The
Diary of Anne Frank
A Unit Plan Suggestion for 9th Grade English
Created and Compiled by K. E. Ogden
July 2002
Goals and Objectives
Ø
Students will be able to analyze the historical
significance of the Holocaust, along with key Holocaust figures, through
discussion, Socratic Seminar, and short answer questions.
Ø
SWBAT define the Jewish religion and culture and
its significance to the Holocaust
Ø
SWBAT define and recognize 1st person
POV and apply 1st person POV to their own writing; SWBAT discuss and
recognize limitations of 1st person POV
Ø
SWBAT define and recognize the
Autobiography/Narrative genre and the Docu-drama/Play script genre through
discussion, and through analyzing direct text
Ø
SWBAT recognize the features of a book and the
publication process of books through class discussion and hands-on
interpretation of book clues
Ø
SWB introduced to characterization and will
apply characterization tools in understanding conflict and character motivation
Ø
SWBAT define the stages of the plot chart, and
complete a plot chart based on a docu-drama
Ø
SWBAT compare and contrast artisitic
representations (paintings, poetry, film biography) of an event (Anne Frank’s
experiences) with literary representations (Anne’s diary, Play script of Anne’s
diary) of an event
Ø
SWBAT produce a three part essay discussing
thematic elements or conflict elements represented in the experiences of Anne
Frank using MLA format (parenthetical citation; works cited page), and using
text-based evidence to support their claims.
California State Standards Alignment
Ø
READING:
Comprehension and Analysis of
Grade-Level-Appropriate Text; 2.1—Analyze the structure and format of
functional workplace documents, including the graphics and headers, and explain
how authors use the features to achieve their purposes.
Ø
READING:
Comprehension and Analysis of
Grade-Level-Appropriate Text; 2.3--Generate relevant questions about
readings on issues that can be researched
Ø
LITERARY
RESPONSE AND ANALYSIS: Narrative
Analysis of Grade-Level-Appropriate Text; 3.4—Determine characters’ traits
by what the characters say about themselves in narration, dialogue, dramatic
monologue, and soliloquy. 3.12—Analyze
the way in which a work of literature is related to the themes and issues of
its historical period
Ø
WRITING
APPLICATIONS: Using the writing
strategies of grades nine and ten outlined in Writing Standard 1.0, students:
2.2.—Write responses to literature: a.
Demonstrate a comprehensive grasp of the significant ideas of literary
works. b. Support important ideas and
viewpoints through accurate and detailed references to the text or other
works. c. Demonstrate awareness of the author’s use of
stylistic devices and an appreciation of the effects created. d.
Identify and assess the impact of perceived ambiguities, nuances, and complexities
within the text.
Ø
LISTENING
AND SPEAKING: Analysis and
Evaluation of Oral and Media Communications; 1.14—Identify the aesthetic
effects of a media presentation and evaluate the techniques used to create them
(e.g., compare Shakespeare’s Henry V
with Kenneth Branagh’s 1990 film version)
Ø
SPEAKING
APPLICATIONS: Using the speaking
strategies of grades nine and ten outlined in Listening and Speaking Standard
1.0, students: 2.6—Deliver descriptive presentations: a. Establish clearly
the speaker’s point of view on the subject of the presentation. b. Establish clearly the speaker’s relationship
with that subject (e.g., dispassionate observation, personal involvement). c. Use effective, factual descriptions of
appearance, concrete images, shifting perspectives and vantage points, and
sensory details.
Bibliography Sources
· The Diary of Anne Frank (Edited by Otto Frank)
·
www.remembranceart.org (artist Michael Knigin-Remembrence 2000)
·
www.fcit.coedu.usf.edu/holocaust/resource/gallery/Olere.htm
(artist David Olere)
·
A&E’s Biography Series: Anne Frank Video
Unit Introduction and Explanation for Educators
Primary Text: Dramatic text: The Diary of Anne Frank
Time Table: 8 Weeks; 53 minute periods;
Major Assessment Projects: The Socratic Seminar; The Group
Investigation Project; The Culminating Essay; The Timed Write; The Descriptive
Speech
This unit is designed to
introduce students to the Docu-drama genre using The Diary of Anne Frank
play script. In addition, this unit
combines outside reading materials including: sample entries from Anne Frank’s
diary; historical documents related to the time period in which Frank wrote her
diary; artistic representations of universal themes and conflicts apparent in
Frank’s diary and the time period in which she wrote her diary; materials
related to other significant figures from the time period in which Frank wrote
her diary.
The unit begins with an
Introduction to Anne Frank and the time period in which Frank lived. The unit follows this introduction by viewing
Anne Frank’s Biography as compiled by A&E, reading a play (or sections from
the play) dramatizing Frank’s experiences in the Secret Annex, then reading
selected entries from Frank’s diary, followed by the evaluation of related
materials (e.g., letters, artistic representations, poetry).
The unit can utilize hands-on
on-line investigation by students, or on-line materials can be reproduced by
the educator and presented to students in a
reproducible format.
SUGGESTED CALENDAR OVERVIEW: Anne Frank
Week
|
Topic Descriptions
|
Week One |
1. Introduce
Holocaust background and history on Judaism; 2. View A&E Biography: Anne Frank
3. Anne’s
World—Looking at the Diary Entries
|
Week Two
|
1. Autobiography,
Characterization and 1st Person POV
2. Introduction
to Library Research Methods & MLA
3. Investigation
Teams (Group Research Project)
|
Week Three
|
*Begin Reading Act I
1. Book
Recognition and Inspection; Book Publication Process
2. Introduction
to Act I
3. Introduction
to the Docu-drama genre and Stage Directions
4. Introduction
to Dialogue
|
Week Four
|
1. Introduce
Cause & Effect
2. Introduce
Conflict
3. Work
with the Plot Chart
4. Socratic
Seminar: Conflict in Act I
|
Week Five
|
*End Act I, Begin Act II
1. End
of Act I Discussion and Revisiting Characterization
2. Introduction
to Act II
3. Introduce
Theme
|
Week Six
|
1. Introduce
Climax
2. View
key scenes from TV Miniseries “Anne Frank”
3. Complete
Act II
4. Timed
Write: Theme
|
Week Seven
|
1. The
Holocaust art of David Olere
2. Descriptive
Speech Project
|
Week Eight
|
1. Culminating
3-part essay on Theme with textual evidence
|
Some weeks may overlap—shorter week-long topics might leave room to
begin the next week, and so on; longer week-long topics may go over by one day
IN DEPTH: WEEK ONE
1. Introduce the Holocaust
Background and history on Judaism through lecture discussion and note-taking. Identify key figures in the Holocaust.
Students can begin with a quick write of what they know about the Holocaust,
and then fill in the gaps through lecture-discussion and hand outs. Discuss the
impact of the Holocaust (Anne’s experience) on others by reading “Elegy.”
Handouts:
Ø “Germany and the Rise of
Hitler”
Ø “Hitler’s fatal plan”
Ø “Estimated Number of Jews .
. .”
Ø The 5-minute paper OR
Learning Log
Ø “Elegy for Anne Frank” poem
Ø Discussion starters for poem
2. View A&E Biography: Anne Frank using guiding
questions for viewing and discussion.
Handouts:
Ø Guiding Questions for Video
Ø Letter to Anne Frank Homework
3. Looking at Anne Frank’s
Diary Entries
and discussing how Anne lived day to day in the Annex by analyzing the diaries,
and then trying to describe Anne as a person using the Open Mind or I Am
poem. Look at how others saw Anne’s life
by discussing the images in “Anne’s World.”
Handouts:
Ø Michael Knigin “Anne’s
World” ART
(or
www.remembranceart.org/gallery/annefrank/af1.htm)
Ø Anne’s Diary: August 4, 1943
Ø Anne’s Diary: August 9, 1943
Ø Discussion Starters: Anne’s
Diary (with diary entry assignment at bottom)
Ø Open Mind or I Am poem
IN DEPTH: WEEK TWO
1. Introduce Genre
Autobiography and 1st person POV; Discuss characterization; base
discussion on Anne’s diary entries from
yesterday. Identify characteristics of 1st
person POV, as well as characterization elements; (How does Anne describe
others?)
