MS Grade 8 Language Arts 3 Through ESOL
Anne Frank: Lesson 2:
The Diary of Anne Frank: Act 1, Scene 2, by Frances Goodrich and Albert Hackett
FCAT Reading & Writing Focus:
Analyzing Validity/Reliability of Primary Sources
FCAT Support Skills:
Details of Historical Setting, Sequencing, Characterization
Language Focus:
Adjectives & Verb Forms Used As Adjectives (Participles)
Text:
Prentice Hall Literature: Silver Level
English
arrange
branded
carillon
Spanish
arreglar
marcado
Haitian Creole
ranje
Kat make
Portuguese
arrumar
marcado
tubos o planchas q.
producen sonidos
klòch
campainha
cheerful
chime
comforted
creak
curious
diary
dim
fate
gay
grateful
illegal
lock or bolt
lone wolf
main
mercurial
mythology
Nazis
necessities
obtain
overshoes
de buen humor
campanadas
consoló
crujido
curiosa
diario
atenuar
destino
alegres
agradecido
ilegalcandado o cerrojo
lobo solitario
principal
vivaz
mitología
nacional socialista
necesidades
obtener
kontan
sonnen
rekonfòte
bri
kirye
jounal
diminye
chatiman
kontan
rekonesan
ilegal
kadna oswa seri
moun apa
prensipal
vèsatil
mitoloji
Nazis
esansyèl
jwenn
satisfeitos
sinal
consolada
ruído
curiosa
diário
se desvanecem
destino
alegres
agradecido
ilegal
fechadura ou tranca
lobo solitário
principal
vivaz
mitologia
nazistas
coisas necessárias
obter
botas de caucho
impermeables
lagòch
galochas
pasteboard-bound
protect
realizes
reassures
shy
silence
spit on
suffer
survive
terrified
thermos
warehouse
whisper
encuadernado con cartón
An katon
pwoteje
reyalize
bay garanti ankò
timid
silans
krache sou
soufri
siviv
pè
tèmos
depo
soufle
com capa de papelão
protegerlos
se da cuenta
asegura
tímido
silencio
escupirlo
sufrir
sobrevivir
aterra
termo
almacén
susurro
proteger
compreende
conforta
tímida
silêncio
cuspir em
sofrer
sobreviver
aterrorizada
garrafa térmica
depósito
cochichar
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2
Page 1
English Summary
Lesson 2: The Diary of Anne Frank:
Act 1, Scene 2, by Frances Goodrich and Albert Hackett
In Scene 2, the Van Daans and the Franks meet for the first time in the room above the
warehouse. Anne’s sister Margot is eighteen, beautiful and shy. Anne is thirteen, curious and
mercurial in her emotions. Helping them to arrange their things, Miep and Mr. Kraler show them
the three ration books with false names they will use to obtain food and necessities for their
guests. Three ration books for seven people are not enough, but the Franks are grateful. Mrs.
Frank is concerned that they have never done anything illegal before. Mr. Kraler reassures her
that they are helping hundreds and hundreds of people who are hiding in Amsterdam from the
Germans. Miep and Mr. Kraler will bring them food and news each day, but they must be
completely quiet when the workers are in the building each day from eight to five thirty. They
must not move around unless it is necessary, and they must not speak above a whisper or run
any water. Every noise can be heard below them. They must be careful with their trash and burn
everything in the stove at night. They must live this way to survive.
After six every evening, they can move about, talk, laugh and play games. Mr. and Mrs.
Van Daan take the upstairs room. Mr. Frank is very grateful to Mr. Van Daan, who helped him
with the new country and the new language when he came to Holland. Margot and Anne Frank
get the little room to the right of the main room, and Mr. and Mrs. Frank will use the main room
as their bedroom. Margot and Mrs. Frank go to unpack and rest in the little room. Anne tries to
make conversation with Peter Van Daan about his cat Mouschi. Even though Peter had
attended the same Jewish Secondary School, he never spoke to Margot and Anne because he
was a lone wolf. Peter rips the Star of David off his coat and burns it. Peter says he was
branded with it so people could spit on him. Mr. Frank shows Peter and his cat Mouschi to the
tiny room on the left. Then he pours Anne her milk from a thermos.
Mr. Frank surprises Anne with a box containing her photographs of movie stars and
Queen Wilhelmina, the queen of the Netherlands. Inside the box, she finds a gift of a
pasteboard-bound book to use as a diary. She is very happy and runs down the stairs to find a
pencil. Catching her by the arm and pulling her back, Mr. Frank tells Anne never to go beyond
rooms, or to listen to the radio at night or on Sunday. because it isn’t safe. For the first time,
Anne realizes what “going into hiding” really means. Mr. Frank reminds Anne that no one can
ever put a lock or bolt on her mind, and he promises her that they will read poetry, history and
mythology. Besides, she won’t have to practice the piano or wear her overshoes anymore.
When the carillon begins to chime eight o’clock, everyone must be quiet. Anne gives Peter’s cat
Mouschi some of her milk, and sits to write in her new diary.
The lights dim, and Anne’s voice can be heard as she writes in silence about her new
life. In the night, when Anne hears a creak in the house or a step on the street outside, she is
terrified that they are coming to take her family away. Anne is comforted because Mr. Kraler and
Miep are downstairs during the day to “protect” them. Anne’s father tells her that if the Nazis find
out that Miep and Mr. Kraler are hiding Jews, they will suffer the same fate as the Jews.
Knowing this, however, Miep and Mr. Kraler are always cheerful and gay as if they don’t have a
care in the world.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2
Page 2
Spanish Summary
Lección 2: El Diario de Ana Frank
Primer Acto, Escena 2 de Frances Goodrich y Albert Hackett
En la escena 2, los Van Daan y los Frank se encuentran por primera vez en la
habitación inmediatamente arriba del almacén. La hermanita de Ana, Margot, tiene dieciocho
años, es bella y tímida. Ana, que tiene trece, es curiosa y vivaz. Para ayudarles a arreglar sus
cosas, Miep y el señor Kraler les enseñan las tres libretas de racionamiento con nombres falsos
que usarán para obtener comida y cubrir otras necesidades de sus invitados. Aunque tres no
son suficientes para siete personas, los Frank están agradecidos. La Sra. Frank está
preocupada porque nunca antes habían hecho algo ilegal, pero el señor Kraler le asegura que
ellos están ayudando a cientos y cientos de personas que se ocultan de los alemanes en
Ámsterdam. Miep y el Sr. Kraler les traerán comida y noticias diariamente, pero mientras los
trabajadores estén en el edificio, de ocho a cinco y treinta cada día, ellos tienen que
permanecer completamente callados. No deben andar por los cuartos a menos que sea
necesario, hablar en voz alta, sino con susurros y abrir los grifos del agua, pues cualquier ruido
puede ser escuchado en los pisos de abajo. También tienen que ser cuidadosos con la basura
y quemar todo en la estufa por la noche. Deben vivir de esta manera para sobrevivir.
Cada noche, después de las seis, pueden andar por los cuartos, hablar, reír y disfrutar
de juegos de mesa. El Sr. y la Sra. Van Daan ocupan la habitación de arriba. El Sr. Frank está
muy agradecido con Sr. Van Daan, quien le ayudó a adaptarse al nuevo país y a aprender el
nuevo idioma cuando vino a Holanda. Margot y Ana Frank tienen la alcoba pequeña a la
derecha de la principal, la cual sus padres van a usar como dormitorio. Margot y la Sra. Frank
se van a la alcoba pequeña para desempacar y después descansar un poco. Ana trata de
entablar conversación con Peter Van Daan acerca de su gato Mouschi. Aunque Peter asistió a
la misma escuela secundaria judía, nunca habló con Margot ni con Ana porque andaba como
un lobo solitario. Peter arranca de su abrigo la Estrella de David, la quema y dice que estuvo
marcado por ella, para que así la gente lo pudiera escupir. El Sr. Frank le indica a Peter y a su
gato Mouschi el cuarto pequeñito de la izquierda y luego le sirve a Ana la leche que está en el
termo.
