MS Grade 8 Language Arts 3 Through ESOL
Lesson 3:
The Diary of Anne Frank: Act 1, Scene 3, by Frances Goodrich and Albert Hackett
FCAT Reading & Writing Focus: Author’s Purpose, Point Of View And Tone
FCAT Support Skills:
Culture &Moral Dilemmas-Holocaust: Internal and External
Conflict, Historical Aspects-Setting and Author’s Purpose
Language Focus:
Subject/Verb Agreement
Text:
Prentice Hall Literature: Silver Level
English
“call-up notices”
aggravating
apologize
appearance
behavior
bickering
clumsy
darling
declare
deport
disappear
domestic
drag
embarrass
energy
gesture
humiliated
insufferable
intolerable
ladylike
lifelines
manners
mimic
old-fashioned
pent-up
quarrel
rebellious
resume
scold
self-willed
spanking
spill
surround
tense
waltzes
wrestle
Spanish
Haitian Creole
Portuguese
citación para el servicio
activo
Avi dapèl
avisos de convocação
saca de quicio
se disculpa
apariencia
comportamiento
discusiones
torpe
querida/o
manifiesta
deportar
desaparecer
hogareña
sacar a la fuerza
avergüenza
energía
gesto
humillado
insufrible
intolerable
fina
cuerda de salvación
modales
imita, mímica
a la antigua
acumulada, reprimida
querella
rebeldía
reanudan
reprende
obstinada
nalgadas
derrama
rodear
tenso
baila un vals
agasan
Fè ekskiz
aparans
konpòtman
kerèl
maladwa
byeneme
deklare
depòte
disparèt
domestik
trennen
anbarase
enèji
jès
imilye
ensipòtab
entolerab
byenelve
Tout vi, sèl resous
manyè
imite
Ansyen mòd
Refoule, reprime
kerèl
rebèl
rekòmanse
reprimande
otoritè
Tap nan dèyè
vide, simen
antoure
entans
Valse, danse vals
irritante
citación para el servicio
activo
Avi dapèl
avisos de convocação
pediu desculpas
aparência
brigas
desajeitada
querida
anunciar
deportar
somem, desaparecem
doméstica
arrastar
deixar sem graça
energia
gesto
insuportável
Intolerável
como uma dama
único meio de contato
modos
imita
antiquado
acumulada
discussão
rebelde
retomam
repreende
vontade própria
surra
derrama
cerca
tenso
rodopia
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 3
Page 1
English Summary
Lesson 3: The Diary of Anne Frank:
Act 1, Scene 3, by Frances Goodrich and Albert Hackett
In Scene 3, it is two months later, and the families are still in hiding. Margot, Anne and
Peter are studying and completing their lessons. Mr. Van Daan is lying down in the attic room,
Mrs. Van Daan is sewing her fur coat, and Mrs. Frank is on the couch. Mr. Frank gives the
signal that the workers have left the building below them. Mrs. Frank goes to the sink to prepare
supper. Anne is full of pent-up energy, and she hides Peter’s shoes. Peter runs after Anne and
wrestles Anne to the floor to get his shoes back. Anne begins to sing and dance, and Mr. Frank
waltzes with her. Mrs. Van Daan embarrasses Peter, saying that Anne is his little girlfriend.
Meanwhile, the sound of an automobile stopping on the street below causes a terrifying and
tense moment. When they hear the car leave, everyone resumes their activities. Anne jokes,
laughs and plays with Peter, but Peter calls her “Mrs. Quack-Quack”, and embarrasses her.
Anne decides that Peter is intolerable and insufferable and trips him as he walks by.
Miep is late, and Mr. Frank becomes worried. Mrs. Van Daan complains that Anne talks
too much and is very aggravating. Mrs. Van Daan insists that Anne is spoiled and needs a good
old-fashioned spanking. Anne mimics Mrs. Van Daan, and declares that she will not be quiet,
ladylike or domestic like her sister Margot. Anne plans to go to Paris to study music or dance or
something wonderful. Then Anne picks up her glass of milk and makes a wide dramatic gesture,
spilling the milk on Mrs. Van Daan’s fur coat. Anne apologizes, but Mrs. Van Daan calls her a
clumsy little fool. Mrs. Frank scolds Anne and asks her to use more self-control like her sister
Margot. Anne is self-willed, angry and rebellious. She runs to her room and throws herself on
the bed, crying. Mrs. Frank is upset by the quarrels and bickering with the Van Daans.
Mr. Kraler arrives instead of Miep, bringing cabbages, milk and bread. A friend of Miep’s
needs a place to hide. The young Jewish man named Dussel is a dentist. Dussel takes Margot’s
bed, and Margot goes to the big room with her parents. They all know that Mr. Kraler and Miep
are their lifelines. Dussel is surprised to see the Frank family because people believed that the
Franks had escaped to Switzerland. Mrs. Van Daan warns Dussel that there isn’t much to eat
because eight of them will be sharing three ration books.
Dussel tells them what is happening on the outside. Hundreds of Jews disappear every
day in Amsterdam, and the Nazis surround city blocks to search house by house. Children
come home from school to find their parents gone. Hundreds of people are being deported,
including two families they know, the Hallensteins and the Wessels. The Nazis send “call-up
notices” telling Jews to report with only what they can carry. If they don’t report, soldiers come
and drag them off to Methuen, a death camp. Anne asks about her school friend Jopie and her
family. When she finds out that they are gone, Anne begins to cry.
At the end of Scene 3, Anne’s voice can be heard in the darkness as she writes in her
diary. Mr. Dussel doesn’t like Anne’s appearance, character or manners. Peter’s mother is
flirting with Anne’s father. Anne loves her darling sister, but can’t really talk to her because
Margot takes everything too seriously. Anne wishes Peter were a girl so she could have a
friend.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 3
Page 2
Spanish Summary
Lección 3: El Diario de Ana Frank
Primer Acto, Escena 3 de Frances Goodrich y Albert Hackett
La escena 3 transcurre dos meses más tarde, y las familias siguen en la clandestinidad.
Margot, Ana y Peter están estudiando y completando sus lecciones. El Sr. Van Daan está
acostado en el cuarto del desván, la Sra. Van Daan está cosiendo su abrigo de pieles y la
señora Frank está sentada en el sofá. El señor Frank avisa que los obreros ya han salido del
piso inferior del edificio, entonces la Sra. Frank se dirige al fregadero para preparar la cena.
Ana, plena de energía acumulada, esconde los zapatos de Peter, quien para recuperarlos corre
tras Ana y forcejea con ella hasta tumbarla en el piso. . Ana comienza a tararear una canción y
a bailar y el señor Frank baila un vals con ella. La Sra. Van Daan hace que Peter se
avergüence cuando le dice que Ana es su noviecita. Mientras tanto el sonido de un automóvil
deteniéndose abajo en la calle crea un momento tenso y aterrador. Cuando oyen que el carro
se aleja, todo el mundo reanuda sus actividades. Ana bromea, ríe y juega con Peter, pero le da
vergüenza que éste la llame “Sra. Cuac-Cuac”. Ana considera que Peter es intolerable e
insufrible y al pasar junto a él le da un empujón.
Miep se tarda, y el Sr. Frank se preocupa. La Sra. Van Daan se queja de que Ana
habla demasiado y la saca de quicio, además insiste en que Ana está malcriada y necesita
unas buenas nalgadas a la Antigua. Ana imita a la Sra. Van Daan, y manifiesta que nunca será
tranquila o fina u hogareña como su hermana Margot. Ana planea ir a París a estudiar música
o danza o algo maravilloso. Entonces agarra su vaso de leche haciendo un amplio y
exagerado gesto, derramando la leche sobre el abrigo de pieles de la señora Van Daan. Ana se
disculpa, pero la señora la llama tontita torpe. La señora Frank reprende a su hija y le pide que
se controle más como lo hace su hermana Margot. Ana está obstinada, furiosa y llena de
rebeldía. Corre a su cuarto y se tira en la cama llorando. El Sr. Frank está disgustado por las
querellas y discusiones con los Van Daan.
En lugar de Miep, llega el señor Kraler trayendo coles, leche y pan. Un amigo de Miep
necesita un lugar donde esconderse. El joven judío llamado Dussel es dentista. Él toma la
cama de Margot y ésta se va al dormitorio grande con sus padres. Todos saben que el Sr.
Kraler y Miep son su salvación. Dussel está sorprendido de ver a la familia Frank porque todos
creían que los Frank habían escapado a Suiza. La Sra. Van Daan le advierte a Dussel que no
hay mucho que comer porque ocho de ellos estarán compartiendo tres libretas de
racionamiento.
Dussel les cuenta lo que está sucediendo afuera. Cientos de judíos desaparecen
diariamente en Ámsterdam, y los Nazis rodean cuadras enteras de la ciudad para registrar casa
por casa. Los niños regresan de la escuela y encuentran que sus padres han desaparecido.
Cientos de personas están siendo deportadas, incluyendo dos familias conocidas por ellos, los
Hallenstein y los Wessel. Los Nazis envían “citaciones para el servicio militar” ordenando a los
judíos que se presenten sólo con lo que puedan cargar. Si no se presentan, los soldados
vienen y los sacan a la fuerza para Methuen, un campo de exterminio. Ana pregunta sobre
Jopie, una amiga de la escuela, y su familia, y cuando se entera de que han muerto, empieza a
llorar.
Al final de la escena 3, la voz de Ana puede escucharse en la oscuridad mientras que
escribe en su diario. Al señor Dussel no le gustan la apariencia, carácter o modales de Ana.
La mamá de Peter coquetea con el Sr. Frank. Ana ama a su querida hermana, pero en
realidad, con ella no se puede hablar porque Margot todo lo toma muy a pecho. A Ana le
gustaría que Peter fuera niña para así poder tener una amiga.
The Department of Multicultural Education Translation Team certifies that this is a true and faithful translation of the original document. August 2004 - (561) 434-8620 - SY 04-2802
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 3
Page 3
Haitian Creole Summary
Lesson 3: The Diary of Anne Frank:
Ak 1, Sèn 3, dapre Frances Goodrich and Albert Hackett
Nan sèn 3 a, de mwa apre, fanmi yo toujou nan kache. Margot, Anne ak Peter ap etidye
pou yo fini leson yo. Mesye Van Daan kouche nan mansad la, madan Van Daan ap koud manto
fouri epi madan Frank sou kanape. Mesye Frank bay siyal ki montre travayè yo kite bilding ki
anba yo a. Madan Frank ale nan kuizin nan pou l prepare soupe. Anne chaje ak enèji, epi li sere
soulye Peter. Peter kouri dèyè Anne epi li frappe Anne atè pou l pran soulye l nan men l. Anne
kòmanse chante ak danse, epi mesye Frank ap valse avèk li. Madan Van Daan fè Peter
anbarase lè li di l Anne se mennaj. Padan tan sa a bri yon machin ki estasyone anba a nan lari
a lakoz yon moman tèrib ak entans. Lè yo tande machin nan ale, tout moun rekòmanse aktivite
yo. Anne ap bay blag, l ap ri ak jwe ak Peter, men Peter rele “Madam Quack-Quack li a” pou l
kab fè l anbarase. Anne deside Peter entolerab ak ensipòtab, kidonk li fè l trebiche pandan l ap
pase bò kote l.
