Anne Frank Unit Calendar - English Unit Plansenglishunitplans.com/wp-content/uploads/2014/02/Anne-Frank-Unit... · Anne Frank Unit Calendar Monday Tuesday Wednesday Thursday Friday

Anne Frank Unit Calendar

Monday Tuesday Wednesday Thursday Friday

Intr

o W

eek

• Vocabulary 1(A) • Research Blitz

• Vocabulary 1(B) • Research Results • Film Package • Begin Schindler’s List

• Vocabulary 1(C) • Continue Film

• Vocabulary 1(D) • Vocabulary Review • Finish Film

• Vocabulary Quiz #1 • Distribute Texts • Reading

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• Vocabulary 2(A) • Chapter Questions

Set One • Begin Anne Frank

Timeline • Reading

• Vocabulary 2(B) • Paragraph Structure • Paragraph #1 • Reading

• Vocabulary 2 (C) • Chapter Questions

Set Two • Diaries as History • Optional Paragraph • Reading

• Vocabulary 2(D) • Vocabulary Review • Paragraph #1

Revision • Reading

• Vocabulary Quiz #2 • Chapter Questions

Set Three • Anne Frank Timeline • Reading

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Set Four • Genocide in Rwanda

PowerPoint • Reading

• Vocabulary 3(B) • Hotel Rwanda

Worksheets • Begin Film

• Vocabulary 3(C) • Chapter Questions

Set Five • Hotel Rwanda

• Vocabulary 3(D) • Vocabulary Review • Finish Hotel Rwanda • Personal Composition


Set Six • Anne Frank Time Line • Reading

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Set Seven • Begin Hero Project • Reading

• Vocabulary 4(B) • Hero Profile Project


Set Eight • Hero Profile Project • Reading

• Vocabulary 4(D) • Vocabulary Review • Hero Profile

Presentations • Reading


Set Nine • Reading

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• Chapter Questions Set Ten + Afterword

• Anne Frank Timeline • Paragraph #2

• Collect Timeline and Paragraph #2

• Theme Notes • Theme Statements • Begin Theme Project

• Theme Project • Paragraph #2 Revision

• Final Questions • Review

• Unit Test

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Anne Frank: Diary of a Young Girl

Lesson Plans

Susan Anderson

Copyright ©2010 www.englishunitplans.com

ANNE FRANK: DIARY OF A YOUNG GIRL Lesson Plans

Copyright ©2010 www.englishunitplans.com 2

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Table of Contents Lesson #1 ........................................................................................................................................ 7

Vocabulary 1(A) ......................................................................................................................... 7Research Blitz ............................................................................................................................. 7

Lesson #2 ........................................................................................................................................ 7Vocabulary 1(B) .......................................................................................................................... 7Research Results ......................................................................................................................... 7Schindler’s List Film Package .................................................................................................... 8Begin Schindler’s List ................................................................................................................. 8

Lesson #3 ........................................................................................................................................ 8Vocabulary 1(C) .......................................................................................................................... 8Continue Film Package ............................................................................................................... 8

Lesson #4 ........................................................................................................................................ 8Vocabulary 1(D) ......................................................................................................................... 8Vocabulary Review ..................................................................................................................... 8Finish Film .................................................................................................................................. 8

Lesson #5 ........................................................................................................................................ 9Vocabulary Quiz #1 .................................................................................................................... 9Mark Quiz Together .................................................................................................................... 9Distribute Texts ........................................................................................................................... 9Reading ....................................................................................................................................... 9

Lesson #6 ........................................................................................................................................ 9Vocabulary 2(A) ......................................................................................................................... 9Chapter Questions Set One ......................................................................................................... 9Anne Frank Timeline ................................................................................................................ 10Reading ..................................................................................................................................... 10

Lesson #7 ...................................................................................................................................... 10Vocabulary 2(B) ........................................................................................................................ 10Paragraph Structure Notes ........................................................................................................ 10Paragraph #1 ............................................................................................................................. 10

Lesson #8 ...................................................................................................................................... 11Vocabulary 2(C) ........................................................................................................................ 11Chapter Questions Set Two ...................................................................................................... 11Diaries as Historical Records .................................................................................................... 11




Optional Paragraph ................................................................................................................... 11Reading ..................................................................................................................................... 11

Lesson #9 ...................................................................................................................................... 12Vocabulary 2(D) ....................................................................................................................... 12Vocabulary Review ................................................................................................................... 12Paragraph #1 Revision .............................................................................................................. 12Reading ..................................................................................................................................... 12

Lesson #10 .................................................................................................................................... 12Vocabulary Quiz #2 .................................................................................................................. 12Mark Quiz Together .................................................................................................................. 13Chapter Questions Set Three .................................................................................................... 13Anne Frank Timeline ................................................................................................................ 13Reading ..................................................................................................................................... 13

Lesson #11 .................................................................................................................................... 13Vocabulary 3(A) ....................................................................................................................... 13Chapter Questions Set Four ...................................................................................................... 13Genocide in Rwanda PowerPoint ............................................................................................. 13Reading ..................................................................................................................................... 14

Lesson #12 .................................................................................................................................... 14Vocabulary 3(B) ........................................................................................................................ 14Hotel Rwanda Previewing Worksheet ...................................................................................... 14Begin Hotel Rwanda ................................................................................................................. 14

Lesson #13 .................................................................................................................................... 14Vocabulary 3(C) ........................................................................................................................ 14Chapter Questions Set Five ....................................................................................................... 15Hotel Rwanda ............................................................................................................................ 15

Lesson #14 .................................................................................................................................... 15Vocabulary 3(D) ....................................................................................................................... 15Vocabulary Review ................................................................................................................... 15Hotel Rwanda ............................................................................................................................ 15Personal Composition ............................................................................................................... 15

Lesson #15 .................................................................................................................................... 16Vocabulary Quiz #3 .................................................................................................................. 16Chapter Questions Set Six ........................................................................................................ 16




Anne Frank Timeline ................................................................................................................ 16Reading ..................................................................................................................................... 16

Lesson #16 .................................................................................................................................... 16Vocabulary 4(A) ....................................................................................................................... 16Chapter Questions Set Seven .................................................................................................... 16Hero Project Handout ............................................................................................................... 17Reading ..................................................................................................................................... 17

Lesson #17 .................................................................................................................................... 17Vocabulary 4(B) ........................................................................................................................ 17Hero Profile Research Project ................................................................................................... 17

Lesson #18 .................................................................................................................................... 17Vocabulary 4(C) ........................................................................................................................ 17Chapter Questions Set Eight ..................................................................................................... 17Hero Profile Work Time ........................................................................................................... 18Reading ..................................................................................................................................... 18

Lesson #19 .................................................................................................................................... 18Vocabulary 2(D) ....................................................................................................................... 18Vocabulary Review ................................................................................................................... 18Hero Profile Presentations ........................................................................................................ 18Reading ..................................................................................................................................... 18

Lesson #20 .................................................................................................................................... 19Vocabulary Quiz #4 .................................................................................................................. 19Chapter Questions Set Nine ...................................................................................................... 19Reading ..................................................................................................................................... 19

Lesson #21 .................................................................................................................................... 19Chapter Questions Set Ten + Afterword ................................................................................... 19Anne Frank Timeline ................................................................................................................ 19Paragraph #2 ............................................................................................................................. 20

Lesson #22 .................................................................................................................................... 20Collect Homework .................................................................................................................... 20Theme Notes ............................................................................................................................. 20Theme Statements ..................................................................................................................... 20Theme Project ........................................................................................................................... 21

Lesson #23 .................................................................................................................................... 21




Theme Project ........................................................................................................................... 21Lesson #24 .................................................................................................................................... 21

Paragraph #2 Revision .............................................................................................................. 21Final Questions ......................................................................................................................... 21Review ...................................................................................................................................... 21

Lesson #25 .................................................................................................................................... 22Unit Test .................................................................................................................................... 22

Copyright ©2010

This educational resource is protected by copyright laws. It is available for individual purchase from www.englishunitplans.com

Any sharing, copying (other than handouts for students), or reproducing

of this material is a crime and may result in prosecution.