El Sr. Frank sorprende a su hija con una caja que contiene sus fotos de actores de cine
y de la reina Guillermina de Holanda. Dentro de la caja ella encuentra el regalo que parece un
libro encuadernado con cartón para usarlo como diario. Está muy feliz y baja por la escalera
corriendo a buscar un lápiz. Entonces, el Sr. Frank la toma por un brazo y halándola hacia
atrás, le dice a Ana que jamás puede pasar de los cuartos, escuchar la radio por las noches, o
los domingos, porque esto atenta contra la seguridad de todos. Por primera vez, Ana se da
cuenta qué quiere decir realmente “vivir en la clandestinidad”. El Sr. Frank le recuerda a Ana
que nadie jamás puede poner un candado o un cerrojo a su mente, y le promete que leerán
poesía, historia y mitología. Además no tendrá que practicar el piano o usar sus botas
impermeables cuando haya mal tiempo. Cuando el reloj de carillón comienza a dar las
campanadas de las ocho en punto, todo el mundo tiene que estar tranquilo y callado. Ana le da
un poco de su leche a Mouschi, el gato de Peter, y se sienta a escribir en su nuevo diario.
La luz se atenúa, y la voz de Ana puede oírse mientras escribe en silencio acerca de su
nueva vida. Cuando escucha un crujido en la casa o pasos afuera en la calle, le aterra que
ellos vengan para llevarse a su familia. Ana se siente cómoda porque el Sr. Kraler y Miep están
en el piso de abajo durante el día para “protegerlos”. El padre de Ana le dice que si los Nazis
descubren que Miep y el Sr. Kraler están escondiendo judíos, sufrirán el mismo destino que
ellos. Sin embargo, aunque saben eso, Miep y el Sr. Kraler están siempre de buen humor y
alegres como si no tuvieran de qué preocuparse en este mundo.
The Department of Multicultural Education Translation Team certifies that this is a true and faithful translation of the original document. July 2004 - (561) 434-8620 - SY 04-2802
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2
Page 3
Haitian Creole Summary
Lesson 2: The Diary of Anne Frank:
Ak 1, Sen 2, Dapre Frances Goodrich and Albert Hackett
Nan sèn 2, Fanmi Van Daans ak Franks rankontre pou premyè fwa nan sal ki sou tèt
depo a. Sè Anne nan, Magot gen dizuit an, bèl ak timid. Anne gen trèz an, kirye ak vèsatil nan
emosyon l. Pandan l ap ede yo ranje bagaj yo, Miep ak mesye Kraler montre yo twa kanè ak fo
non y ap itilize pou yo jwenn manje ak esansyèl pou envite yo. Twa kanè pou sèt moun pa ase,
men fanmi Frank yo apresye sa. Madam Frank pè pou si yo te janm fè yon bagay ilegal anvan.
Mesye Kraler ba li garanti anko y ap ede plizyè santèn moun ki nan kache pou Alman yo an
Amstèdam. Miep ak mesye Kraler ap pote manje ak nouvèl pou yo chak jou men yo dwe rete an
silans konplètman lè travayè yo nan bilding nan chak jou soti uit è rive senk è trant. Yo pa dwe
bouje sofsi sa nesesè, epi yo pa dwe pale fò ni ouvri okenn dlo. Yo kab tande tout ti bri anba a.
Yo fèt pou fè atansyon ak fatra yo epi yo dwe boule tout bagay nan fou a leswa. Yo dwe viv
konsa pou yo kab siviv.
Apre sis sware, yo kab bouje, pale, ri ak jwe. Mesye ak madam Van Daan pran sal anle
a. Mesye Frank rekonesan anvè mesye Van Daan anpil poutèt li te ede l nan nouvo peyi a ak
nouvo lang lan lè l te rive Oland. Margot ak Anne Frank pran ti sal la ki adwat sal prensipal, epi
mesye ak madam Frank ap pran sal prensipal la kòm salakouche yo. Margot ak madam Frank
al deboure malèt yo pou y al repoze nan ti chanm nan. Anne eseye pale ak Peter Van Daan
konsènan chat li a, Mouschi. Menm si Peter te ale nan menm lekol segonde jwif ak li, li pa t
janm pale ak Margot ak Anne paske li te yon moun apa. Peter chire Etwal David la sou rad li epi
li boule l. Peter di li te yon kat make avek li ki fe moun te konn krache sou li. Mesye Frank
montre Peter chat li Mouschi ti sal la sou lamen goch. Ansuit, li vide let ki te nan yon temos pou
Anne.
Mesye Frank te fe Anne yon sipriz ak yon bwat ki gen foto l kom vedet sinema ak Ren
Wilhelmina, ren peyi Oland. Li jwenn yon liv an katon pat kom kado andedan bwat pou li kab
itilize kom yon jounal. Li kontan anpil epi li kouri desann eskalye a pou l al cheche yon kreyon.
Pandan l ap anbrase l ak rale l sou li, mesye Frank di Anne pou l pa janm kite chanm yo ni
tande radyo lanui oswa dimanch paske li pa pridan. Pou premye fwa Anne reyalize sa “nan
kache” vle di vreman. Mesye Frank raple Anne peson pa kab janm kadnase sevo l, epi li
pwomet li l ap li powem, ak mitoloji. Anplis, li pa p gen pou l pratike pyano ni mete galoch li yo
anko. Le kloch komanse sonnen uit e, tout moun dwe fe silans. Anne bay chat Peter a,
Mouschi enpe nan let li a epi li chita pou l ekri nan nouvo jounal li a.
Limye yo diminye, epi ou te kab tande vwa Anne pandan l ap ekri an silans sou nouvel vi
li t ap menen an. Lanui, le Anne tande yon ti bri nan kay la oswa bri yon pye nan lari a, li te pe
pou yo pa t vin anlve fanmi l. Anne rekonfote paske mesye Kraler ak Miep anba a lajounen pou
“pwoteje”yo. Papa Anne di l si Nazis yo konnen Miep ak mesye Kraler ap kache Jwif, y ap sibi
menm chatiman ak Jwif yo. Sepandan, Miep and Mr. Kraler te konn sa yo toujou kontan ak ge
kom si yo pa t montre yo pataje doule mond lan.
The Department of Multicultural Education Translation Team certifies that this is a true and faithful translation of the original document. July 2004 - (561) 434-8620 - SY 04-2802
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2
Page 4
Portuguese Summary
Lição 2: O Diário de Anne Frank:
Ato 1, Cena 2, de Frances Goodrich and Albert Hackett
Na cena 2, a família Van Daan e a família Frank se encontram pela primeira vez nos
aposentos do andar de cima do depósito. Margot, a irmã de Anne, tem dezoito anos e é bela e
tímida. Anne tem treze anos e é uma menina curiosa e vivaz. Para ajudá-los a arrumar suas coisas,
Miep e o Sr. Kraler os mostram três livros de suprimentos com nomes falsos que eles terão que
usar para obter alimentos e outras coisas necessárias. Três livros de suprimentos para sete
pessoas não são suficientes mas a família Frank está agradecida. A Sra. Frank está preocupada
porque eles nunca haviam feito nada ilegal, antes. O Sr. Kraler a conforta dizendo que eles estão
ajudando centenas e centenas de pessoas que estão se escondendo dos alemães, em Amsterdã.
