The Diary of Anne Frank
By Frances Goodrich and Albert Hacket
Literature Circle Packet
Common Core Objectives:
RL 2 Determine a theme of a text and analyze its development,
including its relationship to the characters, setting, and plot.
RL 10 Read and comprehend dramas.
L 4 Determine and clarify the meaning of unknown and multiplemeaning words or phrases
Directions for this packet:
Most of this packet is designed for you, the reader, to read and acknowledge the concepts listed
on the beginning of the packet. You will need to follow the reading schedule provided and work
with your group on the discussion questions each day needed within class. The vocabulary
correlates with the different parts of the novel, so you will need to complete it as you go along.
The concept pages at the end of the packet are designed for you to fill in as you find evidence of
their presence within the text.
Follow along and discuss/answer the discussion questions. You will need to abide by the
schedule for the packet.

You will rotate positions, and fulfill the obligations of the positions each of those 3
days. The positions and explanations of each are located on page 233 of your
SpringBoard textbooks. (There will not be an artist position for this novel)

Every 3 days you will need to draw and complete your own copy of the graphic
organizers on pages 235, 236, 237 of your SpringBoard textbook.

Each member will be responsible of documenting a response to another member’s
discussion point each day you are assigned discussion questions. (This is much like a
Fishbowl) You will find a graphic organizer that demonstrates this on page 244 of
your Springboard textbook.

At the end of the novel you will be responsible for completing and answering the
questions on page 247 of your springboard novel.
Please Note: All members of the Literature Circle are responsible for filling out each activity
required within the packet. This includes preparing responses to each discussion question. You
will need to write all discussion question responses on your own paper. You will need to make
sure you include the title of the section of discussion questions you are responding to.
Reading Schedule:
Day 1: Understanding the Elements of Drama



Reading a Drama – read and highlight
Read the Diary of Anne Frank Summary
Read Act 1, Scene 1 and all introductory material
Day 2: Elements of Drama


Read Act 1, Scenes 2 & 3
Begin Elements of a Drama worksheet
Day 3: Characterization, Understanding Act 1
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
Read Act 1 Scenes 4 & 5
Characterization worksheet
Complete Question Support: Act 1 worksheet
Day 4: Reading a Drama


Read Act 2 Scenes 1 & 2
Complete Reading Strategy: Reading a Drama worksheet
Day 5: Vocabulary,


Read Act 2 Scenes 3 & 4
Vocabulary Study worksheet
Day 6:
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
Read Act 2, Scene 5
Complete Question Support: Act 2 worksheet
Day 7: Theme


Complete page 566, questions 1-8
Complete Text Analysis: Theme
Day 8: Review and Extension


Choose 3 questions to answer from the Additional Selection Questions worksheet, 1 from
each of the 3 categories
Finish all worksheets in packet, and prepare for test.
Day 9:

