MS Grade 8 Language Arts 3 Through ESOL
Lesson 5:
The Diary of Anne Frank: Act 2, Scenes 1-2, by Frances Goodrich and Albert Hackett
FCAT Reading & Writing Focus:
Following Written Directions: Sequence of Data
FCAT Support Skills:
Making Inferences, Identifying Significant Details
Language Focus:
Parallel Structure & Coordinating Conjunctions
Text:
Prentice Hall Literature: Silver Level
English
accuse
admire
animation
arrested
awkwardly
blackmail
brains
bundled up
cruelly
darling
dazed
dying
empty
humiliated
indignant
inferiority complex
invasion fever
jealous
journalist
let off steam
lovelier
meticulously
miracle
portion
precious
rations
regain
remark
scold
sobbing
spoil
standstill
storeroom
thinner
ulcers
violent
Spanish
acusa
admira
vivacidad
arrestados
torpemente
chantajear
cerebro
forrados de ropa
cruelmente
encantador
aturdida
muriendo
vacíos
humillada
indignada
Haitian Creole
akize
admire
vivasite
arete
dwòl, etranj
fè chantaj
sèvo, brenn
vlope, kouvri
ak mechanste
tiboubout, cheri
toudi, dwòl
k ap mouri
vid
imilye
endiye
Portuguese
acusar
admirar
entusiasmo
presas
desajeitadamente
fazer chantagem
raciocínio
agasalhados
de forma insensível
encantador
atordoada
morrendo
vazios
humilhada
indignada
Complejo de inferioridad
konplèks enferyorite
complexo de inferioridade
“fiebre de invasión”
celosa
periodista
desahogarse
adorable
meticulosamente
milagro
porción
preciado, precioso
raciones
recupera
comenta
reprender
sollozando
eche a perder
paralizados
bodega
más delgados
úlceras
violentas
“lafyèv envazyon”
jalou, jalouz
jounalis
degaje konsyans
adorab, dou, dous
febre da invasão
ter inveja
jornalista
desabafar
adorável
meticulosamente
milagre
porção
algo importante
provisão
recuperar
comentar
repreender
soluçando
prejudique
paralisada
depósito
mais magros
úlceras
violentas
ak panpil prekosyon
mirak
pòsyon
enpòtan anpil
rasyon
rejwenn, rekipere
kòmantè
repwoche, blame
kriye
gate
paralyze
depo
pi mèg, pi mens
ilsè
vyolan
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 5
Page 1
English Summary
Lesson 5: The Diary of Anne Frank:
Act 2, Scenes 1-2, by Frances Goodrich and Albert Hackett
Act 2 opens with Anne’s voice reading from her diary. It is January 1, 1944, one year five
months and twenty-five days later. Their lives seem to be at a standstill. All are thinner and
bundled up against the cold. The Van Daans discussions are as violent as ever, and Margot is
not feeling well. Anne and her mother still don’t understand each other, but there is a change in
Anne. The miracle that is happening inside and outside is Anne’s sweet secret of growing up.
Miep and Mr. Kraler arrive with flowers, newspapers, books and a special cake to bring
New Year’s greetings. Miep used all of her sugar rations to make the cake. Miep tells Peter that
no one has seen his cat Mouschi. Dussel cruelly remarks that someone has eaten the cat for
dinner. Then he accuses Mrs. Van Daan of always giving her husband a larger portion than
everyone else gives. Mr. Van Daan asks Miep to sell his wife’s fur coat to buy him cigarettes,
and Mrs. Van Daan sinks to the floor sobbing. Mr. Kraler is ill, but cannot get in to see a doctor.
A man from the storeroom suspects someone is upstairs, and asks Mr. Kraler for money.
Mr. Kraler is not sure if the man is trying to blackmail him. Mr. Kraler will offer half the money to
find out what the man knows. Dussel blames Peter for breaking the lamp that night, and Margot
wishes the end would come. Mrs. Frank scolds Margot and reminds her of all the people dying
in the concentration camps. Anne becomes angry, and goes to her room. Mr. Van Daan tries to
take Anne’s cake, but Peter picks it up and takes it to Anne’s room. Peter admires Anne
because she says what she thinks, and he admires Anne’s pictures on the wall. They talk and
share their feelings. Peter stays in his room most of the time because he hates the arguments.