Miep e o Sr. Kraler os trarão alimentos e notícias a cada dia, mas eles têm que ficar completamente
quietos quando os trabalhadores estiverem no prédio, todos os dias, de oito às cinco e meia. Eles
não podem se movimentar no local, a não ser que seja necessário e não podem conversar, só
cochichar e nem usar as torneiras. Pode-se ouvir qualquer barulho no andar de baixo. Eles devem
ter cuidado com o lixo e queimar tudo no fogão, à noite. Eles têm que viver desta maneira, para
sobreviver.
Todas as noites, após as seis horas, eles podem se movimentar, conversar, rir e brincar. O
Sr. e a Sra. Van Daan ficam então com os aposentos do andar de cima. O Sr. Frank é muito
agradecido ao Sr. Van Daan, que o ajudou no novo país e com a nova língua, quando ele veio para
a Holanda. Margot e Anne Frank ficam com o quarto pequeno à direita do cômodo principal e o Sr.
a Sra. Frank ficam com este cômodo como seu quarto de dormir. Margot e a Sra. Frank vão para o
quarto pequeno para desfazer as malas e descansar. Anne tenta conversar com Peter Van Daan
sobre o seu gato Mouschi. Embora Peter tenha freqüentado a mesma escola judia de ensino
fundamental, ele nunca conversou com Margot e Anne, pois se portava como um lobo solitário.
Peter rasga a estrela de Davi, tirando-a de seu casaco e queimando-a. Ele diz que foi marcado com
a estrela para que as pessoas pudessem cuspir nele. O Sr. Frank mostra a Peter e seu gato
Mouschi o pequeno quarto à esquerda. Ele então coloca leite num copo para Anne, de uma garrafa
térmica.
O Sr. Frank surpreende Anne com uma caixa contendo suas fotografias de estrelas do
cinema e da rainha Wilhelmina, dos Países Baixos. Dentro da caixa ela encontra um presente que
lhe foi dado, um caderno com capa de papelão para usar como diário. Ela está muito feliz e desce
as escadas correndo para achar um lápis. O Sr. Frank a pega pelo braço e a puxa de volta,
dizendo-lhe que não pode nunca sair daqueles aposentos e nem escutar o rádio à noite e aos
domingos, pois é perigoso. Pela primeira vez, Anne compreende o que significa realmente
“esconder”. O Sr. Frank lembra a Anne que nunca ninguém colocará nenhuma fechadura ou tranca
em sua mente e promete ler poesia, história e mitologia para ela. Além disso, ela não terá mais que
estudar piano e nem usar galochas. Quando a campainha começar a tocar o sinal de oito horas,
todos têm que ficar quietos. Anne dá um pouco de seu leite ao gato Mouschi e se senta para
escrever seu novo diário.
As luzes se desvanecem e se escuta a voz de Anne enquanto ela escreve, em silêncio,
sobre a sua nova vida. À noite, quando Anne escuta um ruído na casa ou alguém andando na rua,
ela fica aterrorizada, achando que eles estão vindo buscar sua família. Anne fica consolada de
saber que o Sr. Kraler e Miep estão no andar de baixo durante o dia para “protegê-los”. O pai de
Anne diz a ela que se os nazistas descobrirem que Miep e o Sr. Kraler estão escondendo judeus,
eles terão o mesmo destino que o seu. Mesmo sabendo disso Miep e o Sr. Kraler estão sempre
satisfeitos e alegres, como se não tivessem que se preocupar com nada.
The Department of Multicultural Education Translation Team certifies that this is a true and faithful translation of the original document. July 2004 - (561) 434-8620 - SY 04-2802
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2
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 2: Minimal Pairs Activity:
warehouse/rare house
grate/gate
lock/rock
fate/fade
shoes/choose
cheer/sheer
free/three
shy/sigh
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 2 Spelling Activity: Use the following words for the test.
arrange, branded, curious, diary, grateful, illegal, overshoes, terrified, warehouse, whisper
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2
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 2 Follow Directions Activity:
Provide students with a sheet of drawing paper and a pencil. Students will listen and follow
directions to draw the stage set of the play.
Directions:
a) Write the title of the play, The Dairy of Anne Frank at the top center of the paper.
b) In the middle of the paper, draw a long rectangle.
c) Label the rectangle “warehouse and office”.
d) Draw a second, shorter rectangle above the first rectangle.
e) Divide it into three sections, the middle section larger than the two smaller sections
on the left and on the right.
f) Label the middle section, “main room”.
g) In the main room, draw two little squares and label them, “sink” and “wood stove”.
h) In the main room, write “Mr. Frank”, “Mrs. Frank” and “Margot”.
i) In the small room on the left, write “Anne” and “Mr. Dussel”.
j) In the small room on the right, write “Peter” and “Mouschi”.
k) Draw a sharply peaked roof above the second rectangle.
l) In the triangular section under the roof, write “attic”. Now write “Mr. and Mrs. Van
Daan.”
m) Behind the sharply peaked roof of the building, draw a “sea of other rooftops
stretching away into the distance”.
n) Nearby draw a church tower with a carillon with bells inside
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2
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 2 Dictation Activity:
a) Anne is thirteen, curious and mercurial in her emotions.
b) When the carillon begins to chime eight o’clock, everyone must be quiet.
c) Anne tries to make conversation with Peter about his cat Mouschi.
d) Peter rips the Star of David off his coat and burns it.
e) After six every evening, they can move about, talk, laugh and play games.
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 2 Interview Activities:
You play the role of Mr. Frank. 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) Father, why can’t I go downstairs to look for a pencil?
b) Why did Peter burn the Star of David?
c) Don’t you think Peter is a lone wolf?
d) Father, why don’t you and mother sleep upstairs?
e) Who will bring us food, books, and the things we need?
f) Why can’t we talk or walk around during the day?
g) Where will Margot and I sleep?
h) Why do we have to burn our trash at night?
i) How will I ever graduate from school?
j) When can we go back home? Can they put a lock or a bolt on our minds too, father?
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2
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 2 Intentional Intonation Activities:
For the first time, Anne realizes what “going into hiding” means. (not from)
For the first time, Anne realizes what “going into hiding” means. (not last)
For the first time, Anne realizes what “going into hiding” means. (not reason)
For the first time, Anne realizes what “going into hiding” means. (not Margot)
For the first time, Anne realizes what “going into hiding” means. (not reads)
For the first time, Anne realizes what “going into hiding” means. (not playing)
For the first time, Anne realizes what “going into hiding” means. (not is)
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 2 Backward Build-up Activity:
a) Mr. Frank surprises Anne with a box that contains her photographs of movie stars
and Queen Wilhelmina, the queen of the Netherlands.
b) Miep and Mr. Kraler help them to arrange their things and Miep has ration books
using false names so that they can obtain food and necessities.
c) Miep and Mr. Kraler will bring them food and news each day, but they must be
completely quiet when the workers are in the building each day from eight to five
thirty.
d) Even though Peter had attended the same Jewish Secondary School, he never
spoke to Margot and Anne because he was a lone wolf.
e) In the night, when Anne hears a creak in the house or a step on the street outside,
she is terrified that they are coming to take her family away.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2
Page 9
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 2 Charades Activity: Suggestions:
arrange, cheerful, curious, gay, grateful, mercurial, protect, reassure, shy, silence, spit on,
suffer, take away, terrified, whisper
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 2 Twenty Questions Activity:
Photo or picture suggestions:
boardinghouse, branded, carillon, chime, cupboard, fountain pen, lock or bolt, lone wolf,
overshoes, pasteboard-bound notebook, thermos
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2
Page 10
FCAT FOCUS READING SKILL:
Analyzing the Validity and Reliability of Primary Sources
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: There are questions on the FCAT that require you to read
maps, signs, pictures, diagrams, tables, graphs, and schedules. You will need to be able to
understand and study the information. Then you need to decide if it is valid (correct, truthful and
appropriate) and reliable (dependable, from a good source). These are important skills because
there are many sources in today’s world that are not reliable and do not give valid information.
