StudySync Lesson Plan Diary of Anne Frank Objectives Time 1. Engage students in the language and main ideas of The Diary of Anne Frank so that they are prepared to discuss and write about the excerpt. 2. Practice and reinforce the following Grade 7 ELA Common Core Standards for reading literature, reading informational text, writing, speaking/listening, and language: READING LITERATURE RL.7.1 6 READING: INFORMATIONAL TEXT RI.7.1 8 WRITING W.7.1 7, 9 10 1 6, 9 10 SPEAKING/LISTENING SL.7.1, 3 1 5, 7 LANGUAGE L.7.4 5 155 minutes (with up to an additional 100 minutes of extension possibilities) Materials SyncTV Premium Lesson of The Diary of Anne Frank Overview Anne Frank died at fifteen in a Nazi concentration camp just months before the end of World War II, one of over six million Jews and millions of others persecuted by the Nazis who were murdered in the Holocaust. Two years later, her diary was recovered by her father Otto Frank and published. It has since been translated into many different languages and is required reading in many schools throughout the world. Close examination of this excerpt will prepare students to consider historical events and ideas, and to write thoughtful, informed, and textually-rooted responses, consistent with the ELA Common Core Standards for the seventh-grade level. Background (10 minutes) 1. Watch the Preview (SL.7.1). As a group, watch the video preview of the premium lesson. Page 1
Use the following questions to spur discussion following the preview, and to give students some context before reading the excerpt: a. What were the Nazi concentration camps? What types of people were targeted for deportation to these camps? Why were Jews the largest group of people deported and murdered? b. Speculate about who helped hide Anne Frank and her family in the secret annex described in the preview. Why do you think Anne and her family were ultimately betrayed? c. Why do you think the diary of a young Jewish girl living under Nazi oppression has endured to this day? Why is this historical document so important? What insight can be gained from reading her private thoughts? Extension (additional 10 minutes) d. Discuss (SL.7.1 2). Many stories from the Holocaust have been immortalized in literature and film, and across many different artistic mediums. Ask students to discuss some of the books and movies about the Holocaust that they have seen or read. Why is it important to retell these stories about one of the most horrific episodes of the 20th century? Engaging the Text (140 minutes) 2. Read the Text (40 minutes) a. Read and Annotate (RI.7.1 6). Have students read and annotate the excerpt from The Diary of Anne Frank. As students read, have them use the annotation tool to make text-to-world, text-to-self, and text-to-text connections (see descriptions below). Encourage them to be creative in the ways they engage with the text. Their comments will be visible to you after students submit their writing assignments or beforehand if you use the mimic function to access their accounts. 1. Text-to-World: Students connect a particular passage, image, idea, etc., in the text to something they know or have learned. 2. Text-to-Self: Students connect a particular passage, image, idea, etc., in the text to something they have experienced or felt in their own lives. 3. Text-to-Text: Students connect a passage, image, idea, etc. in the text to something else they have previously read. b. Discuss (RI.7.1 6; SL.7.1). Have students get into small groups or pairs and briefly discuss the responses they had while reading. Have them share their own textual connections with each other. As a class, discuss the images that come to mind while reading The Diary of Anne Frank. Extension (additional 20 minutes) c. Listen and Discuss (SL.7.7). As a class, listen to the audio reading of the text. What are some of the different effects of reading the text versus hearing it read aloud? Page 2