Final test
THE DIARY OF ANNE FRANK
Summary
THE DIARY OF ANNE FRANK
Frances Goodrich and Albert Hackett
Setting: Amsterdam, 1942–1945
When Act One begins, it is November of 1945. World War II has ended
and Otto Frank returns to the rooms in Amsterdam where he, his family,
and some friends hid from the Nazis for two years. Sad and bitter over
the events of the war, Frank plans to leave Amsterdam for good. Before
he leaves, he finds the diary that his daughter Anne wrote during their
two years in hiding. As he begins to read, the point of view shifts, and
we see the events of the Franks’ time in hiding through the eyes of
thirteen-year-old Anne.
In July of 1942, Mr. and Mrs. Frank and their daughters Anne and
Margot, along with Mr. and Mrs. Van Daan and their son Peter, move
into hidden rooms in Mr. Frank’s former office building. Miep Gies and
Mr. Kraler, former employees of Mr. Frank, bring food and supplies to
the families and protect them from discovery. In the cramped quarters,
the families set rules for their daily activities. Eventually the families are
joined by Jan Dussel, a friend of Miep’s fiancé. Anne often quarrels
with her mother, but she remains close to her father. One night, a thief
breaks into the building, and the families know that he has heard them
moving about upstairs.
As Act Two begins, it is January of 1944 and the families have been
in hiding for seventeen months. Anne and Peter have become friends. It
has become more difficult to get food, and a man in the warehouse
suspects something and asks for blackmail money to keep quiet. Fear
and boredom cause unhappiness and tension in the secret annex. News
that the allies have landed in Normandy and the war might soon be over
brings some hope, however. Everyone apologizes for past bad behavior,
and Anne begins to make plans for returning to normal life. But she
never sees this normal life. In August 1944, the inhabitants of the secret
annex are arrested and sent off to concentration camps. Anne leaves her
diary behind in the hope that someone will find it and keep it safe.
The last scene shifts back to November 1945. Mr. Frank concludes
his story. He is the only member of the group to have survived the
concentration camps.
Reading a Drama:
What is the best way to go about reading dramatic literature? At first, the student might feel
as if she is reading a set of instructions. Most plays contain dialogue along with cold,
calculating stage directions. Yet, a play can be a moving literary experience. Dramatic
literature presents several challenges to a student, making the reading experience different
than poetry or fiction. Here are some tips for students to make the most out of reading a
play.
Visualize the Characters
Unlike fiction, a play does not usually offer a lot of vivid detail. Typically, a playwright will
briefly describe a character as he or she enters the stage. After that point, the characters
might never be described again. Therefore, it is up to the reader to create a lasting mental
image. What does this person look like? How do they sound? How do they deliver each line?
Contemplate the Setting
Because many classic dramas are set in a wide range of different eras, it will behoove
students to have a clear understanding of the story’s time and place. For one, readers
should try to imagine the sets and costumes as they read. They should consider whether or
not the historical context is important to the story.
Research the Historical Context
If the time and place is an essential component, students should learn more about the
historic details. Some plays can only be understood when the context is evaluated. The play
adaptation of To Kill a Mockingbird takes place in the tumultuous deep South during the
1930s. Tom Stoppard's The Invention of Love deals with the social constraints and academic
struggles during England's Victorian Period. Without knowledge of the historical context,
much of the story’s significance could be lost.
With a little bit of research into the past, students can generate a new level of appreciation
for the play they are studying. (And the internet makes this easier than ever before!)
Sit in the Director’s Chair
Here comes the truly fun part. To visualize the play, the student should think like a director.
Some playwrights provide a great deal of specific movement. However, most writers leave
that business to the cast and crew.
It begs the question: What are those characters doing? Students should imagine the
different possibilities. Does the protagonist rant and rave? Or does she remain eerily calm,
delivering the lines with an icy gaze? The reader makes those interpretive choices.
So, get comfortable in that director’s chair. Remember, to appreciate the dramatic
literature, a student must imagine the cast, the set, and the movements. That is what
makes reading dramatic literature a challenging yet invigorating experience.
Elements of a Drama
Literary Term
Plot
Costuming
Sets
Lighting
Protagonist
Antagonist
Definition
The story line of a play. A
plot must include a
complication, rising
action, climax, and a
resolution.
Props or clothing
used to create a
character’s wardrobe.
Costuming usually
fits the personality of the
character.
The physical location
and description of the
play. There are
usually many
backgrounds used on
a set.
