INSTRUCTOR____Ratchada Scott________
Length of Unit ______5 days____
DATE____________ CLASS LEVEL___ B-Beginning Basic Education ___
Length of each lesson ___2 hours/lesson___
Topic: Close Read
Anne Frank
From ESL
Lesson Objectives:
The students will:
1) Gain understanding about Anne Frank’s life through deep discussions and collaborative activities.
2) Retell a story of Anne Frank by drawing a time line and sequence pictures.
3) Perform a role-play of Anne Frank’s life based on the reading passage.
4) Write an essay about what they learned about Anne Frank.
CCR Standards Aligned to this Lesson:
RI/RL.2.1; RI.3.3; RI.3.4; RI.3.7; W.3.1; W.3.2; W.2.3; SL.3.1; SL.3.2; SL.3.4; SL.3.6; L.2.1&3.1; L.2.2&3.2; L.2.4;
Reading: (to include text dependent questions and pre-reading strategies as needed, such as vocabulary, grammar, spelling, phonics,
sentence structure)
Vocabulary: attic, Nazis, hiding, diary, heritage, Aryan, happiness, invaded, racism, identification, Star of David, restaurants,
interracial, prohibited, normal, labor camp, safety, packed, board games, cramped quarters, goal, author, cruelty, tranquility, flew,
residents, valuables, concentration camps, tattered, prisoners, typhus, Holocaust, survivor, grieved, published, persecuted
Grammar Points: simple past tense with regular verbs and irregular verbs
Text Dependent Questions
Where and When was Anne Frank born?
What did the German Nazis believe?
Possible Student Answers
Line 12; Anne Frank was born in 1929 in Frankfurt, Germany.
Lines 19-21; They hated the Jews and believed that their race
was the best.
Lines 32-42;
1. Jews were not allowed to go to school with non-Jews.
2. There were rules for Jews that other people didn’t have to
3. Jews could not appear in public without proper identification.
4. Jews were required to wear a Star of David on their clothes.
5. Jews were not allowed to go into most public places such as
restaurants and theaters.
6. Jews could not own businesses.
7. Interracial dating was prohibited.
8. Jews could not be friends with non-Jews.
Lines 44-46; On June 12, 1942, she had her thirteenth birthday.
She received a special gift. It was a diary. She liked her diary so
much that she named it Kitty. She wrote in it every day. That
diary would one day tell Anne’s life story.
What happened to Jews after the Nazis invaded Holland?
What special gift did Anne Frank receive for her thirteenth
birthday and that gift was one of the important parts of the world
What is the cause of the Franks decided to go into hiding?
Lines 48-50; Margot received a letter. The letter said she had to
report to a labor camp. Margot was only sixteen. The Franks
were afraid for their daughter’s safety. They decided it was time
to go into hiding.
Can you predict the outcome if the Franks did not go into
Students may refer to lines 32-42. They would get treated
unfairly and have very difficult lives because they were Jews.
They all might have to go to a labor camp.
Lines 77-78; On August 4, 1944, the attic door flew open. It was
the Nazi police. They had received a tip that some Jews were
hiding there.
Lines 96-99; Two years later, Otto Frank published Anne’s
diary. He wanted the world to know about his daughter. He
How and when were the Franks captured?
Why did Otto Frank publish Anne’s diary?
wanted the world to know about her life, her dreams, and her
goals. It was Anne’s goal to become a famous author. She did
more than this. She became a voice for Jews and for persecuted
people everywhere.
Summarize Anne Frank’s biography. What have you learned
about Anne Frank?
Students may summarize each part of her life which starts from
the early life until Anne’s diary and put them together into a
short essay.
After students read and learn about Anne Frank, students will write what they have learned and develop a three paragraph essay.
Paragraph one may include the following:
Lines 11-46: Early life and The Franks go to Amsterdam
Paragraph two may include the following:
Lines 47-74: The Franks in Hiding
Paragraph three may include the following:
Lines 77-99: The Franks are captured and Anne’s diary
In groups of five people, each student will each read aloud one part of Anne Frank’s biography and discuss dependent
Separate students into two groups, each group will choose the best summary of Anne Frank’s biography from the papers that
each student wrote what they have learned about Anne Frank. Then, each group will retell and role-play Anne Frank’s story to
the class.
How I will scaffold my lessons to reach all of my students' levels:
Teach the grammar points and practice how to them use correctly.
Go through the vocabulary list and the meanings with students and give examples and pictures to help understanding.