Anne misses school and her friends. Peter tells Anne anytime she needs to let off steam, she
can talk to him.
Anne writes in her diary that the people who were giving Miep ration books were
arrested. They had to cut down on their food, and their stomachs are empty. Mr. Kraler is in the
hospital with ulcers. Miep has to run the business and take care of them now. The Americans
have landed in Italy. Anne longs for spring and someone who understands her feelings. Peter
prepares himself meticulously for visits visit from Anne. On his wall, are some of Anne’s
pictures. Anne thinks she is ugly, but Margot says Anne has nice eyes and a lot of animation.
Anne is indignant and humiliated when Mrs. Van Daan criticizes, but she doesn’t let it spoil the
friendship with Peter. Margot is not jealous because Anne has something to get up for in the
morning.
Anne loves to write and wants to become a journalist some day. Peter has an inferiority
complex and thinks he can work on a farm or something that doesn’t take much brains. Peter
thinks Anne is pretty and has changed a lot. Anne sees that Peter has changed a lot too. They
talk about whether they have ever been kissed, and Peter awkwardly kisses her on the cheek.
Anne is dazed, but regains her poise and kisses everyone good night. Anne’s diary tells how
they had to cut back more on precious food, and the rats have eaten some. Everyone has
“invasion fever” and talks about nothing else. Anne lives for her meetings with Peter. She is not
in love with Peter, but there is nothing lovelier than having a darling boy in her arms. Anne has
grown and is now wearing Margot’s clothes.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 5
Page 2
Spanish Summary
Lección 5: El Diario de Ana Frank:
Segundo acto, Escenas 1 y 2, de Frances Goodrich y Albert Hackett
El segundo acto se abre con la voz de Ana leyendo su diario. Es el 1ro de enero de
1944, un año, cinco meses y veinticinco días más tarde. Sus vidas parecen estar paralizadas.
Todos están más delgados y forrados de ropa para evitar el frío. Las peleas de los Van Daan
son tan violentas como siempre y Margot no se siente bien. Ana y su madre siguen sin
entenderse mutuamente, pero un cambio está surgiendo en Ana. El milagro que está
ocurriendo en su interior y su apariencia física es el dulce secreto de convertirse en mujer.
Miep y el Sr. Kraler llegan con flores, diarios, libros, y un pastel especial para desear
felicidades en el nuevo año. Miep usó todas sus raciones de azúcar para hacer el pastel. Miep
le dice a Peter que nadie ha visto a su gato Mouschi y Dussel cruelmente comenta que alguien
se lo ha comido en la cena. Luego acusa a la Sra. Van Daan de darle siempre a su esposo una
porción de comida más grande que a los demás. El señor Van Daan le pide a Miep que venda
el abrigo de pieles de su esposa para que le compre cigarrillos y la señora Van Daan,
sollozando, se desploma en el suelo. El Sr. Kraler está enfermo, pero no ha podido ver a un
médico.
Un hombre de la bodega sospecha que hay gente arriba, y le pide dinero al Sr. Kraler,
quien no está seguro si el hombre está tratando de chantajearlo. El Sr. Kraler le ofrecerá la
mitad del dinero para averiguar qué es lo que sabe el hombre. Dussel inculpa a Peter por
romper la lámpara aquella noche, y Margot desea que todo llegue a su final. La Sra. Frank
reprende a Margot y le recuerda todas las personas que están muriendo en los campos de
concentración. Ana se pone furiosa y se va para su cuarto. El Sr. Van Daan trata de quitarle el
pastel a Ana, pero Peter lo toma y se lo lleva a la habitación de ella. Peter admira a Ana
porque dice lo que piensa y admira las fotos que tiene colgadas en la pared. Ellos conversan y
comparten mutuamente sus sentimientos. Peter permanece en su cuarto la mayor parte del
tiempo porque odia las discusiones. Ana extraña la escuela y a sus amigos. Peter le dice que
en cualquier momento que necesite desahogarse puede hablar con él.
Ana escribe en su diario que las personas que le daban a Miep las libretas de
racionamiento fueron arrestadas. Tienen que limitar la comida, y sus estómagos están vacíos.