Miep anreta epi mesye Frank vin enkyete. Mesye Van Daan plenyen pou Anne ki pale
twòp epi ki vin agasan anpil. Madam Van Daan ensiste ke Anne gate, donk li bezwen kèk bon
tap nan deye l. Anne imite madan Van Daan, epi li deklare li p ap dousman, byenelve ni
domestik tankou sè l Margot. Anne fè plan pou l ale Pari pou l al etidye mizik oswa danse oswa
fè yon lot bagay mèveye. Ansuit Anne pran vè lèt li epi li fè yon gwo jès komik, lè l vide lèt la
sou manto fouri madan Van Daan. Anne fè ekskiz men madan Van Daan rele l ti enbesil
maladwa. Madan Frank reprimande Anne epi li mande l pou l gen plis metriz menmjan ak sè l
Margot. Anne otoritè, firye ak rebèl. Li kouri rantre nan chanm li epi li lage kò l sou kabann nan
ap kriye. Mesye Frank fache poutèt dispit ak kerèl li yo ak fanmi Van Daans.
Mr. Kraler vini olye se Miep. Li pote chou, lèt ak pen. Gen yon zanmi Miep ki bezwen
yon kote pou l kache. Jèn gason Jwif ki rele Dussel la se yon dantis. Dussel pran kabann
Margot a epi Margot ale nan gwo sal la ak paran l. Yo tout konnen mesye Kraler ak Miep se tout
vi yo.. Dussel etone wè fanmi Frank paske moun te panse yo te chape ale an Suis. Madan Van
Daan avèti Dussel ke pa gen anpil manje paske gen twa kanè rasyònman pou uit moun.
Dussel rakonte yo sa k ap pase deyò a. Plizyè santèn Jwif disparèt an Amstèdam chak
jou epi Nazis yo antoure kafou vil yo pou fouye tout kay yonn apre lòt. Timoun ki sot lekòl pa
jwenn paran yo. Y ap depòte plizyè santèn moun, ladan yo gen de fanmi yo rekonèt: fanmi
Hallensteins ak fanmi Wessels. Nazis yo lanse” avi dapèl” pou di Jwif yo pou rapòte yo ak sa yo
kab pote. Si yo pa rapòte yo, sòlda ap vini epi trennen yo ale nan kan lanmò Methuen. Anne
mande nouvèl zanmi lekòl li Jopie ak fanmi l. Lè l vin konnen yo te pati, Anne kòmanse kriye.
Nan fen sèn 3 a, yo te kab tande vwa Anne nan fènwa a pandan l ap ekri nan jounal li a.
Mesye Dussel pa renmen aparans, tanperaman ak manyè Anne. Manman Peter ap file papa
Anne. Anne renmen byeneme sè l la men li pa kab vrèman pale avèk li paske Margot pran tout
bagay twòp oserye. Anne regrèt Peter pa t yon fi pou l te kab gen yon zanmi.
The Department of Multicultural Education Translation Team certifies that this is a true and faithful translation of the original document. August 2004 - (561) 434-8620 - SY 04-2802
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 3
Page 4
Portuguese Summary
Lição 3: O Diário de Anne Frank:
Ato 1, Cena 3, de Frances Goodrich e Albert Hackett
Na Cena 3, dois meses se passaram e as famílias ainda estão escondidas. Margot,
Anne e Peter estão estudando e concluindo suas lições. O Sr. Van Daan está deitado no sótão,
a Sra. Van Daan está costurando seu casaco de peles e a Sra. Frank está no sofá. O Sr. Frank
dá o sinal de que os trabalhadores saíram do apartamento debaixo ao deles. A Sra. Frank vai
até a pia para preparar o jantar. Anne está cheia de energia acumulada e esconde os sapatos
de Peter. Peter corre atrás de Anne e derruba-a ao chão para pegar os sapatos dele. Anne
começa a cantar e dançar e o Sr. Frank rodopia com ela. A Sra. Van Daan deixa Peter
desconcertado, dizendo que Anne é sua namoradinha. Enquanto isso, o barulho de um
automóvel parando na rua causa um momento tenso e aterrorizante. Quando eles ouvem a
partida do carro, todos retomam suas atividades. Anne zomba, ri e brinca com Peter, mas Peter
a chama de “Sra. Quack-Quack” e a deixa sem graça. Anne chega à conclusão de que Peter
está intolerável e insuportável e dá-lhe uma rasteira quando ele passa por ela.
Miep está atrasado e o Sr. Frank fica preocupado. A Sra. Van Daan reclama que Anne
fala demais e que é muito irritante e ela insiste que Anne é mimada e precisa de uma boa e
antiquada surra. Anne imita a Sra. Van Daan e anuncia que não ficará quieta, como dama ou
como doméstica como sua irmã Margot. Anne tem planos de ir para Paris estudar música ou
dança ou alguma coisa admirável. Então, Anne pega seu copo de leite e fazendo um gesto
muito dramático derrama o leite no casaco de peles da Sra. Van Daan. Anne desculpa-se mas
a Sra. Van Daan chama-lhe de pequena idiota e desajeitada. A Sra. Frank repreende Anne,
pedindo-lhe que tenha mais autocontrole, assim como sua irmã Margot. Anne tem vontade
própria, é raivosa e rebelde. Ela corre para seu quarto e atira-se na cama chorando. A Sra.
Frank está chateada pelas discussões e brigas com os Van Daan.
Ao invés de Miep, chega o Sr. Kraler trazendo repolhos, leite e pão. Um amigo de Miep
precisa de um lugar para esconder-se. O jovem judeu chama-se Dussel e é dentista. Dussel
ocupa a cama de Margot e ela vai para o quarto grande com seus pais. Todos eles sabem que
o Sr. Kraler e Miep são seus únicos meio de contato. Dussel fica surpreso em ver a família
Frank porque as pessoas pensavam que a família havia escapado para a Suíça. O Sr. Van
Daan avisa a Dussel que não há muito o que comer porque oito deles estarão compartilhando
três talões de suprimentos.
Dussel informa-lhe sobre o que está acontecendo lá fora. Centenas de judeus
desaparecem todos os dias em Amsterdã e os nazistas cercam os quarteirões para
vasculharem casa por casa. As crianças chegam em casa da escola e não encontram seus
pais. Centenas de pessoas estão sendo deportadas, inclusive duas famílias que eles
conhecem, os Hallensteins e os Wessels. Os nazistas mandam “avisos de convocação”,
informando aos judeus para se apresentarem apenas com aquilo que possam carregar. Em
caso de não se apresentarem, os soldados virão e os arrastarão para Methuen, um campo de
extermínio. Anne pergunta sobre sua colega de escola Jopie e sua família. Quando ela
descobre que eles se foram, Anne começa a chorar.
No final da Cena 3, a voz de Anne pode ser ouvida na escuridão, enquanto ela escreve
em seu diário. O Sr. Dussel não gosta da aparência, caráter e dos modos de Anne. A mãe de
Peter está flertando com o pai de Anne. Anne ama sua querida irmã mas não consegue
conversar abertamente com ela porque Margot leva tudo muito a sério. Anne gostaria que Peter
fosse uma menina para que ela pudesse ter uma amiga.
The Department of Multicultural Education Translation Team certifies that this is a true and faithful translation of the original document. August 2004 - (561) 434-8620 - SY 04-2802
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 3
Page 5
Beginning Listening Activities
Minimal Pairs
Objective: Auditory discrimination of confusing sounds in words
Procedure: Write a word pair on the board. (Example: there-dare) Write #1 above the first, #2
above the second. The teacher models by pronouncing one of the words without indicating
which. Teams guess which word they heard, #1, or #2. Pronounce both words in the pair.
Teams guess the order they heard (1-2, 2-1). Call out the numbers 1 or 2. Teams respond with
the word (Can be done with sentences). Use both words in the pair in otherwise identical
sentences. (Example: The Constitution is the heart of US government. The contribution is the
heart of US government.) Teams decide which sentence has meaning, and which is silly.
(Award points for correct responses.)
Anne Frank: Lesson 3: Minimal Pairs Activity:
spill/spell
drag/drug
life/live
self/shelf
fool/full
room/loom
tense/dense
Bingo
Objective: Auditory comprehension of vocabulary from the lesson
Procedure: Choose vocabulary words or phrases from the lesson summary list or from
students' classroom texts. Give each team a blank Bingo card. Each team writes vocabulary
words/text phrases you provide on the board in the spaces of their choice. Randomly select
sentences from the text and read them aloud. Teams mark their Bingo spaces when they hear
the word or phrase.
Intermediate Listening Activities
Team Spelling Test
Objective: Listen for lesson vocabulary words & collaborate with others to spell them correctly.
Procedure: Place ten vocabulary words (or fewer depending on time) in a pocket chart or on a
chalk tray. Teams get 3-5 minutes to study the words. Hide the words from view. Each team
uses one pencil and one sheet of paper. (Team name at top; numbers 1-10 down the left
margin) Read the spelling words as you would during a traditional spelling test. The first team
member writes word number one with the team's help, and then passes the paper and pencil to
the second team member who will write word number two, etc. Students on each team take
turns. Teams exchange papers. Place the 10 words back in view. Teams check each other's
tests. A team gets one point for each word spelled correctly.
Options: Ask for additional information. For example, you may ask teams to write a sentence
with the word in it. You might ask for a specific tense, plural form, opposite, etc.
An alternative technique is to have each team member complete all spelling items on his/her
own paper. Team members are allowed to help each other. On completion, collect the one
paper of your choice. The grade on that paper will count for each team member.
Anne Frank: Lesson 3 Spelling Activity: Use the following words for the test.
appearance, clumsy, domestic, embarrass, gesture, humiliated, insufferable, quarrel, rebellious,
wrestle
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 3
Page 6
Follow Directions
Objective: Listen for the purpose of following spoken directions.
Procedure: With one piece of paper and one pencil, team members take turns writing on paper
what the teacher directs to complete a task.
1. For example, there might be a list of dates. The teacher might say the following: Draw a
circle around 1492. Make a star in front of 1546. Connect 1322 and 1673 with a line.
2. The teacher might direct teams to make changes to a sentence. Example: He sailed to the
Americas in 1492. The teacher says, “Circle the verb. Put a box around the preposition”.
3. Another example: Change the verb to the present tense. Add 505 years to the date. Change
the subject to the third person plural.