Fact-checking. Be sure to read critically and check your facts from one source with the same
facts in at least one other source. If your two sources give different facts that are in conflict, find
a third source. The third source will probably agree with one of the other sources. If not, keep
checking sources until you find two that agree. The more sources you find that give the same
facts, the more reliable and valid your information. Example:
One medium apple has 70 calories (Source: Encyclopedia)
One medium apple has 45 calories (Source: Supermarket calorie book)
One medium apple has 70 calories (Source: Health textbook)
(In this example, you have found two reliable sources that agree that the apple has 70 calories,
the encyclopedia and the health textbook.)
Tables. In a table, you read information in columns and rows. Read the title, and read the
column and row titles so that you know what you are reading about. Rows go left to right, and
columns go up and down. Find the row you’re looking for, and then the appropriate column.
Then draw imaginary lines down and across. Where the lines intersect or come together is the
answer.
TITLE
Column 1
Column 2
Column

Row 1




Row 2
Row 3
Dollars
Toys
Outfits
FUNDRAISING FOR NEEDY CHILDREN
GRADE 9
GRADE 10
GRADE 11
$1,230.
$1578.
$2,042.
557
310
129
140
200
75
Which grade raised more money?
Which grade raised more toys?
Which grade raised more outfits?
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2
Page 11
Look closely at the details on maps.
a) Title. The title of the map tells what location you are viewing. Are you looking at a street
map of a city? Is it a continent, country, region, or area? Is it a map that shows a place
during a specific period of history?
b) Legend/Key. The legend of a map is also called a key because it is the “key” to
unlocking the meaning of the symbols. You cannot unlock the mystery without reading
and using the key or legend.
c) Directional Marker. The directional marker shows the orientation of the map. Most of
the time, North is at the top of the map. However, sometimes the orientation may be
different. Be careful that you are reading the directions according to the directional
marker on the map you are reading. North is not necessarily always “up”.
d) Distance Scale. The distance scale helps you to measure distances on the map, and
the scale is unique to the map you are reading. Every map measures distance
differently, so be sure you find and use the distance scale on the map you are reading.
SURFER STREET
DOWNTOWN FLORIDA VILLAGE
INTERNATIONAL STREET
1
ST
S
T.
M
A
I
N
B
A
R
R
Y
BEACH AVENUE
LEGEND; KEY
Ocean & Beaches
Hospital
Donut Shop
Day Care Center
Military Base
Directional Marker
¼
½
l
l
l
l
l
SCALE: 1 INCH=1/4 MILE
Think about the meaning of pictures and symbols. Some symbols or pictures show ideas
that are easy to recognize. When you see a picture or symbol you do not recognize, study it
carefully and try to figure out what it means by its location or other information that is nearby.
Sometimes symbols or pictures are used instead of written words to communicate ideas.
ONE-WAY
NO
PARKING
ONLY
FIRS
T AID
NO
What is the possible meaning and location of each of the symbols or signs?
Could any of the signs be used in more than one location for a different purpose?
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2
Page 12
Read signs for information.
a) Public Information. Signs are used to communicate important information to the public.
A sign can be a poster, flyer, notice, traffic sign, or advertisement. Signs help to warn us
of danger, find public services and facilities, get news about events, and know the rules
we must follow in public places.
SUPER-SATURDAY SALE
ONE DAY ONLY
JULY 17 2-6 PM
EVERYTHING IS 75% OFF
Members only.
Under 21 must be accompanied by parent
Credit only. All sales are final. No returns
b) Rules, Regulations, Policies, Laws. Reading signs is important so that we do not get
into trouble by breaking the laws or rules.
Public Loitering Prohibited
Under FL ST3478.731
$ 500.00 Fine
Possible Imprisonment
Diagrams. Diagrams label objects so that you know how to use them. A diagram is an
illustration. Each part of the diagram is labeled. Read the labels and study the parts of the
diagram carefully before answering questions. Try to see what the real object or location is like
in your mind.
1. Doorway
BATHROOM
FLOOR PLAN
8.
Linen
Closet
7. Heater
5.Seat
4. Vanity
&Mirror
3.
Sink
2. Bathtub
6. Toilet
What bathroom fixture is
located inside fixture #8?
What is the location of
Fixture #2?
Behind fixture #6, what
fixture is against the wall?
9. Towel Racks
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2
Page 13
GRAPHS
Graphs come in several shapes and sizes: circle, bar, and line graphs. Graphs show you what
the numbers mean in a visual or picture form. Be sure to read vertical and horizontal titles.
a) Bar Graphs-The size of a bar shows how numbers increase, decrease or stay the same.
How many students received a grade of “D” first semester?
How many “A’s” did students receive both semesters?
What is the largest number of students to receive a grade of “B”?
Which grade stayed at the same number both semesters?
Number of Students
Class Grades
150
100
Semester 1
50
Semester 2
0
A's
B's
C's
D's
b) Line graphs. The data is shown with dots that are connected by a line. The shows how
numbers increase, decrease, or stay the same.
What is the total number of points possible each 9 Weeks?
What is the overall trend of class points earned?
In which marking period did students make the greatest gain?
Number of Points
CLASS POINTS EARNED
1000
800
600
400
200
0
523
1st 9 Wks
859
933
3rd 9 Wks
4th 9 Wks
620
2nd 9 Wks
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2
Page 14
c) Circle graphs. The circle graph looks just like a pie. The pie graph is used to show what
proportion each number is to the whole. Each piece of the pie shows a percentage or
fraction of the whole. Remember that the whole =100%.
What grade did the largest percentage of students receive?
What is the combined percentage of students receiving A or B?
How many students received a below average grade?
Class Grades
GRADE OF
D
10%
GRADE OF
C
33%
GRADE OF
A
17%
GRADE OF
B
40%
Schedules. Reading a schedule is like reading a table. The schedule, however, shows time.
Remember to draw an imaginary line down the column and across the row. Where the lines
intersect or meet is your answer.
SCHEDULE OF ARRIVALS: L. A. INTERNATIONAL
New York
Chicago
Miami
9:00am
#1024
#203
#42
10:00am
#567
#497
#1033
11:00am
#320
#1098
#520
12:00pm
#748
#438
#637
1:00pm
#351
#1653
#121
When does the first afternoon flight arrive?
What time does the last flight arrive from Chicago?
What flight would I take from New York to arrive before lunch?
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2
Page 15
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 2 Pre Reading Activity:
The Van Daan and Frank families meet in the room above the warehouse. Anne is
thirteen, curious and mercurial in her emotions. Miep and Mr. Kraler are helping hundreds of
people who are hiding in Amsterdam from the Germans. The families must not move around,
speak above a whisper or run any water during the day. Peter rips the Star of David off his coat
and burns it because it branded him so people could spit on him. Mr. Frank surprises Anne with
a box of photographs of movie stars and a gift of a pasteboard-bound book to use as a diary.