El Sr. Kraler está recluido en el hospital con úlceras y ahora Miep tiene que hacerse cargo del
negocio y cuidar de ellos. Los americanos han desembarcado en Italia. Ana anhela la
primavera y a alguien que comprenda sus sentimientos. Peter se prepara meticulosamente
para las visitas de Ana. En la pared de su habitación hay algunas de las fotos de Ana. Aunque
ella piensa que es fea, Margot dice que tiene unos ojos bonitos y muy vivaces. Cuando la Sra.
Van Daan critica a Ana, ésta se siente indignada y humillada, pero no deja que eso eche a
perder su amistad con Peter. Margot no siente celos ya que Ana tiene una razón para
continuar viviendo cada día.
A Ana le gusta escribir y quiere llegar a ser periodista algún día. Peter tiene complejo
de inferioridad y cree que puede trabajar en una granja o en algo que no necesite pensar
mucho. Él piensa que Ana es bonita y que ha cambiado mucho y Ana observa que Peter ha
cambiado mucho también. Hablan acerca de si han sido besados alguna vez, entonces Peter
la besa torpemente en la mejilla. Ana está aturdida, pero recupera el equilibrio y les da un beso
a todos deseándoles buenas noches. El diario de Ana cuenta cómo tienen que recortar más
todavía el preciado alimento, y que las ratas han comido algo. Todos tienen la “fiebre de
invasión” y no hablan de otra cosa. Ana vive para sus encuentros con Peter. Ella no está
enamorada de él, pero no hay nada más adorable que tener a un muchacho encantador en sus
brazos. Ana ha crecido y está usando las ropas de Margot.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 5
Page 3
Haitian Creole Summary
Lesson 5: Jounal Anne Frank la:
Ak 2, Sèn 1-2, dapre Frances Goodrich ak Albert Hackett
Dezyèm ak la ouvri sou vwa Anne k ap fè lekti nan jounal li a. Jodi a se premye janvye
1944, sa fè yon ane, senk mwa ak vennsenk jou pase. Lavi yo te sanble kanpe sou plas, paralize.
Yo tout te vin pi mèg epi kouvri ak ranyon, akoz fredi a. Diskisyon joure moun Van Daan yo toujou
chaje ak vyolans, kòmdabitid, epi Margot pa t santi li te twò byen. Anne ak manman li pot ko janm
kab antann yo toujou, men, te vin gen yon chanjman nan Anne. Mirak ki t ap fèt ni sou deyò ni
andedan nan aparans fizik Anne nan, se te sekrè transfòmasyon an dous ki t ap devlope nan li.
Miep ak Mesye Kraler te vini ak kèk flè, jounal, liv ak yon gato espesyal pou vin swete
larezone pou joudlan an. Miep te sèvi ak tout rasyon sik yo te ba li yo pou te kapab fè gato a. Miep
te fè Peter konnen pa t gen okenn moun ki te wè kote Mouschi, chat li a te fè. Dussell te fè yon vye
kòmantè pou di gen lè se yon moun ki manje chat la. Apre sa, li te akize madan Van Daan kòm
moun ki toujou bay mari li pi gwo plat pase tout lòt moun lè l ap drese manje. Mesye Van Daan te
mande Miep tou pou vann manto fouri madanm li a pou li te kab jwenn lajan pou achte sigarèt pou
li, epi madan Van Daan te plonje vant ba ap kriye sou planche a. Mesye Kraler te malad, men li pa
t kapab al konsilte yon doktè.
Yon nèg nan depo a, ki te sispèk te gen yon moun nan etaj anlè a ki t ap mande mesye
Kraler lajan. Mesye Kraler pa t fin sèten si se chantaj nèg la t ap fè sou li. Mesye Kraler te dispoze
ofri mwatye nan lajan an pou te kab konnen egzakteman ki sa nèg la te gen nan dyakout li. Dussel
te repwoche Peter pou lanp li te kraze jou swa sa a, epi Margot te swete pou tout bagay sa a te fini.