Handouts:
Ø Character Revealed
Ø A Character Chart
Ø Mini Lesson: First Person
Point of View Lecture Outline
Ø Analyzing the first person
point of view (worksheet)
Ø Mini Lesson: Autobiography
2. Introduction to Library Research Methods;
briefly discuss how to research by
looking at research
guidelines, discussing a note-card method for writing down necessary research
information for a bibliography/works cited page; take a trip to the Library and
have the librarian give a tour and brief lecture on using the card catalogue.
(Do similar field trip to Media Lab with a short discussion on internet search
methods.)
Ø Card catalogues by the
Numbers
Ø Final Bibliography/Works
Cited
3. Investigation Teams Group
Research Project; give the students one library day and
one media lab day to
research their topic, and then one day to present. The class should be divided into 5
groups. Each group will be called an
“Investigation Team.” Let the groups
know that because this is an Historic period, we need more information and that
they must compile an oral report with some visual aids for the class. Place guiding questions and possible group
roles (researcher, presenter, etc.) as
well as one piece of research into a Top
Secret Project envelope; (noted below.)
Handouts: Investigation team
assignment (copy the descriptions below to place into Top Secret Envelopes
INVESTIGATION TEAMS:
Ø Jewish Refugees Investigation Team: These students will be responsible for
investigating the scope of what happened to the Jewish people who left Germany
during the Nazi occupation. Who were
they? Where did they go? Did they ever return? *Place Miep’s essay
into envelope
Ø Adolf Hitler and Nazi Investigation Team: These students will be
responsible for investigating who Hitler and the Nazi’s were, and why they were
so against the Jewish people. How did
the Nazi’s and Hitler rise to power? How
were they eventually defeated? *Place an article about the Nazi’s into the
envelope
Ø Heroes of the Holocaust Investigation Team: These students will be
responsible for investigating the people who tried to silently fight the
mission of Hitler and his Nazi’s by hiding or saving Jews. *Place Oscar Schindler letter into envelope
and Miep’s essay into envelope
Ø The Secret Annex Investigation Team: These students will be responsible for
investigating who the people were who lived with Anne in the Annex, and what
happened to them after they were arrested.
*Place Miep’s essay into envelope
Ø Holocaust Art and Poetry Investigation Team: These students will be
responsible for investigating how survivors and others who were touched by the
events of the Holocaust chose to represent the Holocaust in art, poetry, and
photography. *Place the biography of
David Olere in this envelope
INDEPTH: WEEK THREE
1. Book Recognition,
Publication and Inspection: Pass out the books and lead
students through a discussion and investigation of the cover, cover art, and
publication materials.
Handouts:
Ø Mini-Lesson 43: The
Publishing Process
Ø Book Information Worksheet
Ø From Discovery to
publication—The Long Journey of Anne’s diary
2. Introduction to Act I: Begin looking at the events
of Act I and reading the play.
Handouts:
Ø FYI: What Happened When?
Ø FYI: Glossary
3. Introduction to the
Docu-drama and Stage Directions: while reading, begin looking at how the play script
is set up on the page, and the importance of dialogue.
Handouts:
Ø Literary Concept: Stage
Directions
Ø Stage Directions Worksheet
Ø FYI: The Play: Docu-drama
Ø Goodrich and Hackett
4. Introduction to Dialogue: Continue reading while looking at the
importance of dialogue in a play. Assign
students weekend reading of Act I. Revisit characterization and how the
characters are portrayed in the play script compared to their descriptions by
Anne in the diary entries read earlier.
Handouts:
Ø Mini-lesson: Dialogue
Ø Analyzing Dialogue worksheet
Ø Comparing and Contrasting
Characters worksheet
IN DEPTH: WEEK FOUR
1. Introduce Cause &
Effect: Discuss how cause and effect
work with conflict in the play while reading Act I.
Handouts:
Ø Mini Lesson: Cause and
Effect
Ø Understanding Cause and
Effect Worksheet
Ø Tracking Cause and Effect in
Act I Worksheet
2. Introduce Conflict: Discuss the conflicts that occur in Act I and
relate them to cause and effect while reading.
