Katie Kasten
11/8/12
General Methods
Common Core State Standard: The Diary of Anne Frank
Class: English
Grade Level: Freshman
Unit: Reading and Narrative Writing
Teacher: Ms. Katie Kasten
Objectives
I can analyze the major themes of a novel and show this through narrative writing.
Common Core State Standard(s)-CCSS
CCSS Reading Standards for Literature: Grades 9-10: key ideas and details
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text. (RL.9-10. 1.)
Iowa Core Curriculum-Subject Area Standard
Reading Standards for Literature Grades 9-10: Key Ideas and Details:
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the
course of a text, interact with other characters, and advance the plot or develop the theme. (RL.9-10. 3.)
21st Century Skill(s)
Employability Skills
Essential Concept and/or Skill: Demonstrate leadership skills, integrity, ethical behavior, and
social responsibility while collaborating to achieve common goals.
Example: Use interpersonal skills to influence and guide others toward a goal
• Positively support the work of others
Essential Question
What are the major themes in the novel and how can these reflected through writing?
Anticipatory Set Write Pair Share. (15 min)
This would be preparation for the writing assignment which will parallel this through
narrative writing about the Novel Anne Frank’s Diary.
Journal Writing:
 Pick a family event:
Birthday
Funeral
Wedding
Birth of a sibling
Holiday Meal/get together
Other

Journal from the perspective of a family member that is reflecting on the people
around them. How would they react to your presence? What actions do they take
when interacting with others?
Ex) Family Event: My birthday, Journaling from the perspective of my sister. How would
my sister interact with me/my parents/siblings?



Students would write their responses
They would then share with their partners getting feedback about how they might
improve their writing. Ie include more about how the character is feeling about a
certain subject, what they are thinking (21st Century Skill: positively support
the work of others)
Students would then have an opportunity to share their responses with the class
Teaching: Activities: 65 minutes
 Students will have read the novel, the Diary of Anne Frank
 They will be introduced to the major themes: courage, isolation, desolation, hope
vs. lack of hope, community, desire to create acceptance, denial etc.
 Students will then be introduced to the final project: Journal from the perspectives
of the characters (besides Anne) reflecting on the thoughts and actions of Anne
Frank. Ex) journal from the perspective of Anne’s father, what does he think
about his daughter and the world in which they live in?
 Students will ultimately journal from the perspectives of three characters,
showing how each of them views Anne, and the historical context of the novel.
(Core Curriculum Standard for English Literature: analyze how characters
interact with one another and advance the plot or develop a theme) For this
lesson they will focus on one and brainstorm as well as begin drafting
Rubric:
Area
Met (7-10pts)
Emerging (4-6pts)
Not Met (0-3pts)
Identify Specific
pieces of text to
support your
statements about
themes and the
actions of the
characters in the
novel
The student
uses at least
three
References and
quotes support
their
statements
The student uses
less than three
references and
quotes from the
novel that support
statements
The student fails to
use any references
or quotes from the
novel that support
statements
Through narrative
form create Three
Journal Entries
from the
perspectives of
Three characters
(besides Anne). Be
sure to include the
five senses, as well
as, significant
thoughts and
The student
appeals to the
five senses and
includes
significant
thoughts and
feelings of the
character that
reveal 3 major
themes.
The student
partially appeals to
the five senses and
includes significant
thoughts and
feelings of the
character that
reveal 3 major
themes.
The student fails to
appeals to the five
senses and includes
significant thoughts
and feelings of the
character that reveal
3 major themes.
feelings of the
character’s view of
the other
characters and the
historical time
period. (Using 3
major themes)
Students show
creativity through
their modern day
presentation of the
journal.
The student
uses complex
ideas through
creativity using
one form of
created
Ie)music, art, video technology.
The student uses
complex ideas
through creativity
using one form of
technology with an
example already
created.
The student uses
zero forms of
technology.
The student has at
least two spelling
and or grammar
mistakes in
presentation
The student has
more than two
spelling and or
grammar mistakes
Podcast, etc.
Spelling and
Grammar
The student has
less than one
spelling or
grammar
mistakes in
presentation
In presentation.
Closure: (10 min)
Formative Assessment:
 Students will turn in a draft of their first Journal; the teacher understands if some
are not completed, however, they will give the teacher an idea of who is on the
correct track and who needs assistance. This will allow the teacher to give
feedback.
 Students will then create a bumper sticker, choosing one character’s perspective
to focus on, and demonstrate their knowledge of the major themes according to
that character.
Independent Practice