4. The teacher might also direct teams to complete a drawing, or draw the route of an explorer
on a map. Teams that complete the exercise correctly get a point.
Anne Frank: Lesson 3 Follow Directions Activity: Provide students with a partner. Students
will listen and follow directions with their partner to mimic or mime the actions of the characters
in the play.
Directions:
a) Study and complete your lesson (like Margot and Anne)
b) Sew your fur coat (like Mrs. Van Daan)
c) Give the signal that the workmen are gone (like Mr. Frank)
d) Hide Peter’s shoes (like Anne)
e) Begin to dance (like Anne and Mr. Frank)
f) Joke and laugh (like Anne)
g) Become worried (like Mrs. Frank)
h) Talk too much and be very aggravating (like Anne)
i) Mimic Mrs. Van Daan (like Anne)
j) Pick up something and makes a wide dramatic gesture (like Anne)
k) Scold someone (like Mrs. Frank)
l) Use self-control (like Margot)
m) Bicker with your partner (like the Van Daans)
n) Be surprised to see your partner (like Dussel)
o) Warn your partner that there isn’t much to eat (like Mrs. Van Daan)
p) Begin to cry (like Anne)
q) Flirt with your partner (like Mrs. Van Daan flirted with Anne’s father)
r) Take this activity too seriously (like Margot)
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 3
Page 7
Dictation
Objective: Listen to discriminate words in sentences and reproduce them in writing.
Procedure: Dictate sentences from the lesson, saying each sentence only two times (once if
listening skills allow) Team members take turns writing the sentences, assisting each other.
(Teams can write sentences on the board to correct them in class, or collect as a quiz.)
Option: An alternative technique is to have each team member complete all dictation items on
his/her own paper. Team members are allowed to help each other. On completion, collect one
paper of your choice. The grade on that paper will count for each team member.
Option: Dictate a sentence with an important word left out. Offer four choices for teams to write.
Example: Columbus landed in… a) Boston b) Haiti c) Argentina d) England
Option for Dictating Dates or mathematical concepts/formulas: Can be written in number
form or in word form (fourteen hundred and ninety-two) (All sides are equal in an equilateral
triangle.) Dictate the question, so teams can write them down. Then each team answers the
question in the group. (What kind of polygon has two parallel sides?)
Anne Frank: Lesson 3 Dictation Activity:
a) Mrs. Van Daan insists that Anne needs a good old-fashioned spanking.
b) Anne declares that she will not be lady-like or domestic like her sister Margot.
c) They all know that Mr. Kraler and Miep are their lifelines.
d) Peter is intolerable and insufferable and trips him as he walks by.
e) The sound of an automobile causes a terrifying and tense moment.
Proficient Listening Activities
Interview
Objective: Role play a verbal interaction in the form of an interview
Procedure: You play the role of an informative person relative to the topic of the unit.
Choose a representative from each team and distribute the questions among them. These
students play the role of journalists. Provide students with these questions to interview you in
your new role. Teams must coach their representative, and take notes of the answers for
Writing Activity #1, Language Experience Story.
Anne Frank: Lesson 3 Interview Activities:
You play the role of Mrs. Van Daan. Choose several students to play the role of Anne Frank.
Provide these students with the questions below. They take turns asking you questions.
Students not asking questions must take notes of Mr. Frank’s answers. Students should save
notes for Writing Activity #1, Language Experience Story.
a) Is there a reason you never laugh or joke?
b) Why are you so worried about how much food we have?
c) Don’t you think your son Peter is intolerable and insufferable?
d) Why did you say I was Peter’s little girlfriend?
e) Why are you always picking on Peter?
f) Does it make you happy to embarrass Peter?
g) Why don’t you like me?
h) Do you think I am clumsy and aggravating?
i) What did I do to make you dislike me?
j) Do you like to bicker all the time?
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 3
Page 8
Beginning Speaking Activities
Intentional Intonation
Objective: Auditory discrimination and oral production of intonation/stress patterns in spoken
English
Procedure: Write the sentence on the board and then say it, stressing one word. Teams take
turns explaining the special meaning the emphasis brings to the sentence. Repeat this process
several times with the same sentence, each time emphasizing a different word.
Example:
All for one and one for all! (not none) …..(not, “None for one and one for all!)
All for one and one for all! (not from) …..(not, All from one and one for all!)
All for one and one for all! (not three) …..(not, “All for three and one for all!)
All for one and one for all! (not or) …..(not, “All for one or one for all!”)
All for one and one for all! (not everyone) …..(not, “All for one and everyone for all!”)
All for one and one for all! (not to)….. (not, “All for one and one to all”!)
All for one and one for all! (not nobody) …..(not, “All for one and one for nobody!”)
Anne Frank: Lesson 3 Intentional Intonation Activities:
Anne talks too much and is very aggravating. (not Margot)
Anne talks too much and is very aggravating. (not thinks)
Anne talks too much and is very aggravating. (not little)
Anne talks too much and is very aggravating. (not slightly)
Anne talks too much and is very aggravating. (not interesting)
Backwards Build-up
Objective: Auditory discrimination and oral reproduction of rhythmic patterns of spoken English
Procedure: Students practice the intonation, stress, and punctuation of sentences by repeating,
by teams, the increasingly larger fragments of a sentence modeled by you. Repeat each line (as
necessary) until teams can pronounce the segments well. Continue to build up to the complete
sentence. Teams completing the exercise correctly get a point. Example:
…in fourteen hundred and ninety-two …blue in fourteen hundred and ninety-two
…the ocean blue in fourteen hundred and ninety-two. …sailed the ocean blue in fourteen
hundred and ninety-two Columbus sailed the ocean blue in fourteen hundred and ninety-two.
Anne Frank: Lesson 3 Backward Build-up Activity:
a) Meanwhile, the sound of an automobile stopping on the street below causes a
terrifying and tense moment.
b) Anne jokes, laughs and plays with Peter, but Peter calls her “Mrs. Quack-Quack,”
and embarrasses her.
c) Then Anne picks up her glass of milk and makes a wide dramatic gesture, spilling
the milk on Mrs. Van Daan’s fur coat.
d) Dussel is surprised to see the Frank family because people believed that the Franks
had escaped to Switzerland.
e) Hundreds of Jews disappear every day in Amsterdam, and the Nazis surround city
blocks to search house by house.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 3
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Intermediate Speaking Activities
Charades
Objective: Oral production to determine word meaning and context of new lesson vocabulary
Procedure: Team members guess who/what the teacher (or student) is silently role-playing.
(Ex: famous person, geometric shape, scientific theory) The team guessing correctly gets point.
Anne Frank: Lesson 3 Charades Activity: Suggestions:
apologize, clumsy, drag, dramatic, embarrassed, flirt, ladylike, scold, spank, spill, terrifying,
waltz, wrestle
Mixed-up Sentence
Objective: Each team consults to give spoken directions to correct a “mixed-up” sentence.
Procedure: Write a sentence on the board that contains lesson vocabulary and grammar, but
scramble the order of the words and put a capital letter or two in the wrong places(s). Tell the
class the way the sentence should read. Example sentence: A dicot seed has two parts. You
might write on the board: “tWo a seed dicot hAs parts”. The person whose turn it is must
verbally give directions to make a correction after consulting with the team. The teacher follows
the exact directions given and, if correct, gives the team a point. Then s/he calls on next team.
Example: “Move the A to the front”. You might decide to erase letter “a” in “part” and put it at
the beginning of the sentence. Perhaps you erase an “a” and rewrite it on the wall somewhere in
front of the classroom. In both cases, you were not given the detailed instructions necessary to
complete the task, and you would move on to the next group without awarding a point. You are
looking for a response something like, “Remove the first capital A and replace it with a lower
case A.” Directions like these get teams points. Continue until the sentence is reorganized, with
a capital at the beginning and a period at the end.
Notes: This activity is very difficult and takes several weeks to master. Students will prefer to
show you what to do, but do not let them. The idea is to tell you, not show you. The first time
you use the activity do not spend more than five minutes. Stop and discuss the kinds of
directions they need to give in the future. Do not give up on this activity, no matter how
immature the students.
Proficient Speaking Activities
Twenty Questions
Objective: Ask oral questions about a photo or picture to determine meaning of vocabulary
words.
Procedure: A student from one team selects a photo or picture without showing it to members
of teams. Teams take turns asking YES/NO questions about the picture. The picture holder can
only answer yes or no. If a team guesses correctly, it receives 20 points minus the number of
questions that have been asked divided by two. Example: Is it from the fifteenth Century? Is it a
boat? (etc.)
Anne Frank: Lesson 3 Twenty Questions Activity:
Photo or picture suggestions:
attic, fur coat, couch, workmen, building, supper, Paris, cabbages, dentist, city block,
soldiers
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FCAT FOCUS READING SKILL:
Recognizing Author’s Purpose, Point of View and Tone
Teacher-Student Grammar Notes are provided as a teaching resource or student study notes.
Analyzing the Validity and Reliability of Primary Sources
What to do and what to watch for. Every writer has a purpose and point of view. Every writing
has sets a tone or attitude for the reader. Recognizing the author’s purpose, point of view and
the tone of the passage will help you to understand and analyze it.
Author’s purpose. Why did the author write this? The author’s purpose in writing can be one or
many. A passage may simply inform the reader. An author may inform you and entertain you at
the same time. The author may try to persuade you and inform you or persuade you and
entertain you. Usually the author’s purpose is to entertain, inform or persuade a reader.
Certain types of writing generally serve certain purposes:
a) Entertain. Fiction, drama, narratives, first-person stories
b) Inform. News stories, informational articles, textbooks.
c) Persuade Advertisements, editorials
Author’s point of view. Point of view refers to the author’s opinion. The author’s point of
view is his or her particular opinion or position on the topic. Point of view includes beliefs,
biases and assumptions. This is the writer’s own personal way of looking at the subject.
Sometimes the writer makes personal judgments that are evident in the reading.
Examples:
• A writer may have an opinion about how responsible young people are. From this point
of view, the author assumes the best of young people. The same writer may have a
strong opinion or bias against adults who do not help young people who deserve it.
These beliefs, opinions, positions and biases will influence the writing.
• A writer may take the point of view that violence in schools is caused by violence in
society. Writing from this point of view will show a bias against social institutions like
television and movies and their influence on youth. As you read, you may have your own
opinion. Pay attention to your reaction to the reading. It may help you to figure out the
author’s point of view
Author’s tone. The tone is the author’s attitude.
a) The tone of a reading is the attitude the writer takes toward the subject. Tone
can be seen in the way an author treats or writes about a character. The author’s
tone may be sad and serious or humorous and light-hearted. The tone may be
sarcastic or making fun of something or someone.
b) The author’s choice of words sets the tone. The choice of words sets a certain
climate or atmosphere that you can sense. Your reaction to the reading can help you
identify the author’s attitude or tone. Identify specific words that make you react this
way. These words have been chosen by the writer to set the tone.