Mr. Frank tells Anne never to go beyond the door or listen to the radio at night or on Sunday,
because it isn’t safe. Mr. Frank reminds Anne that there are no walls, locks, or bolts anyone can
put on her mind. In the night, when Anne hears a creak in the house, she is terrified they are
coming to take her family away.
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.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2
Page 16
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.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2
Page 17
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.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2
Page 18
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 2 Indirect Speech Activity: Use the dialog in this lesson written for
Presenting Activity “Dialog”.
Example: Mr. Frank to Anne:
There are no walls there are no bolts, no locks that anyone can put on your mind.
Mr. Frank told Anne that there were no walls, no bolts or no locks that anyone could put
on her mind.
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 2
Page 19
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 are most useful in preparing students for exam questions. In fact,
framed paragraphs make very good exam 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 2 Framed Paragraphs Activities:
Sample #1: (Characterization) Find details in Act I, Scenes - 2 that characterize Anne Frank:
a) Words and Thoughts: Anne is worried about her friends, boys, and school. At first, Anne
thinks “going into hiding” is some kind of adventure. Later, she finds out what it really
means. (Anne is immature, childish, optimistic, etc.) Anne writes, “Mother is unbearable.
She insists on treating me like a baby, which I loathe.” (Anne is a typical teenager, less
conservative than her mother, etc.)
b) Actions: friendly and outgoing at school, with her friends, and with adults.
c) Goals And Motivation: Anne wants to run and play, but is confined. She admits she
doesn’t know how she feels about her situation yet, and she doesn’t know what will
happen.
Find details in Act I, Scenes 1 & 2 to begin a characterization of Mr. Otto Frank:
a) Words and Thoughts: Mr. Frank is a man of few words about his real thoughts. We
know he has thought and planned carefully for his family’s safety when they go into
hiding. He has made all of the arrangements in advance. (Good provider.)
b) Actions: Mr. Frank remains calm in the face of a terrible situation for his family. He is
careful and protective of Anne when she tries to run downstairs. He reassures Anne and
encourages her when she is frightened. (Good father.)
c) Goals and Motivation: Mr. Frank’s goal is to keep his family safe and hidden from the
Nazis. He organizes the families and helps everyone to get settled. He is a peacemaker
and a caretaker for the family. He feels indebted to the Mr. Van Daan and wants to help
his and his family the way they helped him.
In Act I, Scene 1 of the play, The Diary of Anne Frank, by Frances Goodrich and Albert
Hackett, the reader finds important information that characterizes _____. (Topic Sentence) First,
we learn from _____’s words and thoughts that _____. This is evidenced by _____. (Detail #1).
Second, because of _____’s actions we learn that _____. An example of this is _____. (Detail
#2) Third, _____ has an important goal, which is _____. Examples of _____’s real motivation
include _____ and _____. (Detail #2) By the end of the chapter, we learn a great deal about one
of the main characters, _____. We learn that she/he _____ and _____. (Conclusion)
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2
Page 20
Anne Frank: Lesson 2 Framed Paragraphs Activities:
Sample #2: (Details of Historical Setting)
Refer to the Introduction for details on the historical setting of The Diary of Anne Frank.
When: 1942 & 1945 Where: Amsterdam, Netherlands
Background & Details:
a) In 1930, 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.
b) In 1933, Adolph Hitler who led the National Socialist German Worker’s Party (later
named the Nazi Party), became chancellor or head of Germany.
c) In 1933, Germany passed anti-Jewish laws, banning Jews from public employment, and
the first concentration camp was built in Dachau, Germany.
d) In 1935, the Nuremberg Laws were passed, denying Jews German citizenship and
prohibiting marriage between Jews and non-Jews.
e) In 1938, Germany invaded Austria and part of Czechoslovakia, looting Jewish
businesses and burning Jewish synagogues.
f) In 1939, Germany invaded Poland, and England and France declared war on Germany.
g) In 1940-1941, Germany invaded Denmark, Norway, the Netherlands, Belgium,
Luxembourg, France and the Soviet Union. The United States entered the war.
h) In 1942, the Nazis secretly decide that Jews will be exterminated or murdered.
Concentration camps will be constructed with “gas chambers” and huge incinerators for
mass killing and burning of Jews, beginning in Poland. Millions of Jews will die in these
camps.
i) In 1944 and 1945, Germany’s enemies invade Western Europe and Germany
surrenders.
j) The Diary of Anne Frank is based on the true experiences of Anne and her family
recorded by Anne in her diary that was found at the end of the war.
The historical details of the setting of the play, The Diary of Anne Frank, by Frances
Goodrich and Albert Hackett, are vital for understanding the play. (Topic Sentence) The play is
set in _____ (where) during _____ (when). The time of the play is important because _____
(Detail #1.) The place the story occurs is also important to understanding the play. The main
events take place _____. During this period of time, the people _____ (Detail #2.) Some other
important details about the setting include _____ and _____. (Detail #3) The authors use the
setting of the story to make the characters real and the reader sympathetic to the real-life
experiences of Anne Frank and her family. (Conclusion)
Sample #3: (Sequencing) Here are 5 events from Act I, Scene 2 to sequence for a paragraph:
a) Anne writes in her diary that her mother treats her like a baby.
b) The families learn about the rules to follow to keep them safe.
c) The Frank family and the Van Daan families meet in the “Secret Annex”.
d) Peter rips the Star of David off his clothes and burns it.
e) Mr. Frank presents Anne with a gift of a pasteboard bound book to use as a diary.
There is a clear sequence of five main events in Act I, Scene 2 of the play The Diary of
Anne Frank. (Topic sentence) First _____ (Detail #1.) Second _____ (Detail #2.) After that
_____ (Detail #3.) Next _____. (Detail #4.) Finally _____. (Detail #5.) The five important events
in Act I, Scene 2 include _____, _____, _____, _____ and _____. (Conclusion.)
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2
Page 21
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 2 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
Anne has a close relationship with her father.
Proof
Mr. Frank calls her by her pet name, Anneke.
Anne calls her father by his pet name, Pim.
Her father gives remembered to bring her favorite pictures of movie stars.
Her father gave her a diary, which he knew she would love.
Anne relies on her father to tell her what she needs to know.
She is the younger child, and her father tries to protect her.
Mr. Frank makes Anne drink her milk, even when the family is fleeing.
Anne listens to her father and does what he says.
Anne talks openly with her father on the subject of boys.
Anne gets along with her father, but thinks her mother treats her like a baby.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2
Page 22
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: ANALYZING VALIDITY/RELIABILITY OF PRIMARY SOURCES
In reviewing the information I found on my topic_____, I discovered whether my
information is valid and reliable (Topic sentence). I reviewed information from three dependable
sources, _____, _____ and _____ (Name your 3 sources here - map, sign, picture, diagram,
table, graph, schedule, book, encyclopedia, dictionary, almanac, yearbook, atlas, telephone
directory, newspaper, card catalog, computer catalog, website, reference book, Reader’s Guide,
etc). I identified three pieces of information that my sources all had in common, _____, _____
and _____ (state three facts to check). Then I drew conclusions about the validity and reliability
of the information, which is explained below.
My first fact is _____. I found information in the _____, _____ and _____. (Indicate
Sources #1, #2 and #3). When I compared the three to check my facts, I discovered that _____
(all three agreed, 2 of 3 agreed, none agreed). I drew the conclusion that my information was
_____ (reliable, unreliable) because I need at least two of my three sources with the same fact
to be reliable. I need (do not need) to find another source to verify that my information is correct.