Madan Frank te reprimande Margot ak fè l sonje tout kantite moun k ap mouri nan kan
konsantrasyon yo. Anne te vin fache kote li te retounen ale nan chanm li. Mesye Van Daan t ap
eseye pran gato Anne nan, men Peter te kouri pran li pote ale bay Anne nan chanm li a. Peter
admire Anne paske manmzèl se moun ki pale kare pou di sa li panse, epi li renmen foto ki te nan mi
chanm Anne yo tou. Yo te konn pale ak pataje santiman yo. Peter te konn rete pase pi fò tan yo
andedan chanm li akoz li te deteste joure ki t ap fèt yo. Anne te sonje lekòl li a ak lòt zanmi li yo.
Peter te di Anne, nenpòt lè li ta renmen degaje konsyans li, li mèt vin pale avèk li.
Anne ekri nan jounal entim li an pou di yo te arete moun ki te konn ap founi Miep rasyon liv
yo. Yo te oblije diminye sou manje yo alòske vant yo te vid. Mesye Kraler kouche sou kabann
lopital ak maladi ilsè. Kounye a se Miep ki te oblije kontinye fè biznis la mache ak pran swen lòt
moun yo. Ameriken yo te debake ann Itali. Anne t ap rete tann sezon prentan an rive pou wè si l ta
gen chans rankontre ak yon moun ki konprann santiman li. Peter te prepare tèt li byen prepare ak
anpil swen chak fwa pou te resevwa vizit Anne yo. Te gen kèk foto Anne ki te kwoke nan mi chanm
kay li. Kwak Anne panse li te lèd, Margot te konn ap di manmzèl te gen bèl zye, tou limen ak
vivasite. Lè madan Van Daan te fè tout vye kòmantè li yo, Anne te santi li endiye ak imilye, men li
pa t kite sa gache amitye li te genyen ak Peter. Margot pa t fè jalouzi pou sa, paske Anne te vin
jwenn yon rezon pou te kontinye viv chak jou.
Anne renmen ekri epi li ta renmen vin tounen yon jounalis yon jou. Peter te gen yon
konplèks enferyorite ki te fè l kwè se nan fèm oswa nan yon domèn ki pa mande anpil lespri sèlman
li te kab travay. Peter te panse Anne te vin bèl epi li te chanje anpil. Anne wè Peter te vin chanje
anpil tou. Yo te konn ap mande yo si yo te janm konn bo deja, epi Peter te ba li yon tibo dwòl bò
figi. Anne te santi li vin dwòl, men li te reprann sans li avan li te bo tout moun pou swete yo bòn
nuit. Jounal Anne nan te mansyone kòman yo te oblije redui plis toujou sou manje ki enpòtan anpil
yo kote rat te gen tan manje enpe deja. Tout moun te soufri ak “lafyèv envazyon” kote se de sa
sèlman yo t ap pale. Anne t ap viv sèlman pou randevou li te gen ak Peter yo. Li pa t damou fou
pou Peter, men pa gen anyen ki pi dous pase lè ou gen yon bon tiboubout anba ponyèt ou. Anne
te grandi ase kote li te kab mete menm rad ak Margot kounye a.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 5
Page 4
Portuguese Summary
Lição 5: O Diário de Anne Frank:
Ato 2, Cenas 1 a 2, de Frances Goodrich e Albert Hackett
O ato dois se inicia com a voz de Anne lendo o seu diário. É o dia 1o de janeiro de 1944,
um ano, cinco meses e vinte e cinco dias mais tarde. A vida deles parece paralisada. Todos
estão mais magros e agasalhados contra o frio. As discussões dos Van Daans estão mais
violentas do que nunca e Margot não anda se sentindo bem. Anne e sua mãe ainda não se
entendem, mas Anne está diferente. A maravilha que está ocorrendo em seu interior e exterior
é o doce segredo de Anne, ao tornar-se uma adulta.
Miep e Mr. Kraler chegam trazendo flores, jornais, livros e um bolo especial para
saudar o Ano Novo. Miep usou toda a sua provisão de açúcar para preparar o bolo. Miep
informa a Peter que ninguém viu o gato dele, Mouschi. Dussel comenta de forma insensível
que alguém comeu o gato no jantar. Depois acusa a Sra. Van Daan de sempre servir uma
porção maior para o marido do que a que os outros servem. O Sr. Van Daan pede a Miep para
vender o casaco de pele de sua esposa para comprar seus cigarros e a Sra. Van Daan deixase cair ao chão, soluçando. O Sr. Kraler está doente, mas não consegue uma consulta com um
médico.