Examples:
• The long lonely night was obscured in somber clouds of doubt and darkness
that hovered over my head like a heavy weight.
• The flower petals danced on the refreshing breezes of the day, filling my
head with the rich colors of joy, peace, love, and living.
• Every politician in the room covered his sweating grimace with the artificial
smile and good intentions that had gotten him elected.
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Beginning Reading Activities
Pre Reading
Objective: Listen to a short series of oral sentences in order to answer simple questions.
Procedure: Use the short summary paragraph below (5-10 sentences). Read the paragraph to
the class two times. Then read the paragraph a 3rd time, stopping at the end of each sentence to
ask questions. Ask several questions for each sentence, and ask a variety of types of questions
(i.e. yes/no, either/or, and “wh-“). Ask the questions at a quick pace, and if the group cannot
answer quickly enough, move on to the next group.
Example: Columbus sailed to America in 1492. Sample Questions: Did Columbus sail to
America? Did Columbus sail to Europe? Did Columbus sail to Europe or America? Where did
he sail? Did King Ferdinand sail to America? Did Columbus or King Ferdinand sail to America?
Who sailed to America? Did he sail in 1942? Did he sail in 1492 or 1942? When did he sail?
Option: Read the paragraph a 4th time. Ask questions again. End the activity by dictating the
paragraph to the teams. Allow collaboration within the team. Collect/grade one dictation from
each team. Each student on the team receives the same grade.
Anne Frank: Lesson 3 Pre Reading Activity:
Margot, Anne and Peter are completing their lessons. Mr. Van Daan is in the attic room,
Mrs. Van Daan is sewing, and Mrs. Frank is on the couch. Anne is full of pent-up energy, and
teases Peter. Anne sings and waltzes with her father. Mrs. Van Daan insists that Anne is
spoiled and needs a good old-fashioned spanking. Mrs. Frank scolds Anne and asks her to use
more self-control like her sister Margot. Mr. Kraler arrives bringing cabbages, milk and bread. A
young Jewish man named Dussel needs a place to hide. Dussel tells them what is happening.
Hundreds of Jews disappear every day in Amsterdam and are deported. When Anne finds out
that her friends are gone, she begins to cry. Anne wishes Peter were a girl so she could have a
friend.
Intermediate-Proficient Reading Activities
Total Recall
Objective: Read a text in order to ask and answer short questions.
Procedure: Teams prepare 3 (or more) questions and their answers from the text. Teams are
allowed to write notes about the text. Teams take turns asking each other their questions, and
challenging incorrect responses. Responding teams are not allowed to raise hands. The team
asking the question chooses which team answers. The same question cannot be asked twice. If
a team does not answer correctly, it loses a point and the team asking the question gets a point.
When a team does not agree with the answer that the questioner deems correct, it can
challenge that team. The challenging team must prove that it is also correct or that the
questioning team is incorrect. It does not need to prove both. All teams can join a challenge on
either side (questioner's side or respondent's side), but they must do so immediately. (Teams
may wait to see how many teams are joining each side, which is unfair.). Once the teams have
taken sides on a challenge, they look up the answer in the book. All teams siding with the
correct answer get 2 points, and losers lose 2 points.
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Story Grammars
Objective: Identify a common organizational pattern or “grammar” of a reading text.
Procedure: Introduce story grammars by using the Language Experience Approach. The
second time, have each group prepare one. Once groups have mastered story grammars,
individuals can prepare their own, but include incentives for the group to help individual
members. For example, you might want to give a team a point for each member who receives a
grade of B or higher.
Example: Setting:___, Characters:___, ___,Problem:___, Goal:___, Events Leading to goal
(list in order):___, ___, ___,Resolution: ___(Three possibilities include: character solves
problem, character learns to live with problem, problem defeats character)
Note: Story grammars help students understand that most stories have a common organization,
and they help students to write reports, evaluate the quality of stories, and write their own
stories.
Judgment
Objective: Read a text for the purpose of identifying facts and opinions.
Procedure: On five separate strips of paper, each team writes (or copies) 5 sentences from the
text that show facts and opinions. Teams write their team name on the backs of the 5 strips, and
swap their sentences. Teams read the sentence strips they have, and place them in either a fact
basket or opinion basket in front of the room. The teacher reads each sentence strip from the
two baskets. For each, the teams decide if the sentence was correctly placed. If correct, the
team with its name on the strip gets a point. If not correct, that team loses a point. (This
encourages effective writing.)
Option: This activity may be adapted to focus on cause/effect, reality/fantasy or inferred/explicit.
True or False
Objective: Read a text passage for the purpose of making true and false statements about it.
Procedure: Teams make a “T” chart (2 columns with titles--one side is for true, the other side is
for false). Teams make three true or false statements about the text. A representative from the
first team reads one statement aloud. The other teams listen and place their token on the
appropriate side of their True/False chart. The questioning team decides which choices are
correct. Each correct answer earns a team a point. In a disagreement, follow the challenge rules
of Total Recall.
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Scan
Objective: Scan a text for the purpose of asking and answering simple questions.
Procedure:
1. Teams write 3 questions about an assigned text. Next to each question, they write page
number and paragraph number where the answer is located.
2. A representative from each team asks the team’s questions. The other teams get 60
seconds for each question to scan the text, find the answer, page and paragraph numbers,
and write them on a sheet of paper. Any team not getting the answer within that time loses a
point.
3. Any time a responding team loses a point, the questioning team gets a point. The responding
teams take turns reading out their page and paragraph numbers. Then the questioning team
reads its page and paragraph numbers.
4. Team respondents who have the same answer as the questioner get an automatic point.
Respondents who do not have the same answer as the questioner are not automatically
wrong. Both the questioner and respondent read aloud their chosen paragraph. The
questioner then decides if the respondent is also correct (Many times the answer to a
question can be found in more than one place in a text). If the respondent is also correct, the
respondent gets a point.
5. If the questioner says that the respondent is incorrect, the respondent may challenge (as in
Total Recall). The responding team must prove that it is also correct or that the questioner is
incorrect. It does not need to prove both. Other teams may join one side or the other. The
teacher then decides who wins. Winning teams get 2 points and losers lose 2 points.
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Beginning- Writing Activities
Language Experience Story
Objective: Use student-created writing as a text as a model for individual student writings, for
rereading or other written activities, including Story Grammars, RAFT, and Spool Writing.
Procedure: Language Experience instruction involves asking students to talk about some item
of relevance to the class. You may use information from Listening Activity “Interview” or
information learned in other unit activities. Individual team members and teams take turns
offering sentences to be added to the text. You write individual contributions on the board,
including non-standard forms or word order. Then ask teams to correct or change the text to
standard English grammar and syntax and to decide on an organizational format. Assist teams
in making necessary adjustments. After the text is corrected, students copy it in their notebooks,
or you can type and distribute it.
Indirect Speech
Objective: Write a familiar dialog in paragraph form, using indirect or reported speech.
Procedure: Use the dialog in this lesson written for Presenting Activity “Dialog”. After teams
have completed presenting their dialogs (see Presenting Activities), have each group write the
dialog in a paragraph format using indirect speech. Example:
COLUMBUS: “I need money to buy ships to sail west.”
Columbus asked the queen for some money to sail to the west.
Teams use one piece of paper and one pencil only. Each member takes a turn writing a line of
the dialog. Other team members can offer help, but they cannot write it for the individual whose
turn it is to write. Collect and grade. Each member of the team gets the same grade.
Anne Frank: Lesson 3 Indirect Speech Activity: Use the dialog in this lesson written for
Presenting Activity “Dialog”.
Example:
Anne to Peter: You are the most intolerable, insufferable boy I’ve ever met!
Anne told Peter that he was the most intolerable, insufferable boy he’s ever met.
Intermediate-Proficient Writing Activities
Language Experience Story
Objective: Create a collaborative writing text to use as a model for re-reading, individual
student writing or other written activities (including Story Grammars, RAFT, and Spool Writing)
Procedure: Language Experience Story instruction involves asking students to talk about some
item of relevance to the class. (You may use information from Listening Activity 6, the Interview,
or information learned in other unit activities.) Teams take turns, through individual members,
offering sentences to be added to the text. You write their contributions on the board, including
non-standard forms and word order. Ask groups to change the text to standard English
grammatical and lexical forms and to decide on an acceptable organizational format. Help the
groups when they cannot make all of the necessary adjustments. After the text is corrected,
students copy it in their notebooks, or you can type and distribute it.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 3
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Framed Paragraphs
Objective: Use a “frame” (outline or template) for writing a paragraph that contains a main idea
(topic sentence), supporting details, and a summary statement (conclusion).
Note: Framed paragraphs make very good exam preparation questions.
Procedure: Introduce framed paragraphs to the class by creating a story collectively using the
language experience approach. The second time you assign framed paragraphs, have each
group prepare one. Once the groups have mastered framed paragraphs, each student prepares
his/her own. Include incentives for the group to help individual team members. For example,
give a team one point for each member who receives a grade of B or higher. After constructing
a model paragraph with the class, groups, pairs, or individuals find examples in text.
Social Studies Example: There are many cultures of people living in Florida. First....
Second.... Third.... These groups and others....
Language Arts Example: ..., a character in the novel... by... is.... An example of this behavior
is... Another example is.... Finally.... Therefore, this character is...
Science Example: OBSERVATION: After observing... HYPOTHESIS: I think... MATERIALS:
1…2…3…PROCEDURE: 1…2…3… DATA: 1…2…3… ANALYSIS: The results show.... This
was caused by.... Therefore, my hypothesis was/was not correct because....
Anne Frank: Lesson 3 Framed Paragraphs Activities:
Sample #1: (Culture and Moral Dilemmas-Holocaust: Internal and External Conflict)
In the play The Diary of Anne Frank, by Frances Goodrich and Albert Hackett, the
German culture of the time created a terrible moral dilemma, which caused both internal and
external conflicts. In Germany during the years leading up to World War II, _____ (describe the
culture of the setting here-Detail #1). The moral dilemma that caused internal conflict for the
characters in the play was _____ (describe the moral dilemma here-Detail #2). The external
conflict for the characters was_____ (give examples of the external conflict here-Detail #3). The
internal conflict of this moral dilemma was _____ (state the internal conflict-Detail #4). The
culture of the time _____ (restate key point) created a moral dilemma _____ (restate key point).
The characters only had two choices, _____ or _____ (restate the dilemma here). In conclusion,
_____ (state your opinion about the culture and the moral dilemma as you see it).
Sample #2: (Historical Aspects-Setting and Author’s Purpose)
Refer to the Introduction for details on the historical setting of The Diary of Anne Frank. When:
1942 & 1945 Where: Amsterdam, Netherlands Background & Details: The Nazis declared the
superiority of the German “master race”, and blamed the Jews for the bad economy and
Germany’s defeat in World War I. Germany passed anti-Jewish laws, and built concentration
camps. Germany invaded neighboring countries, and decided to exterminate the Jews. Millions
of Jews disappeared from their homes or were taken by force to the camps to die in gas
chambers.
