Alison D. Kohler
September 10, 2001
Title of Unit: Anne Frank
Title of Lesson Plan: Harassment
Objectives: The students will become aware of how harassment is an issue in every
culture. The students will begin identifying different groups of people and how their
status of either in and out effects them. Students will be encouraged to reflect on the
many different groups that may be the targets of prejudice. The students will identify
behaviors of both in-groups and out-groups that either promote or hinder more positive
inter-group relations.
Materials: The book Sneetches by Dr. Seuss, out-group/in-group work sheets, overheads,
list of groups
Activities: The students will begin the class by listening to the teacher read the book The
Sneetches. They will discuss the book using the words in-group and out-group
(introduced by the teacher) in relations to the Sneetches and the way they behave.
1. The teacher will have students form pairs and make a list of the various groups that
may be the targets of intolerance, prejudice, or harassment in their communities or
country. (These may include, women, the elderly, the young, the disabled, persons of
various religious, ethnic, and linguistic groups, and others.)
2. The teacher will ask pairs to name the groups they feel are targeted, and write the name
of each group on the chalkboard or flip chart.
Teacher will explain that groups that are the targets of prejudice or harassment are
sometimes referred to as "out-groups", because they tend to be out of power in their
families or communities or countries. Those who are in power with respect to those outgroups are sometimes referred to as "in-groups". For example, if women are an outgroup, the corresponding in-group or power group is men.
3. The teacher will then ask students to look at the list of groups that are targets of
prejudice and identify the corresponding in-groups.
The teacher will then note that it is possible for one person to be a member of an in-group
and an out-group at the same time. For example, a person who is a member of an outgroup such as "women" may simultaneously have access to power because she is a
member of an in-group, "the wealthy or upper class."
The teacher will then explain that members of in-groups often hold stereotypes and
prejudices against members of out-groups. But members of out-groups may also have
strong stereotypes about members of in-groups. Both groups may act on these beliefs and
prejudices in ways that either promote or hinder better, more just relations between the
group.
4. The teacher will then have the group form pairs again. They will be asked to think
together about the behaviors of people who are in out-groups in their society, or about
their own behavior when they have been the targets of prejudice. (Make clear that it is not
necessary for them to reveal specific information about incidents of prejudice they have
experienced.)
The groups will be then asked to make two lists. The first should indicate out-group
behaviors that can promote better, more just relations with the in-group. This list might
include things such as:


seeking out contact with members of the in-group who might function as allies
trying to encourage members of the out-group to take personal responsibility for
addressing injustice
(These are possibilities only; a range of other types of responses may be given.)
The second list should indicate out-group behaviors that could hinder better, more just
relations with the in-group. This list might include:



trying to evoke guilt or shame in members of the in-group
avoiding contact with the in-group
denying that there is any difference ("We're all alike inside")
5. The teacher will then ask pairs to share the results of their discussion in the plenary.
Make a composite list of the behaviors on the chalkboard or flip chart.
6. The teacher will then ask the group to form pairs once again. This time, asking them to
reflect on the behaviors of people who are members of in-groups in their society, or about
their own behavior when they have been in positions of power over others that they are
intolerant of. (Again, make it clear that it is not necessary for them to reveal information
about specific incidents.)
Have them again make two lists. The first should indicate in-group behaviors that can
promote better, more just relations with the out-group. This list might include things such
as:



trying to help people from the out-group
challenging prejudice expressed against members of the out-group
taking political action around issues of discrimination
The second list should indicate in-group behaviors that could hinder better, more just
relations with the out-group. This list might include:



trying to help members of the out-group to the point where those individuals
cannot function independently
blaming members of the out-group for being at a disadvantage
avoiding contact with the out-group

denying that there is any difference ("We're all alike inside")
7. Pairs will share the results of their discussion. Make a composite list of the behaviors
on the chalkboard or flip chart.