Lesson #1 • Vocabulary 1(A) • Research Blitz

Vocabulary 1(A) For the next four weeks, students will study vocabulary from Anne Frank. Students must do the following for each word:

• Find its definition in the dictionary. • Record the definition in their notes. • Write a sentence using the word correctly.

If you have a class set of dictionaries, make this an individual task. If you have a limited number of dictionaries, have students work in groups with one dictionary per group. If your students do not have access to dictionaries, provide them with the definitions.

1. Distribute Vocabulary List 2. Explain to students that they must learn and practice using each of the words on this sheet,

starting with 1(A). 3. Students are to write definitions and example sentences for each word.

Research Blitz Students will be become familiar with the general historical context of Anne Frank’s Diary by researching several topics quickly.

1. Distribute the Research Blitz handout. 2. Read through handout with students. 3. Students go to the library to complete research assignment.

Lesson #2 • Vocabulary 1(B) • Research Results • Film Package • Begin Schindler’s List

Vocabulary 1(B) Students are to write definitions and example sentences for each word.

Research Results Go over the Research Blitz questions with your students. Facilitate discussion by asking follow-up questions. Encourage students to share their thoughts.




Schindler’s List Film Package 1. Distribute the Schindler’s List Film Package. 2. Read through handout with students. 3. Check for understanding and answer questions.

Begin Schindler’s List 1. Begin watching the film. 2. Students are to complete Film Package while watching.

Lesson #3 • Vocabulary 1(C) • Continue Film Package

Vocabulary 1(C) Students are to write definitions and example sentences for each word.

Continue Film Package Students are to continue working in their packages while watching Schindler’s List.

Lesson #4 • Vocabulary 1(D) • Vocabulary Review • Finish Film

Vocabulary 1(D) Students are to write definitions and example sentences for each word.

Vocabulary Review 1. Distribute Vocabulary Review Crossword #1. 2. Students are to complete crossword puzzles. 3. You can offer a reward to the student who finished first with the correct answers. 4. Remind students that there will be a vocabulary quiz tomorrow.

Finish Film Finish watching Schindler’s List. Students are to continue working in their packages.




Lesson #5 • Vocabulary Quiz #1 • Mark Quiz Together • Distribute Texts • Reading

Vocabulary Quiz #1 1. Distribute Vocabulary Quiz #1 face-down on students’ desks. 2. When all papers have been distributed, tell students to turn them over and complete by writing

the letter that corresponds to the correct definition beside each vocabulary word. 3. Students should turn their papers over when they are finished. 4. Once all students are finished, collect the quizzes.

Mark Quiz Together 1. Redistribute the quizzes for grading. 2. Have students mark each other’s quizzes. 3. Collect.

Distribute Texts 1. Hand out copies of Anne Frank: Diary of a Young Girl. 2. Tell students that for the next four weeks, they are expected to read every night.

Reading Use the rest of this class to begin reading Anne’s Diary. You can start by reading aloud to your class, having them take turns reading aloud, or having them read silently. REMINDER: Students must read up to the end of Anne’s diary entry on June 30th

Lesson #6

, 1942 for next class.

• Vocabulary 2(A) • Chapter Questions Set One • Anne Frank Timeline • Reading

Vocabulary 2(A) Students are to write definitions and example sentences for each word.

Chapter Questions Set One There are ten sets of chapter questions for students to complete. They will be done every other day.

1. Write the questions on the board. 2. Students are to answer with full sentences.




3. When students are finished, discuss the answers. Facilitate deeper discussion by asking follow-up questions.

4. Collect answers for completion marks.

Anne Frank Timeline The Anne Frank Timeline is an ongoing assignment. Students must keep the worksheet in their notes and have it in class each day, ready to work on. There will be four entries.

1. Distribute the Anne Frank Timeline handout. 2. Read through it with the class and explain what is expected. Tell students their entries should

show thought and insight. They should clearly identify the important events and changes in Anne, and should show that they understand their relationship to each other.

3. Discuss important events that Anne describes in her entries for the designated period including those that occurred before she began writing.

4. Ask students to list some of Anne’s personality traits.

Reading Any time remaining should be used for silent reading.

Lesson #7 • Vocabulary 2(B) • Paragraph Structure Notes • Paragraph #1 • Reading


Paragraph Structure Notes 1. Distribute the handout titled Paragraph Structure. 2. Read through it with students. 3. Check for understanding.

Paragraph #1 Students are to write a structured, well-developed paragraph in response to the following question: What have you learned about Anne so far? Describe her as a person.

• Paragraphs should follow proper structure. • Book title should be underlined. • Must be at least 10 sentences. • Must include support (examples).




• Marked out of 10, according to above criteria. • Note to teacher: edit and mark these paragraphs to hand-back on lesson 9.

REMINDER: Students must read up to the end of Anne’s diary entry on July 10th

Lesson #8


• Vocabulary 2(C) • Chapter Questions Set Two • Diaries as Historical Records • Optional Paragraph • Reading


Chapter Questions Set Two 1. Write the questions on the board. 2. Students are to answer with full sentences. 3. When students are finished, discuss the answers. Facilitate deeper discussion by asking follow-

up questions. 4. Collect answers for completion marks.

Diaries as Historical Records 1. Write the following question on the board: What makes diaries important historical records? 2. Give students five minutes to answer the question in point form. 3. Ask students to share their thoughts. Discuss. Make sure the students understand that diaries

provide personal records that show, sometimes in great detail, what was happening for individuals. They humanize history and remind us that it is about real people.

4. Discuss what makes Anne’s diary such an important historical record? What can people learn from reading it? List students’ answers on the board in point form.

Optional Paragraph This is an optional assignment. Students are to write a structured, well-developed paragraph discussing why Anne’s diary is an important historical record.

• Note to teacher: You already have one full paragraph to mark in detail this week, so collect these, but mark them just for completion.





Lesson #9 • Vocabulary 2(D) • Vocabulary Review • Paragraph #1 Revision • Reading



Paragraph #1 Revision 1. Return edited and marked paragraphs to students. 2. Ask students to read over the comments and editing suggestions. 3. Students revise paragraph #1 and submit good copy for completion marks.

Reading Any time remaining should be used for silent reading. REMINDER: Students must read up to the end of Anne’s diary entry on October 9th

Lesson #10

, 1942 for next class. Students must also bring their Anne Frank Timelines to work on.