Handouts:
Ø Mini Lesson on Conflict
Ø The Causes & Effects of
Conflict Worksheet
3. Work with the Plot Chart
while reading Act I. Define and then
Identify Exposition, setting, and rising action (mini conflicts.) Have students begin to fill out a plot chart
by identifying events in the play that seem important in relation to cause and
effect.
Handouts:
Ø Plot Chart Worksheet
4. Socratic Seminar: Lead a Socratic Seminar discussion on the
conflicts in Act I. (Ideas for Socratic Seminar set up are in the AVID
Strategies section of your Locke Handbook.)
Handouts:
Ø Socratic Seminar Preparatory
Sheet
Ø Socratic Seminar
Participation Sheet
IN DEPTH: WEEK FIVE
1. End Act I and Begin Act II:
Do a closing discussion of Act I and revisit characterization by looking at a
couple of characters and taking notes about how the characters are changing or
are beginning to reveal themselves; Begin Act II with guiding questions and
read together
Handouts:
Ø Act I discussion starters
Ø Double Entry Character Log
Ø FYI: A Tragic End
Ø FYI: “I want to go on
Living”
Ø FYI: Glossary
2. Introduce Theme: Define and
then discuss the different types of universal themes in the play so far. Have students begin listing and describing a
thematic concept, and then recording a section of dialogue or a quote that
illustrates this theme. Look at Michael
Knigin’s “Just So Long” and discuss how the images illustrate what he thinks
the themes of Anne Frank’s Diary are.
Handouts:
Ø Mini Lesson: Theme
Ø Literary Concept: Theme
Ø Themes—An Author’s Message
Ø Action and Theme worksheet
Ø Michael Knigin: “Just So
Long” ART
Ø Theme Quote worksheet
IN DEPTH: WEEK SIX
1. Introduce Climax—Continue
Plot Chart:
Talk about Climax and how important it is in the narrative structure of a
story. Look at the Plot Chart and fill
in more events that are leading up to the climax of the play.
Handouts:
Ø Literary Concept: Climax
Ø Mini Lesson: The Climax
Ø A Story’s Great Event
Worksheet
2. View Key Scenes: TV
Mini-Series Anne Frank (2001): Select key scenes that show Anne’s life after the
Annex. Begin to discuss more themes that
relate to Anne’s story.
Handouts:
Ø Literary Concept: Theme
3. Complete Act II: Close up the reading of Act
II and use the Discussion starters to talk about the end of the play. Read Anne’s diary entries from Aug 1, 1944
and June 14, 1944. Discuss Anne’s courage,
hopes, and dreams. Continue a discussion
of more themes. Finish the Plot chart by
entering the climax and closing events of the play onto the worksheet.
Handouts:
Ø Discussion Starters, Act II
Ø Anne’s Diary entries Aug. 1
and June 14.
4. Timed Write: This timed write will be a
pre write for the culminating essay at the end of this unit (but don’t tell
students!) Create a question related to the themes your class has discussed,
asking students to use events or conversations from the play that illustrate
the theme they will discuss. Allow
students to use their them/quote worksheet from last week.
IN DEPTH WEEK SEVEN
1. Now that you’re done reading
the play, look at the art of David Olere, a Holocaust survivor, and further
discuss how he represents the ideas and the themes of the Holocaust through his
art work. You can look at the primer
page included here and then access the artwork at
http://fcit.coedu.usf.edu/holocaust/arts/DOBio/DOGaller.htm and print up larger
copies, or can take students directly to the media lab to view the artwork on
line and answer the accompanying questions about the more significant
pieces. This viewing of the art will
prep students for their individual speeches on an individual piece of Olere’s
work in which they will look at the images, pictures, colors, etc. and talk
about how Olere reflects his Holocaust experiences. They can connect Olere’s representations with
the mini-series images of Anne in the camps.
