. In both cases, you were not given the detailed instructions necessary to complete the task, and you would move on to the next group without awarding a point. You are looking for a response something like, Remove the first capital A and replace it with a lower case A. Directions like these get teams points. Continue until the sentence is reorganized, with a capital at the beginning and a period at the end. Notes: This activity is very difficult and takes several weeks to master. Students will prefer to show you what to do, but do not let them. The idea is to tell you, not show you. The first time you use the activity do not spend more than five minutes. Stop and discuss the kinds of directions they need to give in the future. Do not give up on this activity, no matter how immature the students. Proficient Speaking Activities Twenty Questions Objective: Ask oral questions about a photo or picture to determine meaning of vocabulary words. Procedure: A student from one team selects a photo or picture without showing it to members of teams. Teams take turns asking YES/NO questions about the picture. The picture holder can only answer yes or no. If a team guesses correctly, it receives 20 points minus the number of questions that have been asked divided by two. Example: Is it from the fifteenth Century? Is it a boat? (etc.) Anne Frank: Lesson 1 Twenty Questions Activity: Photo or picture suggestions: attic, barrel organ, company, concentration camps, diary, Nazis, paperbound, scarf, Star of David, threadbare, warehouse, white glove, wood stove Page 10

11 FCAT FOCUS READING SKILL: Using Pre-reading Strategies Teacher-Student Grammar Notes are provided as a teaching resource or student study notes. Using Pre-reading Strategies What to do and what to watch for: Before reading the passage thoroughly for details, there are some strategies you can use to help you to read actively. When you read actively, you will find your answers more easily, and the reading is more interesting to you. Preview. Before you begin to read the passage carefully, it is a good idea to preview. Previewing is glancing quickly through the reading passage without reading the whole thing. You should do this to get a general idea of the topic or subject Sometimes the title gives you an idea of the main idea or topic. The topic is what the passage is all about. Ask yourself, What s this about? It is like finding a magazine that you want to read. You check out everything before you start reading. This is called previewing. There are three things to do when previewing. Find the topic. Recall what you know about that topic (prior knowledge). Ask yourself questions as you go. Prior knowledge. Use what you already know (prior knowledge). What you already know can help you to understand new information. What do I know about this topic? What Have I heard or read that is like this topic? What do I remember about things related to this topic? Reading for a purpose. After previewing for the topic and recalling your own knowledge, you are ready to set a purpose. a) Ask yourself some questions. Why am I reading this? What do I want to find out? What is the author or passage trying to say? How does this relate to my own life and experience? b) Make a KWL chart like the one below to help with this step. Before you read, complete the sections, What I Know and What I Want to Know. After you read, complete the section, What I learned. What I Know K What I Want to Know W What I Learned L Page 11

12 Beginning Reading Activities Pre Reading Objective: Listen to a short series of oral sentences in order to answer simple questions. Procedure: Use the short summary paragraph below (5-10 sentences). Read the paragraph to the class two times. Then read the paragraph a 3 rd time, stopping at the end of each sentence to ask questions. Ask several questions for each sentence, and ask a variety of types of questions (i.e. yes/no, either/or, and wh- ). Ask the questions at a quick pace, and if the group cannot answer quickly enough, move on to the next group. Example: Columbus sailed to America in Sample Questions: Did Columbus sail to America? Did Columbus sail to Europe? Did Columbus sail to Europe or America? Where did he sail? Did King Ferdinand sail to America? Did Columbus or King Ferdinand sail to America? Who sailed to America? Did he sail in 1942? Did he sail in 1492 or 1942? When did he sail? Option: Read the paragraph a 4 th time. Ask questions again. End the activity by dictating the paragraph to the teams. Allow collaboration within the team. Collect/grade one dictation from each team. Each student on the team receives the same grade. Anne Frank: Lesson 1 Pre Reading Activity: The Diary of Anne Frank is a true story of a Jewish girl who wrote in a diary during World War II. Anne s family was persecuted because of their religion when the government surrendered to the Nazi Army. Anne s family went into hiding to avoid being captured and killed in gas chambers. Eight people hid for two years until the Nazis found them and sent them to concentration camps. Mr. Frank was the only survivor and Anne died when she was just fifteen. The play shows Mr. Frank visiting the hiding place after the war. Mr. Frank is middle-aged and ill and he begins to weep as he remembers. Miep Gies comforts Mr. Frank and gives him the diary Anne left in the hiding place. As Mr. Frank begins to read, we hear Anne s voice, and the scene flashes back to tell Anne s story of the war. Intermediate-Proficient Reading Activities Total Recall Objective: Read a text in order to ask and answer short questions. Procedure: Teams prepare 3 (or more) questions and their answers from the text. Teams are allowed to write notes about the text. Teams take turns asking each other their questions, and challenging incorrect responses. Responding teams are not allowed to raise hands. The team asking the question chooses which team answers. The same question cannot be asked twice. If a team does not answer correctly, it loses a point and the team asking the question gets a point. When a team does not agree with the answer that the questioner deems correct, it can challenge that team. The challenging team must prove that it is also correct or that the questioning team is incorrect. It does not need to prove both. All teams can join a challenge on either side (questioner's side or respondent's side), but they must do so immediately. (Teams may wait to see how many teams are joining each side, which is unfair.). Once the teams have taken sides on a challenge, they look up the answer in the book. All teams siding with the correct answer get 2 points, and losers lose 2 points. Page 12

13 Story Grammars Objective: Identify a common organizational pattern or grammar of a reading text. Procedure: Introduce story grammars by using the Language Experience Approach. The second time, have each group prepare one. Once groups have mastered story grammars, individuals can prepare their own, but include incentives for the group to help individual members. For example, you might want to give a team a point for each member who receives a grade of B or higher. Example: Setting:, Characters:,,Problem:, Goal:, Events Leading to goal (list in order):,,,resolution: (Three possibilities include: character solves problem, character learns to live with problem, problem defeats character) Note: Story grammars help students understand that most stories have a common organization, and they help students to write reports, evaluate the quality of stories, and write their own stories. Judgment Objective: Read a text for the purpose of identifying facts and opinions. Procedure: On five separate strips of paper, each team writes (or copies) 5 sentences from the text that show facts and opinions. Teams write their team name on the backs of the 5 strips, and swap their sentences. Teams read the sentence strips they have, and place them in either a fact basket or opinion basket in front of the room. The teacher reads each sentence strip from the two baskets. For each, the teams decide if the sentence was correctly placed. If correct, the team with its name on the strip gets a point. If not correct, that team loses a point. (This encourages effective writing.) Option: This activity may be adapted to focus on cause/effect, reality/fantasy or inferred/explicit. True or False Objective: Read a text passage for the purpose of making true and false statements about it. Procedure: Teams make a T chart (2 columns with titles--one side is for true, the other side is for false). Teams make three true or false statements about the text. A representative from the first team reads one statement aloud. The other teams listen and place their token on the appropriate side of their True/False chart. The questioning team decides which choices are correct. Each correct answer earns a team a point. In a disagreement, follow the challenge rules of Total Recall. Page 13