My second fact for fact checking is _____. I found information in the _____, _____ and
_____. (Indicate Sources #1, #2 and #3). When I compared the three to check my facts, I
discovered that _____ (all three agreed, 2 of 3 agreed, none agreed). I drew the conclusion that
my information was _____ (reliable, unreliable) because I need at least two of my three sources
with the same fact to be reliable. I need (do not need) to find another source to verify that my
information is correct.
The third fact I found that I checked is _____. I found information in the _____, _____
and _____. (Indicate Sources #1, #2 and #3). When I compared the three to check my facts, I
discovered that _____ (all three agreed, 2 of 3 agreed, none agreed). I drew the conclusion that
my information was _____ (reliable, unreliable) because I need at least two of my three sources
with the same fact to be reliable. I need (do not need) to find another source to verify that my
information is correct.
My review of primary source information on my topic _____ (restate your topic) proved to
be useful to determine how reliable my information is. The three sources I used were _____,
_____ and _____ (restate your sources). I checked three facts, including _____, _____ and
_____ (restate your facts). At this point in my investigation, I determined that _____ (I have all
the information I need, I need to find other sources, I need to look for other information I can
verify.)
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2
Page 23
Anne Frank: Lesson 2 Spool Writing Activities Suggested Topic(s):
a) Jewish History of the Holocaust
b) United States Holocaust Memorial Museum
c) World Events from 1930 to 1945
d) The Allied Forces versus the Axis Powers
e) What does the term “Axis of Evil” mean? How does it relate 2002 to WW II?
f) Why did World War II Happen? (Causes)
g) The D-Day Invasion at Normandy
h) History of the Star of David
i) What Happened to Germany after World War II?
j) What Happened to Japan after World War II?
k) Pearl Harbor
l) Life in Germany before World War II
m) Hiroshima and Nagasaki
n) How World War II Changed Poland (or the Netherlands, Austria, France, Russia,
Germany, Italy, Great Britain, Denmark, Norway, Luxembourg, Puerto Rico, Cuba, etc.)
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 2 RAFT Activity: Students write according to role, audience, format, &
topic.
R: Your role as writer is Mr. Otto Frank.
A: Your audience is someone you trust.
F: The format of your writing is your diary.
T: Your topic is to write about what happened in Act I, Scene 2 from your point of view. .
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2
Page 24
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 2 FCAT Writing Activity (Persuasive Prompt):
Writing Situation:
Sometimes we believe very strongly that an injustice has been done. There is a right
time and place to stand up for what you believe in, and not compromise. You have been
asked to write a personal letter to the President of the United States to persuade him to
take action.
Directions for Writing:
Think of a situation that you think is a terrible injustice. What is the situation? What is
unfair or wrong? Can you explain why it is an injustice? Think about how you feel and
think in reaction to this injustice. Why do you feel that way? What specific actions can be
taken to correct this injustice? How will these actions correct the wrong and make it fair
and just? You have the opportunity to persuade the President of the United States to
take action to correct the injustice. What action should he take and why? How will this
action correct the injustice?
Now write to persuade the President of the United States to take action to correct the
injustice.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2
Page 25
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 2 Dialog Activity:
Mr. Frank:
I don’t want you ever to go beyond that door.
Anne:
Never…? Not even at nighttime when everyone is gone? Can’t I listen to the radio?
Mr. Frank:
Never. I am sorry, Anneke. It isn’t safe. No, you must never go beyond that door.
Anne:
I see.
Mr. Frank:
It’ll be hard, but always remember this, Anneke. There are no walls; there are no
bolts, no locks that anyone can put on your mind
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2
Page 26
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 2 Making the News Activities:
Persecution or Murder?
Nazi Travesty Must End!
Secret Plot to Exterminate Jews!
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.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2
Page 27
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 2 Concentration Activity #1:
Matching:
carillon
bells
branded
marked, identified, recognized
mercurial
unpredictable, irregular
survive
stay alive, continue on
suffer
endure, go through, put up with
grateful
thankful, indebted, appreciative
reassure
comfort, set your mind at ease
curious
inquisitive, interested, questioning
terrified
frightened, horrified
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2
Page 28
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 2 Jeopardy Activity:
Question
Answer
a) Who comforted Anne
a) Where Anne went to find a pencil
a) When Anne understood “going into hiding”
b) Why the family was quiet all day
b) What Anne didn’t have to wear anymore
b) How Miep will get food for the families
c) Where Mr. Frank kept Anne’s milk
c) What Peter did with his Star of David
c) What is another word for “speak softly”
Mr. Frank
down the stairs to the office
she could not leave the rooms
so the workers wouldn’t hear
overshoes
ration books
thermos
burned it
whisper
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 2
Page 29
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.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2
Page 30
Beginning Grammar Activities
Teacher-Student Grammar Notes are provided as a teaching resource or student study notes.
ADJECTIVES AND VERB FORMS USED AS ADJECTIVES (PARTICIPLES)
Adjectives: Adjectives describe
nouns. They give a different Examples:
a) We enjoyed the beautiful blue sky (Beautiful and
meaning to a noun or improve the
blue describe sky)
meaning of a noun. An adjective is
b) Bilingual students are better thinkers. (Bilingual
not singular or plural. It uses the
describes students)
same form in English no matter
c) The rich young man saved his money. (Rich and
what it is describing. When an
young describe man)
adjective is used next to the noun
it describes, it comes before its
noun.
Verb Forms Used As Adjectives
a) The developing storm threatened our picnic.
(Participles):
(Developing describes storm)
b) I found my sister studying. (Studying describes my
Verb forms that describe a noun
sister)
are acting like adjectives, and are
c) An annoying man interrupted our conversation.
called participles. Sometimes a
(Annoying describes man)
group of words or phrase acts like
d) Angered by the argument, Julie went to her room
an adjective. This is an adjective
without a word. (Angered by the argument
phrase. When the adjective
describes Julie)
phrase starts with a verb form, it is
e) Thinking Maria really liked him, Ramon invited
called a participial phrase. Study
her on a date. (Thinking Maria really liked him
the examples below.
describes Ramon)
f) Frightened by the loud noise, the baby cried.
(Frightened by the loud noise describes the baby)
g) Destroyed by a fire, the building remained empty.
(Destroyed by a fire describes the building)
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.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2
Page 31
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 2 Modified Single Slot Substitution:
(a) Mr. Frank (b) surprises (c) Anne (d) with a box containing her photographs of movie stars
Possibilities:
a) Anne’s father, Dad, Pim
b) provides, amazes, astonishes
c) Anneke, his daughter, his little girl
d) with her photographs of Queen Wilhelmina, with a her photographs of the queen of
the Netherlands, with a pasteboard-bound book to use as a diary
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2
Page 32
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 2 Sentence Builders:
a) Margot is eighteen. (Anne’s sister)
Anne’s sister Margot is eighteen. (and shy)
Anne’s sister Margot, is eighteen, beautiful, and shy (in the play)
In the play, Anne’s sister Margot, is eighteen, beautiful, and shy. (The Diary of Anne
Frank)
In the play, The Diary of Anne Frank), Anne’s sister Margot is eighteen, beautiful, and
shy.
Continue with the following:
b) Anne is thirteen. (and mercurial) (in her emotions) (curious)
c) Miep shows them the books. (Helping them) (to arrange their things) (and Mr. Kraler)
(three) (ration) (with false names) (they will use) (to obtain food) (and necessities) (for
their guests)
d) She is terrified. (that they are coming) (to take her family away) (In the night) (when Anne
hears a creak) (in the house) (or a step on the street outside)
e) Mr. Frank tells Anne. (she must never go) (beyond the door) (of their rooms) (not even at
nighttime) (or to listen to the radio) (on Sunday) (because it isn’t safe) (Catching her by
the arm) (and pulling her back)
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 2 Multiple Slot Substitution Activities:
(a) No one (b) can ever put (c) a lock (d) on her mind.