In the play The Diary of Anne Frank, Frances Goodrich and Albert Hackett use the
setting of the story to tell their readers the truth about the Holocaust. (Topic Sentence). The time
in history of the play is _____ (describe the 1st aspect of the setting-Detail #1). The location of
the play is _____ (describe the 2nd aspect of the setting-Detail #2). The authors use the setting
to show the reader _____ and _____ (Author’s purpose- Detail #3). The reader has a real
sympathy for the characters that lived in this time and place in history because _____ and
_____ (Author’s purpose –Detail #4). The setting of the story _____ (restate key points 1 & 2) is
very important to the authors, because they want to show us (or tell us about) _____ (restate
key points 3 & 4).
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Opinion/Proof
Objective: Organize ideas/information to find supporting evidence for an opinion. (pre-writing)
Procedure: Introduce the concept by having students read a selection from which opinions can
be formed. Draw a “T” chart on the board. On the left side of the “T”, write OPINION and on the
right, PROOF. Under OPINION, write the students’ opinion(s) of the selection. For each opinion,
students must find factual statements from the text that support the opinion.
Example: OPINION: Napoleon was a great leader. PROOF: He ended the revolution. He drew
up a new constitution. He made taxation fair. He chose government workers for their ability.
Option: Opinion/Proof may be used for several written activities described in this document,
including Story Grammars, RAFT, and Spool Writing. It can also be used by students as a
format for note taking from books, videos, and lectures.
Option: Teams can write their opinions and support with proof. (think/pair/share activity).
Anne Frank: Lesson 3 Opinion/Proof Activity: Opinion/Proof may be used for several written
activities described in this document, including Story Grammars, RAFT, and Spool Writing.
Students can also use it as a format for note taking from books, videos, and lectures. Allow
teams to write their own opinion to support with proof if they are at a proficient level. This can be
used as a think/pair/share activity. Use the following as a starter for less proficient students:
Opinion
Mrs. Van Daan is a difficult person to get along with.
Proof
She embarrasses people, including her own son Peter.
She likes to bicker about small details.
She warns Dussel as soon as he arrives that there is only a little food.
She encourages Anne to fight back when Peter teases her.
She’s always complaining about the w.c.
She loves her fur coat more than the people around her.
She flirts with Mr. Frank in front of her husband.
She complains her husband is smoking up all f their money.
She complains that Anne is spoiled and needs a spanking.
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Spool Writing
Objective: Write a “spool” (5-paragraph essay with an introduction, 3-paragraph body of
supporting arguments with evidence, and a concluding paragraph.
Procedure: Use graphic organizers, the summary, modeled writing, and guided writing to plan
prewriting activities for developing a “spool”. A spool is a five-paragraph essay in which the first
paragraph is an introduction (controlling idea, or thesis). The next three paragraphs make up the
body of the essay. Each of these paragraphs begins with an argument sentence to support the
thesis and has three supporting sentences for the argument sentence. The weakest argument
should be presented in the first paragraph of the body, and the strongest argument in the last
paragraph of the body. The final (5th) paragraph is the concluding paragraph, which begins with
a restatement of the thesis sentence, and is followed by a restatement of the three argument
statements of the body. Introduce the spool essay by creating a story collectively using the
Language Experience Approach. The second time you use spool writing, each group prepares
one. Once the groups have mastered the spool essay, each student prepares his/her own, but
include incentives for the team to help individual members. For example, you might want to give
a team one point for each member who receives a grade of B or higher.
SAMPLE FORMAT FOR AUTHOR’S PURPOSE/POINT OF VIEW/TONE
In the chapter/passage/story/piece/poem _____, the author _____has a purpose and
point of view (Topic sentence/introduction). _____ (The author) intends to _____ (simply inform
the reader, inform and entertain, persuade and inform, persuade and entertain, etc.) on the
subject of _____ (state main idea here). The author’s point of view (particular opinion, position,
belief, bias, assumption) is _____. He/she sets a tone or attitude for the reader of _____.
The writer has his/her own personal way of looking at_____ (the subject of the reading –
Topic sentence). The author’s purpose and point of view is _____ (Topic sentence). This is
evident in _____ (detail #1). Also, _____ (detail #2) Furthermore, the author states _____ (detail
#3). These details are very _____ (informative, persuasive, entertaining).
The writer’s personal judgments (opinions, position, beliefs, biases, assumptions) are
evident in the reading (Topic sentence). First, the author says _____ (detail #1). Then he/she
writes _____ (detail #2). Finally, the author reveals his/her judgment by _____ (detail #3). These
details are very _____ (informative, persuasive, entertaining).
The author sets a tone or mood in the reading that supports his/her purpose. His/her
tone First, _____ (the way the author treats or writes about a character, event or subject) sets a
_____ (sad, joyous, serious, sarcastic, humorous, light-hearted, etc – detail #1.) tone. In
addition, the choice of words is important to the purpose. Some examples include _____, _____
and _____ (details #2 and #3). ). The choice of words and treatment of _____ (character, event,
etc.) support the author’s purpose, which is _____ (restate purpose(s) here).
In conclusion, _____ (the author)’s purpose in the reading is to _____ and _____. This is
evident in _____, _____ and _____ (briefly restate key points here). My own reaction to the
author’s point of view is _____. The tone of the story and the choice of words to me is _____.
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Anne Frank: Lesson 3 Spool Writing Activities
Sample Format for Pre-reading Strategies.
Suggested Topics: Use these ideas as starters:
a) Author’s Purpose and Point of View: (find examples in the text)
People should know the truth about the Holocaust.
Discrimination can lead to horrible acts of violence.
Living in fear changes your life.
You should always make the best of a bad situation.
Caring for others more than oneself is admirable and noble.
Accepting help from others is necessary sometimes.
Freedom is a precious gift that we should cherish.
b) Author’s Tone: (find examples in the text)
Sad, emotional, angry at times
Upbeat, inspiring
Terrifying, tense
Funny and Sad at the same time
RAFT
Objective: Write on a topic in a specific format, understanding role as a writer and audience.
R-A-F-T is a system for making sure students understand their role as a writer (R), their
audience (A), the format of their work (F), and the topic of the content (T). Examples: persuade
a soldier to spare your life, demand equal pay for equal work, or plead for a halt to coal mining
in our valley.
• (R): For role (R), of the writer, the writer considers who s/he is (Examples-a soldier,
Abraham Lincoln, a slave, a blood cell, or a mathematical operation).
• (A): For audience (A), the writer considers to whom s/he is writing (Examples-to a
mother, to Congress, to a child.)
• (F): Format (F) determines what form the communication will take. (Examples-letter,
speech, obituary, conversation, memo, recipe or journal)
• (T): The topic (T) consists of a strong verb as well as the focus.
Procedure: Introduce RAFT by creating a story collectively using the Language Experience
Approach. The second time you assign RAFT, have each group prepare one. Model for
students, explaining that all writers must consider their role as a writer, their audience, the
format, and the topic These four components are critical in every written assignment. Assist
teams to brainstorm ideas about a topic. Work with teams to list possible roles, audiences,
formats, and strong verbs that are appropriate for each topic. Once the groups have mastered
RAFT, have each student prepare his/her own, but include incentives for the group to help
individual members. For example, you might want to give a team a point for each member who
receives a grade of B or higher.
Anne Frank: Lesson 3 RAFT Activity: Students write according to role, audience, format, &
topic.
R: Your role as writer is Mr. Frank.
A: Your audience is the government of the Netherlands.
F: The format of your writing is a formal letter.
T: Your topic is to write to convince the government that the persecution of the Jews is
immoral and the government must protect them.
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FCAT Writing
FCAT Writing: Lesson Topic: (Persuasive or Expository Prompt) Distribute the planning sheets
and writing folders containing the prompts to the students. Provide students with the writing
situation and directions for writing. Remind the students to budget their time: approximately ten
minutes on brainstorming and prewriting, twenty-five minutes on drafting, ten minutes on editing.
Record the time and give students the command to begin. After 45 minutes, ask the students to
stop writing and place their planning sheets inside their folders.
Anne Frank: Lesson 3 FCAT Writing Activity (Expository Prompt):
Writing Situation:
Sometimes we are asked to help someone who needs help. When we are called upon,
we may think we need to do or say something about the situation. In real life situations,
however, sometimes the best thing we can do to help is just to listen and to be there.
Directions for Writing:
Think of a time you remember when someone just needed you to be there or perhaps
he/she just needed you to listen to him/her. Who needed you? What was the situation?
How did it help this person for you to just be there or just listen to them? Why do you
think this was helpful? How did you feel at the time? How did the situation turn out? How
did you feel later? Why?
Now write to explain how you helped someone who needed a listening ear and the
comfort of your presence.
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Beginning Presenting Activities
Dialog
Objective: Write a short dialog of 4-6 lines between two familiar characters.
Procedure: A dialog can be between 2 historical characters, 2 fictional characters in a story,
novel, play, etc. or between 2 imaginary characters such as a germ and a white blood cell. The
topic of the dialog should be related to the subject being studied, and the grammar and vocabulary
used in the dialog should reflect the grammar and vocabulary focus of the unit. Model each line of
the dialog, having the entire class repeat after you. Then, say each line and call on whole teams to
repeat the line. Then say each line and call on individual students to repeat the line. Practice
dialog lines using the whole class, a whole team, and individuals until students can know the lines
of the dialog. Example:
Character A: These items are expensive. We are not selling very many.
Character B: We need to sell more of them.
Character A: But, then the price will decrease!
Character B: But, we will still get more money because the volume will increase.
Character A: We do not have enough money to make more than we do now.
Character B: Then we will borrow some money by issuing bonds.
Option 1: You take the part of A and the class takes the part of B. Then you take part B and the
class takes A. Then work with whole teams and you, then individuals and you, then groups and
groups, then individuals and individuals. Move back and forth among these combinations until you
think the majority have adequate intonation, stress, and pronunciation. Option 2: Erase two words
at random from each line during repetition. Then erase two more, two more, and so on until there
are no words left on the board. Option 3: Each group chooses a member to represent them by
presenting the dialog with a member from another group in front of the class. If the representative
can say his/her lines correctly then the group gets a point. Option 4: Have each group rewrite the
dialog from memory. Groups are to use one piece of paper and one pencil or pen only. Each
member takes a turn writing a line of the dialog. Other team members can offer help but they
cannot write it for the individual whose turn it is to write. Collect the paper and grade it. Each
member of the team gets the same grade.
Anne Frank: Lesson 3 Dialog Activity:
Peter:
I heard you talked so much in class they called you Mrs. Quack-Quack! Mr.