14 Scan Objective: Scan a text for the purpose of asking and answering simple questions. Procedure: 1. Teams write 3 questions about an assigned text. Next to each question, they write page number and paragraph number where the answer is located. 2. A representative from each team asks the team s questions. The other teams get 60 seconds for each question to scan the text, find the answer, page and paragraph numbers, and write them on a sheet of paper. Any team not getting the answer within that time loses a point. 3. Any time a responding team loses a point, the questioning team gets a point. The responding teams take turns reading out their page and paragraph numbers. Then the questioning team reads its page and paragraph numbers. 4. Team respondents who have the same answer as the questioner get an automatic point. Respondents who do not have the same answer as the questioner are not automatically wrong. Both the questioner and respondent read aloud their chosen paragraph. The questioner then decides if the respondent is also correct (Many times the answer to a question can be found in more than one place in a text). If the respondent is also correct, the respondent gets a point. 5. If the questioner says that the respondent is incorrect, the respondent may challenge (as in Total Recall). The responding team must prove that it is also correct or that the questioner is incorrect. It does not need to prove both. Other teams may join one side or the other. The teacher then decides who wins. Winning teams get 2 points and losers lose 2 points. Page 14

15 Beginning- Writing Activities Language Experience Story Objective: Use student-created writing as a text as a model for individual student writings, for rereading or other written activities, including Story Grammars, RAFT, and Spool Writing. Procedure: Language Experience instruction involves asking students to talk about some item of relevance to the class. You may use information from Listening Activity Interview or information learned in other unit activities. Individual team members and teams take turns offering sentences to be added to the text. You write individual contributions on the board, including non-standard forms or word order. Then ask teams to correct or change the text to standard English grammar and syntax and to decide on an organizational format. Assist teams in making necessary adjustments. After the text is corrected, students copy it in their notebooks, or you can type and distribute it. Indirect Speech Objective: Write a familiar dialog in paragraph form, using indirect or reported speech. Procedure: Use the dialog in this lesson written for Presenting Activity Dialog. After teams have completed presenting their dialogs (see Presenting Activities), have each group write the dialog in a paragraph format using indirect speech. Example: COLUMBUS: I need money to buy ships to sail west. Columbus asked the queen for some money to sail to the west. Teams use one piece of paper and one pencil only. Each member takes a turn writing a line of the dialog. Other team members can offer help, but they cannot write it for the individual whose turn it is to write. Collect and grade. Each member of the team gets the same grade. Anne Frank: Lesson 1 Indirect Speech Activity: Use the dialog in this lesson written for Presenting Activity Dialog. Example: Mr. Frank to Miep: I can t stay in Amsterdam. It has too many memories for me. Mr. Frank told Miep that he couldn t stay in Amsterdam. It had too many memories for him. Intermediate-Proficient Writing Activities Language Experience Story Objective: Create a collaborative writing text to use as a model for re-reading, individual student writing or other written activities (including Story Grammars, RAFT, and Spool Writing) Procedure: Language Experience Story instruction involves asking students to talk about some item of relevance to the class. (You may use information from Listening Activity 6, the Interview, or information learned in other unit activities.) Teams take turns, through individual members, offering sentences to be added to the text. You write their contributions on the board, including non-standard forms and word order. Ask groups to change the text to standard English grammatical and lexical forms and to decide on an acceptable organizational format. Help the groups when they cannot make all of the necessary adjustments. After the text is corrected, students copy it in their notebooks, or you can type and distribute it. Page 15

16 Framed Paragraphs Objective: Use a frame (outline or template) for writing a paragraph that contains a main idea (topic sentence), supporting details, and a summary statement (conclusion). Note: Framed paragraphs are most useful in preparing students for exam questions. In fact, framed paragraphs make very good exam questions. Procedure: Introduce framed paragraphs to the class by creating a story collectively using the language experience approach. The second time you assign framed paragraphs, have each group prepare one. Once the groups have mastered framed paragraphs, each student prepares his/her own. Include incentives for the group to help individual team members. For example, give a team one point for each member who receives a grade of B or higher. After constructing a model paragraph with the class, groups, pairs, or individuals find examples in text. Social Studies Example: There are many cultures of people living in Florida. First... Second... Third... These groups and others... Language Arts Example:..., a character in the novel... by... is... An example of this behavior is... Another example is... Finally... Therefore, this character is... Science Example: OBSERVATION: After observing... HYPOTHESIS: I think... MATERIALS: PROCEDURE: DATA: ANALYSIS: The results of the experiment show... This was caused by... Therefore, my hypothesis was/was not correct because... Anne Frank: Lesson 1 Framed Paragraphs Activities: Sample #1: (Predicting) Use the following as starters: a) Who do you think the white glove belongs to? Why? b) Who do you think the multicolored scarf belongs to? Why? c) Why do you think the sounds of the barrel organ and children s voices catch Mr. Frank s attention? Do you think Mr. Frank will really leave Amsterdam? Why? d) Do you think reading Anne s diary will help Mr. Frank s pain or make it worse? Why? In Act I, Scene 1 of the play, The Diary of Anne Frank, by Frances Goodrich and Albert Hackett, the active reader wants to know more, and naturally begins to ask questions and predict the answers. One example is. The reader asks the question,, and could predict that. (Detail #1) Another example is. The reader asks the question,, and could predict that. (Detail #2) A third question the reader asks is. The reader asks the question,, and could predict that. (Detail #3) The authors provide details that cause the reader to think ask questions and predict the answers, which the reader looks for later in the story. Page 16