8. Discuss the following questions with the whole group:






What types of intolerance and/or happens in this community?
Is there a difference between intolerance based on characteristics that you cannot
change (such as race) and ones that you can change (such as political affiliation)?
Is the impact of intolerance based on these different variables the same?
What were the most commonly noted in-group behaviors? Out-group behaviors?
Which of these behaviors could contribute to inter-group conflict?
Is there any relationship between in-group and out-group behaviors? If so, what is
it and why might it occur?
Evaluation: The students will be evaluated upon their ability to work within groups and
their ability to work through the project.
Assignment: Complete harassment worksheet for tomorrow.
Alison D. Kohler
September 11, 2001
Title of Unit: Anne Frank
Title of Lesson: Stereotyping
Objectives: The students will review yesterday’s lecture and finish follow-up questions
orally. The students will discuss stereotyping through reading assignment. Students will
then correlate stereotyping the short story to Nazi Germany and Anne Frank. Students
will begin watching pre-reading video on Anne Frank.
Materials: Last night’s homework, notes, and literature books
Activities: The teacher will hand back the previous night’s assignment. The teacher will
then collect the assignment from the night before while discussing with them their
thoughts. The students will then be asked to discuss yesterday’s in-group/out-group
relations work. The teacher will then review yesterday’s lecture by asking the class the
following questions:




What types of intolerance and/or happens in this community?
What were the most commonly noted in-group behaviors? Out-group behaviors?
Which of these behaviors could contribute to inter-group conflict?
Is there any relationship between in-group and out-group behaviors? If so, what is
it and why might it occur?
The teacher will then write the word stereotyping on the board. The students will open
their literature books to page 28. They will discuss the definition of stereotypes given in
the book. The class will then read the short story and the teacher will discuss the short
story with them as they read through the story.
IF THERE IS TIME: After reading the story, the teacher will begin connecting
stereotyping in relation to the Jewish community in Nazi Germany. The teacher will then
bridge into the video.
Assignment: Students will write in their journals an interior monologue of colonial
official’s wife.
Alison D. Kohler
September 12, 2001
Title of Unit: Anne Frank
Title of Lesson Plan: Harassment and its relationship to Anne Frank’s story
Previous Assignment: 1 page journal entry on the suicide bombings
Objectives: Students will be given time to question and reflect upon the previous day’s
events. Students will begin to start piecing together the relationship of harassment
discussed in earlier lessons to the harassment of the Jewish population in the 1930’s and
40’s. Students will discuss and reflect in small groups handout.
Materials: Handout on the comparison of Jewish Harassment and Nazi Germany to
today’s issues of harassments
Activities: The teacher will begin the period by opening discussion about yesterday’s
events (acts of terrorism.) Students will be allowed to discuss any and all topics that
concern or confuse them. After students have discussed this, the teacher will reintroduce
the idea of harassment in the world today. Students will be informed that they will be
working in groups on a worksheet that links harassment today with Jewish harassment in
Nazi Germany. Students are to complete the worksheet by the end of the period.
Students will then be put into groups of fours and begin to work through and discuss the
worksheet. The last 10 minutes, the students will be put back in their regular seats and the
teacher will lead a summating discussion with students about their findings within their
groups.
Evaluation: Students will be evaluated upon their ability to work within a group and their
answers to the worksheet. Worksheets are to be handed in at the end of the period.
Students ability to articulate what they learned in their groups.
Alison D. Kohler
September 13, 2001
Title of Unit: Side Unit-Writing
Title of Lesson Plan: 3.8 Paragraphs
Previous Assignment: Worksheet
Objectives: Students will understand the 3.8 paragraph. Students will be able to write a
clear 3.8 paragraph.
Materials: Overheads
Activities: The teacher will hand back the worksheets and discuss with them any relevant
material pertaining to the worksheet. Students will be introduced to the 3.8 paragraph
structure. The teacher will present this information through the use of overheads and the
blackboard.