d. Comprehend (RI.7.1 6; L.7.4 5). Have students complete the multiple-choice questions. Collect papers or discuss answers as a class. 3. Watch SyncTV (40 minutes) a. Watch (SL.7.2) Either watch the SyncTV discussion associated with The Diary of Anne Frank as a class or ask students to watch it on their individual computers. b. Focus (RI.7.6; SL.7.1) From 1:15-2:00, the SyncTV students discuss the context and background information surrounding The Diary of Anne Frank. Ask students to comment on how the discussion of context in the SyncTV episode informs their understanding of the text. c. Focus (SL.7.1 3) Between 3:35 4:35, the students in the SyncTV episode contrast the second entry in the excerpt with the first. Ask students to focus on how the SyncTV students find similarities and differences, and how they analyze the progression of events. d. Focus (SL.7.1 3) At 6:20-7:05, the SyncTV episode presents a discussion regarding what The Diary of Anne Frank is really about: is it about Anne, or is it about the Holocaust? Ask students to pay attention to the question of what this text has to tell us about the Holocaust as a historical event. e. Discuss (SL.7.1 3). After watching the SyncTV discussion, have a conversation with the class about the ideas discussed in the episode that stood out the most. What new thoughts do they have after hearing the students' discussion? Next, divide students into small groups (3-4 students). Ask each group to consider one of the following questions and move around the room to monitor their discussions as they use the SyncTV episode as a model: 1. Use the details in Anne's diary entries to consider what she was like as a person. What attributes come to mind when describing her character? How does reading her diary give us a candid insight into what she was like? 2. What can The Diary of Anne Frank tell us about the Holocaust? How can it add to our understanding of this incomprehensible event? 3. Is The Diary of Anne Frank about the Holocaust or is it about a young girl's adolescence? Discuss how these two topics interact in the text and create tension that adds interest and meaning to the text. 4. Discuss the meaning of the line, "Memories mean more to me than dresses." Why is this line especially noteworthy? What does it say about Anne's character? 5. Discuss the progression and development of the narrative over the three diary entries provided in the excerpts. What elements remain consistent throughout? What elements are constantly changing? 6. Is Anne's attitude surprising, in light of the circumstances she finds herself in? What does this tell us about the human condition? What does this tell us about the way individuals react in dangerous or chaotic situations? Page 3
Extension (additional 20 minutes) f. Write and Discuss (W.7.3; SL.7.1 2) Have students write three diary entries of their own, either as an in-class or homework assignment, over the period of a week. Students do not have to share their entries, but have a class discussion on their experiences with keeping a diary or journal. Is it helpful to keep a diary? Why or why not? What sorts of problems might keeping a diary help address? Why do so many young people keep diaries? 4. Think (10 minutes) a. Respond (W.7.1, 3). Ask students to read the Think questions, watch the corresponding video clips, and respond to the questions, either in class or for homework. Ask students to write brief answers to the Think questions, noting the interactions between Anne Frank and the events and people around her in their responses. 5. Write (50 minutes) a. Discuss (SL.7.1). Read the prompt you have chosen for students, and then solicit questions. Make sure you are clear about the assignment expectations and the rubric that will be used to evaluate the assignments. b. Organize (RI.7.1 6, 8; W.7.1 2, 5). Ask students to go back and annotate the text with the prompt in mind. They should be organizing their thoughts and the points they ll address in their writing as they make annotations. If you ve worked on outlining or other organizational tools for writing, this is a good place to apply them. c. Write (W.7.1 2, 4 6, 9 10). Have students go through the writing process of planning, revising, editing, and publishing their writing responses. d. Review (W.7.4-6). Use the StudySync Review feature to have students evaluate the work of one or two of their peers with your chosen review rubric. Have the students look at the peer evaluations of their own writing and make any revisions they feel would improve their work. Extension (additional 50 minutes) e. Write (W.7.1 2, 4 6, 9 10). For homework, have students write an essay using one of the prompts you did not use in class. Ask students to publish their responses online. f. Write (W.7.1, 4 6, 9 10) How do you think Anne Frank would feel if she knew of her lasting legacy and influence? Would she be happy that her story was being told? Would she be bewildered by the attention and notoriety she has received? Or would she be embarrassed that her private thoughts had become public? In a 200-word response, speculate on how the author of such a widely read diary would feel if she knew how important her life and her story had become. Page 4