17 Anne Frank: Lesson 1 Framed Paragraphs Activities: Sample #2: (Identifying Significant Details) Examples of questions to use as prompts: a) Who is the main character in Act I, Scene 1? b) What does he/she do? c) What does he/she see and hear? d) Where does he/she go when he/she arrived in Amsterdam? e) When was he/she there before and why? f) How does he/she react to what he/she sees and hears? g) Why does he/she want to leave? In Act 1, Scene 1 of the play, The Diary of Anne Frank, by Frances Goodrich and Albert Hackett, there are several significant details that help the reader follow the action. (Topic Sentence) First, (who) (Detail #1.) Another important detail is (what) (Detail #2.) The third detail important to the story is (where) (Detail #3.) Also significant is (when) (Detail #4). A key element in the chapters is (why) (Detail #5). Finally, the author tells (how) (Detail #6.) All of these details are significant because. (Conclusion) Sample #3: (Literary Device-Flashback) Use this as a starter: At the end of Scene 1, Mr. Frank reads Anne s diary, and Anne s story from the past begins in a flashback in Anne s own words. Details: a) Scene 1 provides information about the characters, their setting and the problems they face. (This is the background for the play: The persecution of the Jews and the holocaust during World War II, the interior and exterior of the hiding place where the characters spent two years, etc.) b) Mr. Frank reads Anne s diary and remembers the story through Anne s words. c) The blurring together of Mr. Frank s and Anne s voices as the lights dim makes the transition from the present (1945 after the war) to the past (1942 during the war). At the end of Act I Scene 1 of the play, The Diary of Anne Frank, Frances Goodrich and Albert Hackett use flashback to present a story from the past. First, Scene 1 takes place in the present. This is important to the story because (Detail #1). In addition, at the end of Scene 1,. This information gives the reader incites into and (Detail #2). Finally, the authors use flashback in a dramatic way when. These details help to (Detail #3). Flashback is an important tool the authors use to connect details from the past like, and with present elements in the story (Restate key points briefly). Page 17

18 Opinion/Proof Objective: Organize ideas/information to find supporting evidence for an opinion. (pre-writing) Procedure: Introduce the concept by having students read a selection from which opinions can be formed. Draw a T chart on the board. On the left side of the T, write OPINION and on the right, PROOF. Under OPINION, write the students opinion(s) of the selection. For each opinion, students must find factual statements from the text that support the opinion. Example: OPINION: Napoleon was a great leader. PROOF: He ended the revolution. He drew up a new constitution. He made taxation fair. He chose government workers for their ability. Option: Opinion/Proof may be used for several written activities described in this document, including Story Grammars, RAFT, and Spool Writing. It can also be used by students as a format for note taking from books, videos, and lectures. Option: Teams can write their opinions and support with proof. (think/pair/share activity). Anne Frank: Lesson 1 Opinion/Proof Activity: Opinion/Proof may be used for several written activities described in this document, including Story Grammars, RAFT, and Spool Writing. Students can also use it as a format for note taking from books, videos, and lectures. Allow teams to write their own opinion to support with proof if they are at a proficient level. This can be used as a think/pair/share activity. Use the following as a starter for less proficient students: Opinion Miep Gies is a kind person. Proof Miep asks if Mr. Frank is all right. Miep encourages Mr. Frank to stay in Amsterdam where he is needed. Miep helped Mr. Frank and did a lot for him. Miep feels she did not suffer for everything she did for the Frank family. For as long as he lives, Mr. Frank will remember everything Miep did for him. Miep saved letters, notes and Anne s diary to give to Mr. Frank. Page 18

19 Spool Writing Objective: Write a spool (5-paragraph essay with an introduction, 3-paragraph body of supporting arguments with evidence, and a concluding paragraph. Procedure: Use graphic organizers, the summary, modeled writing, and guided writing to plan prewriting activities for developing a spool. A spool is a five-paragraph essay in which the first paragraph is an introduction (controlling idea, or thesis). The next three paragraphs make up the body of the essay. Each of these paragraphs begins with an argument sentence to support the thesis and has three supporting sentences for the argument sentence. The weakest argument should be presented in the first paragraph of the body, and the strongest argument in the last paragraph of the body. The final (5 th ) paragraph is the concluding paragraph, which begins with a restatement of the thesis sentence, and is followed by a restatement of the three argument statements of the body. Introduce the spool essay by creating a story collectively using the Language Experience Approach. The second time you use spool writing, each group prepares one. Once the groups have mastered the spool essay, each student prepares his/her own, but include incentives for the team to help individual members. For example, you might want to give a team one point for each member who receives a grade of B or higher. SAMPLE FORMAT FOR PRE-READING STRATEGIES Before reading the story/passage/chapter/poem entitled, (title) by (author), previewing and scanning plus my own knowledge shows (evidence of what the reading is about). According to the title and key words, I think the topic of the reading is. A preview of the title indicates that the reading is probably about (topic or subject of the title). My guess is that the author is writing about, and I predict that the reading may talk about. This is because in my experience, usually means (or leads to or shows). After scanning the reading, some obvious details (dates, numbers, names keywords etc.) include, and. Other key words include,, and (keywords that relate to what you think the topic is). The organization of the reading appears to be (cause & effect, comparison contrast, spatial order, time order). I think this is the pattern of organization because, and. It is logical to predict that the reading is about (topic). Based on my prior knowledge of this subject, (what I know), the reading might tell about. I also know that (what I know). I have also heard (read, seen) (about the topic). Finally, after previewing, I would like to know more about and. After previewing, recalling prior knowledge, and scanning for key words, the topic appears to be (restate the topic). The purpose for reading this selection seems clear. I want to find out more about and. I want to know. This topic relates to my own life because and. Now I am ready to begin reading. Anne Frank: Lesson 1 Spool Writing Activities Spool Writing Suggestion: Preview the next scene (Scene 2), where the reader meets the rest of the characters in the play. Page 19