1. Structure
2. Thesis
3. Brainstorming
4. Forming ideas
5. Explanations
6. Concluding statements –restatement of the thesis
3 points, 8 paragraphs
Evaluation: The students will have taken notes during the entire lecture.
Assignment: The student will write a 3.8 paragraph due tomorrow.
Alison D. Kohler
September 14, 2001
Title of Unit: Anne Frank
Title of Lesson Plan: Speakers
Previous Assignment: Introduction to the 3.8 paragraph and brainstorming questions in
journals for panelists.
Objectives: The students will listen to 5 guest speakers talk about the life and times of
the 1940’s both on the home front and at war.
Materials: 5 guest speakers. One that was a female teenager growing up in the 40’s, one
that was a farm hand in the 1940’s, one speaker that worked on the A-bomb Manhattan
project and one that was in the war.
Activities: The panelists will each be given time to shortly tell their story to the students.
The students will then be given the opportunity to ask them questions about what their
life was like in the 1940’s, what they remember, etc. Students will hand in their 3.8
paragraphs at the end of class.
Evaluation: Students will be evaluated on their participation in the above activities.
Assignment: Written reflection
Alison D. Kohler
September 17, 2001
Title of Unit: Anne Frank
Title of Lesson Plan: Museum visit
Previous Assignment: Written reflection
Objectives: Students will be exposed to WWII memorabilia and propaganda.
Materials: Barnes County Museum WWII Propaganda Poster exhibit and WWII exhibit
Activities: Students will walk to the Barnes County Museum. They will be lead through
the WWII memorabilia and Propaganda Poster exhibit by the museum worker. The
students will listen and ask questions about the items to the museum worker as they are
being presented to them. Students will be allowed to browse through the exhibits.
Evaluation: Students will be evaluated on their conduct and participation at the Museum.
Assignment: Journal reflection
Alison D. Kohler
September 18, 2001
Title of Unit: Side-Unit Writing
Title of Lesson Plan: Review: The 3.8 paragraph
Previous Assignment: Museum reflection in journals
Objectives: The students will be re-taught the 3.8 paragraph.
Materials: Worksheet on 3.8 paragraphs
Activities: The students will be re-taught the 3.8 paragraph. The teacher will begin the
lesson by asking students to give the structure of the 3.8 paragraph. The teacher will
write this on the board. The teacher will then write on the board a topic. Students will be
asked to contemplate the topic and form Pros and Cons for each. The teacher will write
the list of pros and cons on the board as the students provide them verbally. The teacher
will then ask the students to disucss which argument for the given topic is the stronger
one. The students will then vote. The teacher will discuss both sides of the topic
demonstrating to the students that it is an argument. The teacher will then re-introduce
the idea of the thesis. The teacher and students will come up with a thesis for both sides
of the argument. The students will then choose which side to debate. The students will
be asked to number and write arguments and explanations for the 3.8 paragraph that is
being written on the board. The paragraph will be written by the students with little
teacher input. After the points have been given the teacher will help students write a
strong concluding statement. The teacher will then demonstrate editing and critical
thinking on the paragraph on board by working through the paragraph, making sure for
clarity, etc. The teacher will then tell the students that this is what they will be doing for
their work for tomorrow. The teacher will handout 3.8 paragraph worksheet telling
students to work through picking a topic and writing a good thesis before leaving class.
The students will be assigned to finish the worksheet and paragraph for tomorrow.
Evaluation: Students will be evaluated on their ability to help develop a class 3.8
paragraph. They will also be evaluated on their ability to choose an idea and then
develop a thesis.
Assignment: Finish the worksheet for tomorrow.
Alison D. Kohler
September 19, 2001
Title of Unit: Anne Frank
Title of Lesson Plan: Introduction to “Anne Frank’s Diary” and pre-reading video “The
Hiding Place.”
Previous Assignment: 3.8 paragraph worksheets.