Show students the maps of Germany and Holland, pictures of Anne Frank and her family, and pictures of Nazi Party, symbol,
flag, and the Nazi leader, Adolf Hitler.
Teach students about the Nazis and the Holocaust. (
Watch a short documentary called “The Short Life of Anne Frank” (
Have students write Anne Frank’s timeline and draw pictures to retell her story.
Show students Anne Frank’s timeline from the official site of Anne Frank.
How I will assess my students' mastery of the lessons:
Review and correct individual and group works.
Observe students’ role-play from each group.
Ask questions to each group to check understanding.
Suggested Three Day Plan:
Day One: Read the text on Anne Frank while they follow along with their copies; students, then, read the text silently and highlight
words that they do not know. In small groups, students read the text out loud, taking turns and, using context clues, collaborate on the
meanings of the words.
Day Two:
 Practice reading aloud.
 In small groups, students discuss about the reading and answer the text dependent questions.
Day Three: Each student develops a three paragraph paper about Anne Frank. This writing assignment allows time for the teacher to
talk about drafts and final copies, grammar points, sentence structure points, punctuation points - all of this comes from their first draft
writing. Then they share their drafts with a partner and critique each other's work. Then, they write a second draft. These can be shared
in small groups for further critiquing. Then, they write their final copy.
Day Four:
 Write Anne Frank’s timeline and draw pictures to retell her story.
 Role-play. Divide students into five groups. Each group will role-play each part of Anne Frank’s life from early life to Anne
Day Five: Give students a spelling test of the vocabulary words that they didn't know in the text. Students read their final copy aloud
to the whole class. They also share their timeline.
Sources: 1. Murphy, Raymond. 1997. Essential Grammar In Use. 2nd edition. New York, NY: Cambridge University Press.
of- the-diary-which-Anne-Frank-received-for-her-thirteenth-birthday-on-12-June-1942/#!/en/Subsites/Timeline/WorldWar-Two-1939-1945/The-Hiding-place/1942/Nazi-supporters-paint-the-slogan-Holland-for-Hitler-on-the-wall-of-theHerengracht-canal-in-Amsterdam/
Anne Frank –On My Own Tutorial
KWL Chart
What I know about Anne Frank
What I want to know about Anne Frank
What I learned about Anne Frank
Anne Frank
Vocabulary List
1. attic - (n.) part of a building under the roof, usually used for
2. Nazis - (n.) members of a German political party that wanted
to get rid of Jews
3. hiding - (n.) being out of sight of others
4. diary - (n.) a book used for writing personal events and
5. heritage - (n.) family and ethnic background and traditions
6. happiness -(n.) joy
7. invaded - (v.) past of invade; attacked and took over
8. racism - (n.) treating people differently because of their race
or skin color
9. identification - (n.) a paper or card that gives a person's
identity or name
10. Star of David - (n.) a star with six points, originally used by
King David of Israel
11. restaurant - (n.) a public place where food is bought,
served, and eaten
12. interracial - (adj.) between different races of people
13. prohibited - (adj.) not allowed
14. unfairly - (adv.) not in a fair or equal way
15. normal - (adj.) regular; ordinary
16. thirteenth - (adj.) 13th
17. labor camp - (n.) a place where people are held against their
will and forced to work
18. safety - (n.) a condition of being safe, out of danger
19. packed - (v.) past of pack; put into boxes or bags for
storage or for moving
20. board game - (n.) game, such as Checkers or Chess, that
must be played on a board
21. cramped - (adj.) very crowded and small
22. quarters - (n.) living space
23. goal - (n.) aim, ambition
24. author - (n.) writer
25. cruelty - (n.) harsh, unkind treatment
26. tranquility - (n.) peacefulness and quiet
27. flew - (v.) past of fly; moved quickly
28. tip - (n.) clue; hint; secret information
29. resident - (n.) an individual who lives in a place
30. valuable - (n.) something that is worth a lot of money
31. concentration camp -(n.) a place where Jews and others
were held and later killed
32. tattered - (adj.) torn, ragged
29. prisoner - (n.) one held against his will
30. typhus - (n.) a disease or illness spread by body lice or
ticks, often fatal
31. Holocaust - in the Bible, a burned offering; since World
War II, it has been the
word used for the Nazi murder of 6,000,000 innocent Jews and
others in that war
32. survivor - (n.) a person who is still alive after an event in
which others died
33. grieve -(v.) to feel sad about the death of other people
34. publish - (v.) to print for the public, for everyone to read
35. persecuted - (adj.) treated badly and unfairly

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