20 RAFT Objective: Write on a topic in a specific format, understanding role as a writer and audience. R-A-F-T is a system for making sure students understand their role as a writer (R), their audience (A), the format of their work (F), and the topic of the content (T). Examples: persuade a soldier to spare your life, demand equal pay for equal work, or plead for a halt to coal mining in our valley. (R): For role (R), of the writer, the writer considers who s/he is (Examples-a soldier, Abraham Lincoln, a slave, a blood cell, or a mathematical operation). (A): For audience (A), the writer considers to whom s/he is writing (Examples-to a mother, to Congress, to a child.) (F): Format (F) determines what form the communication will take. (Examples-letter, speech, obituary, conversation, memo, recipe or journal) (T): The topic (T) consists of a strong verb as well as the focus. Procedure: Introduce RAFT by creating a story collectively using the Language Experience Approach. The second time you assign RAFT, have each group prepare one. Model for students, explaining that all writers must consider their role as a writer, their audience, the format, and the topic These four components are critical in every written assignment. Assist teams to brainstorm ideas about a topic. Work with teams to list possible roles, audiences, formats, and strong verbs that are appropriate for each topic. Once the groups have mastered RAFT, have each student prepare his/her own, but include incentives for the group to help individual members. For example, you might want to give a team a point for each member who receives a grade of B or higher. Anne Frank: Lesson 1 RAFT Activity: Students write according to role, audience, format, & topic. R: Your role as writer is Miep. A: Your audience is your family. F: The format of your writing is a personal letter. T: Your topic is to write to tell your family what happened when Mr. Frank returned to the hiding place. Page 20

21 FCAT Writing FCAT Writing: Lesson Topic: (Persuasive or Expository Prompt) Distribute the planning sheets and writing folders containing the prompts to the students. Provide students with the writing situation and directions for writing. Remind the students to budget their time: approximately ten minutes on brainstorming and prewriting, twenty-five minutes on drafting, ten minutes on editing. Record the time and give students the command to begin. After 45 minutes, ask the students to stop writing and place their planning sheets inside their folders. Anne Frank: Lesson 1 FCAT Writing Activity (Expository Prompt): Writing Situation: Sometimes we are faced with a situation that we have no control over. We have to accept the situation and make the best of it. Directions for Writing: Think about a time when you had to do something or go someplace that you really didn t choose, because you had no control of the decision. What was the situation? Who made the decision, or what happened? How did you feel and what did you think about? How can you describe your reaction? What did you do and why? Did you accept the situation right away? Did you accept it later on? How did the situation end? What did you learn? Now write about that time and explain how you handled it Page 21

22 Beginning Presenting Activities Dialog Objective: Write a short dialog of 4-6 lines between two familiar characters. Procedure: A dialog can be between 2 historical characters, 2 fictional characters in a story, novel, play, etc. or between 2 imaginary characters such as a germ and a white blood cell. The topic of the dialog should be related to the subject being studied, and the grammar and vocabulary used in the dialog should reflect the grammar and vocabulary focus of the unit. Model each line of the dialog, having the entire class repeat after you. Then, say each line and call on whole teams to repeat the line. Then say each line and call on individual students to repeat the line. Practice dialog lines using the whole class, a whole team, and individuals until students can know the lines of the dialog. Example: Character A: These items are expensive. We are not selling very many. Character B: We need to sell more of them. Character A: But, then the price will decrease! Character B: But, we will still get more money because the volume will increase. Character A: We do not have enough money to make more than we do now. Character B: Then we will borrow some money by issuing bonds. Option 1: You take the part of A and the class takes the part of B. Then you take part B and the class takes A. Then work with whole teams and you, then individuals and you, then groups and groups, then individuals and individuals. Move back and forth among these combinations until you think the majority have adequate intonation, stress, and pronunciation. Option 2: Erase two words at random from each line during repetition. Then erase two more, two more, and so on until there are no words left on the board. Option 3: Each group chooses a member to represent them by presenting the dialog with a member from another group in front of the class. If the representative can say his/her lines correctly then the group gets a point. Option 4: Have each group rewrite the dialog from memory. Groups are to use one piece of paper and one pencil or pen only. Each member takes a turn writing a line of the dialog. Other team members can offer help but they cannot write it for the individual whose turn it is to write. Collect the paper and grade it. Each member of the team gets the same grade. Anne Frank: Lesson 1 Dialog Activity: Mr. Frank: I ve come to say goodbye. I m leaving here, Miep. Miep: But Amsterdam is your home. Your business is here, and you re needed here. Mr. Frank: I can t stay in Amsterdam. It has too many memories for me. Miep: There are some of your papers here. We found them after you left. Mr. Frank: Burn them, all of them. Miep: There are letters, and notes. Look it s Anne s diary. Burn this? Page 22

23 Intermediate Presenting Activities Show and Tell Objective: Present orally on a familiar topic and respond to questions on the topic. Procedure: A student brings something to class related to the subject at hand and, within 3 minutes, makes an oral presentation about it. Teams take turns asking the student questions about it. For each question the presenter can answer, his/her team gets a point. For each question he/she cannot answer, the team loses a point. Proficient Presenting Activities Making the News Objective: Present orally to a group on a familiar academic topic in a news format. Procedure: Teams take turns developing a 3-4 four-minute news broadcast about the subject being studied. There may be several related stories. There must be one story (no matter how short) for each member of the group. The reporting group may refer to notes but not to the text. Other teams can refer to their texts, and have the opportunity to each ask two questions of the reporting team. The reporting team members take turns answering questions, but other team members may help them. The questioning group gets two points for each question the reporting group cannot answer. The reporting group gets a point for each question it can answer. Follow the rules for Total Recall when there is a challenge. Examples: Columbus gets the jewels from the Queen of Spain, the long voyage, Hispaniola landing Anne Frank: Lesson 1 Making the News Activities: One Survivor Returns to Amsterdam War Secrets Revealed in Diary Young Writer to Be Published Intermediate-Proficient Viewing Activities Total Recall, True or False, Judgment Objective: View a video or speech for the purpose of asking and answering simple questions, making true and false statements, and distinguish facts from opinions. Procedure: Modify reading activities, such as Total Recall, True or False, and Judgment to use when viewing a video or speech. The effectiveness of a challenge is not as high as with a written text. Page 23

