General Context
This document is a proposal of a task-based unit of the application of the Content Language
Integrated Learning (CLIL) It was found that eight graders’ learning needs are to learn about the
World War II and how literature makes sense in the world through the writing piece of Anne
Frank’s Diary Play. This CLIL unit will give them the opportunity to relate to real events in history
as well as improving their knowledge and proficiency in the target language. Regarding the timing
of the application of the unit, students will be able to take the class three times a week during
periods of 45 minutes each.
The general objective of this unit is to also help them concerning the lack of the knowledge of
historical events and vocabulary by developing conversational activities, analytical activities,
debates, out loud reading, and using drama elements and role plays that are related to the topic.
An additional consideration to bear in mind is that students who belong to this group, struggle with
the understanding of the vocabulary and new terms. Most of them are integrated into the bilingual
system by the age of twelve (12). This causes them to use grammar-translation method due to
the lack of English knowledge and practice. It is the intention of this unit to help this kind of student
through the many activities listed below.
Unit: Anne Frank’s Diary Play and the World War II
Teaching Objectives:
In this unit, students will learn about important historical events in World War II by reading the
Diary of Anne Frank’s play. Students will identify political and historical repercussions in people
during World War II. They will also improve their speaking skills by holding meaningful
conversations about historical topics so they can be functional individuals of society through
expressing their points of view.
Learning outcomes:
By the end of this unit and its lessons, students will be able to:

List the most relevant events during World War II.

Analyze historical and political consequences during and after World War II.

Describe causes and effects.

Use new vocabulary related to Drama-play.

Use new vocabulary related to historical events.

Hold meaningful conversations that lead them to improve their speaking skills along with
their classmates.

Use points of view: First person point of view and Third person point of view.
Content considerations:
For the second bimester of the school year, the chosen reading book for 8th graders in Literature
subject is Anne Frank’s Diary play. Before starting to read the play, it is necessary to introduce
historical background and new vocabulary related to the story, therefore, students can understand
the characters’ situations while reading and will not be lost in the content.
Communicative considerations:
The introduction of meaningful vocabulary related to Drama (i.e., writing genre) and World War II
(i.e., historical events) will promote real communication activities such as: debates, peer
conversations, spoken analysis of the content regarding the causes and effects of the occurred
past actions during such hard times. As regards to grammatical aspects, this unit will have
students preparing a debate outline using First person point of view and Third person point of
view. These types of activities can help students to organize their ideas and eventually produce
an outstanding output.
Cognitive considerations:
The vast exposition of students to different sources of information related to the topic, can help
them to infer from the content and the past actions in history. Students can develop the analysis
skill and their own perspective of events, consequently, at the same time can express their
opinions. It is not intended to influence on students’ opinions of a certain topic, but to help them
to come out of the same pattern of the traditional methodology and make them become the main
character of the class. Hence, they have an open mind to analysis and inferences to express such
opinions.
Cultural considerations:
The World War II is a perfect example topic to use when it comes to teaching to students with
different cultural backgrounds. By learning about the Nazis’ actions towards Jews, students will
learn tolerance towards other people and their differences. This unit aims to teach students to
respect one another, even if their cultural and historical backgrounds are different. It also opens
their minds to a wider perspective of the world and the effects of political actions towards peoples.
Competencies:
Throughout the application of this unit students will develop their critical thinking skills, oral and
written communication skills, and teamwork/collaboration hard skills.
Planning
Lesson 1 – Anne Frank’s Diary play – Introducing historical background
Instructions and warm up (10 minutes): Teacher greet students and to start with a little context
on the lesson, the teacher starts the class by showing a built-up silhouette of a person and names
it “Greenie”, she asks students to think about this silhouette as a new classmate of theirs and that
once she comes in to the school, all of her classmates (they) start to treat her very badly, by telling
her bad things that hurt her feelings. The teacher asks students, that one by one, to tell Grennie
a bad thing, whether about her physical appearance or her personality. As each of the students
say their statements out loud, the teacher rips out a part of the silhouette until there is no more
left. The teacher asks if it is possible to put all the pieces of paper together again. The expected
answers from students will be: “No” or “Yes, it is possible, but she would not be the same as
before.” (Answers will vary).
The teacher explains the concept of ‘Tolerance’: “sympathy or indulgence for beliefs or practices
differing from or conflicting with one’s own.”
To get more participation from students, the teacher has students split up in pairs and asks the
following questions:

How do you think people feel when we are not tolerant with them and treat them badly?

How does Tolerance help the society we live in to succeed?
Students answer the questions by taking turns to express their opinions. At the same time as they
discuss their answers to one another in pairs.
Development (25 minutes): The teacher explains the relation between the warm up activity and
the topic “World War II – Historical background”, that tolerance did not take part during this period
of time at all. Give
Closure (10 minutes)
Lesson 2
Lesson 3
Assessment: