NIDA SAEED
The Diary of Anne Frank
Eight Grade
English Language Arts and Reading
3rd nine weeks-Two week unit plan
11/17/09
EDUCATION 4301/4311
Day
Title
Activities
Objectives
TEKS
Resources
Warm-up: View a small clip on Freedom
writers about Holocaust. The students will list
some adjectives as they watch the clip. They
will then discuss as a class.
Warm-up part 1: The students will give
examples of each word then answer the
questions.
1
Introduction to
Non-fiction
drama/play
The students will define diversity words:
stereotypes, prejudice, racism, discrimination,
and anti-Semitism by using the dictionary and
other resources readily available.
Warm-up part 2:
1. What are some examples of Stereotypes?
2 How are racism and prejudice related?
3. Describe an act of discrimination you
personally witnessed.
-What action did you take? How did you feel?
-If you did nothing, how did you feel?
Room arrangement: There will be lists of
names on the board on how many Jews died in
the camps. The lists will be all over the room.
Homework: Interview someone from a
different culture and write a paragraph about
him or her.
Knowledge
TLW will define the words of
diversity.
Comprehension
TLW give examples of the diversity
words.
Application
TLW show instances where they
have witnessed words of diversity.
8.1 D, 8.3C;
8.4A; 8.5 AF; 8.6A,C;
8.7 B, D;
8.9A-G;
8.10 A -G ;
8.12A-K
Posters, pictures
of Holocaust
Websites:
Holocaust: The
Holocaust
Museum
:http://www.hmh.
org/uploads/pdf/te
acherpacket_2003
10151017.pdf
2.
Introduction to
Non-fiction
drama/play
I will hand out a number to every person and
divide the room up into males/females. This
will emphasize that the Jews were nothing but a
number in the eyes of the Nazis. The students
will then go back to their assigned seats.
Make sure that the students turn in homework
assigned.
Knowledge
TLW list some points learned from
the survivor story.
Comprehension
TLW will explain the article in his
or her own way.
8.1 D, 8.3C;
8.4A; 8.5 AF; 8.6A,C;
8.7 B, D;
8.9A-G;
8.10 A -G ;
8.12A-K
Application
The students will be given a Holocaust article
TLW complete a worksheet on the
survivor story to read during class. The students lecture on Holocaust.
will use the article and write a reading reflection
on what they learned.
Video clip:
Freedom Writers
Article:
http://www.holoc
austsurvivors.org/
data.show.php?di
=record&da=survi
vors&ke=2
I will be talking about the Holocaust and the
history behind it. Students will take notes on the
worksheet as I lecture.
Show the class a TEASE of Anne Frank
3.
The Diary of
Anne Frank: Act
1
Give the students Journals. The students will
write in his or her journal everyday at home for
two weeks. The Journal entry should talk
about how they spent the whole day and what
they learned from that day. What they could
they change or do differently? The writing will
include reflections
Hand out The Anne Frank packet which will be
turned in at the end of the unit. (test day)
The students will write the definitions down
from the book related to Act 1, scene 1-3
Conspicuous- easy to notice; obvious (2)
Loathe- to hate, to dislike someone or
something greatly (3)
Knowledge
TLW will define the definitions
from the book.
Comprehension
TLW will describe each character in
his or her own words in their
question packet.
Application
TLW complete questions on the
play.
Analysis
TLW analyze each character as the
play is read in class in their Anne
Frank Packet.
8.1 D, 8.3C;
8.4A; 8.5 AF; 8.6A,C;
8.7 B, D;
8.9A-G;
8.10 A -G ;
8.12A-K
Textbook: The
Language of
Literature:
McDougal Littell
publishing
Company
Pages: 449-514
Vile- disgusting, hateful, unpleasant (3)
Indignantly- angrily aroused by
something mean, unjust or unworthy (3)
Synthesis
TLW create his or her own Diary
which will be turned in at the end of
the unit.
The students will analyze each character as the
play is read in class.
Start on Act 1, scene 1-3/Discuss as the scenes
as read by the students.
4.
Homework: Answer questions for Scenes 1-3
Warm-up: What kind of person do you think
Anne is? How do you feel about her? The
students will write their answers in the warm-up
The Diary of
Anne Frank: Act section of their binder. Afterwards, we will
discuss as a class.
1
The students will write the definitions down
from the book related to Act 1, scene 4-5
Flashback (5)
Wallow-to roll the body (5)
Zeal (5)
Oppression (5)
Jubilation (5)
Ostentatiously (5)
Appalled (5)
The students will be assigned a character from
the play and will describe the character in one
word.
The students will finish Act 1 by the end of the
period.
Homework: The students will finish reading
and answering questions from the play. The
Knowledge
TLW will define the definitions
from the book.
Comprehension
TLW will describe a character in his
or her own words in their question
packet.
Application
TLW complete questions on the
play.
8.1 D, 8.3C;
8.4A; 8.5 AF; 8.6A,C;
8.7 B, D;
8.9A-G;
8.10 A -G ;
8.12A-K
Textbook: The
Language of
Literature:
McDougal Littell
publishing
Company
Pages: 449-514
students will have a quiz tomorrow on the
definitions related to Act 1.
5.