24 Beginning Vocabulary Activities Line of Fortune Objective: Identify and recreate words and word parts from spelling clues. Procedure: (This activity is very similar to Hangman, but involves more complex team decisionmaking.) Choose a word from the lesson s vocabulary and write the appropriate number of dashes to represent the letters of the word. For example, for the word dicot you would draw five dashes. A team member guesses a letter. If the letter is not found in the word, write the letter under the dashes and move on to the next team. If their letter is found in the word, then write the letter on the appropriate dash. When a team guesses correctly, they have the option to guess the word. If they choose not to guess the word, call on the next team. If they choose to guess and successfully guess the word, then they receive ten points minus the number of letters written under the dashes from incorrect previous guesses, and the game is over. If they choose to guess and do not guess the word, then they lose points equal to the number of letters written under the dashes, and you call on the next team. If no team can guess the word before ten incorrect letters are written under the dashes then all teams lose points equal to the number of teams in the class. Concentration Objective: Identify vocabulary words and their meanings. Preparation: On twenty 8 x 5 index cards, write the numbers 1-20, one number per card. Place these cards in order, 3 per line in a pocket chart. On another 20 index cards, write, one word per card, 10 vocabulary items from the lesson 2 times each. Shuffle these cards and place them behind the numbered cards. Procedure: Teams will match the vocabulary words with their meanings. Choose one team to go first. A member of that team picks two numbers. Remove those cards from the chart, leaving the words behind them visible to the class. The student reads the words, with the team s assistance if needed. If the words match, leave them showing and give the team a point. If they do not match, replace the numbers and call on the next team. Option: Instead of writing each noun 2 times, write it once in the singular and once in the plural. When working with verbs, write one in the present tense and one in the past. Matching variations such as these helps the students understand that, despite certain differences in the visible spelling of two words, they are still semantically related at a deeper level. Anne Frank: Lesson 1 Concentration Activity #1: Matching: plead ask for, beg flee run away, escape wood stove heater weep cry, sob concealed hidden cultured educated, refined persecuted offended, mistreated, victimized threadbare old, worn out, ragged starvation extreme hunger, malnourishment Page 24

25 Intermediate Vocabulary Activities Jeopardy Objective: Use clues to identify vocabulary words, characters names, places, etc. in the story. Preparation: Place 3 cards across the top of a pocket chart, the first with the letter A printed on it, the second with B, and the third with C. Down the left side of the chart (one per line), place three cards with the numbers 2, 3, and 4 respectively. Place three easier vocabulary items (not visible to the class) next to the number 1 card, and below each of the letter cards, place 3 more difficult words on line 2 in the same manner, place three of the most difficult words on line three. Procedure: Choose one team to go first. A member of that team picks the word s/he wants to guess ( 2-C for example). Give the student a definition of clue for the word (This animal barks.) The student, with the help of his team, responds with the word presented in question format (What is a dog?). If the answer is correct, that team gets 2, 3, or 4 points, depending on the word s level of difficulty. If the answer is incorrect, the next team tries for the same word but for one point less than the previous team. For example, if the first team guessed incorrectly for a word worth 3 points, the next team to try would get 2 points if it answered correctly. If it too guessed incorrectly, the next team would get one point if it answered correctly. If no team can answer correctly before the points are reduced to zero, then all teams lose 1 point. Anne Frank: Lesson 1 Jeopardy Activity: Question Answer a) Who survived the concentration camp Mr. Frank a) Where the family hid above Mr. Frank s warehouse a) When Scene 1 takes place 1945, after World War II b) Why the Jews hid Nazi occupation b) What is a symbol of the Jewish faith Star of David b) How Anne Frank died typhus c) Where Anne Frank died Bergen Belsen Camp c) What the Jews called death camps concentration camps c) What is another word for overcrowded cramped Wrong Word Objective: Identify, analyze, and correct errors in vocabulary usage. Procedure: Teams find the word that is wrong and correct it. Teams get a point for each correction. Read a sentence with a wrong word in it. Examples: The contribution tells us how the government will operate. (should be Constitution) Many people have moved to Florida for the arctic climate. (should be tropical) When teams get good at this activity, embed an incorrect sentence among other correct sentences. Teams can make sentences with incorrect words for other teams to correct. Page 25

26 Classification Objective: Classify vocabulary into two or three groups. Procedure: Model the activity, beginning with several words for teams to classify into groups. Ask students to identify an appropriate label for the groups they create. Discuss other words that could go into each group. Each team gets out one pencil and one sheet of paper. The captain writes team name and divides the paper into the appropriate number of columns (groups). The captain labels columns for classifications and sets timer for 5 minutes. Team members take turns writing words in appropriate columns (as in the Team Spelling Test). Note that words do not have to come from the lesson vocabulary. When the timer rings, collect papers. Teams get one point for each word they place correctly. Spelling should not count. Page 26

27 Beginning Grammar Activities Teacher-Student Grammar Notes are provided as a teaching resource or student study notes. ADVERB CLAUSES TO SHOW TIME Adverb clauses can be used to show time relationships. Adverb clauses cannot stand alone as a sentence. They are always connected or added to a sentence, either at the beginning or at the end of the sentence. Time relationships are important because they add meaning to the sentence. Here is a list of words that introduce a time clause and signal time relationships. when while (as) so long as before since after by the time whenever (every time) until (till) as soon as (once) as long as the last (next, first, 2 nd, 3 rd, etc.) time Punctuation: When the adverb clause is used at the beginning of a sentence, separate it from the rest of the sentence with a comma. When it comes at the end of a sentence, no comma is used. Examples: When I was in Miami, I went to the zoo. While we were riding the bus, we talked. As the rain was falling, I heard the train. After I do my homework, I ll read a good book. Before she arrives, make some tea. I haven t seen my uncle since we left our country. We talked on the phone until we finished our homework. By the time the dinner was ready, we had finished our salad. My family has a party whenever there is a birthday. Every time I get a good grade, I m very proud. The next time you have a question, I hope you ask me. The third time I drove a car, I started to relax. As soon as we arrived, we had something to eat. Once we arrived, we had lunch. I ll like this class as long as we work together. Word Order Cards Objective: Identify and use appropriate word order in sentences. Procedure: Choose some of the more complex sentences of the summary to cut up for this exercise. After writing a sentence on a sentence strip, cut up the sentence into individual words. Shuffle the words. With the team's support, one member rearranges the words to reform the sentence. The team gets a point if the cards are rearranged correctly. Page 27