Possibilities:
on her heart, a padlock, can ever locate, nobody, on her beliefs, a security device, can
ever leave, not a soul, on her faith, a bolt, can ever set, not even the Nazis, on the truth,
a catch, can ever place, not one human being
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2
Page 33
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 2 Flesh it Out Activities:
a) Anne/try/make/conversation/Peter/about/cat/Mouschi
b) Mrs. Frank/be/concern/they/never/done/anything/illegal/before
c) They/must/be/careful/trash/burn/everything/stove/night
d) Inside/box/she/find/gift/pasteboard-bound/book/use/diary
e) They/must/not/move/around/unless/necessary/or/speak/above/whisper
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 2 Transformation Exercises: Students respond by adding an adjective
from the list below to each sentence.
curious, movie, new, cheerful, Jewish, lone, illegal, beautiful, pasteboard-bound
a)
b)
c)
d)
e)
f)
g)
h)
i)
Anne’s sister Margot is eighteen and shy.
Anne is thirteen and mercurial in her emotions.
Mrs. Frank is concerned that they have never done anything before.
Mr. Van Daan helped him with the language when he came to Holland.
Peter had attended the same Secondary School.
Peter never spoke because he was a wolf.
Mr. Frank surprises Anne with a box of photographs of stars.
Inside the box, she finds a gift of a book.
Miep and Mr. Kraler are always gay.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2
Page 34
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 2: Who, What, When, Where, How, Why Activities:
a) Mr. Frank is very grateful to Mr. Van Daan, who helped him with the new country
and the new language when he came to Holland. (who, what, when, where, how)
b) After six every evening, they can move about happily, talk, and play games
because the workers are gone. (who, what, when, how, why)
c) Peter says he was branded with the yellow Star of David so people could spit on
him. (who, what, how, why)
d) If the Nazis find out that Miep and Mr. Kraler are hiding Jews, they will suffer the
same fate as the Jews. (who, what, when)
e) Mr. Kraler reassures Mrs. Frank that they are helping hundreds of people who
are hiding in Amsterdam from the Germans. (who, what, where)
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2
Page 35
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 2 Sentence Stretcher:
Begin with the sentence: Mr. Frank tells Anne.
Mr. Frank tells Anne.
Mr. Frank tells Anne she must never go.
Mr. Frank tells Anne she must never go beyond the door.
Mr. Frank tells Anne she must never go beyond the door of their rooms.
Mr. Frank tells Anne she must never go beyond the door of their rooms, not even at
nighttime.
Mr. Frank tells Anne she must never go beyond the door of their rooms, not even at
nighttime, or to listen to the radio.
Mr. Frank tells Anne she must never go beyond the door of their rooms, not even at
nighttime, or to listen to the radio.
Mr. Frank tells Anne she must never go beyond the door of their rooms, not even at
nighttime, on Sunday, or to listen to the radio.
Mr. Frank tells Anne she must never go beyond the door of their rooms, not even at
nighttime, on Sunday, or to listen to the radio because it isn’t safe.
Catching her, Mr. Frank tells Anne she must never go beyond the door of their rooms,
not even at nighttime, on Sunday or listen to the radio because it isn’t safe.
Catching her by the arm, Mr. Frank tells Anne she must never go beyond the door of
their rooms, not even at nighttime, on Sunday or listen to the radio because it isn’t safe.
Catching her by the arm and pulling her, Mr. Frank tells Anne she must never go beyond
the door of their rooms, not even at nighttime, on Sunday or listen to the radio because it
isn’t safe.
Catching her by the arm and pulling her back, Mr. Frank tells Anne she must never go
beyond the door of their rooms, not even at nighttime, on Sunday or listen to the radio
because it isn’t safe.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2
Page 36
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 2 Look it Up: Teams locate examples of Adjectives and Verb Forms
Used As Adjectives (Participles) 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 2 Rewrite the Paragraph Activity: Teams will rewrite the paragraph in
the past.
The Van Daan and Frank families meet in the room above the warehouse. Anne is
thirteen, curious and mercurial in her emotions. Miep and Mr. Kraler are helping hundreds of
people who are hiding in Amsterdam from the Germans. The families must not move around,
speak above a whisper or run any water during the day. Peter rips the Star of David off his coat
and burns it because it branded him so people could spit on him. Mr. Frank surprises Anne with
a box of photographs of movie stars and a gift of a pasteboard-bound book to use as a diary.
Mr. Frank tells Anne never to go beyond the door or listen to the radio at night or on Sunday,
because it isn’t safe. Mr. Frank reminds Anne that there are no walls, locks, or bolts anyone can
put on her mind. In the night, when Anne hears a creak in the house, she is terrified they are
coming to take her family away
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2
Page 37
Name ____________________________ Date __________
Anne Frank: Lesson 2: Exercise 1
Fill in the blanks with the correct word.
spit
whisper
mercurial
safe
terrified
warehouse
mind
Amsterdam
diary
beyond
The Van Daan and Frank families meet for the first time in the room above the
__________. Anne is thirteen, curious and __________ in her emotions. Miep and Mr.
Kraler are helping hundreds of people who are hiding in __________ from the
Germans. The families must not move around, speak above a __________ or run any
water during the day. Peter rips the Star of David off his coat and burns it because it
branded him so people could __________ on him. Mr. Frank surprises Anne with a box
of photographs of movie stars and a gift of a pasteboard-bound book to use as a
__________. Mr. Frank tells Anne she must never go __________ the door of their
rooms, not even at nighttime, on Sunday or to listen to the radio because it isn’t
__________. Mr. Frank reminds Anne that there are no walls locks or bolts anyone can
put on her __________. In the night, when Anne hears a creak in the house or a step
on the street outside, she is __________ that they are coming to take her family away.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2
Page 38
Name _____________________________________ Date _____________
Anne Frank: Lesson 2: 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. Peter pours milk from a thermos for Anne and his cat Mouschi.
______________________________________________________________________
2. Mr. Frank reminds Anne that no one can ever put a lock or bolt on her mind.
______________________________________________________________________
3. The Van Daans and the Franks meet for the first time in the room above the library.
______________________________________________________________________
4. Mrs. Frank promises Anne that they will read poetry, history and mythology.
______________________________________________________________________
5. Three ration books for seven people seem too much, so the Franks are grateful.
______________________________________________________________________
6. They must not move around, speak above a whisper or run water during the night.
______________________________________________________________________
7. When Margot and Anne knew Peter at school, he was very friendly to everyone.
______________________________________________________________________
8. Anne won’t have to practice the piano or wear her overshoes anymore.
______________________________________________________________________
9. When the carillon begins to chime four o’clock, everyone must be quiet.
______________________________________________________________________
10. Peter takes the Star of David off his coat and keeps it in a safe place.
______________________________________________________________________
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2
Page 39
Name ____________________________ Date __________
Anne Frank: Lesson 2: Exercise 3 (FCAT Practice/Reading Comprehension)
Read the “House Rules” sign from Act I, Scene 2 of The Diary of Anne Frank, by
Frances Goodrich and Albert Hackett. Decide whether each rule is positive or negative.
Complete the bar graph by shading the boxes, and then answer the questions.
HOUSE RULES
Must Be Followed At All Times. Your Life Depends On It.
From 8:00 a.m. to 5:30 p. m. (Workmen are in the building)
• You must be completely quiet. (Carillon chimes at eight o’clock)
• You must not move around unless absolutely necessary.