Smitter made you write a composition…Quack! Quack!
Anne:
You are the most intolerable, insufferable boy I’ve ever met!
Peter:
Quack! Quack! Quack!
Anne:
With all the boys in the world why I had to get locked up with one like you!
Peter:
Quack, quack, quack, and from now on stay out of my room!
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 3
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Intermediate Presenting Activities
Show and Tell
Objective: Present orally on a familiar topic and respond to questions on the topic.
Procedure: A student brings something to class related to the subject at hand and, within 3
minutes, makes an oral presentation about it. Teams take turns asking the student questions
about it. For each question the presenter can answer, his/her team gets a point. For each
question he/she cannot answer, the team loses a point.
Proficient Presenting Activities
Making the News
Objective: Present orally to a group on a familiar academic topic in a news format.
Procedure: Teams take turns developing a 3-4 four-minute news broadcast about the subject
being studied. There may be several related stories. There must be one story (no matter how
short) for each member of the group. The reporting group may refer to notes but not to the text.
Other teams can refer to their texts, and have the opportunity to each ask two questions of the
reporting team. The reporting team members take turns answering questions, but other team
members may help them. The questioning group gets two points for each question the reporting
group cannot answer. The reporting group gets a point for each question it can answer. Follow
the rules for Total Recall when there is a challenge. Examples: Columbus gets the jewels from
the Queen of Spain, the long voyage, Hispaniola landing
Anne Frank: Lesson 3 Making the News Activities:
Young Dentist Disappears
Jewish Families Missing
Nazis Issue Call Up Notices
Intermediate-Proficient Viewing Activities
Total Recall, True or False, Judgment
Objective: View a video or speech for the purpose of asking and answering simple questions,
making true and false statements, and distinguish facts from opinions.
Procedure: Modify reading activities, such as Total Recall, True or False, and Judgment to use
when viewing a video or speech. The effectiveness of a challenge is not as high as with a
written text.
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Beginning Vocabulary Activities
Line of Fortune
Objective: Identify and recreate words and word parts from spelling clues.
Procedure: (This activity is very similar to Hangman, but involves more complex team decisionmaking.) Choose a word from the lesson’s vocabulary and write the appropriate number of dashes
to represent the letters of the word. For example, for the word dicot you would draw five dashes. A
team member guesses a letter. If the letter is not found in the word, write the letter under the
dashes and move on to the next team. If their letter is found in the word, then write the letter on the
appropriate dash. When a team guesses correctly, they have the option to guess the word. If they
choose not to guess the word, call on the next team. If they choose to guess and successfully
guess the word, then they receive ten points minus the number of letters written under the dashes
from incorrect previous guesses, and the game is over. If they choose to guess and do not guess
the word, then they lose points equal to the number of letters written under the dashes, and you call
on the next team. If no team can guess the word before ten incorrect letters are written under the
dashes then all teams lose points equal to the number of teams in the class.
Concentration
Objective: Identify vocabulary words and their meanings.
Preparation: On twenty 8” x 5” index cards, write the numbers 1-20, one number per card. Place
these cards in order, 3 per line in a pocket chart. On another 20 index cards, write, one word per
card, 10 vocabulary items from the lesson 2 times each. Shuffle these cards and place them behind
the numbered cards.
Procedure: Teams will match the vocabulary words with their meanings. Choose one team to go
first. A member of that team picks two numbers. Remove those cards from the chart, leaving the
words behind them visible to the class. The student reads the words, with the team’s assistance if
needed. If the words match, leave them showing and give the team a point. If they do not match,
replace the numbers and call on the next team.
Option: Instead of writing each noun 2 times, write it once in the singular and once in the plural.
When working with verbs, write one in the present tense and one in the past. Matching variations
such as these helps the students understand that, despite certain differences in the visible spelling
of two words, they are still semantically related at a deeper level.
Anne Frank: Lesson 3 Concentration:
Matching:
apologize
say sorry, ask for forgiveness
terrifying
frightening, scary
declare
state, say publicly, proclaim
scold
discipline, reprimand
tense
anxious, nervous, stressed
humiliated
shamed, disgraced, embarrassed
resume
begin again, continue
quarrel
argue, bicker, squabble
intolerable
unbearable, insufferable
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Intermediate Vocabulary Activities
Jeopardy
Objective: Use clues to identify vocabulary words, characters’ names, places, etc. in the story.
Preparation: Place 3 cards across the top of a pocket chart, the first with the letter A printed on
it, the second with B, and the third with C. Down the left side of the chart (one per line), place
three cards with the numbers 2, 3, and 4 respectively. Place three easier vocabulary items (not
visible to the class) next to the number 1 card, and below each of the letter cards, place 3 more
difficult words on line 2 in the same manner, place three of the most difficult words on line three.
Procedure: Choose one team to go first. A member of that team picks the word s/he wants to
guess (“2-C” for example). Give the student a definition of clue for the word (This animal barks.)
The student, with the help of his team, responds with the word presented in question format
(What is a dog?). If the answer is correct, that team gets 2, 3, or 4 points, depending on the
word’s level of difficulty. If the answer is incorrect, the next team tries for the same word but for
one point less than the previous team. For example, if the first team guessed incorrectly for a
word worth 3 points, the next team to try would get 2 points if it answered correctly. If it too
guessed incorrectly, the next team would get one point if it answered correctly. If no team can
answer correctly before the points are reduced to zero, then all teams lose 1 point.
Anne Frank: Lesson 3 Jeopardy Activity:
Question
Answer
a) Who said Anne needed a spanking
a) Where did Anne spill her milk
a) When did Mrs. Frank scold Anne
b) Who were their lifelines
b) What dance did Mr. Frank do with Anne
b) How did the Nazis search for Jews
c) Who came to live with them
c) Who did Anne think was intolerable
c) What did Anne take from Peter
Mrs. Van Daan
Mrs. Van Daan’s fur coat
when she spilled her milk
Miep and Mr. Kraler
waltz
surround each city block
Mr. Dussel
Peter
his shoes
Wrong Word
Objective: Identify, analyze, and correct errors in vocabulary usage.
Procedure: Teams find the word that is “wrong” and correct it. Teams get a point for each
correction. Read a sentence with a wrong word in it. Examples: The contribution tells us how
the government will operate. (should be Constitution) Many people have moved to Florida for
the arctic climate. (should be tropical)
When teams get good at this activity, embed an
incorrect sentence among other correct sentences. Teams can make sentences with incorrect
words for other teams to correct.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 3
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Classification
Objective: Classify vocabulary into two or three groups.
Procedure: Model the activity, beginning with several words for teams to classify into groups.
Ask students to identify an appropriate label for the groups they create. Discuss other words
that could go into each group. Each team gets out one pencil and one sheet of paper. The
captain writes team name and divides the paper into the appropriate number of columns
(groups). The captain labels columns for classifications and sets timer for 5 minutes. Team
members take turns writing words in appropriate columns (as in the Team Spelling Test). Note
that words do not have to come from the lesson vocabulary. When the timer rings, collect
papers. Teams get one point for each word they place correctly. Spelling should not count.
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Beginning Grammar Activities
Teacher-Student Grammar Notes are provided as a teaching resource or student study notes.
SUBJECT/VERB AGREEMENT
A word that refers to one thing/one person is singular in number. A word that refers to more than
one is plural in number: book (one book)-singular, books (more than one)-plural. A verb agrees
with its subject in number. In other words, when the subject is singular, its verb is singular.
When the subject is plural, its verb is plural. (The book is interesting. The books are interesting.)
Basic Subject/Verb Agreement: Simple Present Tense:
Most verbs ending in “–s” “–es” or “–ies” are SINGULAR. They occur only in Simple PRESENT
TENSE. These endings only occur with the subjects HE, SHE, or IT (3rd person singular).
Irregular Verbs / Exceptions:
a) Irregular verb to be:
Present:
I am, he/she/it is, you/we/they are
Past:
I/he/she/it was, you/we/they were
b) Irregular verb to have: Present:
I, you, we, they have; he, she, it has
Review of Simple Present Tense Forms:
• Use the simple form of the verb for subjects I, you, we, they. (I go, you go, we go, they go)
• Add –s for subjects he, she, it. (he goes, she goes, it goes)
• Add -es to the third person singular in the present tense for verbs that end in -ch and -x.
Examples:
The teacher teaches the lesson. The government taxes its citizens.
• Verbs that end in -y change the -y to -i and add -es.
Examples:
The eagle flies in the sky. She tries to learn the lesson.
Note: When something comes between a subject and its verb (like a prepositional phrase), it
does not change the verb you use. Examples: The money in the savings is for my college.
Dogs at the beach are not allowed. The composition about jobs receives a good grade.
Subject/Verb Agreement with a Compound Subject: Two or more subjects connected with
“and” make a compound subject. These compound subjects are plural. Remember, a verb
agrees with its subject. A plural (or compound subject) must have a plural verb. Examples:
My mother and my father are good friends.
Happy students and happy teachers make a happy class.
Bluebirds, canaries and crows are all birds.
Exceptions: every, each. These words always take a singular noun immediately after them.
Even when there are two or more nouns connected by “and”, the verb is always singular.
Examples:
Every book, magazine and newspaper in the library is a resource.
Each crayon and marker needs to be returned to the art center.
Subject/Verb Agreement with Specific Pronouns: These pronouns always use singular verb:
anybody, anyone
Anybody can succeed. Anyone has a chance to win.
nobody, no one
Nobody likes a bad day. No one is permitted to go.
somebody, someone Somebody likes peaches. Someone reads the story.
everybody, everyone Everybody likes a day off. Everyone enjoys good food.
anything, everything Anything goes. Everything counts.
one
One listens when the teacher is explaining the work.
Subject/Verb Agreement and Gerunds: (-ing form of the verb--used as a noun) When used as
subjects, gerunds are singular and take a singular verb. (2 or more of course take a plural verb)
Examples: Eating is my favorite activity. Studying takes all of my free time. Skateboarding
requires a lot of practice. Running and swimming are good exercise. Relaxing and playing go
together.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 3
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Word Order Cards
Objective: Identify and use appropriate word order in sentences.
Procedure: Choose some of the more complex sentences of the summary to cut up for this
exercise. After writing a sentence on a sentence strip, cut up the sentence into individual words.
Shuffle the words. With the team's support, one member rearranges the words to reform the
sentence. The team gets a point if the cards are rearranged correctly.
Modified Single Slot Substitution Drill
Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar
sentence in a single slot.
Procedure: The teacher writes a sentence on the board and underlines one word. Teams take
turns replacing the underlined word with a new word. When students can no longer think of
substitutes, the teacher underlines a different word, and the activity continues.
Example:
The soldiers who surrendered were killed.
Possible substitutions for killed:
butchered, kissed, hugged, spared
The soldiers who surrendered were butchered.