28 Modified Single Slot Substitution Drill Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar sentence in a single slot. Procedure: The teacher writes a sentence on the board and underlines one word. Teams take turns replacing the underlined word with a new word. When students can no longer think of substitutes, the teacher underlines a different word, and the activity continues. Example: The soldiers who surrendered were killed. Possible substitutions for killed: butchered, kissed, hugged, spared The soldiers who surrendered were butchered. Possible substitutions for surrendered: spared, killed, ran, slept The soldiers who surrendered were spared. Possible substitutions for soldiers: people, police, robbers, children Notes: Sometimes, changing one word necessitates changing another word as well. The queen was dancing when the soldiers arrived. (Substitute king and queen) The king and queen were dancing when the soldiers arrived. It is not necessary for the sentences to be historically correct, sensible, or even possible. It is important for the correct part of speech to be used. Anne Frank: Lesson 1 Modified Single Slot Substitution: (a) The family was (b) happy (c) until May, (d) when the Netherlands surrendered. Possibilities: (a) The Franks were, Mr. and Mrs. Frank, Anne and Margot were, Anne was (b) free, content, optimistic (c) until 1940, until the war began, until everything changed (d) when the German Army invaded, when the Nazis came, when the Germans occupied the Netherlands. Page 28

29 Intermediate Grammar Activities Sentence Builders Objective: Expand sentences by adding new words in the appropriate order in a sentence. Procedure: The teacher says a sentence, and, after a pause, an additional word or words. Teams must make a new sentence that adds the new word(s) in the correct place in the teacher's original sentence. Give a point for each correct answer. Example: Teacher: Fish is a food. (healthy) Team Response: Fish is a healthy food. Teacher: Fish is a healthy food. (fresh) Team Response: Fresh fish is a healthy food. Anne Frank: Lesson 1 Sentence Builders: a) The Diary of Anne Frank is a true story. (a play based on) The Diary of Anne Frank is a play based on a true story (of a girl) The Diary of Anne Frank is a play based on a true story of a girl (thirteen-year-old) The Diary of Anne Frank is a play based on a true story of a thirteen-year-old girl (Jewish) The Diary of Anne Frank is a play based on a true story of a thirteen-year-old Jewish girl (named Anne) The Diary of Anne Frank is a play based on a true story of a thirteen-year-old Jewish girl named Anne. Continue with the following: b) The family was happy. (and free) (until May) (of 1940) (when the Netherlands surrendered) (to the German Army) (invading) c) The Nazis rounded up Jews (of the German Army) (and transported them) (to concentration camps) (and death camps) d) Prisoners died from overwork (in the camps) (or murder) (disease) (starvation) (in the gas chambers) e) Mr. Frank hears the sounds. (of an organ) (barrel) (and the voices) (of children) (playing in the street) (As he moves) (around the room) Multiple Slot Substitution Drills Procedure: This drill is often taught together with or right after the single slot substitution drill. Its organization is similar to single slot substitution, but more that one part of the sentence changes. Give a point for each correct answer. Example: Columbus sailed in (Pizarro) Pizarro sailed in (1524) Pizarro sailed in (arrived) Pizarro arrived 1n Anne Frank: Lesson 1 Multiple Slot Substitution Activities: (a) Jews (b) were not allowed to (c) ride in streetcars. Possibilities: use bicycles, were not permitted to, Anne and Margot, ride in automobiles, were afraid to, Jewish families, go to the movies, the Van Daans, do anything without a large yellow Star of David sewn on their clothing, couldn t, Mr. and Mrs. Frank, have a business Page 29

30 Flesh it Out Objective: Use key words in the appropriate order in a grammatically correct sentence. Procedure: The teacher gives the key words of a sentence and teams puts them into a grammatically correct sentence. Give points for correct answers in the oral format. Give grades in the written format. Key words: he/sail/america/1492. Answer: He sailed to America in Key words: he/sail/america/? (past)(yes/no) Answer: Did he sail to America? Anne Frank: Lesson 1 Flesh it Out Activities: a) Anne/father/manage/company/Amsterdam. (past) b) By/time/Anne/family/go into/hiding/be/impossible/escape. (past) c) Miep/plead/him/stay/Amsterdam/where/he/be/needed/after/war. (past) d) Jews/not/be/allow/go/movies/or/ride/streetcars. (past) e) When/Nazis/come/things/get/really/bad/Jews. (past) Transformation Exercises Objective: Change the form or format of a sentence according to the situation. Procedure: Students change the format of a sentence based on teacher directions or prompts. Give points for correct answers in the oral format. Give grades in the written format. Examples: 1. Is it raining? (Answer the question, yes.) Yes, it is raining. 2. It is raining. (Ask a yes/no question.) Is it raining? 3. Many Indians died from disease. Many Indians died from starvation. (Combine 2 sentences into one sentence.) Many Indians died from disease and starvation. Anne Frank Lesson 1 Transformation Exercises: Students respond by combining two sentences into one sentence, using the word(s) in parentheses. Follow the model. Example: First, Mr. Frank went to the rooms. Then, Miep gave him Anne s diary. (After) After Mr. Frank went to the rooms, Miep gave him Anne s diary. a) Miep hadn t seen Mr. Frank. The Gestapo took him away. (Since) b) Mr. Frank saw the white glove. He began to weep. (When) c) Mr. Frank saw the hiding place. The Frank family was taken away. (The last time) d) The Nazis would imprison the Jews. They knew where they were hiding. (Whenever) e) Mr. Frank heard the sound of the barrel organ. He became sad. (Every time) f) Miep had the opportunity. She gave Mr. Frank Anne s diary. (As soon as) Page 30

31 Who What, When, Where, How, Why Objective: Listen to a sentence and respond to Wh" questions in writing. Procedure: Read a sentence and then ask the wh" questions about it. Teams write a short answer on a numbered sheet of paper. Example: Teacher: The heart constantly pumps blood to the body 24 hours a day to keep the body alive. What? (Teams write heart.) Where? (Teams write to the body) How...? (Teams write constantly) Why? (Teams write to keep the body alive) When? (Teams write 24 hours a day). Team members take turns writing answers on the board (for class discussion) or on a team/individual paper (for a grade). An alternative technique is to have each team member complete all items on his/her own paper. Team members are allowed to help each other. On completion of the activity, collect the one paper of your choice. The grade on that paper will count for each team member. Anne Frank: Lesson 1: Who, What, When, Where, How, Why Activities: a) Anne s diary is an account of her personal experiences as a teenager whose family was persecuted during World War II because of their religion. (Who, What, When, How, Why) b) Anne was born in Germany, but her family moved to Amsterdam, the Netherlands, to escape anti-jewish policies in Germany. (Who, What, When, Where, How, Why) c) Anne tells why her Jewish family left Germany and she describes how well her father s spice and herb business did before the Nazis came in (Who, What, When, Where, How, Why) d) Mr. Frank thanks Miep, and remembers how Miep and Mr. Kraler suffered in order to help him. (Who, What, How, Why) e) Mr. Frank told Anne they were going into hiding in the building where he used to have his business. (Who, What, Where, How) Page 31