Handouts:
Ø David Olere biography sheet
Ø David Olere sample sheet of
paintings
Ø David Olere graphic
organizer for in-class viewing
IN DEPTH: WEEK EIGHT
1. Assign the culminating
writing assignment: a 3-part essay (5 paragraph minimum) proving a particular
theme in the play script “The Diary of Anne Frank” using textual support. Since students have already done a timed
write on this, the timed write will serve as the pre write. Introduce students to the thesis and 3-part
essay structure. Sample outlines are
included below, along with a paragraph pre write sheet that can be used for
each body paragraph of the essay.
Instruct students in the parenthetical citation method according to MLA.
Handouts:
Ø The three part essay
organizer
Ø The paragraph pre write
sheet
*An
optional assessment is for students to write you a letter describing what they
learned during this Anne Frank unit, and what universal themes and messages
they have taken from the readings that they will apply to their own lives.
ANNE FRANK: THE A&E BIOGRAPHY VIDEO
Directions: Take Cornell notes so that you can answer the
following questions after watching the video of Anne Frank.
1. What is Anne's career goal?
2. Why did Anne become World Famous?
3. Anne says she sees the world slowly
transforming into a wilderness, and that she hears the approaching thunder that
will "someday destroy us too."
To what do you think Anne is referring?
4. Otto Frank was decorated as a German officer
in WWI. How come the Germans still
decided to put him in a concentration camp?
Do you think it was right? Why or
why not?
5. Describe Adolf Hitler as he is shown in the
film. What type of man was he? What did he look like?
6. Why did Otto Frank decide to leave Germany?
7. Where did Otto Frank move his family?
8. Who was Miep Gies?
9. How does Miep describe Anne?
10. How does the narrator of the video describe
Anne?
11. What was Anne's relationship with her mother
like?
12. Why was Anne jealous of her sister Margot?
13. What were Jews not allowed to do after Hitler
invaded the Netherlands in 1940?
14. What was Anne's relationship with her father
like?
15. Who is Hello Silverberg?
16. How does Hello describe Anne?
17. What did Anne's teachers make her do when she
talked too much? Do you think this had
anything to do with her wanting to be a writer?
Why or why not?
18. What finally prompted Otto Frank to move his
family into hiding? Where did everyone
think they went?
19. Describe the
Annex rooms as they were shown in the video.
What did you think of them? Could
you live there for 2 years with 8 other people?
20. Who is Kitty?
21. How did Anne
spend her days in the Secret Annex?
22. What did Anne
begin to do with her diary after she heard the radio report about "war
documents?"
23. What were the
trains that took Anne's family to Auschwicz like?
24. What did German
officers do to the women when the women first arrived at the concentration
camp?
25. Describe the
conditions of the concentration camp.
26. Under what title
was Anne's diary first published?
27. What was Otto's
main task and hope in publishing Anne's diary?
28. What are Anne's
most famous words?
29. What do scholars
say about Anne's most famous words?
30. What is the
message the Anne Frank House hopes to share?
31. What kind of
person do you think Anne would have grown into if she had lived?
HOMEWORK:
Write a letter to
Anne Frank. Share your thoughts about
yourself, about how you feel about her experiences, and about how you feel
about the message she tried to share with the world. Tell Anne what you will do to keep alive her
spirit and her message of tolerance of other races and cultures.
THE
ART OF DAVID OLERE
Place
your name, class, and date on this sheet.
View the works of art by David Olere and fill in the boxes below. You may talk with other classmates to help
come up with ideas.
Title of piece
|
From whose point of view is this piece? The artist? A character in the piece? An “off-screen” character? Why?
|
Describe the images you see. Which images stand out the most? Why?
|
What do you think the author is trying to communicate to
the viewer in this piece?
|
What are the feelings and emotions that come through this
peace? (fear, sadness, etc.)
|
THEME
QUOTE WORKSHEET
Place
your name, class, and date on this sheet.
Look through the reading material, and find textual evidence that
supports the themes you have found in the material?
Describe one of the
themes you have found in the reading material
|
Copy the textual
evidence and page number that illustrates this theme
|
Copy the textual
evidence and page number that illustrates this theme
|
Copy the textual
evidence and page number this illustrates your theme
|
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