• Vocabulary Quiz #2 • Mark Quiz Together • Chapter Questions Set Three • Anne Frank Timeline • Reading






Mark Quiz Together 1. Redistribute the quizzes for grading. 2. Have students mark each other’s quizzes. 3. Collect.

Chapter Questions Set Three 1. Write the questions on the board. 2. Students are to answer with full sentences. 3. When students are finished, discuss the answers. Facilitate deeper discussion by asking follow-


Anne Frank Timeline Students are to make their second set of entries in the Anne Frank Timeline. Remind them what the purpose of the assignment is and how they will be graded. They should be clear, specific, and insightful.


Lesson #11 • Vocabulary 3(A) • Chapter Questions Set Four • Genocide in Rwanda PowerPoint • Reading


Chapter Questions Set Four 1. Write the questions on the board. 2. Students are to answer with full sentences. 3. When students are finished, discuss the answers. Facilitate deeper discussion by asking follow-


Genocide in Rwanda PowerPoint The Rwandan Genocide PowerPoint is intended to give students important background information before they begin watching Hotel Rwanda. It is important that students learn and understand that the Holocaust was not the only example of mass murder in human history. There have been many others, and the Rwandan Genocide shows how quickly people can turn to evil in the right circumstances.




1. Before you begin the presentation, tell students they must take notes. Remind them about

effective note-taking techniques. They don’t need to copy everything down; they just need the most important information in its most basic form.

2. Begin the Rwandan Genocide PowerPoint slideshow. 3. Take time to expand on information and provide further explanation where necessary. 4. Students should be solemn and respectful. 5. Once the presentation is finished, facilitate a discussion and answer questions.


Lesson #12 • Vocabulary 3(B) • Hotel Rwanda Worksheets • Begin Hotel Rwanda


Hotel Rwanda Previewing Worksheet 1. Distribute three Hotel Rwanda worksheets. 2. Students complete previewing activity by responding to statements. 3. Discuss answers.

Begin Hotel Rwanda Begin watching Hotel Rwanda. Students should answer the questions in their worksheet as they arise in the film. REMINDER: Students must read up to the end of Anne’s diary entry on June 13th

Lesson #13


• Vocabulary 3(C) • Chapter Questions Set Five • Hotel Rwanda





Chapter Questions Set Five 1. Write the questions on the board. 2. Students are to answer with full sentences. 3. When students are finished, discuss the answers. Facilitate deeper discussion by asking follow-


Hotel Rwanda Continue watching film.

Lesson #14 • Vocabulary 3(D) • Vocabulary Review • Finish Hotel Rwanda • Personal Composition



Hotel Rwanda Finish watching Hotel Rwanda. Invite student to share their thoughts and questions when the film is done.

Personal Composition Students work on the third Hotel Rwanda worksheet. Composition due next day. REMINDER: Students must read up to the end of Anne’s diary entry on November 11th, 1943 for next class.




Lesson #15 • Vocabulary Quiz #3 • Chapter Questions Set Six • Anne Frank Timeline • Reading



Chapter Questions Set Six 1. Write the questions on the board. 2. Students are to answer with full sentences. 3. When students are finished, discuss the answers. Facilitate deeper discussion by asking follow-


Anne Frank Timeline Students are to make their third set of entries in the Anne Frank Timeline. Remind them what the purpose of the assignment is and how they will be graded. They should be clear, specific, and insightful.

Reading Any time remaining should be used for silent reading. REMINDER: Students must read up to the end of Anne’s diary entry on January 28th

Lesson #16


• Vocabulary 4(A) • Chapter Questions Set Seven • Begin Hero Project • Reading


Chapter Questions Set Seven 1. Write the questions on the board. 2. Students are to answer with full sentences.




3. When students are finished, discuss the answers. Facilitate deeper discussion by asking follow-up questions.

4. Collect answers for completion marks.

Hero Project Handout 1. Distribute the Hero Project Handout 2. Students are to complete the first page of questions including a paragraph about what makes

Paul Rusesabagina a hero. 3. Students will begin the Hero Profile next class.


Lesson #17 • Vocabulary 4(B) • Hero Profile Research Project


Hero Profile Research Project 1. Read over the criteria handout with the class. 2. Distribute or display the Paul Rusesabagina example. 3. Students select their hero and begin research.

REMINDER: Students must read up to the end of Anne’s diary entry on March 12th

Lesson #18


• Vocabulary 4(C) • Chapter Questions Set Eight • Hero Profile Work Time


Chapter Questions Set Eight 1. Write the questions on the board. 2. Students are to answer with full sentences. 3. When students are finished, discuss the answers. Facilitate deeper discussion by asking follow-





Hero Profile Work Time Students are to continue working on their hero profiles. Profiles are due next class, and students should be prepared to briefly present their profile sheet and tell the class about the hero they selected.


Lesson #19 • Vocabulary 4(D) • Vocabulary Review • Hero Profile Presentations • Reading



Hero Profile Presentations Go around the class having students briefly present their hero profiles. Each student should…

1. Identify the hero they profiled. 2. Explain why they chose that person. 3. Share at least three significant details about the person.





Lesson #20 • Vocabulary Quiz #4 • Chapter Questions Set Nine • Reading



Chapter Questions Set Nine 1. Write the questions on the board. 2. Students are to answer with full sentences. 3. When students are finished, discuss the answers. Facilitate deeper discussion by asking follow-


Reading Any time remaining should be used for silent reading. Students who are finished the text should bring or go get another book to read silently.

Lesson #21 • Chapter Questions Set Ten + Afterword • Anne Frank Timeline • Paragraph #2

Chapter Questions Set Ten + Afterword 1. Write the questions on the board. 2. Students are to answer with full sentences. 3. When students are finished, discuss the answers. Facilitate deeper discussion by asking follow-


Anne Frank Timeline Students are to make their final set of entries in the Anne Frank Timeline. Remind them what the purpose of the assignment is and how they will be graded. They should be clear, specific, and insightful.




Paragraph #2 1. Review paragraph structure with your students. Try to have them give you the information

instead of the other way around. 2. Students are to write a structured, well-developed paragraph discussing the changes that occur

in Anne over the course of the diary. 3. Students should focus on two or three significant changes and support their explanations with

specific examples. 4. The Anne Frank Timeline should be used by students as a resource for this paragraph.

REMINDER: Both the Anne Frank Timeline and Paragraph #2 are due next day.

Lesson #22 • Collect Homework • Theme Notes • Theme Statements • Theme Project

Collect Homework Students are to submit Paragraph #2 and the Anne Frank Timeline. Teachers must mark and edit Paragraph #2 to be returned for revision in two days.

Theme Notes 1. Ask students to list topics from Anne’s diary. 2. Make a master list on the board with student input. 3. Go through each item on the list and ask students to explain what message Anne’s diary

contains regarding each topic. 4. Explain that these are themes – not just the topic, but what the story says about the topic. 5. Write the following formula on the board: Topic + Insight = Theme 6. Students should copy this formula into their notes. Stress that theme is more than just topic.

Theme Statements 1. Present the structure for theme statements:

Anne Frank: Diary of a Young Girl shows that...[insert theme].