Objectives: The students will become immersed into 1940 Netherlands. They will
become aware of the severity of the Jewish situation and how it affects The Frank
Family, especially Anne. Students will gain knowledge of the geography of Europe in
the 1940’s. The students will begin to reflect upon the video “The Hiding Place.”
Materials: VCR and video “The Hiding Place.”
Activities: The students will hand in 3.8 paragraph worksheet assignment. The teacher
will then relate previous work to the topic for today by having students recall and
remember what they have learned about the 1940’s. The students will discuss and work
through their knowledge of the 1940’s and begin to piece together all of the historical
information they have received through their museum experience, their guest speakers,
talking with their grandparents/elder, PowerPoint on the life and times of the 1940’s,
discrimination lesson, etc. The teacher will begin guiding the discussion to Europe and
how they were affected by WWII and Nazi Germany. The teacher will relate the
geography to the students by showing a globe and the position of North America and the
United States in relation to the countries in Europe with emphasis placed on Germany
and the Netherlands. The teacher will then discuss briefly the pre-reading video that the
students will be watching for the next 2 days. The students will watch the first part of the
video. The teacher will then ask the students to reflect and question what they have seen.
Evaluation: Students will be evaluated by their ability to correlate all of their knowledge
of the 1940’s to the discussion. Students will be asked to reflect and question the video
in their journals.
Assignment: The students will be asked to journal at least 2 paragraphs of questions and
reflections about what they have seen so far in the video.
Alison D. Kohler
September 20, 2001
Title of Unit: Anne Frank
Title of Lesson: “The Hiding Place” pre-reading video
Previous Assignment: Reaction Journaling
Objectives: Students will continue watching and reacting to the pre-reading video.
Materials: VCR and video
Activities: The teacher will facilitate a group reflection on the first part of “The Hiding
Place” video. Students will discuss issues and questions they do not understand or are
confused by. The teacher will give feedback to these questions. The students will then
continue to watch “The Hiding Place.”
Evaluation: Students will be evaluated on completion of their journal entries from the
previous day’s pre-reading video. Students will also be evaluated upon their ability to
offer reflections or questions during the group discussion.
Assignment: Journal 2 paragraphs of reflections, reactions or questions to the video they
have seen that day.
Alison D. Kohler
September 21, 2001
Title of Unit: Anne Frank
Title of Lesson: “The Hiding Place” pre-reading video
Previous Assignment: Reaction journaling
Objectives: Student will gain a greater understanding of the life and times of Anne
Frank. Students will reflect on the video by journaling reactions and questions to the
final part of “The Hiding Place.” Students will be handed back their 3.8 paragraph
worksheet and begin rewriting or if there is no rewriting needed, reading silently.
Materials: VCR, “The Hiding Place” video
Activities: The teacher will begin the class by discuss their reflections in their journals to
the previous day’s video. The students will react and discuss different points of the
video. The teacher will act as a facilitator during the discussion by giving needed
information and keeping the discussion going. The students will then watch the final part
of “The Hiding Place.” After the video is over, the teacher will ask for further reflection
and questions on the video. The teacher will then hand back Tuesday’s assignment: 3.8
paragraph worksheet. The students who need to rewrite will be given time to ask
questions and work through part of their rewrite. The rest of the class will read silently
after they have added their reflections into their journals.
Evaluation: The students will be evaluated for retention of the video materials by their
feedback on their reflections. Each student will need to give a comment. The teacher
will facilitate this. The students will rework 3.8 paragraphs if they have not mastered the
objective yet.
Assignment: 2 paragraph journal entry reflecting upon the video and what they hope to
learn more about by reading “Anne Frank’s Diary” play in their texts.
Alison D. Kohler
September 24, 2001
Title of Unit: Anne Frank
Title of Lesson: The Diary of Anne Frank I
Previous Assignment: Journal reflection
Materials: Spelling words, spelling rules, “Report on Intolerance” paper
Objectives: Students will begin spelling unit. Students will begin reading and reflecting
upon the play, “The Diary of Anne Frank.” Students will be asked to work on “Report on
Intolerance” activity for the next 2 weeks.