The effects of light on
a stage or set of a play
The leading character
of a drama or play
whose rival is the
antagonist.
The character in
conflict with another
main character in a
drama or play. The
antagonist is usually
considered the villain.
Textual Examples of how it is used in The Diary of Anne Frank
Elements of a Drama
Literary Term
Conflict
Internal Conflict
External Conflict
Complications
Climax
Motivation
Definition
A struggle between
opposing forces:
usually internal or
external conflict.
A struggle within the
character
A struggle against
another character,
idea, organization,
etc.
Things that the
character must
consider before
solving or dealing with
a conflict
A high point of the
story, such as where a
character must make
a big decision
The reason characters
behave in a certain
way.
Textual Examples of how it is used in The Diary of Anne Frank
Name
THE DIARY OF ANNE FRANK
Date
COPY MASTER
Reading Strategy
READING A DRAMA
In a drama, a playwright communicates information about the characters through dialogue, or
words spoken by the actors, and stage directions, or directions to the crew and actors.
Directions: Notice how the playwright provides information through dialogue and stage directions
in the drama, The Diary of Anne Frank. Use the chart below to note important information about
Anne and about the Nazi occupation.
The Diary of Anne Frank
Information About Anne
Information About Nazi Occupation
Cast of Characters
Anne Frank: The central character, a girl in her early teenage years
Otto Frank: Anne and Margot's father Edith Frank: Anne and Margot’s mother
Margot Frank: Anne's older sister, in her late teens
Miep Gies: A former employee of Otto Frank, who is the annex resident‟s link to the outside
world
Peter Van Daan: The son of Mr. and Mrs. Van Dann, Anne’s eventual love interest.
Mr. Kraler: A former employee of Mr. Frank
Mr. Van Daan: Father of Peter
Mrs Van Dann: Mother of Peter.
Mr. Dussel: An irritable former dentist
Characterization:
 Dynamic: a literary or dramatic character that undergoes an important inner change, as
a change in personality or attitude: Ebeneezer Scrooge is a dynamic character.
 Static: a literary or dramatic character who undergoes little or no inner change; a
character who does not grow or develop.
 Round: a character in fiction whose personality, background, motives, and other
features are fully delineated by the author.
 Flat: an easily recognized character type in fiction who may not be fully delineated but is
useful in carrying out some narrative purpose of the author.
Character Analysis: The Diary of Anne Frank
Character
Anne Frank
Mr. Frank
Mrs. Frank
Margot Frank
Peter Van Daan
Mr. Van Daan
Mrs. Van Daan
Mr. Dussel
Miep Gies
Mr. Kraler
Textual Evidence/Quotation
describing character and page
number
Impact that this character has
on the novel. In this section
name whether the character is
a Dynamic or Static Character.
Characterization: Would you
consider this character a
Round or Flat character?
What evidence can you
provide that leads you to this
conclusion?
Name
Date
THE DIARY OF ANNE FRANK
COPY MASTER
Question Support (Act 1)
TEXT ANALYSIS
For questions 1–3, see page 545 of the Student Edition.
Directions: Answer each question.
4. Interpret a Character’s Words Complete the following sentence.
Anne thinks “paper is more patient than people” because ___________________________
5. Understand Conflicts Name one external conflict and one internal conflict in Act One.
External Conflict: __________________________________________________________
Internal Conflict: __________________________________________________________
6. Identify Subplot The main plot of the drama concerns the experiences of the eight inhabitants of
the secret annex as they struggle to live together and avoid detection by the Nazis. A subplot
is an additional, or secondary, plot with its own conflict. Describe a subplot that is introduced
in Act One.
7. Analyze Theme Complete each sentence.
One character who helps to develop the theme that people are good at heart is
. (He/She) helps to develop the theme because
One character who does not support the theme that people are good at heart is
. (He/She) does not support the theme because
8. Analyze a Drama Based on what you’ve learned through dialogue and stage directions, describe Anne’s
personality.
What effect has the Nazi occupation had on her family’s life?
Day 1 Name
Date
THE DIARY OF ANNE FRANK
COPY MASTER
Vocabulary Study
VOCABULARY IN CONTEXT
A. Directions: As your teacher reads each sentence, listen for the boldfaced word and clues to its
possible meaning.
1. The look on Miep’s face filled Anne with apprehension as she wondered what bad news she was
about to hear.
2. Mr. Van Daan was disgruntled over Miep’s failure to bring him what he had requested, and it
showed in his unfriendly tone.
3. The inhabitants of the Annex were filled with foreboding when Miep did not turn up as promised.
4. Writing in the diary helped Anne fortify herself to handle another difficult day in hiding.
5. Peter was indignantly silent when Mr. Dussel suggested that he get rid of his cat.
6. When Miep brought news of the invasion, the Annex erupted into pandemonium, with everyone
celebrating at once.
7. Anne felt great remorse when she realized she had hurt her mother’s feelings.