Possible substitutions for surrendered: spared, killed, ran, slept
The soldiers who surrendered were spared.
Possible substitutions for soldiers: people, police, robbers, children
Notes:
• Sometimes, changing one word necessitates changing another word as well.
The queen was dancing when the soldiers arrived. (Substitute
king and queen)
The king and queen were dancing when the soldiers arrived.
• It is not necessary for the sentences to be historically correct, sensible, or even possible. It is
important for the correct part of speech to be used.
Anne Frank: Lesson 3 Modified Single Slot Substitution:
(a) Margot (b) is studying (c) her lessons.
Possibilities:
a) Anne, Peter, Mr. Van Daan, Mrs. Van Daan, Mrs. Frank
b) Is completing, is lying down, is sewing, is sitting
c) in the attic room, her fur coat, on the couch
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 3
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Intermediate Grammar Activities
Sentence Builders
Objective: Expand sentences by adding new words in the appropriate order in a sentence.
Procedure: The teacher says a sentence, and, after a pause, an additional word or words.
Teams must make a new sentence that adds the new word(s) in the correct place in the
teacher's original sentence. Give a point for each correct answer. Example:
Teacher:
Fish is a food. (healthy)
Team Response:
Fish is a healthy food.
Teacher:
Fish is a healthy food. (fresh)
Team Response:
Fresh fish is a healthy food.
Anne Frank: Lesson 3 Sentence Builders:
a) The sound causes a terrifying moment. (of an automobile)
The sound of an automobile causes a terrifying moment. (stopping on the street)
The sound of an automobile stopping on the street causes a terrifying moment. (below)
The sound of an automobile stopping on the street below causes a terrifying moment.
(and tense)
The sound of an automobile stopping on the street below causes a terrifying and tense
moment
. Continue with the following:
b) Anne jokes with Peter. (and plays) (laughs) (but Peter calls her “Mrs. QuackQuack”)(in addition, embarrasses her).
c) Dussel is surprised. (to see the family) (Frank) (because people believed the Franks
had escaped) (that) (to Switzerland)
d) Hundreds are being deported. (of people) (including families they know) (two) (the
Hallensteins and the Wessels)
e) Hundreds disappear every day. (of Jews) (in Amsterdam) (and the Nazis search)
(house by house) (surround city blocks to)
Multiple Slot Substitution Drills
Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar
sentence in a multiple slots.
Procedure: This drill is often taught together with or right after the single slot substitution drill.
Its organization is similar to single slot substitution, but more that one part of the sentence
changes. Give a point for each correct answer. Example:
Columbus sailed in 1492. (Pizarro)
Pizarro sailed in 1492. (1524)
Pizarro sailed in 1524. (arrived)
Pizarro arrived 1n 1524.
Anne Frank: Lesson 3 Multiple Slot Substitution Activities:
(a) Mrs. Frank (b) is upset by (c) the quarrels (d) with the Van Daans.
Possibilities:
is disturbed by, the bickering, is saddened by, the internal strife Mr. Frank, Margot,
Peter, Dussel, the arguing, is troubled by, the squabbling, is distressed by
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 3
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Flesh it Out
Objective: Use key words in the appropriate order in a grammatically correct sentence.
Procedure: The teacher gives the key words of a sentence and teams puts them into a
grammatically correct sentence. Give points for correct answers in the oral format. Give grades
in the written format.
Key words:
he/sail/america/1492.
Answer: He sailed to America in 1492.
Key words:
he/sail/america/? (past)(yes/no)
Answer: Did he sail to America?
Anne Frank: Lesson 3 Flesh it Out Activities:
a) Mr. Frank/give/signal/workmen/left/building/below (present)
b) Mrs. Frank/go/sink/prepare/supper. (present)
c) Anne/be/full/pent-up/energy/she/hide/Peter/shoes. (present)
d) Mrs. Van Daan/insist/Anne/ /need/good/old-fashioned/spanking. (present)
e) Anne/plan/go/Paris/study/music/or/dance/or/something/wonderful. (present)
Transformation Exercises
Objective: Change the form or format of a sentence according to the situation.
Procedure: Students change the format of a sentence based on teacher directions or prompts.
Give points for correct answers in the oral format. Give grades in the written format. Examples:
1. Is it raining? (Answer the question, yes.) Yes, it is raining.
2. It is raining. (Ask a yes/no question.)
Is it raining?
3. Many Indians died from disease. Many Indians died from starvation. (Combine 2 sentences
into one sentence.) Many Indians died from disease and starvation.
Anne Frank Lesson 3 Transformation Exercises: Students respond by choosing the verb in
parentheses that agrees with the subject in each sentence.
a) Children __________ (comes, come) home to find their parents gone.
b) When she __________ (finds, find) out her friends and their families are gone, Anne
__________ (begins, begin) to cry.
c) Anne and Mr. Frank __________ (sings, sing) and __________ (waltzes, waltz).
d) The Nazis __________ (sends, send) “call-up notices” telling Jews to report.
e) If they __________ (doesn’t, don’t) report, soldiers __________ (come, comes) and
__________ (drags, drag) them off to a death camp.
f) Anne __________ (loves, love) her darling sister Margot.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 3
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Who What, When, Where, How, Why
Objective: Listen to a sentence and respond to “Wh" questions in writing.
Procedure: Read a sentence and then ask the “wh" questions about it. Teams write a short
answer on a numbered sheet of paper. Example: Teacher: The heart constantly pumps blood to
the body 24 hours a day to keep the body alive. What…? (Teams write heart.) Where…?
(Teams write to the body) How...? (Teams write constantly) Why…? (Teams write to keep the
body alive) When…? (Teams write 24 hours a day).
Team members take turns writing answers on the board (for class discussion) or on a
team/individual paper (for a grade). An alternative technique is to have each team member
complete all items on his/her own paper. Team members are allowed to help each other. On
completion of the activity, collect the one paper of your choice. The grade on that paper will
count for each team member.
Anne Frank: Lesson 3: Who, What, When, Where, How, Why Activities:
a) Mr. Van Daan is lying down in the attic room, Mrs. Van Daan is lovingly sewing her
fur coat, and Mrs. Frank is on the couch.(who, what, where, how)
b) Mrs. Van Daan embarrasses Peter, saying that Anne is his little girlfriend. (who,
what, how, why)
c) Anne decides that Peter is intolerable and insufferable and trips him as he walks by.
(who, what, how, why)
d) Then Anne mimics Mrs. Van Daan dramatically, and declares that she will not be
quiet, lady-like or domestic. (who, what, when, how, why)
e) Then Anne picks up her glass of milk and makes a wide gesture to the side, spilling
the milk on Mrs. Van Daan’s fur coat. (who, what, when, where, how, why))
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 3
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Sentence Stretchers
Objective: Expand grammatically correct sentences by adding new words in appropriate order
Procedure: One team begins by making a sentence orally that contains the language or
content focus of the lesson. (Make the starter sentence as short as possible.) For example, in a
lesson focusing on weather and on adjectives, the first team might say, The cloud is floating.
The first team gets a point. Other teams take turns expanding the sentence, getting a point each
time something is added successfully or until teams run out of expansions.
The white cloud is floating.
The fluffy white cloud is floating in the sky.
The fluffy white cloud that looks like a boat is floating in the sky. Etc.
Anne Frank: Lesson 3 Sentence Stretcher:
Begin with the sentence: Mrs. Van Daan warns Dussel.
Mrs. Van Daan warns Dussel.
Mrs. Van Daan warns Dussel there isn’t much to eat.
Mrs. Van Daan warns Dussel that there isn’t much to eat.
Mrs. Van Daan warns Dussel that there isn’t much to eat because eight will be sharing.
Mrs. Van Daan warns Dussel that there isn’t much to eat because eight of them will be
sharing.
Mrs. Van Daan warns Dussel that there isn’t much to eat because eight of them will be
sharing three ration books.
The negative Mrs. Van Daan warns Dussel that there isn’t much to eat because eight of
them will be sharing three ration books.
The negative Mrs. Van Daan warns Mr. Dussel that there isn’t much to eat because
eight of them will be sharing three ration books.
The negative Mrs. Van Daan warns Mr. Dussel that there isn’t much to eat in their rooms
because eight of them will be sharing three ration books.
The negative Mrs. Van Daan warns Mr. Dussel that there isn’t much to eat in their rooms
because eight of them will be sharing only three ration books.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 3
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Look it Up
Objective: Identify specific grammatical structures and change them according to the situation.
Procedure: Teams look up sentences in their text that have a specific grammatical structure.
As an oral practice, teams get a point for a correct answer. As a written exercise, it can be
graded. Version One: Discuss the grammar point with the students then have them find
example sentences in their texts. You might want to limit the pages they are to search.
Version Two: Write sample sentences on the board in a tense not usually used in the text. Ask
students to find similar sentences in the text and to determine the difference between the text
sentences and the sentences on the board. In history books, for example, most sentences are
in the past tense, so the sentences you write on the board would be in the present tense. During
a discussion of the difference between the text sentences and your sentences, you would help
the class discover why the text uses past tense sentences so often.
Version Three - Students locate sentences in the text with a specific grammatical structure and
then restate or rewrite the sentence in a new form specified by you. Example: change
statements into questions, affirmative to negative, past to present, or passive voice to active.
Anne Frank: Lesson 3 Look it Up: Teams locate examples of subject-verb agreement in the
text and summary
Rewrite the Paragraph
Objective: Identify specific grammatical structures and change them according to the situation.
Procedure: Use a paragraph based on the text, and language focus structures of the lesson.
Teams read and discuss necessary changes. Members work together to rewrite a grammatically
correct paragraph with the changes. Collect one paper from each team for a grade. (Examples:
Change one verb tense to another, nouns to pronouns, adverbs to adjectives, etc.)
Anne Frank: Lesson 3 Rewrite the Paragraph Activity:
Teams will rewrite the paragraph in the past tenses.
Margot, Anne and Peter are completing their lessons. Mr. Van Daan is in the attic room,
Mrs. Van Daan is sewing, and Mrs. Frank is on the couch. Anne is full of pent-up energy, and
teases Peter. Anne sings and waltzes with her father. Mrs. Van Daan insists that Anne is
spoiled and needs a good old-fashioned spanking. Mrs. Frank scolds Anne and asks her to use
more self-control like her sister Margot. Mr. Kraler arrives bringing cabbages, milk and bread. A
young Jewish man named Dussel needs a place to hide. Dussel tells them what is happening.