Activities: Students will be asked to open their journals and student planners for a
completion check at the beginning of the hour. The teacher will begin by explaining the
spelling unit to the students. The students will be handed spelling words and 2 spelling
rules correlating to the spelling rules. The teacher will explain the rules and go over each
word making sure to enunciate each word and explaining the definition of each word.
Students will be assigned a spelling test on Friday, with a pre-test on Thursday. The
teacher will then ask the students to move their desks into a circle. Students will be asked
to open their texts to page 493. The teacher will begin discussion and reading of the
“Diary of Anne Frank.”
During the final 10 minutes of class, students will be asked to return their desks to the
seating arrangement. The students will then be handed out “Report on Intolerance”
worksheet. Students will be expected to hand assignment in on October 8, two weeks
from today.
All extra time will be spent presenting “Collages.”
Evaluation: Ability to discuss and reflect on “Diary.”
Assignment: “Report on Intolerance”
Alison D. Kohler
September 25, 2001
Title of Unit: Anne Frank
Title of Lesson: The Diary of Anne Frank II
Previous Assignment: “Report on Intolerance”
Materials: Literature books, spelling worksheets
Objectives: Students will begin understanding spelling word rules. Students will
continue to read “Diary.”
Evaluation: Students will give verbal responses to discussion questions throughout the
reading of “Diary.”
Activities: Students will be given worksheet on Spelling Rules #1 and #2. Students will
work on their own for 20 minutes on the worksheet. The teacher will monitor and help
students as they work through sheet. After 20 minutes, teacher will assign the rest of the
worksheet for homework. Students will move desks into circle to continue reading and
discussion of “Diary.”
Any remaining time will be spent presenting “Collages.”
Evaluation: Students will be evaluated on their class responses to the discussion and
reading of “Diary.”
Assignment: Complete spelling worksheet
Alison D. Kohler
September 26, 2001
Title of Unit: Anne Frank
Title of Lesson: The Diary of Anne Frank III
Previous Assignment: Spelling Worksheet
Materials: Literature books, spelling worksheets
Objectives: Students will continue to read and discuss “The Diary of Anne Frank.”
Activities: Students will hand in homework assignment, spelling worksheet. Students
will continue reading and discussing “Diary of Anne Frank.” At the end of the period,
students will be asked to rearrange seating to rows. Students and teacher will discuss
progress and questions about “Reports on Intolerance.” All remaining time will be spent
presenting “Collages.”
Evaluation: Students will be evaluated on their ability to discuss “Diary.”
Assignment: Study for spelling pre-test
Alison D. Kohler
September 27, 2001
Title of Unit: Anne Frank
Title of Lesson: The Diary of Anne Frank IV
Previous Assignment: Study spelling words
Materials: Literature books, spelling words
Objectives: Students will become aware of spelling words they do not understand.
Students will continue reading and discussing “Diary.” Students will consider Peter’s or
Anne’s point of view in diary assignment.
Activities: Students will begin class by taking spelling pre-test. Teacher will give test.
Students will correct their own with felt marker. Teacher will collect, and later recorrect, spelling papers. Students will continue reading and discussing “Diary.” All
remaining time will be spent presenting “Collages.”
Evaluation: Spelling pre-test scores, student’s ability to discuss and understand “Diary.”
Assignment: Students will be asked to write a one page diary entry of either Peter or
Anne from their point of view about the events that have taken place so far in the play.
Study for spelling test.
Alison D. Kohler
September 28, 2001
Title of Unit: Anne Frank
Title of Lesson: The Diary of Anne Frank V
Previous Assignment: One page Diary entry
Materials: Literature books
Objectives: Students will read and discuss “Diary.” Students will finish presenting
“Collages.”
Activities: Students will take spelling test and teacher will pick up after completion.