Um homem do depósito suspeita que alguém está no andar de cima e pede dinheiro ao
Sr. Kraler. O Sr. Kraler não tem certeza se o homem está tentando fazer chantagem; ele
oferecerá metade do dinheiro para descobrir o que o homem sabe. Dussel culpa Peter por ter
quebrado o abajur naquela noite e Margot deseja que tudo termine logo. A Sra. Frank
repreende Margot e lembra-lhe de todas as pessoas morrendo nos campos de concentração.
Anne fica zangada e vai para o seu quarto. O Sr. Van Daan tenta levar bolo para ela mas Peter
pega o bolo e leva para Anne no quarto. Peter tem admiração por Anne porque ela fala o que
pensa e ele admira as fotos que ela tem na parede. Eles conversam e compartilham seus
sentimentos. Peter passa a maior parte do tempo em seu próprio quarto porque detesta as
discussões. Anne sente saudades da escola e dos amigos. Peter diz a Anne que sempre que
ela sentir necessidade de desabafar ela pode conversar com ele.
Anne escreve em seu diário que as pessoas que estavam dando coupons de alimentos
para Miep foram presas. Eles tiveram que reduzir seus alimentos e seus estômagos ficaram
vazios. O Sr. Kraler está no hospital com úlceras. Agora, Miep tem que administrar os negócios
e se responsabilizar pelos dois. Os americanos aterrissaram na Itália. Anne anseia a primavera
e alguém que compreenda seus sentimentos. Peter arruma-se meticulosamente para as visitas
de Anne. Na parede do quarto dele há algumas fotos dela. Anne acha que é feia mas Margot
diz que ela tem os olhos bonitos e muito entusiasmo. Anne fica indignada e humilhada quando
a Sra. Van Daan faz críticas mas ela não deixa que isso prejudique sua amizade com Peter.
Margot não tem inveja por Anne ter um motivo para levantar-se todas as manhãs.
Anne adora escrever e algum dia quer tornar-se uma jornalista. Peter tem um complexo
de inferioridade e acha que pode trabalhar em uma fazenda ou em alguma coisa que não
precise raciocinar muito. Peter acha Anne bonita e acha que ela mudou muito. Anne percebe
que Peter mudou muito, também. Eles conversam sobre um dos dois já ter sido beijado e Peter
desajeitadamente lhe beija a face. Anne fica atordoada mas recupera a postura e dá um beijo
de boa noite em todos. O diário de Anne narra como eles tiveram que reduzir os alimentos,
algo tão importante e que os ratos comeram alguns. Todos estão contaminados com a “febre
da invasão” e não falam em outra coisa. Anne espera com ansiedade por seus encontros com
Peter. Ela não está enamorada dele mas não existe nada mais adorável do que ter um rapaz
encantador em seus braços. Anne cresceu e agora está vestindo as roupas de Margot.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 5
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 5: Minimal Pairs Activity:
dying/tying
sweet/seat
hate/hat
brain/bran
room/loom
longs/logs
thin/sin
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 5 Spelling Activity: Use the following words for the test.
animation, awkwardly, brains, humiliated, jealous, journalist, meticulously, precious, spoil,
thinner
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 5
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 5 Follow Directions Activity: Provide students with paper pencil, and a
ruler. Students will listen and follow directions to cut the New Year’s cake into eight equal
portions.
Directions:
a) Draw a square exactly 8” long and 8” wide, measuring each side carefully.
b) Using your ruler, mark all four sides of the rectangle at exactly one-inch intervals.
c) Find the 4” mark on one side of the square, and then find the 4” mark that matches
on the other side of the square.
d) Line up the two 4” marks, and draw a line down the middle of the square.
e) Turn your square so that the middle line is vertical in front of you.
f) Now line up the 1” marks on the top of the square with the corresponding 1” marks at
the bottom of the square, and draw each of 3 vertical lines with your ruler.
g) You have just divided the New Year’s cake into eight equal portions.