2. Write a sample theme statement on the board. Ex. Anne Frank Diary of a Young Girl shows that hardship can force people to mature faster.

3. Students are to write three theme statements using topics from the list on the board and in their notes.

4. Invite or call on students to share their theme statements with the class. Check for understanding of theme.




Theme Project 1. Distribute Theme Collage handout. 2. Read through with students. 3. Answer questions. Make sure students understand what theme is and what is expected from

them in this assignment. Help students come up with ways to visually represent the themes they have identified. For example, for the theme statement above (…hardship can force people to mature faster), one could create a series of images showing a person aging rapidly.

4. Students begin working.

REMINDER: Students must complete their theme projects tomorrow in class, so they should bring any materials from home that they need (i.e. images, felts, other art supplies, etc.).

Lesson #23 • Theme Project Work Time

Theme Project This period will be used for students to complete their theme projects. They are due at the end of the class.

Lesson #24 • Paragraph #2 Revision • Final Questions • Review

Paragraph #2 Revision 1. Return edited and marked paragraphs to students. 2. Ask students to read over the comments and editing suggestions. 3. Students revise paragraph #2 and submit good copy for completion marks.

Final Questions 1. Distribute Summarizing Questions. 2. Students complete by answering in full sentences and paragraphs. 3. Discuss the answers.

Review Any remaining time should be used to review the text for tomorrow’s unit test. Students should focus on important events, people, and themes in the text. They should review their Chapter Questions and other notes. You can pair students together and ask them to take turns quizzing each other. REMINDER: Ask students to bring a book to read tomorrow in class. They can read after completing the unit test.




Lesson #25 • Unit Test

Unit Test 1. Distribute the Unit Test. 2. Tell students not to write on the tests; they are to use separate paper for their answers (this

way you can reuse the tests and save paper). 3. Students complete test. 4. Students who are finished should hand their tests and answer sheets in, and can then read or do

homework.

The End


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Handouts and Worksheets

Susan Anderson


Anne Frank Unit Calendar

Monday Tuesday Wednesday Thursday Friday

Intr

o W

eek

• Vocabulary 1(A) • Research Blitz

• Vocabulary 1(B) • Research Results • Film Package • Begin Schindler’s List

• Vocabulary 1(C) • Continue Film

• Vocabulary 1(D) • Vocabulary Review • Finish Film

• Vocabulary Quiz #1 • Distribute Texts • Reading

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Set One • Begin Anne Frank

Timeline • Reading

• Vocabulary 2(B) • Paragraph Structure • Paragraph #1 • Reading

• Vocabulary 2 (C) • Chapter Questions

Set Two • Diaries as History • Optional Paragraph • Reading

• Vocabulary 2(D) • Vocabulary Review • Paragraph #1

Revision • Reading


Set Three • Anne Frank Timeline • Reading

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Set Four • Genocide in Rwanda

PowerPoint • Reading

• Vocabulary 3(B) • Hotel Rwanda

Worksheets • Begin Film


Set Five • Hotel Rwanda

• Vocabulary 3(D) • Vocabulary Review • Finish Hotel Rwanda • Personal Composition


Set Six • Anne Frank Time Line • Reading

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Set Seven • Begin Hero Project • Reading

• Vocabulary 4(B) • Hero Profile Project


Set Eight • Hero Profile Project • Reading

• Vocabulary 4(D) • Vocabulary Review • Hero Profile

Presentations • Reading


Set Nine • Reading

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• Chapter Questions Set Ten + Afterword

• Anne Frank Timeline • Paragraph #2

• Collect Timeline and Paragraph #2

• Theme Notes • Theme Statements • Begin Theme Project

• Theme Project • Paragraph #2 Revision

• Final Questions • Review

• Unit Test

Research Blitz

Task In small groups, you are to conduct research on an assigned topic, and then present that information to the class.

You only have one period of class to do all of your research and prepare your presentation, so you must divide responsibilities, help each other, and work efficiently.

Your presentations should only take a few minutes, and must include a handout or overhead transparency with key information for your classmates to record in their notes.

Topics 1. The Holocaust by Bullets

2. Auschwitz

3. The Gestapo

4. The SS

5. The Final Solution

6. The Jewish Ghettos

Criteria You will be marked on the quality of the information you present, and how well you present that information.

Reminders Your presentation must include a handout or overhead transparency with key information for

your classmates to record in their notes.

Distribute the work and responsibility evenly throughout your group.

Schindler’s List Work Package Over the next few classes, you will be watching the film Schindler’s List, which is about a German industrialist who started out as a businessman and became a hero. You have several tasks to complete during these classes, some before watching the film, some during the film, and some afterwards.

Previewing Please complete the following tasks before watching the film.

Vocabulary Using the dictionary and/or the internet, please find and record definitions for the following terms. Be sure to provide detailed explanations of what each word means and why it is significant.

Vocabulary Definition

Anti-Semitism

Ghetto

Final Solution

Auschwitz

Holocaust

Diary Entry Imagine you and your family are forced to leave your home with only what you can carry in your arms. You are moved to a ghetto, where you must now share a small apartment with several other families. If you refuse to move into the ghetto, you will be shot. If you try to leave the ghetto, you will be shot. In a matter of hours, your entire life has changed – no more home, very few belongings, and total uncertainty. Your task is to write a diary entry describing your experience and your feelings. Try to really imagine yourself and your family in this situation. Use the space below to describe what happens to you, and to express how it makes you feel. Use the back of the page if you need more space. ______________________________________________________________________________

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While Watching Complete the following questions while watching the film. Answer in full sentences.

Questions 1. How many Jews arrive in Krakow each day?

2. Why do you think Oscar Schindler is so generous with the SS officers?

3. How does Schindler get his new house in Krakow?

4. How does Schindler get the money to start his company?

5. What does Schindler say is the key ingredient to his business success?

6. What happens to the belongings of the people who are put on the trains?

7. Why do the soldiers return to the ghetto at night after it has been emptied?

8. What is the purpose of “selection”?

9. What great “crime” does Schindler commit?

10. What causes ash to fall from the sky in Krakow?

11. What is “Schindler’s list”?

12. What error happens with the women on Schindler’s list?

13. How does Schindler secure the women’s return?

14. For what does Oscar Schindler feel guilty for when he makes his exit from the factory?

15. What happens to Schindler after the war?

After Watching Please complete the following tasks after watching the film.

What I learned Use the space below to describe one thing you learned from watching Schindler’s List. Include a discussion of what it made you feel and why it is important. ______________________________________________________________________________

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Oscar Schindler Schindler changes a great deal over the course of the film. In a full, structured, well-developed paragraph, discuss how Oscar Schindler changes. Focus on his motivations, priorities, and personality. What does he learn? What becomes most important to him? Use specific examples to support your points. ______________________________________________________________________________

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While Watching Complete the following questions while watching the film. Answer in full sentences.

Questions 1. How many Jews arrive in Krakow each day?

- 10,000 Jews arrive in Krakow each day.

2. Why do you think Oscar Schindler is so generous with the SS officers? - He wants their help.

3. How does Schindler get his new house in Krakow? - It is taken from a Jewish family, who are forced into the ghetto.

4. How does Schindler get the money to start his company? - Schindler gets his money from Jewish investors whose money is worthless in the ghetto.

