The Diary of Anne Frank

The Diary of Anne Frank
By Frances Goodrich and Albert Hacket
Ms. Dudley
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: Use this packet to help you
organize your reading experience of
The Diary of Anne Frank
Step 1-Start a New Google Document
Step 2-Select one partner to work on
analyzing The Diary of Anne Frank ACT
ONE Scenes 1-5
Step 3- Copy and paste the charts to your
Google Document/Complete the
requirements. Share all finished work with
me at:
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
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
The story line of a play. A
plot must include a
complication, rising
action, climax, and a
Props or clothing
used to create a
character’s wardrobe.
Costuming usually
fits the personality of the
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
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
Internal Conflict
External Conflict
A struggle between
opposing forces:
usually internal or
external conflict.
A struggle within the
A struggle against
another character,
idea, organization,
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
Textual Examples of how it is used in The Diary of Anne Frank
Reading Strategy Questioning QAR
Directions: Use the QAR reading strategy to develop questions
The Diary of Anne Frank
Type of Question
Copy the passage from the text
Copy the passage from the text
“Think and Search”-
Copy the passage from the text
“Author and you”
Copy the passage from the text
“On your own”
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
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
 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
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
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
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
What effect has the Nazi occupation had on her family’s life?
Day 1 Name
Vocabulary Study
Vocabulary Word
1. Bustle
2. Scoffing
3. Pantomime
4. Faltering
5. indignant
6. Ostentatious
7. Portly
8. Capitulation
Easy or hard
Use in a
Part of Speech
Text Analysis
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
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?
Question Support (Act 2)
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