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 5 Dictation Activity:
a) Miep used all of her sugar rations to make the cake.
b) All are thinner and bundled up against the cold.
c) Mr. Kraler is not sure if the man is trying to blackmail him.
d) Peter stays in his room most of the time because he hates the arguments.
e) They had to cut down on their food, and their stomachs are empty.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 5
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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 5 Interview Activities: You play the role of Miep. Choose several
students to play the role of Mr. Frank. Provide these students with the questions below. They
take turns asking you questions. Students not asking questions must take notes of Miep’s
answers. Students should save notes for Writing Activity #1, Language Experience Story.
a) How did you manage to get the sugar rations to make a beautiful cake?
b) Does anyone ever ask you where you are going with flowers, newspapers and
books?
c) How do you answer them?
d) Has anyone seen Peter’s cat Mouschi?
e) Can you sell Mrs. Van Daan’s coat?
f) Why can’t Mr. Kraler see the doctor?
g) Do you think the stranger is trying to blackmail Mr. Kraler?
h) Do you think the man knows we are hiding here, Miep?
i) What do you think we should do?
j) What will you do if Mr. Kraler goes to the hospital?
k) Why do you think Mr. Kraler has ulcers?
l) When do you think the Allies will get here?
m) Do you think it will be too late?
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 5
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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 5 Intentional Intonation Activities:
Anne loves to write and wants to become a journalist some day. (not Margot)
Anne loves to write and wants to become a journalist some day. (not hates)
Anne loves to write and wants to become a journalist some day. (not study)
Anne loves to write and wants to become a journalist some day. (not has)
Anne loves to write and wants to become a journalist some day. (not interview)
Anne loves to write and wants to become a journalist some day. (not novelist)
Anne loves to write and wants to become a journalist some day. (not tomorrow)
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 5 Backward Build-up Activity:
a) Miep and Mr. Kraler arrive with flowers, newspapers, books and a special cake to
bring New Year’s greetings.
b) Then he accuses Mrs. Van Daan of always giving her husband a larger portion than
everyone else gives.
c) Mrs. Frank scolds Margot and reminds her of all the people dying in the
concentration camps.
d) Anne is indignant and humiliated when Mrs. Van Daan criticizes, but she doesn’t let it
spoil the friendship with Peter.
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Intermediate Speaking Activities
Charades
Objective: Oral production to determine word meaning and context of new lesson vocabulary
Procedure: Team members guess who/what the teacher (or student) is silently role-playing.
(Ex: famous person, geometric shape, scientific theory) The team guessing correctly gets point.
Anne Frank: Lesson 5 Charades Activity: Suggestions:
admire, animation, argument, arrested, awkwardly, cruelly, dazed, ill, indignant, jealous, let
off steam, scold, sobbing, standstill
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 5 Twenty Questions Activity:
Photo or picture suggestions:
storeroom, sweet, thinner, animation, brains, empty, invasion, journalist, portion, rations,
cake, plates, knife, cup of tea, skylight
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 5
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FCAT FOCUS READING SKILL: Following Directions/Sequence of Data
Teacher-Student Grammar Notes are provided as a teaching resource or student study notes.
What to do and what to watch for. Written directions are ordered instructions to complete an
activity or the steps in a process. The directions can appear in the form of a paragraph, a list of
steps, time, or dates to show chronological (time) order, or in a numbered sequence.
Read all of the steps carefully. First, read all of the directions. Then go back to read again.
This time, read one step at a time. Stop to think about what it means. Visualize it in your mind.
Picture yourself doing the step. Repeat it to yourself. Then say it to yourself in your own words
(Paraphrase). Complete each step in order before going on to the next step.
Look for the sequence to follow. Directions must be followed in the order in which they are
given. Do the first step first and the last step last.
STEPS TO FOLLOWING DIRECTIONS
(Activity or Process)
STEP 6
STEP 5
STEP 4
STEP 3
STEP 2
STEP 1
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 5
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Following Directions/Sequence of Data (Continued)
Look for signal or transition words. Transition or signal words will signal you when you have
completed one step or are beginning the next step. Understanding these words helps you to
understand the order of the steps.