Teacher will ask students to open journals and student planners for completion check.
After “check,” students will continue to read and discuss “Diary.” Students will finish
presenting “Collages.”
Evaluation: Spelling test scores, discussion during “Diary”
Assignment: Work on “Reports of Intolerance”
Alison D. Kohler
October 1, 2001
Title of Unit: Anne Frank
Title of Lesson: The Diary of Anne Frank VI
Previous Assignment: Continue working on “Intolerance”
Materials: Literature books, spelling lists
Objectives: Introduce students to new spelling rule. Students will discuss and continue
reading Diary.
Activities: The teacher will hand out spelling words to students. The teacher and
students will define and pronounce each word. The teacher will then move the students
into reading “Diary.” The teacher and students will review and discuss the reading up
until where they are presently. The students will then read and discuss the Diary
together.
Evaluation: Students ability to react and discuss question about the reading.
Assignment: Spelling words
Alison D. Kohler
October 2, 2001
Title of Unit: Anne Frank
Title of Lesson: The Diary of Anne Frank VII
Previous Assignment: Spelling list
Materials: Spelling worksheets
Objectives: Students will learn spelling rule and apply it to a corresponding worksheet.
Students will continue to read and discuss Diary.
Activities: Teacher will hand out and explain worksheet on spelling words. The teacher
will help facilitate working through Part B as it is quite difficult. The students will then
be given a “drop” quiz on the reading and class discussions surrounding the “Diary” and
WWII. After the quiz, the students will continue to read Diary, reacting and discussing
throughout. During the last ten minutes, students will be asked to do the vocabulary
activity in their texts and hand them in at the end of class or check out the book and hand
in the next morning.
Evaluation: Spelling worksheets, discussions, and vocabulary activities
Assignment: Finish spelling worksheets and vocabulary activities for tomorrow.
Alison D. Kohler
October 3, 2001
Title of Unit: Anne Frank
Title of Lesson: The Diary of Anne Frank VIII
Previous Assignment: Finish spelling worksheets and vocabulary activities
Materials: Spelling worksheets, Literature books, Quiz
Objectives: Students will take quiz on last 6 weeks of Unit on Anne Frank. Students will
continue working on spelling words. Students will begin working on vocabulary words
for Diary. Students will continue working on and developing ideas and articles for
Intolerance project. Students will continue discussing and analyzing “Diary.” Students
will take a broader look at Nazi policies in a take home worksheet.
Activities: Students will begin the period with a 10 question quiz on the last 6 weeks of
class as a preparation for an in-depth review over the next week. Students will then
finish the second side of the spelling worksheet and hand in upon completion. Students
will next hand in vocabulary worksheet as the move into a circle to continue reading and
responding to Diary. With ten minutes in class, students will put there chairs back in
order. The teacher will then hand out their vocabulary words for the Anne Frank Unit.
Students will be asked to define all terms. The teacher will periodically over then next
week review these words along with other parts of Unit. Students will then be handed
out Holocaust Policy Worksheet for self reflection on the plight and horror of the Jewish
tragedy of the Holocaust.
Evaluation: Students will be evaluated upon their ability to complete the quiz, discuss
and analyze play in class, and their ability to work through vocabulary and spelling
worksheets. Whew! Long day!
Assignment: Hand in and be ready to discuss Holocaust worksheet
Alison D. Kohler
October 4, 2001
Title of Unit: Anne Frank
Title of Lesson Plan: The Diary of Anne Frank IV
Previous Assignment: Holocaust Worksheet
Materials: Holocaust Museum book, worksheet, text
Objectives: Students will discuss and analyze the green Holocaust Worksheet. The
students will become more aware of the Holocaust by looking at images from book.
Students will discuss and analyze the play.
Activities: The class will begin by handing back papers and taking the spelling pre-test.
Students will then put their chairs in circle. Teacher will then facilitate a discussion on
green Holocaust worksheet and with supplement the worksheet with pictures from the
Holocaust Museum book. After discussion, students will continue to read and discuss
“Diary.”