• You must not speak above a whisper.
• You must not wear your shoes.
• You must not run any water.
General Rules:
• You must be careful with your trash. Burn it in the stove at night.
• You must never go beyond the door of the rooms, not even at
nighttime, on Sunday or to listen to the radio. (It isn’t safe.)
• You can move, talk, laugh and play games after six every evening.
• You can read poetry, history and mythology.
• You don’t have to practice the piano or wear your overshoes anymore.
Positive and Negative House Rules
Positive
Negative
__ Total
__ Total
1 2 3 4 5 6 7 8 9
How many negative rules did you find?
________________
How many positive rules did you find?
________________
How many more negative rules are there than positive rules?
________________
How many fewer positive rules are there than negative rules?
________________
Why is there a rule about leaving the rooms?
________________
Which rule is the most difficult to follow? _____________________________________
Why? _________________________________________________________________
Which rule is the easiest to follow? _________________________________________
Why? _________________________________________________________________
Overall, is living in the house a negative or positive experience?
________________
Why? _________________________________________________________________
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2
Page 40
Name ____________________________ Date __________
Anne Frank: Lesson 2: Exercise 4 (FCAT Practice/Reading Comprehension)
Read the adjectives that describe each character from Act I, Scene 2 of The Diary of
Anne Frank, by Frances Goodrich and Albert Hackett.
Anne
Margot
Mr. Frank
Mrs. Frank
Peter
Mr. Van Daan
Mrs. Van Daan
Miep
Mr. Kraler
young
beautiful
responsible
reserved
shy
wealthy
pretty
brave
organized
curious
studious
gentle
concerned
awkward
impatient
irritable
generous
kind
emotional
quiet
confident
maternal
isolated
large
nervous
caring
fearless
Complete the chart below using a dictionary and the synonyms in the list below.
accountable
calm
courageous
giving
intellectual
lonely
motherly
self-assured
uncomfortable
Character
Anne
annoyed
compassionate
cross
heroic
jumpy
lovely
nice-looking
tender
worried
big
conservative
expressive
inquisitive
kind-hearted
methodical
rich
timid
youthful
Synonyms to Describe the Character
Margot
Mr. Frank
Mrs. Frank
Peter
Mr. Van Daan
Mrs. Van Daan
Miep
Mr. Kraler
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2
Page 41
Name ____________________________ Date __________
Anne Frank: Lesson 2: Exercise 5
Fill in the blanks.
In Scene 2, the __________ and the Franks meet __________ the first time in
__________ room above the warehouse. __________ sister Margot is eighteen,
__________ and shy. Anne is __________, curious and mercurial in __________
emotions. Helping them to __________ their things, Miep and __________. Kraler show
them the __________ ration books with false __________ they will use to __________
food and necessities for __________ guests. Three ration books __________ seven
people are not __________, but the Franks are __________. Mrs. Frank is concerned
__________ they have never done __________ illegal before. Mr. Kraler __________
her that they are __________ hundreds and hundreds of __________ who are hiding in
__________ from the Germans. Miep __________ Mr. Kraler will bring __________
food and news each __________, but they must be __________ quiet when the
workers __________ in the building each __________ from eight to five __________.
They must not move __________ unless it is necessary, __________ they must not
speak __________ a whisper or run __________ water. Every noise can __________
heard below them. They __________ be careful with their __________ and burn
everything in __________ stove at night. This __________ the way they must
__________ in order to survive.
__________ six every evening, they __________ move about, talk, laugh
__________ play games. Mr. and __________ Van Daan take the upstairs
__________. Mr. Frank is very __________ to Mr. Van Daan, who __________ him
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2
Page 42
with the new __________ and the new language __________ he came to Holland.
__________ and Anne Frank get __________ little room to the __________ of the main
room, __________ Mr. and Mrs. Frank __________ use the main room __________
their bedroom. Margot and __________ Frank go to unpack __________ rest in the
little __________. Anne tries to make __________ with Peter Van Daan about
__________ cat Mouschi. Even though __________ had attended the same
__________ Secondary School, he never __________ to Margot and Anne
__________ he was a lone __________. Peter rips the Star __________ David off his
coat __________ burns it. Peter says __________ was branded with it __________
people could spit on __________. Mr. Frank shows Peter __________ his cat Mouschi
to __________ tiny room on the __________. Then he pours Anne __________ milk
from a thermos.
__________ Frank surprises Anne with __________ box containing her
photographs __________ movie stars and Queen __________, the queen of the
__________. Inside the box she __________ a gift of a __________ book to use as
__________ diary. She is very __________ and runs down the __________ to find a
pencil. __________ her by the arm __________ pulling her back, Mr. __________ tells
Anne she must __________ go beyond the door __________ their rooms, not even
__________ nighttime, on Sunday or __________ listen to the radio __________ it isn’t
safe. For __________ first time, Anne realizes __________ “going into hiding” really
__________. Mr. Frank reminds Anne __________ no one can ever __________ a lock
or bolt __________ her mind, and he __________ her that they will __________ poetry,
history and mythology. __________, she won’t have to __________ the piano or wear
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2
Page 43
__________ overshoes anymore. When the __________ begins to chime eight
__________, everyone must be quiet. __________ gives Peter’s cat Mouschi
__________ of her milk, and __________ to write in her __________ diary.
The lights dim, __________ Anne’s voice can be __________ as she writes in
__________ about her new life. __________ the night, when Anne __________ a creak
in the __________ or a step on __________ street outside, she is __________ that
they are coming __________ take her family away. __________ is comforted because
Mr. __________ and Miep are downstairs __________ the day to “protect”
__________. Anne’s father tells her __________ if the Nazis find __________ that Miep
and Mr. __________ are hiding Jews, they __________ suffer the same fate
__________ the Jews. Knowing this, __________, Miep and Mr. Kraler __________
always cheerful and gay __________ if they don’t have __________ care in the world.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2
Page 44
Name ____________________________ Date __________
Anne Frank: Lesson 2: Exercise 6
Combine the two sentences into one sentence by using a participial (verb) phrase as an
adjective. Follow the example.
Example:
Mr. Frank surprises Anne with a box. The box contains photographs of movie stars.
Mr. Frank surprises Anne with a box containing photographs of movie stars.
1. Miep knows they will suffer the same fate as the Jews. Miep is always cheerful.
______________________________________________________________________
2. Mrs. Frank is concerned the ration books are illegal. Mrs. Frank asks about them.
______________________________________________________________________
3. Mr. Kraler helps them to arrange their things. Mr. Kraler shows them their rooms.
______________________________________________________________________
4. Mr. Frank pulls Anne back. Mr. Frank tells Anne not to go beyond the door.
______________________________________________________________________
5. Anne is terrified that they will take her family away. Anne listens nervously to noises
in the night.
______________________________________________________________________
______________________________________________________________________
Rewrite the sentences adding the words in parentheses.
Example:
They entered the rooms for the first time. (bare, clean, orderly)
They entered the bare, clean, orderly rooms for the first time.
1. There was a Star of David on all of their clothes. (large, yellow, conspicuous)
______________________________________________________________________
2. Mr. Van Daan is a man in his early forties. (tall, portly, well-dressed)
______________________________________________________________________
3. Anne is a thirteen-year-old girl. (curious, mercurial, emotional)
______________________________________________________________________
4. Mrs. Van Daan is a woman of means. (pretty, well-dressed, nervous)
______________________________________________________________________
5. Peter is a boy of sixteen. (tall, shy, awkward)
______________________________________________________________________
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2
Page 45