5. What does Schindler say is the key ingredient to his business success? - Schindler says “war” is the key ingredient to his business success.

6. What happens to the belongings of the people who are put on the trains? - The belongings are stolen, sorted, and stored.

7. Why do the soldiers return to the ghetto at night after it has been emptied? - The soldiers return to find and kill anyone who is still hiding in the ghetto.

8. What is the purpose of “selection”? - “Selection” was the process by which the Nazis decided who would live and who would die.

Those who were old or weak were killed.

9. What great “crime” does Schindler commit? - Schindler kisses a Jewish girl.

10. What causes ash to fall from the sky in Krakow? - The burning of Jewish bodies.

11. What is “Schindler’s list”? - Schindler’s list is a list of names of the Jewish workers he pays to save from Auschwitz.

12. What error happens with the women on Schindler’s list? - The women are accidentally shipped to Auschwitz.

13. How does Schindler secure the women’s return? - Schindler get the women back by bribing the officer in charge of Auschwitz.

14. For what does Oscar Schindler feel guilty for when he makes his exit from the factory? - Schindler feels guilty that he didn’t save more people.

15. What happens to Schindler after the war? - After the war, Schindler’s marriage fails, as do his attempts at business.

After Watching Please complete the following tasks after watching the film.

What I learned Use the space below to describe one thing you learned from watching Schindler’s List. Include a discussion of what it made you feel and why it is important. ______________________________________________________________________________

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Anne Frank Timeline Task: You are to create a timeline for Anne Frank tracking important events described in the diary and development in Anne’s personality and outlook. Your timeline should basically show what happens to Anne and how it changes her.

Important Events Important Events

Important Events

Important Events

Anne’s Personality and Outlook Anne’s Personality and Outlook

Anne’s Personality and Outlook

Anne’s Personality and Outlook

What Happens to Anne after her last diary entry?

June 14th – June 30th, 1942 June 30th – Oct. 9th, 1942 Oct. 9th ’42 – Nov. 11th, ‘43 Nov. 11th ’42 – Aug. 1st ‘44

Hotel Rwanda Previewing Activity Genocide – The mass slaughter of human beings belonging to a certain racial, religious, or cultural group. Interhamwe (Hutu Power) – The group of young Rwandan Hutu, who did most of killing. Atrocity – An extremely wicked or cruel act, especially one involving physical violence. Refuge – A person seeking shelter from war, persecution, or natural disaster. Post-Traumatic Stress Disorder – A condition of mental and emotional stress that sometimes follows injury or severe psychological shock. Anticipation Guide Agree or disagree with the following statements. Explain your answers. 1. Humans are naturally evil. 2. People are easily brainwashed. 3. Humans can get used to anything, even killing. 4. Canada should do more to stop violence in other countries.

Hotel Rwanda Questions Vocabulary Bribery = paying someone to do or not do something (often something illegal or dishonest). Blackmail = an extortion of payment in exchange for not telling a lie or secret. Answer the following questions with full sentences. Explain your answers and give examples if you want full marks. 1. In what ways is Paul a hero? 2. Why is the UN Colonel so frustrated throughout the film? 3. Bribery and blackmail play important roles in Hotel Rwanda. Describe three examples of bribery and/or blackmail.

Personal Composition Use the space below to share your response to Hotel Rwanda. What did you learn? What did it make you think about? What do these events say about human nature? How does this relate to Anne Frank’s experience? ________________________________________________________________________

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Hotel Rwanda Most people would consider Paul Rusesabagina from the film Hotel Rwanda a hero. We are now going to take some time to consider what makes Paul and other people heroes. First, let’s come up with a definition for the word hero.

1. What is a hero? Write your own definition below. Now let’s think about Paul and examine his heroic attitudes and actions during the Rwandan genocide of 1996.

2. Why do Paul’s Tutsi neighbors come to him for help? 3. How does Paul help these people? 4. List three sacrifices Paul makes to help other people.

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5. Now think about Paul’s attitudes and actions. Think about your

definition of ‘hero’. In a short paragraph on a separate piece of paper, explain what makes Paul a hero.

Hero Profile Research Project

Paul Rusesabagina from the film Hotel Rwanda is a real-life hero who risked his life to save others. But there are many different types of heroes, some spectacular, others quite ordinary. Not every hero saves lives. Some heroes inspire other people, fight for what they believe in, or overcome exceptional hardships in their own lives. Objectives

• Learn about a real hero • Practice research skills • Practice organizing and presenting information

Task Using the Internet, you will research a hero and make a hero profile to present what you have found. Process

1. Go to the following website and browse through the list of heroes:

http://myhero.com/myhero/go/directory/index.asp 2. Choose a hero who interests you. 3. Read about this hero and make notes on important information.

4. Make a profile that includes a picture of your hero, information about who this

person is and what they do, and an explanation of what makes them a hero. Criteria Your profile must include the following:

• A picture • History and Background – who is this person, where do they come from, what do

they do, how old are they, etc. • An explanation of what makes this person a hero – a few sentences explaining

why he/she is a hero.

http://myhero.com/myhero/go/directory/index.asp�

Paul Rusesabagina

Background Paul was born to a family of farmers on June 15, 1954. His father was a Hutu and his mother was a Tutsi, and so Paul and his eight other siblings, were a blend of the two ethic groups who had been dueling in a frightening rivalry, starting decades before Paul was born. Rusesabagina worked as the assistant manager of the Hotel des Milles Collines, before being promoted to manager of the Diplomate Hotel. At the time of the 100-day genocide, Paul was managing both hotels, as the Belgian owners of the Collines had appointed him temporary manager so that they could flee for safety. What Makes Him a Hero Paul’s bravery, compassion, and quick thinking during the 100-day stand exemplify heroism. Paul risked his job and his life to help protect 1200 refugees. He opened the doors of the Milles Collines Hotel. There he provided shelter to people who would have otherwise been slaughtered with machetes. Despite every death threat, the loss of water and electricity, and the constant watch of Hutu guards, Paul remained determined to care for and protect the 1200-plus people under his watch. Out of the 1200 refugees who spent the 100 days in the hotel, no one was killed or beaten. Roughly 8,000 people were killed daily in that time. Paul Rusesabagina is a hero because he risked his life to help other people. His actions saved 1200 people innocent men, women, and children.

Theme Collage

Task You must create a theme collage that depicts and explains important themes from the text. Your collage should consist of carefully selected images, which represent specific aspects of the themes you are exploring. Show that you understand the themes. It should also be somewhat attractive – it isn’t an art project, but presentation always counts.

Steps 1. Choose several prominent themes from the text. 2. Create a collage of images that represent these themes. These images can be cut out of

magazines, drawn, or otherwise created. 3. On the back of the collage, provide explanations for at least five of your images. These

explanations should identify what the image represents, and explain why it is an important theme in the text.

Front:

Images

Back:

Explanations

Assessment You will be marked on the overall quality of writing and presentation, and depth of insight.

Summarizing Questions

1 How do Anne’s changing relationships with some of the others in hiding show that she is maturing?

What changes are there in Anne’s attitudes? What kind of person is she becoming?