Evaluation: Completion of green Holocaust worksheet. Students ability to take part in
classroom discussions. Students ability to read and discuss “Diary.”
Assignment: Study for spelling test.
Alison D. Kohler
October 5, 2001
Title of Unit: Diary of Anne Frank
Title of Lesson : The Diary of Anne Frank X
Previous Assignment: Study for spelling test
Materials: Spelling test, text, review worksheets if students complete reading “Diary.”
Objectives: Students will take spelling test. Students will read and analyze Diary.
Activities: Students will take spelling test at the beginning of the period. The students
will then read and discuss “Diary.” Upon completion of reading, students will be given
review sheets and begin overall review of Unit.
Evaluation: Students will be evaluated on their scores on the spelling sheets, their ability
to discuss and analyze the text, and their ability to participate in class.
Assignment: Report on Intolerance is due MONDAY!!!! Review sheet and vocabulary
words due on Thursday for bonus points. Check out and take home text book for review.
Alison D. Kohler
October 8, 2001
Title of Unit: Diary of Anne Frank
Title of Lesson: Review
Previous Assignment: Report on Intolerance, vocabulary words due on Thursday.
Materials: “Nightline” video, vocabulary words, Week 3 spelling words
Objectives: Students will analyze and describe “Nightline” video after watching.
Students will relate the video to the “Diary of Anne Frank.” Students will begin to define
and act out vocabulary words for Anne Frank Test.
Activities: The teacher will begin the class by taking homework “Reports on
Intolerance.” The teacher will then hand out and explain Rule #4/Spelling Words. The
pre-test will be rescheduled for Wed, Test Thursday, due to the fact they are have the
Anne Frank Final Test on Friday. The teacher will then show the video on “Anne Frank:
The 7 months after the Secret Annex” from Nightline. After the 12 minute video, the
students will analyze and describe the scenes of the Holocaust. The teacher will facilitate
the discussion and add information when needed to gain greater student understanding.
The teacher will then break the class into 5 groups. Each group will be assigned a group
of vocabulary words for Anne Frank Final. The teacher will then explain that the
students are to take the last 10 minutes of class and work in groups to define and
demonstrate the meanings of each word to the class. This activity will be acted
tomorrow.
Evaluation: Students will be evaluated on their ability to analyze and discuss the video
show in class. The students will also be evaluated on their ability to relate the video to
what they have already learned about Anne Frank. The students will finally be evaluated
on their ability to work in small groups.
Assignment: Students will be assigned to give their group’s vocabulary words tomorrow.
Alison D. Kohler
October 9, 2001
Title of Unit: Diary of Anne Frank
Title of Lesson: Review Day 2
Previous Assignment: Be prepared to give vocabulary words to class
Materials: Spelling Word Worksheets, Props for activity, Channel One Video ,
dictionaries
Objectives: Students will be able to define and act out vocabulary words for Anne Frank
in groups. Students will analyze and recall Channel One Video on the Holocaust.
Students will watch part one of video and discuss it in class. Students will relate the video
to what they have learned so far in the Diary of Anne Frank Unit.
Activities: Students will be handed out worksheet on spelling words and given 10
minutes to work on it. Students will need a dictionary for this activity. Students will be
given 5 minutes to finalize their group’s vocabulary word skits. The groups will each
present their group’s vocabulary words. Students will relate and analyze the Channel One
Video on the Holocaust. (Books may be checked out after 2:30)
Evaluation: Students will be evaluated upon their ability to work within their groups.
The students will also be evaluated on their ability to define and act out the meanings of
their group’s words. Students will finally watch and analyze Holocaust video (Part I) in
class.