SUPPLEMENTARY MATERIALS Key Vocabulary 1. sweltering (adj.) - extremely hot 2. torment (n.) - a state of extreme mental or physical pain 3. agitated (adj.) - excited, esp. when upset or angry 4. preoccupied (adj.) - focusing on or thinking about something in particular 5. pension (n.) - alt. a small inn or boarding house Reading Comprehension Questions 1. Kitty is probably the name of Anne's. a. cat b. diary c. older sister d. best friend 2. Anne remembers the streetcar fondly because. a. her father used to take her on streetcar rides b. it stopped running after the war began c. she is now banned from riding it d. it reminds her of summertime 3. In her first diary entry, Anne is. a. waiting for her summer vacation to begin b. thinking about a boy she'd recently met c. aware of the rights that have been taken away from Jews d. all of the above 4. Use the context to determine the meaning of the underlined term and choose the best answer below. Father has received a call-up notice from the SS. a. an order to report to a government camp b. a notice that someone has received a phone call c. an opportunity to have a telephone installed d. a request that he call to arrange a meeting 5. Anne comments that, Memories mean more to me than dresses. Based on this comment, do you think she chooses to pack a. photos and letters b. extra socks and sweaters c. puzzles to improve her memory d. pants, boots, and vests 6. Anne's general attitude throughout the excerpt is best described as. a. sad b. paranoid c. optimistic d. resentful Page 5
7. Anne decorates the walls of the Annex to. a. please the Van Daans b. make it feel more like home c. hide them from the Nazis d. all of the above 8. Which of the following best describes Anne's reaction to life in hiding? a. She feels right at home after only a few days. b. She is miserable and unhappy. c. She tries to look for the positives in the midst of it all d. She feels uncomfortable and misses Hello Silberberg. 9. Which of the following is NOT true about Anne Frank? a. She tries to be positive about her situation and interactions with others. b. She and her older sister, Margot live separately from their parents. c. She agrees with everything people around her think and say. d. She refuses Hello s friendship because of the worsening situation. 10. Anne writes, It seems like years since Sunday morning. Sunday morning was probably. a. when Anne met Hello Silberberg b. the first day of Anne's summer vacation c. when Margot received the call-up notice d. the last time Anne wrote in her diary Answer Key 1. B 2. C 3. D 4. A 5. A 6. C 7. B 8. C 9. A 10. D Page 6
Further Assignments 1. For a longer reading assignment, have students read all of The Diary of Anne Frank. Ask them to keep a reading journal, noting themes and important ideas as they develop over the course of the diary. (RI.7.1-6; W.7.10) 2. Ask students to discuss the following questions in small groups and report their conclusions to the class: What role does the diary play in Anne's life? Is it her friend, her confidant, or advisor? What do you think first inspired Anne to keep a diary? Do you think her purpose changes over the course of the text? Remind students to use details, facts, and examples in their group discussions. Ask those who present to the whole class to use appropriate eye contact and to speak loudly and clearly. (RI.7.1; SL.7.1, 4) 3. Watch the 1959 film adaptation of The Diary of Anne Frank. Ask students to discuss how the experience of watching a filmed version of Frank s life differs from reading her diary? What are the different strengths of the two different mediums? (RI.7.7; SL.7.1, 5) 4. What were the stages of government persecution against Jews during the reign of the Nazi occupation in Europe? How does The Diary of Anne Frank chronicle this progression? How does it serve as an effective historical document of this period? Ask students to write a narrative, using details and well-structured sequences, to explain this progression as portrayed in The Diary of Anne Frank. (RI.7.1, 3, 6; W.7.3) 5. Invite students to read a selection of other level-appropriate literary texts relating to the Holocaust and assign them some independent reading. Some suggestions: Night, The Devil's Arithmetic, Number the Stars, Maus. (RL.7.1-6) Obtain a copy of the 1959 film adaptation of The Diary of Anne Frank in the native language of your ELL students. Many public libraries will have DVDs of this film with French or Spanish subtitles. Ask students to watch the film and then write a brief summary in English. (ELL) Page 7