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2 Anne says that her own atmosphere keeps shifting from great happiness and thankfulness to

great despair. How do events in the outside world and relationships in the “Secret Annexe”

contribute to these ups and downs? Do you think Anne’s responses are appropriate? Explain.

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3 One of the themes of the diary is that human growth involves pain. How is this theme illustrated

by Anne’s relationship with her mother? How does the plight of those outside the “Annexe”

contribute to the theme?

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4 Another theme of the diary is that everyone needs someone to share life’s experiences with.

How does Anne’s relationship with Peter illustrate this theme? How does Anne’s relationship with

her diary illustrate this theme?

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5 Another theme of the diary concerns responsibility for evil in the world. This theme is expressed

most clearly on May 3, 1944. Reread the eighth paragraph of that entry. How does Anne explain

the evil in the world? Do you agree with her? Why or why not? Cite examples and support your

position.

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Chapter Questions

Susan Anderson


ANNE FRANK: DIARY OF A YOUNG GIRL CHAPTER QUESTIONS


Anne Frank: Diary of a Young Girl Chapter Questions

Set One

June 14, 1942 – June 30, 1942

Short Answer 1. How does Anne get her Diary? 2. Why can’t Anne participate in gym class? 3. Name three of Anne’s friends. 4. Who does Anne feel she can confide in? 5. Where and when was Anne Frank born? 6. Why did the Franks move to Holland? 7. Where is the rest of Anne’s family? 8. What restrictions have the Nazis imposed on Jews in Holland? 9. What does Anne call her diary?

Set Two

July 3, 1942 – July 10, 1942

Short Answer 1. Who has Anne been spending more and more time with? 2. Why does Anne’s father become furious? 3. Why have the Franks been asking friends to store their belongings? 4. What triggers the Franks’ sudden departure? 5. Describe their departure. 6. Where are the Franks hiding? 7. Who knows about the Franks’ hiding place? 8. Describe the annex in as much detail as you can. (worth three marks)




Set Three

July 11, 1942 – October 9, 1942

Short Answer 1. How does the chiming clock make Anne feel? 2. How does Anne describe life in the annex? What does she compare it to? 3. Why does Anne often clash with her mother and sister? 4. Who arrives on July 13, 1942? 5. How is the entrance to the annex concealed? 6. What doesn’t Anne like about Mrs. van Daan? 7. What precautions must the Franks and van Daans take to remain undiscovered in the annex? 8. Describe the van Daans in detail. (worth three marks)

Set Four

October 16, 1942 – November 20, 1942

Short Answer 1. How does Anne stay busy? 2. What event scares the people in the annex? 3. How does Anne feel about a new addition to the annex? 4. What atrocities does Mr. Dussel recount to Anne? 5. Describe Albert Dussel with as much detail as you can. (worth three marks)

Set Five

November 28, 1942 – June 13, 1943

Short Answer 1. How does Anne now feel about Mr. Dussel? 2. How do they celebrate Hanukkah? 3. What about Mrs. van Daan bothers Anne? 4. Why is Anne annoyed with Mr. Dussel? 5. What is happening to Jews outside the annex? 6. What disturbing radio announcement do they hear? 7. What does Mr. Frank give Anne for her birthday?




Set Six

June 15, 1943 – November 11, 1943

Short Answer 1. What is Anne’s favourite day of the week? Why? 2. What does Anne plan to do when she leaves the annex? 3. What good news for they hear on the radio? 4. What unflattering things does Anne share about her fellow residents in the annex? 5. Describe three examples of people losing their temper. 6. According to Anne, how are the residents like a “patch of blue sky”? 7. What happens to Anne’s pen? Why should this be significant to the reader?

Set Seven

November 17, 1943 – January 28, 1944

Short Answer 1. Why is Bep forced to stay away from the annex? 2. What does Anne dream of? 3. What does Anne do to celebrate St. Nicholas Day? 4. Why is Anne so jealous of Mrs. Kleiman’s children? 5. What surprises Anne when she reads through her diary? 6. How does Anne feel about her menstruation? 7. Who does Anne begin to confide in?

Set Eight

February 3, 1944 – March 12, 1944

Short Answer 1. What does Anne think about the Dutch people helping Jews hide? 2. What changes in Anne and Peter’s relationship? 3. How has Peter’s experience made him feel about being Jewish? 4. How does Anne feel about Peter? 5. How does Anne describe her life before the annex?




Set Nine

March 14, 1944 – April 11, 1944

Short Answer 1. What happens to the food supply? 2. Why is Margot jealous of Anne? 3. Describe the frightening break-in.

Paragraph Reread the entry from April 4, 1944. How has the role of Anne’s diary broadened still further?

Set Ten

April 14, 1944 – August 1, 1944

Short Answer 1. Describe the mood in the annex after the break-in. 2. What important event happens for Anne on April 15th

3. What is Mr. Frank’s reaction to Anne and Peter’s relationship? ?

4. What does Anne think money should be used for instead of waging war? 5. How does Anne’s father respond to her letter? 6. What important event occurs on June 6th

7. What insights about herself does Anne describe on August 1, 1944?

st

Afterword

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Short Answer 1. What happened to the residents of the annex on August 4th

2. How did Anne’s diary survive? Why was it published? , 1944?

3. What happened to each of the people who hid in the annex?


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Vocabulary Quizzes and Crosswords

Susan Anderson


Anne Frank: Diary of a Young Girl Vocabulary

The following words from the Diary of Anne Frank have been found on past SAT tests. Over the course of this unit, you will learn what these words mean and how to use them in your speech and writing. For each word, you must do the following: a) Find and record the definition. b) Write a sentence using the word correctly. List 1

A B C D SUBJECTIVE ABYSS IMPECCABLE PREEMINENCE DISDAIN INCESSANT ENHANCE SUPERCILIOUS

SUCCULENT ACCORD IMPERTINENT PRIVATION DISPARAGE ENTHRALLING SUPERFLUOUS

SUMMARY ACQUIESCE IMPORT PRODIGY ECSTASY QUENCH INDIGNATION

SUPERB ADROIT IMPUDENT PURITANICAL EMACIATED ALOOF APPEASE QUELL

List 2

A B C D ARDENT ESTRANGED INDUSTRIOUS REBELLION SUPPLE PEDANTRY EVOCATIVE AUTOCRAT

INGENUITY REFUGE SURPLUS PEEVISH BARBARISM EXCISE JOCULAR RECONCILE

BLITHE KINDLE PENDANT TARRY REPRISE EXHAUST BLUNDER LOATHE

BOISTEROUS EXPEDIENT EXQUISITE LUXURIANT REPROACH SURREPTITIOUS THEATRICAL TINGE RUFFIANISM

List 3

A B C D BOLT COMMUNAL FANATICISM MATERIALIZE SABOTEUR TOTTER BUSTLE FATALISTIC CONCEIT

SOLACE FATUOUS MELANCHOLY SEETHE TRANQUIL MIRTH CONGENIAL STAGNANT NONCHALANCE

CALAMITY CONTEMPT MOBILE TRIFLING CAPITULATE COQUETTE GIDDY FOREBODING STAID

CLANDESTINE CYNICAL HEARTEN MONOTONY SPIRITUAL UNADULTERATED UTTER CHAMPION VIRTUOSO

List 4

A B C D DEFT HEED OBSTINATE STEADFAST VARIEGATED DESPAIRING HUMANE

DILIGENT WAVER ORTHODOX WOE OCULIST STERILE DESPONDENT

DISCORD WHEEDLE PACIFIST VIRULENT VIVID DIN

WITTICISM WANTON WAN PARTISAN PEAL TRIVIA

Anne Frank Vocabulary Crossword #1

Crossword #1 Clues

Across 4. continuing without interruption 6. to satisfy or calm 8. clever and skilful 10. insult or belittle 13. disinterested and distant 14. person with extraordinary talent 16. look upon with contempt or hatred 18. irrelevant 19. improve by adding to 20. full of juice