32 Sentence Stretchers Objective: Expand grammatically correct sentences by adding new words in appropriate order Procedure: One team begins by making a sentence orally that contains the language or content focus of the lesson. (Make the starter sentence as short as possible.) For example, in a lesson focusing on weather and on adjectives, the first team might say, The cloud is floating. The first team gets a point. Other teams take turns expanding the sentence, getting a point each time something is added successfully or until teams run out of expansions. The white cloud is floating. The fluffy white cloud is floating in the sky. The fluffy white cloud that looks like a boat is floating in the sky. Etc. Anne Frank: Lesson 1 Sentence Stretcher: Begin with the sentence: Mr. Frank hears the sounds. Mr. Frank hears the sounds. Mr. Frank hears the sounds of a barrel organ. Mr. Frank hears the sounds of a barrel organ and the voices of children playing. Mr. Frank hears the sounds of a barrel organ and the voices of children playing in the street. As he moves around the room, Mr. Frank hears the sounds of a barrel organ and the voices of children playing in the street. As he moves around the room, Mr. Frank hears the sounds of a barrel organ and the voices of children playing in the street and he sees a glove on the floor. As he moves around the room, Mr. Frank hears the sounds of a barrel organ and the voices of children playing in the street and he sees a woman s glove on the floor. As he moves around the room, Mr. Frank hears the sounds of a barrel organ and the voices of children playing in the street and he sees a woman s white glove on the floor. As he moves around the room, Mr. Frank hears the sounds of a barrel organ and the voices of children playing in the street, he finds a scarf and he sees a woman s white glove on the floor. As he moves around the room, Mr. Frank hears the sounds of a barrel organ and the voices of children playing in the street, he finds a scarf of many colors and he sees a woman s white glove on the floor. As he moves around the room, Mr. Frank hears the sounds of a barrel organ and the voices of children playing in the street, he finds a scarf of many colors hanging on a hook and he sees a woman s white glove on the floor. Page 32

33 Look it Up Objective: Identify specific grammatical structures and change them according to the situation. Procedure: Teams look up sentences in their text that have a specific grammatical structure. As an oral practice, teams get a point for a correct answer. As a written exercise, it can be graded. Version One: Discuss the grammar point with the students then have them find example sentences in their texts. You might want to limit the pages they are to search. Version Two: Write sample sentences on the board in a tense not usually used in the text. Ask students to find similar sentences in the text and to determine the difference between the text sentences and the sentences on the board. In history books, for example, most sentences are in the past tense, so the sentences you write on the board would be in the present tense. During a discussion of the difference between the text sentences and your sentences, you would help the class discover why the text uses past tense sentences so often. Version Three - Students locate sentences in the text with a specific grammatical structure and then restate or rewrite the sentence in a new form specified by you. Example: change statements into questions, affirmative to negative, past to present, or passive voice to active. Anne Frank: Lesson 1 Look it Up: Teams locate examples of Adverb Clauses to Show Time in the text and in the summary. Rewrite the Paragraph Objective: Identify specific grammatical structures and change them according to the situation. Procedure: Use a paragraph based on the text, and language focus structures of the lesson. Teams read and discuss necessary changes. Members work together to rewrite a grammatically correct paragraph with the changes. Collect one paper from each team for a grade. (Examples: Change one verb tense to another, nouns to pronouns, adverbs to adjectives, etc.) Anne Frank: Lesson 1 Rewrite the Paragraph Activity: Teams will rewrite the paragraph in the present. The Diary of Anne Frank is a true story of a Jewish girl who wrote in a diary during World War II. Anne s family was persecuted because of their religion when the government surrendered to the Nazi Army. Anne s family went into hiding to avoid being captured and killed in gas chambers. Eight people hid for two years until the Nazis found them and sent them to concentration camps. Mr. Frank was the only survivor and Anne died when she was just fifteen. The play shows Mr. Frank visiting the hiding place after the war. Mr. Frank is middle-aged and ill and he begins to weep as he remembers. Miep Gies comforts Mr. Frank and gives him the diary Anne left in the hiding place. As Mr. Frank begins to read, we hear Anne s voice, and the scene flashes back to tell Anne s story of the war Page 33

34 Name Date Anne Frank: Lesson 1: Exercise 1 Fill in the blanks with the correct word. captured Jewish concentration comforts persecuted middle-aged chambers flashes died surrendered The Diary of Anne Frank is a true story of a girl who wrote in a diary during World War II. Anne s family was because of their religion when the government to the Nazi Army. Anne s family went into hiding to avoid being and killed in gas. Eight people hid for two years until the Nazis found them and sent them to camps. Mr. Frank was the only survivor and Anne when she was just fifteen. The play shows Mr. Frank visiting the hiding place after the war. Mr. Frank is and ill and he begins to weep as he remembers. Miep Gies Mr. Frank and gives him the diary Anne left in the hiding place. As Mr. Frank begins to read, we hear Anne s voice, and the scene back to tell Anne s story of the war. Page 34

35 Name Date Anne Frank: Lesson 1: Exercise 2 Read each sentence and decide if it is true or false. If it is true, write the word true on the line. If the sentence is false, rewrite the sentence to make it a true. 1. Four other people hid with the Franks, Mr. And Mrs. Van Daan and their children. 2. The Diary of Anne Frank is fiction. 3. Anne s father was an officer in the German Army. 4. Jews had to sew a large yellow Star of David on their clothing. 5. Of the eight people who his together, only Anne survived. 6. Mr. Frank finds a scarf of many colors and places it around his neck. 7. In 1944, the Nazi police found them, and sent all eight to concentration camps. 8. Miep died of typhus in a camp when she was just fifteen years old. 9. Anne s voice is reading from her diary to tell the story from the past. 10. Miep gives Mr. Frank the notebook that Anne used as a diary. Page 35