Students will come to the next class session with a draft for their next journal
entry
Materials
Computers, paper, pencil, board, etc.
Duration
Approximately 90 min long.
Modified from Madeline Hunters Lesson Plan Design
Lecture: African American Literature: Native Son
Class: English
Grade Level: Junior
Unit: African American Literature: Native Son
Teacher: Ms. Katie Kasten
Objectives
I can analyze information and novels about major figures from the civil rights movement.
Common Core State Standard(s)-CCSS
Reading Standards for Literature 6-12: Grades 11-12
Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the action is
ordered, how the characters are introduced and developed).
Iowa Core Curriculum-Subject Area Standard
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matters uncertain. (RI.1112.1.)
21st Century Skill(s)
Essential Concept and/or Skill: Communicate and work productively with others, incorporating
different perspectives and cross cultural understanding, to increase innovation and the quality of
work.
Essential Question
What are the major historical events of the civil rights movement and how are they
reflected in the novel, Native Son.
Anticipatory Set 30 min
What do you know Quiz:
1) The African American Population in the US, according to the 2000
Census__________.
2) The first Slaves arrived in Virginia in this year _____?
3) In 1820, this banned slavery north of the southern boundary of
Missouri___________.
4) The Civil War occurred between_______ and _________
5) The First African American Male to graduate from College did so in what year
_____? Female______?
6) The first African American Millionaire was ___________________?
They made their fortune how? ____________________
7) This best-seller of the entire 19th century was written about slavery.____________
8) This constitutional Amendment Prohibited Slavery. _________.

We would then go over the answers and discuss the events during that time period
and how they impacted people at that time.
1)12
2)1619
3)Mason Dixon Line: Missouri Compromise
4)1861-1865
5) 1823: Ohio, Alexander Luscious Twilight, 1862: Mary Jane Patterson, Ohio
6) Madame CJ walker, Cosmetics
7) Uncle Tom’s Cabin
8) 13th

Students will connect these historical events to texts throughout the unit
Discussion: What events do you see prevalent in the novel native son?
Ex) Discrimination even after the 13th amendment, Missouri Compromise,
Internalized Racism at that time
Teaching: Activities 50 min
LECTURE: 20 min (not including videos/visuals)
 Students will have read the first Section of Native Son
 Power point with text and visuals will be shown
Native Son
Fear and Flight are the first two books
Flight-Action
Naturalism being at play
Idea of identity and agency
Self-determined, choosing things, doing thing, not being passive, some control over your
actions/words/destiny/fate-Agency
Combination of Bigger's (the main character)
Whole Idea of Chicago
Harlem
o Desire to create more than just one hub
Great Migration 1916-1970 moved from the South to Chicago
Half a million who left the south during the Great Migration
o About 1/14 of all the people of color in the South
Large chunk up and moved to Chicago
o 2% of the population were black in Chicago before the Great Migration
Chicago had growing pains
Self-Preservation
o Ghetto's created
People of color who came to Chicago had an influence on packing houses, politics, mills, etc.
Show this video: https://www.youtube.com/watch?v=--8N42vDDTM
Population became more and more impoverished
o Hard for people to get out around the black belt: Sections of video
http://www.youtube.com/watch?v=U9ACS4PgDFA
Over two and a half million participated in WWII, black women volunteered as well
o Saw racism, but also equality
o In every branch of the service
NAACP
http://www.naacp.org/
Have students pull out laptops and explore the website, seeking three things they find to
be interesting, if time at the end, share with the class.
Race riots going on
Rise in the KKK
Lynching
Not just blacks but whites too
Whites
o Being Jewish
o Being gay
o Helping blacks
Men and women both
Stats gathered by Tuskegee (lynchings reported)
o 1,297-whites, 3,446-blacks
WithoutSanctuary.org
Made Post Cards of the lynching and sent them to the families
o US Post Service did not ban the cards
Judge other countries for doing it, but we need to take a look at our history again
Xenophobia
Native Son
Loeb and Leopold
o Law students who murdered a 14 year old boy
Influenced by society and racial circumstance made them become insane and they killed him
Idea of density (141)
o Not until he murders someone does he feel their might be some meaning in his life
Activity: Write Pair Share
Journal from the perspectives of one of the main characters addressing three points of the
historical context we have outlined in the lecture. How does the character feel about the
things that are going on in society?
Closure: 10 min
Formative Assessment:
Students will create a newspaper headline that might appear during that time period,
reflecting the major themes that impact the characters so far, in the novel native son.
Independent Practice:
Read the next section of Native Son and journal about the historical context and where it
appears in regards to each character.
Materials
Laptops, novels, paper, pencil, etc.
Duration
Approximately 90 min long
Modified from Madeline Hunters Lesson Plan Design