Down 1. arrogant and scornful 2. being deprived 3. consent or agree to 5. thin and wasted 7. intense delight 9. agreement 11. deep pit or void 12. excellent 15. flawless 17. rude


Across 1. to delay, wait, or linger 4. makes one think or feel something 7. defiance or armed resistance 10. careless mistake 11. extra 12. absolute ruler such as a king or emperor 13. passionate 15. irritable 17. to bring into agreement 19. secret or unauthorized 20. alienated

Down 2. a place of shelter or protection 3. lighthearted or joking personality 5. blame or criticize 6. hardworking 8. easy to bend 9. cheerful 14. tax 16. hate intensely 18. of special beauty or charm


Across 1. open disrespect for a person or thing 4. great merriment 5. excessive intolerance of opposing views 7. not mixed with impurities 8. not moving 9. the comfort you feel when consoled in times of disappointment 11. be in an agitated emotional state 15. someone who is dazzlingly skilled in any field 16. move energetically 21. not worth considering 22. calm and content 23. for or by a group 24. silly; dizzy; light-headed 25. move unsteadily 26. an event resulting in great loss and misfortune

Down 2. a casual lack of concern 3. restrained and proper 5. mindlessly foolish 6. secret 10. surrender 11. someone who deliberately causes something to fail or be wrecked 12. become reality 13. agreeable 14. a seductive woman who uses her sex appeal to exploit men 17. believing the worst of human nature and motives 18. feelings of excessive pride 19. constant and without variety 20. a feeling of thoughtful sadness


Across 5. deep prolonged sound 6. influence or urge 9. without motivation or provocation 10. resistant to guidance or discipline 11. quick and skillful in movement 13. adhering to what is commonly accepted 15. noisy disturbance 16. loss of hope 17. extremely poisonous or injurious

Down 1. motivated by concern with the alleviation of suffering 2. eye doctor 3. having a variety of colors 4. hesitate or falter 6. pale 7. lack of agreement or harmony 8. opposed to violence as a means of settling disputes 12. intense sadness 14. steadily persevering especially in detail or exactness

Anne Frank Vocabulary Quiz #1 Complete the quiz by writing the letter that corresponds to the correct definition or synonym on the line beside each word.

Vocabulary Definitions and Synonyms

1. Abyss _____

2. Impeccable _____

3. Disdain _____

4. Impertinent _____

5. Privation _____

6. Acquiesce _____

7. Adroit _____

8. Impudent _____

9. Supercilious _____

10. Disparage _____

11. Aloof _____

12. Prodigy _____

A. Rude or brash

B. Person with extraordinary talents

C. Look upon with contempt

D. Insult or belittle

E. The state of being deprived

F. A deep pit or void

G. Detached, distant, disinterested

H. To calm or satisfy

I. Arrogant and scornful

J. Flawless

K. Irrelevant

L. Clever and skilled

M. Agree or give-in to

Vocabulary Quiz #1 ANSWER KEY Complete the quiz by writing the letter that corresponds to the correct definition or synonym on the line beside each word.


1. Abyss __F___

2. Impeccable __J___

3. Disdain __C___

4. Impertinent __K___

5. Privation __E___

6. Acquiesce __M___

7. Adroit __L___

8. Impudent __A___

9. Supercilious __I___

10. Disparage __D___

11. Aloof __G___

12. Prodigy __B___

A. Rude or brash

B. Person with extraordinary talents

C. Look upon with contempt

D. Insult or belittle

E. The state of being deprived

F. A deep pit or void

G. Detached, distant, disinterested

H. To calm or satisfy

I. Arrogant and scornful

J. Flawless

K. Irrelevant

L. Clever and skilled

M. Agree or give-in to



1. Estranged _____

2. Industrious _____

3. Rebellion _____

4. Supple _____

5. Autocrat _____

6. Surplus _____

7. Refuge _____

8. Loathe _____

9. Peevish _____

10. Exquisite _____

11. Blithe _____

12. Ardent _____

A. Easy to bend

B. Passionate

C. Irritable

D. Hardworking

E. Alienated

F. Defiance

G. Hate

H. Of special beauty or charm

I. Absolute ruler

J. Leftover

K. Cheerful

L. Shelter from harm

Anne Frank Quiz #2 – ANSWER KEY Complete the quiz by writing the letter that corresponds to the correct definition or synonym on the line beside each word.