Hundreds of Jews disappear every day in Amsterdam and are deported. When Anne finds out
that her friends are gone, she begins to cry. Anne wishes Peter were a girl so she could have a
friend.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 3
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Name _____________________________________ Date _____________
Anne Frank: Lesson 3: Exercise 1
Fill in the blanks with the correct word.
deported
disappear
attic
cabbages
spanking
self-control
pent-up
friend
waltzes
spoiled
Margot, Anne and Peter are completing their lessons. Mr. Van Daan is in the
__________ room, Mrs. Van Daan is sewing, and Mrs. Frank is on the couch. Anne is
full of __________ energy, and teases Peter. Anne sings and __________ with her
father. Mrs. Van Daan insists that Anne is __________ and needs a good old-fashioned
__________. Mrs. Frank scolds Anne and asks her to use more __________ like her
sister Margot. Mr. Kraler arrives bringing __________, milk and bread. A young Jewish
man named Dussel needs a place to hide. Dussel tells them what is happening.
Hundreds of Jews __________ every day in Amsterdam and are __________. When
Anne finds out that her friends are gone, she begins to cry. Anne wishes Peter were a
girl so she could have a __________.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 3
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Name _____________________________________ Date _____________
Anne Frank: Lesson 3: Exercise 2
Read each sentence and decide if it is true or false. If it is true, write the word “true” on
the line. If the sentence is false, rewrite the sentence to make it a true.
1. In Scene 3, it is ten months later and the families are still in hiding.
______________________________________________________________________
2. Peter runs after Anne and wrestles Anne to the floor to get his shoes back.
______________________________________________________________________
3. Anne apologizes, but Mrs. Van Daan calls her a clumsy little fool.
______________________________________________________________________
4. The Nazis send “call-up notices” telling Jews to report with only what they can carry.
______________________________________________________________________
5. Anne plans to go to Paris to study music or dance or something wonderful.
______________________________________________________________________
6. Anne begins to sing and dance, and Peter waltzes with her.
______________________________________________________________________
7. The young Jewish man named Dussel is a doctor.
______________________________________________________________________
8. Mrs. Van Daan goes to the sink to prepare supper.
______________________________________________________________________
9. Peter decides that Anne is intolerable and insufferable and trips her as she walks by.
______________________________________________________________________
10. Mrs. Van Daan complains that Anne talks too much and is very aggravating.
______________________________________________________________________
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 3
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Name ____________________________ Date __________
Anne Frank: Lesson 3: Exercise 3 (FCAT Practice/Reading Comprehension)
Read the summary of Act I, Scene 3 of The Diary of Anne Frank, by Frances Goodrich
and Albert Hackett. Then fill in the chart.
Margot, Anne and Peter are studying. Mr. Van Daan is lying down and Mrs. Van
Daan is sewing her fur coat. Mr. Frank gives the signal that the workers have left. Anne is
full of pent-up energy, and she hides Peter’s shoes. Peter runs after Anne and wrestles her
to the floor. Anne sings, and Mr. Frank waltzes with her. Mrs. Van Daan embarrasses Peter,
saying that Anne is his little girlfriend. Meanwhile, the sound of an automobile stopping on
the street below causes a terrifying and tense moment. When they hear the car leave,
everyone resumes their activities. Anne jokes, laughs and plays, but Peter calls her “Mrs.
Quack-Quack”. Anne decides that Peter is insufferable and trips him as he walks by.
Miep is late, and Mr. Frank becomes worried. Mrs. Van Daan complains that Anne
talks too much and needs a good old-fashioned spanking. Anne mimics Mrs. Van Daan,
and declares that she will not be quiet, lady-like or domestic. Anne plans to go to Paris to
study music or dance or something wonderful. Then Anne picks up her glass of milk and
makes a dramatic gesture, spilling the milk on Mrs. Van Daan’s fur coat. Mrs. Van Daan
calls her a clumsy little fool. Mrs. Frank scolds Anne and Anne throws herself on the bed,
crying. Mrs. Frank is upset by the quarrels and bickering with the Van Daans.
Mr. Kraler arrives, bringing cabbages, milk and bread. A young Jewish man named
Dussel needs a place to hide. Dussel is surprised to see the Frank family because people
believed they had escaped to Switzerland. Mrs. Van Daan warns Dussel that there isn’t
much to eat with only three ration books. Dussel tells them what is happening on the
outside. Hundreds of Jews disappear every day, and the Nazis surround city blocks to
search house by house. Children come home from school to find their parents gone.
Hundreds of people are being deported. The Nazis send “call-up notices” telling Jews to
report with what they can carry. If they don’t report, soldiers come and drag them off to a
death camp.
Stated in My Own Words
Author’s
Purpose(s)
Supporting Details
1.
1.
2.
2.
Author’s
1.
Theme(s)
or
Message(s) 2.
1.
Author’s
Tone or
Mood
1.
1.
2.
2.
2.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 3
Page 35
Name ____________________________ Date __________
Anne Frank: Lesson 3: Exercise 4 (FCAT Practice/Reading Comprehension)
Refer to The Diary of Anne Frank, by Frances Goodrich & Albert Hackett to identify conflicts that
the characters face. Look at the character(s). Then write the conflicts faced and the kind of
conflict (“internal” or “external”) in the boxes provided.
CHARACTERS:
Conflicts faced
by….
Conflicts faced
by all of the
characters in the
“Secret Annex”
CONFLICT
Internal
or
External
1.
1.
2.
2.
3.
3.
Identify one conflict between each set of characters. Then write the conflict and the kind of
conflict (“internal” or “external”) in the boxes provided.
CHARACTERS:
Conflicts
faced by… and …
His
Peter
Father
Anne
Peter
Anne
Her
Mother
Mrs. Van
Daan
Anne
Mr. Van
Daan
Mrs. Van
Daan
Mrs.
Frank
Mr.
Frank
CONFLICT
Internal
or
External
Identify characters and write other possible conflicts you think they might face in the future.
Write the kind of conflict “internal” or “external” in the box provided.
CHARACTERS: Possible
Internal
or
Future Conflicts faced
CONFLICT
External
by_____ and _______
1.
1.
and
2.
2.
and
3.
3.
and
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 3
Page 36
Name ____________________________ Date __________
Anne Frank: Lesson 3: Exercise 5
Fill in the blanks.
In Scene 3, it __________ two months later, and __________ families are still in
__________. Margot, Anne and Peter __________ studying and completing their __________.
Mr. Van Daan is laying __________ in the attic room, __________. Van Daan is sewing her
__________ coat, and Mrs. Frank __________ on the couch. Mr. __________ gives the signal
that __________ workmen have left the __________ below them. Mrs. Frank __________ to
the sink to __________ supper. Anne is full __________ pent-up energy, and she __________
Peter’s shoes. Peter runs __________ Anne and wrestles Anne __________ the floor to get
__________ shoes back. Anne begins __________ sing and dance, and __________ Frank
waltzes with her. __________ Van Daan embarrasses Peter, saying __________ Anne is his
little __________. Meanwhile, the sound of __________ automobile stopping on the
__________ below causes a terrifying __________ tense moment. When they __________ the
car leave, everyone __________ their activities. Anne jokes, __________ and plays with Peter,
__________ Peter calls her “Mrs. __________”, and embarrasses her. Anne __________ that
Peter is intolerable __________ insufferable and trips him __________ he walks by.
Miep __________ late and Mr. Frank __________ worried. Mrs. Van Daan complains
__________ Anne talks too much __________ is very aggravating. Mrs. __________ insists
that Anne is __________ and needs a good __________ spanking. Anne mimics Mrs.
__________, and declares that she __________ not be quiet, ladylike __________ domestic
like her sister __________. Anne plans to go __________ Paris to study music __________
dance or something wonderful. __________ Anne picks up her __________ of milk and makes
__________ wide dramatic gesture, spilling __________ milk on Mrs. Van Daan’s __________
coat. Anne apologizes, but __________ Van Daan calls her a __________ little fool. Mrs. Frank
__________ Anne and asks her __________ use more self-control like __________ sister
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 3
Page 37
Margot. Anne is __________, angry and rebellious. She __________ to her room and
__________ herself on the bed, __________. Mrs. Frank is upset __________ the quarrels and
bickering __________ the Van Daans.
Mr. Kraler __________ instead of Miep, bringing __________, milk and bread. A
__________ of Miep’s needs a __________ to hide. The young __________ man named
Dussel is __________ dentist. Dussel takes Margot’s __________, and Margot goes to
__________ big room with her __________. They all know that __________ Kraler and Miep
are __________ lifelines. Dussel is surprised __________ see the Frank family __________
people believed that the __________ had escaped to Switzerland. __________ Van Daan
warns Dussel that __________ isn’t much to eat __________ eight of them will __________
sharing three ration books.
__________ tells them what is __________ on the outside. Hundreds __________ Jews
disappear every day __________ Amsterdam, and the Nazis __________ city blocks to search
__________ by house. Children come __________ from school to find __________ parents
gone. Hundreds of __________ are being deported, including __________ families they know,
the __________ and the Wessels. The __________ send “call-up notices” telling __________
to report with only __________ they can carry. If __________ don’t report, soldiers come
__________ drag them off to __________, a death camp. Anne __________ about her school
friend __________ and her family. When __________ finds out that them __________ gone,
Anne begins to __________.
At the end of __________ 3, Anne’s voice can __________ heard in the darkness
__________ she writes in her __________. Mr. Dussel doesn’t like __________ appearance,
character or manners. __________ mother is flirting with __________ father. Anne loves her
__________ sister, but can’t really __________ to her because Margot __________ everything
too seriously. Anne __________ Peter were a girl __________ she could have a __________.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 3
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Name ____________________________ Date __________
Anne Frank: Lesson 3: Exercise 6
Write the verb in parentheses that agrees with the subject in each sentence.
1.
Margot, Anne and Peter _______________ (is studying, are studying) their lessons.
2.
Mr. Frank _______________ (gives, give) the signal that the workers left the building.
3.
When they _______________ (hears, hear) the car leave, everyone _______________
(resumes resume) their activities.
4.
They all _______________ (knows, know) that Mr. Kraler and Miep _______________ (is,
are) their lifelines.
5.
Anne _______________ (says, say) in her diary, “Nothing _______________ (is, are) right
about me, my appearance, my character or my manners.”
6.
Anne _______________ (declares, declare) that she will not be quiet, lady-like or domestic
like her sister Margot.
7.
Children _______________ (comes, come) home from school to find their parents gone.
8.
A friend of Miep’s _______________ (needs, need) a place to hide.
9.
Hundreds of Jews _______________ (disappears, disappear) every day in Amsterdam.
10. The Nazis _______________ (surrounds, surround) city blocks to search house by house.
11. Peter _______________ (runs, run) after Anne and _______________ (wrestles, wrestle)
her to the floor to get his shoes back.
12. Peter and Anne _______________ (teases, tease) each other.
13. Mr. and Mrs. Frank _______________ (is, are) upset by bickering with the Van Daans.
14. Miep and Mr. Kraler _______________ (is, are) late, and Mr. Frank _______________
(becomes, become) worried.
15. Mr. Kraler _______________ (arrives, arrive), bringing cabbages, milk and bread.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 3
Page 39