36 Name Date Anne Frank: Lesson 1: Exercise 3 (FCAT Practice/Reading Comprehension) Read the lines from Act I, Scene 2 of The Diary of Anne Frank, by Frances Goodrich and Albert Hackett. After previewing Scene 2, complete the questions and the charts. (Mr. and Mrs. Van Daan and their son Peter are waiting nervously for the Frank family to arrive. The yellow Star of David is conspicuous on all of their clothes.) Mrs. Van Daan: Something s happened to them! I know it! Mr. Frank said they d be here by seven o clock. Mr. Van Daan: They have two miles to walk. You can t expect Mrs. Van Daan: They ve been picked up. That s what happened. They ve been taken (The Frank family arrives, greetings are exchanged, and Mr. Frank talks to everyone about the rules.) Mr. Frank: Now. About the noise While the men are in the building below, we must have complete quiet. From eight in the morning until six in the evening we must move only when it is necessary, and then in stockinged feet. We must not speak above a whisper. We must not run any water. We cannot use the sink or even, forgive me, the w.c. Previewing: Scanning for Organizational Pattern: The topic is Cause/Effect, Comparison/Contrast, Spatial Order, or Time Order? Background Information B What I Know K What I Have Learned L What I still Wonder or Want to Know W Page 36

37 Name Date Anne Frank: Lesson 1: Exercise 4 (FCAT Practice/Reading Comprehension) Read the sentences. Complete the chart below, identifying the cause and effect in each sentence. 1. Due to the Nazis, Anne Frank died in a concentration camp of typhus. 2. It was impossible to flee the Germans. Consequently, the family went into hiding. 3. Since Miep and Mr. Kraler helped, the family was able to hide for two years. 4. Because Mr. Frank published Anne s diary, the world knew the truth. 5. If the Jews needed help, there were many people willing to risk their lives CAUSE EFFECT Read the statements. Then write the sentences in the chart below in the order in which they happened. 1. Mr. Frank s voice fades, and Anne s voice continues to read from her diary. 2. Mr. Frank went back to the rooms where his family lived for two years. 3. Miep gave Mr. Frank letters notes and a paperbound book Anne used as a diary. 4. Mr. Frank began to read Anne s words from her diary. 5. Mr. Frank found a woman s white glove and began to weep. 1. First, 2. Then, 3. Next, 4. After that, 5. Finally, Page 37

38 Name Date Anne Frank: Lesson 1: Exercise 5 Fill in the blanks. The Diary of Anne is a play based the true story of thirteen-year-old Jewish girl named. Anne kept a diary World War II from until Anne s diary an account of her experiences as a teenager family was persecuted because their religion. Anne was in Germany, but her moved to Amsterdam, the, to escape anti-jewish policies Germany. Anne s father managed company in Amsterdam. The was happy and free May of 1940, when Netherlands surrendered to the German Army. The Nazi of Amsterdam caused the to flee or go hiding to avoid being and killed. The Nazis the German Army rounded Jews and transported them concentration camps and death. Prisoners in the camps from overwork, disease, starvation murder in the gas. By the time Anne s went into hiding, it impossible to escape. The family and four other lived for two years a few cramped rooms Mr. Frank s office and. In August 1944, the police found their hiding, and sent all eight concentration camps. Of the, only Mr. Frank survived. died of typhus in camp called Page 38

39 Bergen when was just fifteen years. Anne Frank s diary tells story. The play opens the top floor of warehouse building in Amsterdam. is a noisy city crowded buildings, churches and. There are three small and a flight of to an attic space. The windows are covered blackout curtains, and there a wood stove. The is concealed from the by a bookcase. Mr., a cultured European man middle age, is standing the main room. Mr. appears weak and ill, his clothes are threadbare. he moves around the, he hears the sounds a barrel organ and voices of children playing the street. Mr. Frank a scarf of many hanging on a hook, places it around his. When Mr. Frank sees woman s white glove on floor, he begins to. At that moment, Miep, a young Dutchwoman, enters room. Mr. Frank tells that he is leaving. Miep pleads with him stay in Amsterdam where is needed after the. However, Amsterdam has too memories like the house, school, and the organ music on the street.. Frank thanks Miep, and how Miep and Mr. suffered in order to him. Miep gives him paperbound notebook and some and notes. The notebook Anne s diary. As Mr. Page 39

40 opens the diary and to read, his voice and we hear Anne s reading. As the lights dim, the scene flashes to the war, and diary tells the story the past. Anne tells her Jewish family left, and she describes how her father s spice and business did before the came in When Nazis came, things got bad for the Jews. Frank was forced out his business. Jews had sew a large yellow of David on their so they could be. Anne had to turn her bike, and she go to a Dutch. Jews weren t allowed to to the movies or in streetcars. Mr. Frank Anne they were going hiding in the building he used to have business. Three other people with them, Mr. and Van Daan and their Peter. Page 40

41 Name Date Anne Frank: Lesson 1: Exercise 6 Read each sentence. Underline once the adverb clause that shows a time relationship. Then underline twice the word that signals or introduces the time clause. Example: Until the war began, the Frank family was happy and free in Amsterdam. Until the war began, the Frank family was happy and free in Amsterdam. 1. The family was happy and free until May of 1940, when the Netherlands surrendered to the invading German Army. 2. By the time Anne s family went into hiding, it was impossible to escape. 3. Anne died of typhus in a camp called Bergen when she was just fifteen years old. 4. As he moves around the room, he hears the sounds of a barrel organ and the voices of children playing in the street. 5. When Mr. Frank sees a woman s white glove on the floor, he begins to weep. 6. As Mr. Frank opens the diary and begins to read, his voice fades and we hear Anne s voice reading. 7. As the lights slowly dim, the scene flashes back to the war, and Anne s diary tells the story from the past. 8. Anne tells why her Jewish family left Germany, and she describes how well her father s spice and herb business did before the Nazis came in When the Nazis came, things got bad for the Jews. Mr. Frank was forced out of his business. 10. As long as Mr. Frank lived, Amsterdam would always remind him of his grief. Page 41