The Diary of
Anne Frank: Act The students will take his or her quiz on the Act
1 definitions.
1
Warm up questions:
Comprehension questions: In scene 1, why has
Otto Frank returned to the Secret Annex, What
does he receive from Miep Gies
In Scene 2, why have the Franks and the Van
Daans gone into hiding?
What event in Scene 3 changes the lives of the
families in hiding?
The students will view an Act 1 scene from the
movie: The Diary of Anne Frank: The Whole
Story.
The students will compare and contrast the
movie and the actual text. They will write it
down in their Anne Frank packet in the Venn
diagram. Discuss as a class at the end.
I will allow some time to finish or ask questions
related to Act 1.
Homework: Read Act 11, scene 1 and answer
questions related to reading.
Knowledge
TLW find the right words to its
correct meaning.
Comprehension
TLW compare and contrast the
movie to the text.
Application
TLW complete the set of questions
related to Act 1.
8.1 D, 8.3C;
8.4A; 8.5 AF; 8.6A,C;
8.7 B, D;
8.9A-G;
8.10 A -G ;
8.12A-K
Textbook: The
Language of
Literature:
McDougal Littell
publishing
Company
Pages: 449-514
Movie: The Diary
of Anne Frank:
The Whole Story
6.
The students will write the definitions down for
The Diary of
Anne Frank: Act Act 11.
Disgruntled (1)
11
Inarticulate (1)
Foreboding (1)
Pandemonium (3)
Remorse (3)
Resolution
I will review Act 1 and Act 11, scene 1 before
starting Act 11, scene 2 and 3 through questions
from Bloom’s taxonomy.
Knowledge
TLW will define the definitions
from the book.
Comprehension
TLW will examine each character as
they read the play.
Application
TLW complete questions on the
play.
8.1 D, 8.3C;
8.4A; 8.5 AF; 8.6A,C;
8.7 B, D;
8.9A-G;
8.10 A -G ;
8.12A-K
Textbook: The
Language of
Literature:
McDougal Littell
publishing
Company
Pages: 449-514
The students will be assigned a character from
the play to read in class for Act 11, Scene 2 and
3.
7
The Diary of
Anne Frank: Act
11
Homework: Finish reading Scene 2 and 3 and
the questions related to the play. Quiz on Act 2
definitions on day 8.
Warm up Questions: What is change? Compare
Anne’s character as it is portrayed at the end of
the play with her character at the beginning.
Have your feelings for her changed? Explain.
The students will write their reflection and share
it with the class.
The students will finish The Diary of Anne
Frank in class.
The students will view the Act 11 movie clip
from The Diary of Anne Frank: The Whole
Story.
The students will compare and contrast the
actual text to the video. They will write it down
Knowledge
TLW define the word change and
use it in his or her warm-up.
Comprehension
TLW compare and contrast the
movie to the text.
Application
TLW complete the set of questions
related to Act 1.
8.1 D, 8.3C;
8.4A; 8.5 AF; 8.6A,C;
8.7 B, D;
8.9A-G;
8.10 A -G ;
8.12A-K
Textbook: The
Language of
Literature:
McDougal Littell
publishing
Company
Pages: 449-514
Movie: The Diary
in their Anne Frank packet in the Venn diagram.
Discuss as a class at the end.
of Anne Frank:
The Whole Story
Homework: Finish the questions from the
packet and study for the Act 2 quiz on the
definitions.
8.
The Diary of
Anne Frank:
Review Day
The students will take his or her Act 2
definitions quiz.
Warm-up Questions:
Comprehension check: Why does Mr.
Frank suggest offering the man in the storeroom
a raise in salary?
What is the significance of the cars that
come to a screeching stop outside the house?
In Scene 5, where are the other people
who were in hiding with Mr. Frank?
Knowledge
TLW find the right words to its
correct meaning.
Comprehension
TLW explain the questions in the
warm-up.
Application
TLW construct questions to use in a
game.
8.1 D, 8.3C;
8.4A; 8.5 AF; 8.6A,C;
8.7 B, D;
8.9A-G;
8.10 A -G ;
8.12A-K
The students will get into groups and construct
five questions from the assigned section from
the play. The questions will consist of
definitions, questions from the play and
holocaust history. I will use those questions to
play a visual game.
9.
The Diary of
Anne Frank:
Test
Homework: Study for the test and tutorials will
be available before school for any further
questions.
A test will be given to the students on
definitions, questions from the history of the
holocaust lecture, and Anne Frank Diary.
8.1 D, 8.3C;
8.4A; 8.5 AF; 8.6A,C;
8.7 B, D;
8.9A-G;
8.10 A -G ;
Textbook: The
Language of
Literature:
McDougal Littell
publishing
Company
Pages: 449-514
8.12A-K
10.
The Diary of
Anne Frank:
Guest Speaker
There will be a guest speaker coming into class
to talk about his/her experience on the
Holocaust. The speaker will speak in the library
for fifty minutes.
The students can ask questions and give
comments at the end.
8.1 D, 8.3C;
8.4A; 8.5 AF; 8.6A,C;
8.7 B, D;
8.9A-G;
8.10 A -G ;
8.12A-K
Resources
The Diary of Anne Frank
How will you be remembered?