1. Estranged __E___

2. Industrious __D___

3. Rebellion __F___

4. Supple __A___

5. Autocrat __I___

6. Surplus __J___

7. Refuge __L___

8. Loathe __G___

9. Peevish __C___

10. Exquisite __H___

11. Blithe __K___

12. Ardent __B___

A. Easy to bend

B. Passionate

C. Irritable

D. Hardworking

E. Alienated

F. Defiance

G. Hate

H. Of special beauty or charm

I. Absolute ruler

J. Leftover

K. Cheerful

L. Shelter from harm



1. Communal _____

2. Saboteur _____

3. Bustle _____

4. Virtuoso _____

5. Monotony _____

6. Cynical _____

7. Clandestine _____

8. Capitulate _____

9. Trifling _____

10. Contempt _____

11. Calamity _____

12. Tranquil _____

13. Congenial _____

14. Melancholy _____

A. Secret

B. Someone who is dazzlingly skilled

C. Constant and without variety

D. Surrender

E. Open disrespect or dislike

F. For or by a group

G. Someone who deliberately causes something to fail

H. Believing the worst in people

I. Not worth considering

J. Agreeable

K. Calm and peaceful

L. Move energetically

M. Thoughtful sadness

N. an event resulting in great loss and misfortune



1. Communal __F___

2. Saboteur __G___

3. Bustle __L___

4. Virtuoso __B___

5. Monotony __C___

6. Cynical __H___

7. Clandestine __A___

8. Capitulate __D___

9. Trifling __I___

10. Contempt __E___

11. Calamity __N___

12. Tranquil __K___

13. Congenial __J___

14. Melancholy __M___

A. Secret

B. Someone who is dazzlingly skilled

C. Constant and without variety

D. Surrender

E. Open disrespect or dislike

F. For or by a group

G. Someone who deliberately causes something to fail

H. Believing the worst in people

I. Not worth considering

J. Agreeable

K. Calm and peaceful

L. Move energetically

M. Thoughtful sadness

N. an event resulting in great loss and misfortune



1. Deft _____

2. Obstinate _____

3. Humane _____

4. Waver _____

5. Diligent _____

6. Woe _____

7. Wheedle _____

8. Virulent _____

9. Wanton _____

10. Pacifist _____

11. Din _____

12. Wan _____

A. Intense sadness

B. Noisy disturbance

C. Hesitate or falter

D. Extremely poisonous

E. Pale

F. Quick and skillful

G. Motivated by desire to alleviate suffering

H. Opposed to violence

I. Resistant to guidance or discipline

J. Steadily persevering especially in detail or exactness

K. Without motivation or provocation

L. Influence or urge



1. Deft __F___

2. Obstinate __I___

3. Humane __G___

4. Waver __C___

5. Diligent __J___

6. Woe __A___

7. Wheedle __L___

8. Virulent __D___

9. Wanton __K___

10. Pacifist __H___

11. Din __B___

12. Wan __E___

A. Intense sadness

B. Noisy disturbance

C. Hesitate or falter

D. Extremely poisonous

E. Pale

F. Quick and skillful

G. Motivated by desire to alleviate suffering

H. Opposed to violence

I. Resistant to guidance or discipline

J. Steadily persevering especially in detail or exactness

K. Without motivation or provocation

L. Influence or urge

Anne Frank Unit Test

Multiple Choice

1. What occasion marks Anne's first diary entry?

a) Christmas b) Her father's birthday

c) Chanukah d) Her birthday

2. Where do the Franks live?

a) Berlin b) Amsterdam

c) Paris d) Madrid

3. Where did the Franks used to live?

a) Berlin b) London

c) Amsterdam d) Frankfurt

4. How old is Anne at the beginning of her diary?

a) Eleven b) Seventeen

c) Fifteen d) Thirteen

5. What is the name of Anne's boy friend at the beginning of her diary?

a) Colin Rosen b) Harry Goldberg

c) Henk Sentien d) Peter Van Daan

6. Who in Anne's family gets "called up" by the Gestapo?

a) Margot b) Anne

c) Mr. Frank d) Mrs. Frank

7. Where is the "secret annex?"

a) In the attic of Mr. Frank's former business b) In the shelter of a kind Dutch man

c) In the basement of Mrs. Frank's employer's house

d) In Anne's teacher's summer home 8. Who is Mr. Van Daan?

a) Margot's chemistry teacher b) A physician

c) Mrs. Frank's college friend d) Mr. Frank's business associate

9. Who, among her family members, does Anne feel closest to?

a) Her father b) Her mother

c) Her sister d) Her grandmother

10. What name does Anne call her diary?

a) Cina b) Twin

c) Patience d) Kitty

11. Whose room does Dussel move into?

a) Margot b) Mrs. Van Daan

c) Anne d) Peter Van Daan

12. What is Dussel's profession?

a) Dentistry b) Science

c) Business d) Law

13. What are the winter holidays the annex residents celebrate?

a) Chanukah and St. Nicholas b) St. Nicholas and New Year's

c) Chanukah and Whitsun d) Christmas and Kwaanza

14. What reminder of the war outside keeps the residents up at night?

a) Soldiers' screams b) Ambulances

c) Anti-aircraft gunfire d) Bombings

15. During the summer of 1943 Anne eagerly recounts how an enemy country drops out of the war. Which country is it?

a) Majorca b) Germany

c) Spain d) Italy

16. What is Anne's overwhelming mood during the second half of 1943?

a) Depressed b) Furious

c) Cheerful d) Silly

17. Anne describes the annex as a "little piece of blue heaven" surrounded by what?

a) Demons closing in b) Heavy rain clouds

c) A vacuum d) Hot red hell

18. Anne has upsetting dreams and visions of a school friend. Who?

a) Sanne Houtman b) Miep de Jong

c) Lies Goosen d) Jopie de Waal

19. Of what do the dreams and visions remind Anne?

a) That she forgot something at her friend's house

b) That she is very lucky to be safe as many are not

c) That she is not in school any more d) That she misses her friend

20. What quality does Anne wish her mother possessed?

a) Self-possession b) Kindness

c) The ability to be "motherly" d) Peacemaking skills

21. When Anne begins to think about a boy friend, someone in turn drives her to think about Peter Van Daan. Who?

a) Miep de Jong b) Harry Goldberg

c) Henk Sentien d) Peter Wessel

22. What does Anne want to be when she grows up?

a) A doctor b) A lawyer

c) A writer d) A midwife

23. After the war, Anne wants to publish a book called:

a) The Life and Times of a Young Girl b) The Secret Annex

c) After the War d) A Dream

24. Peter talks to Anne about the male sex organs. How?

a) Drawing diagrams b) Using a game

c) Using a book d) Using the cat

25. What war event is everyone in the annex awaiting eagerly?

a) The American bomb b) The capitulation of Britain

c) The invasion d) The Dutch surrender

Anne Frank Unit Test Answer Key 1. d 2. b 3. d 4. d 5. b 6. a 7. a 8. d 9. a 10. d 11. c 12. a 13. a 14. d 15. d 16. a 17. b 18. c 19. b 20. c 21. d 22. c 23. b 24. d 25. c

Common Core State Standards Alignment Grid

Grades 8-10

The following grid indicates which of the Common Core State Standards are covered in this unit plan. You may find that you also cover other standards not listed or checked while teaching this unit. This list is not meant to be exhaustive or restrictive, but is intended as a basic reference for teachers and administrators needing to confirm that the lessons and activities in this unit conform to the curriculum prescribed by the Common Core State Standards.

Standards Alignment Grid: Grade 8

Reading: Literature and Informational Text

Key Ideas and Details

RL.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

RL.8.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Craft and Structure

RL.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

RL.8.5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

RL.8.6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

Integration of Knowledge and Ideas RL.8.7. Analyze the extent to which a filmed or live production of a story or drama stays faithful

to or departs from the text or script, evaluating the choices made by the director or actors.

RI.8.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

RL.8.9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

Range of Reading and Level of Text Complexity

RL.8.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.

Writing

Text Types and Purposes W.8.1. Write arguments to support claims with clear reasons and relevant evidence.

W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Text Types and Purposes (continued) W.8.3. Write narratives to develop real or imagined experiences or events using effective

technique, relevant descriptive details, and well-structured event sequences.

Production and Distribution of Writing

W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

W.8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Research to Build and Present Knowledge

W.8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

W.8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

W.8.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two.

Speaking and Listening

Comprehension and Collaboration

SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

SL.8.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

Presentation of Knowledge and Ideas

SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Language

Conventions of Standard English

L.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.8.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

L.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Vocabulary Acquisition and Use

L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

L.8.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.8.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Standards Alignment Grid: Grades 9-10

Reading: Literature and Informational Text

Key Ideas and Details

RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.9-10.3. 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.

Craft and Structure

RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Integration of Knowledge and Ideas

RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

RL.9-10.9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Range of Reading and Level of Text Complexity

RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing

Text Types and Purposes

W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Text Types and Purposes (continued) W.9-10.3. Write narratives to develop real or imagined experiences or events using effective

technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing

W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Research to Build and Present Knowledge

W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Speaking and Listening

Comprehension and Collaboration

SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Presentation of Knowledge and Ideas

SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Language

Conventions of Standard English

L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

L.9-10.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use

L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.9-10.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Documents

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