Assignment: Crossword puzzle due tomorrow, spelling pretest tomorrow
Alison D. Kohler
October 10, 2001
Title of Unit: Diary of Anne Frank
Title of Lesson: Review Day 3
Previous Assignment: Crossword puzzle due, review words for spelling test
Materials: Channel One Video on the Holocaust, role-play slips, note cards
Objectives: Students will write spelling words. Students will analyze and describe Part
II of Channel One Holocaust video in relation to the world today and the world of Anne
Frank. Students will cooperate on group role-plays of scenes from Diary of Anne Frank.
Activities: Students will be given spelling pre-test. Students will watch Part II of video.
Students will then discuss and analyze the video in relation to the world today and the
world of Anne Frank. Students will then be assigned new groups (4 of them) and
allowed to draw for 2 of 8 different role-plays. The students will be given 25 minutes to
prepare their role-plays. The role-plays must include the scene they are from, the
students must be in character, the play must follow the exact storyline, etc. (Books may
be checked out after 2:30)
Evaluation: Students will be evaluated by their grade on their spelling pretest. Students
will be evaluated on their ability to relate the video to today and Anne Frank’s time.
Students will be evaluated on their ability to cooperate and interact in their groups.
Assignment: Prepare for role-plays, final spelling test tomorrow, vocab definitions due
tomorrow
Alison D. Kohler
October 11, 2001
Title of Unit: Anne Frank
Title of Lesson: Final Review for Anne Frank
Previous Assignment: Prepare for role-plays, final spelling test
Materials: Props for role-plays, review sheets
Objectives: Students will reconstruct and recreate individual scenes from the Diary of
Anne Frank. Students will work cooperatively in their groups. Students will write
spelling words.
Activities: Teacher will check for completion on bonus work for Vocabulary definitions.
Students will write their final test spelling words. Students will then be given 5-10
minutes to prepare for their 8 role-plays. Students will then reconstruct individual scenes
from the Diary of Anne Frank for review for the test. Students will present their roleplays. The remainder of time left in class the students will be asked to look over their
review sheet and ask the teacher questions they have. The teacher will try to revert the
questions back for other students to answer. Remind students to bring reading books for
work after final test. (Books may be checked out after 2:30)
Evaluations: Students will be evaluated on their ability to reconstruct and recreate scenes
from The Diary of Anne Frank. Students will be evaluated on their ability to work
cooperatively within their groups. Students will be evaluated upon their spelling test
scores.
Assignment: Study for FINAL TEST for Anne Frank tomorrow
Alison D. Kohler
October 12, 2001
Title of Unit: Anne Frank
Title of Lesson: Final Test for Diary Anne Frank
Previous Assignment: Study for Final Test
Materials: Final Test, reading books
Objectives: Students will take the Final Test on Anne Frank
Act ivies: Students will be given Anne Frank Final Test. Students will be asked to hand
test in upon completion and to begin reading in their books immediately after handing
test in.
Evaluation: Students will be evaluated on their test scores.
Assignment: None
Alison D. Kohler
October 15, 2001
Title of Unit: Anne Frank
Title of Lesson: Review of Test/Reports on Prejudice
Previous Assignment: None
Objectives: Students will review their tests. Students will analyze and react to their
Reports on Intolerance Projects in relation to their other classmates through reflection in
their journals.
Materials: Journals, Corrected Tests, Reports on Prejudice
Activities: Students will be handed back their tests. The teacher will go over answers on
the test and ask student if they have any discrepancies or questions. After this has been
completed, students will hand back tests. The teacher will then focus the class’s attention
on the “Reports of Intolerance.” The class will discuss what they found, what was
interesting, etc. They will then have time to look at each other’s projects. The students
will then be asked to reflect in their journals what they have learned through doing the
reports and looking at each other’s. For homework, students will be asked to reflect on
the Anne Frank Unit. They will write a ½ page reflection on what they have learned,
what they’ve found that’s interesting/new, what they want to learn more about, etc.
Evaluation: Students will be evaluated on their reflections in their journal entries.
Assignment: ½ page reflection on Anne Frank Unit, Journals due the 17th