8. Mrs. Van Daan was unabashed and bold in her attempts to give her husband more of the food.
B. Directions: To determine how well you understand each vocabulary word, fill in the chart. As you
read the selection, revise your definitions as needed.
Vocabulary Word
1. apprehension
2. disgruntled
3. foreboding
4. fortify
5. indignantly
6. pandemonium
7. remorse
8. unabashed
:
New
Seen Before
Can Use in a
Sentence
Possible
Meanings
Name
THE DIARY OF ANNE FRANK
Date
COPY MASTER
Text Analysis
THEME
A theme is the message about life or human nature that a literary work communicates. When the
playwrights adapted Anne Frank’s diary, they used her belief in the essential goodness of people as
one of the work’s themes.
Directions: In the chart, make notes to show how Anne’s thoughts and feelings as well as the
characters’ relationships with each other support the theme.
Anne’s thoughts and feelings
Characters’ relationships
Name
THE DIARY OF ANNE FRANK
Date
COPY MASTER
Reading Check
Directions: Recall all characters and events in the selection. Then answer each question in
sentences or phrases.
1. How do you learn about the events that took place in the Secret Annex from July 1942 through
August 1944?
2. Why do the Franks go into hiding in July 1942?
3. Who shares the Secret Annex with the Franks?
4. Describe Anne’s relationship with each of the following people: her mother, her father, Peter
Van Daan. Does her relationship with each of these people change or stay the same? Explain
your answer.
5. What happens to the inhabitants of the Secret Annex in August 1944? What happens to them
after this time?
Name
Date
THE DIARY OF ANNE FRANK
COPY MASTER
Question Support (Act 2)
TEXT ANALYSIS
For questions 1–2, see page 566 of the Student Edition.
Directions: Answer each question.
3. Make Inferences Why does Mrs. Van Daan react so strongly when Mr. Van Daan wants to sell
her fur coat?
4. Analyze Plot The climax is the point of highest action in the plot.
The climax of this drama occurs when __________________________________________
5. Interpret a Drama Review the chart you made as you read. Anne grew up under the Nazi
occupation. In your opinion, how did life in the attic affect her personality?
How did life in the attic affect the personality of Mr. Van Daan?
6. Evaluate a Drama Reread lines 73–118 in Act One and 1308–1330 in Act Two. According to
the stage directions, what is taking place on the stage at these times?
How does this staging allow the playwrights to convey information that might not be revealed
if all dialogue occurred only between characters?
7. Evaluate Theme Complete the following sentence on the back of this paper.
Anne’s idea that the world may be “going through a phase” that will pass illustrates
the theme of the play because
THE DIARY OF ANNE FRANK
Use to supplement the questions on SE page 545 and 566.
Additional Selection Questions
Differentiation Use these questions to provide customized practice with comprehension and
critical thinking skills.
Easy
1. What IMPACT will you have on the world?
Reread lines 1107–1111 in Act 2. What kind of impact did Anne hope to have on the world?
Has she had that impact? (She wanted to write so well that she would live on after her death.
Yes, her diary is a classic that has helped millions better understand the Holocaust.)
2. Identify Theme Is Anne’s belief in the essential goodness of human nature surprising? Why or
why not? (It is surprising considering the circumstances under which she was forced to live
the last years of her life.)
3. Clarify Why is Anne’s diary found in the Annex? (She is unable to take it with her. She can
pack only clothes.)
Average
4. Analyze Theme Why is it so important that Anne admits her troubles and faults in her diary? If
Anne had been less honest in her portrayal of herself, would the theme—that people are good
at heart—have been conveyed as powerfully? (Probably not. It is because Anne knows how
hard it is to show her inner self on the outside that she is able to have faith that others undergo
the same struggles to allow their innate goodness to shine through.)
5. Story Mapping In what way does news of the invasion have both a positive and a negative
effect on the lives of the Annex inhabitants? (It has a positive effect because it draws them
together and helps them forget their conflicts with each other. It gives them strength to keep
enduring because they believe that the end is near. News of the invasion also has negative
effects. When the invasion is bogged down, it adds to their depression. It makes their discovery
at the end bitter because they actually dared to hope.)
Challenging
6. What IMPACT will you have on the world?
If the story of Anne Frank had a happy ending, would its impact have been as great? (Because
Anne and the others die, after trying so hard to live, their story stays in readers’ minds longer
than if the ending had been a happy one. Readers’ emotions are invested in their survival, so
the disappointment is great and the realities of war come through more clearly.)
7. Evaluate Theme This play was performed within a decade of the end of World War II.
What messages do you think it conveyed to audiences for whom the war was a fresh
memory? (to be grateful for life and freedom, no matter how difficult life might be; to
remember the past and learn from it)