Example: First, get on I-95. Go south. Prior to your exit, you will see a huge hotel on
the West Side. After you pass the hotel, get off at the next exit, 37, and go east. At the end of
the street, turn right at the light. When you reach the next light, go left on Sage Street. After
that, look for a green house, number 607. Finally, you drive through the gate.
SIGNAL / TRANSITION WORDS FOR FOLLOWING DIRECTIONS
first, second, third, etc.
finally
afterwards
while
soon
at the beginning
prior to
at the same time
subsequently
next
then
when
now
during
the first (next, last thing
if…then
later
soon
at the end
before you finish
Look for different kinds of directions:
a) Paragraph- When directions are given in paragraph form, pay attention to signal words
and punctuation (commas and periods). They are used to separate the steps in the
activity or process. Example:
To make cookies, you will need to assemble the ingredients and utensils first.
Then pre-heat your oven to 400 degrees. Now you are ready to start measuring and
mixing. Measure and add each ingredient in the order they are listed. After your
mixture is ready, spoon “teaspoonfuls” onto the greased cookie sheet. Bake for 8
minutes until firm. Place on a rack to cool.
b) List of Steps- When directions appear in a list, follow them in the exact order given.
Example: To make cookies:
1. Assemble the ingredients and utensils.
2 .Pre-heat your oven to 400 degrees
3. Measure and mix by adding each ingredient in order.
4. Spoon “teaspoonfuls” onto the greased cookie sheet
5. Bake for 8 minutes until firm.
6. Place on a rack to cool.
c) Chronological (Time) Order Directions in chronological order use days, dates, or times,
similar to a schedule. Example:
Schedule of dates for class project:
May 8:
Brainstorm ideas in your groups.
May 10:
Submit topic with graphic organizer/planning sheet.
May 12:
Complete outline or planning sheet.
May 15:
Rough draft due Read-around groups edit
May 20:
First draft completed on computer
May 25:
Complete peer-edit on computer and print copy.
May 27:
Conference with teacher and finalize on computer
May 30:
Final copy due for class publication
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 5
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d) Numbered Sequence In numbered sequence, complete each step in its entirety before
going on to the next step.
Example: To cancel your order:
1. Push the menu button.
2. Arrow down to “Select”
3. Push “Enter.”
4. Now arrow across to “Cancel”, and push “Enter”
5. Wait for the dialog box, “Are you sure you want to cancel?”
6. Push “Yes”, and then “Exit”.
STEP 1
STEP 2
STEP 3
STEP 4
STEP 5
STEP 6
TO CANCEL YOUR ORDER
Push the menu button.
Arrow down to “Select
Push “Enter.”
Now arrow across to “Cancel”, and push “Enter”
Wait for the dialog box, “Are you sure you want to cancel?”
Push “Yes”, and then “Exit”.
SEQUENCING CHART
1st
2nd
3rd
4th
5th
6th
7th
8th
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 5
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Beginning Reading Activities
Pre Reading
Objective: Listen to a short series of oral sentences in order to answer simple questions.
Procedure: Use the short summary paragraph below (5-10 sentences). Read the paragraph to
the class two times. Then read the paragraph a 3rd time, stopping at the end of each sentence to
ask questions. Ask several questions for each sentence, and ask a variety of types of questions
(i.e. yes/no, either/or, and “wh-“). Ask the questions at a quick pace, and if the group cannot
answer quickly enough, move on to the next group.
Example: Columbus sailed to America in 1492. Sample Questions: Did Columbus sail to
America? Did Columbus sail to Europe? Did Columbus sail to Europe or America? Where did
he sail? Did King Ferdinand sail to America? Did Columbus or King Ferdinand sail to America?
Who sailed to America? Did he sail in 1942? Did he sail in 1492 or 1942? When did he sail?
Option: Read the paragraph a 4th time. Ask questions again. End the activity by dictating the
paragraph to the teams. Allow collaboration within the team. Collect/grade one dictation from
each team. Each student on the team receives the same grade.
Anne Frank: Lesson 5 Pre Reading Activity:
After a year and a half, life in the Secret Annex is at a standstill. Everyone is thinner not
well. However, Anne’s sweet secret is that she is growing up. Miep makes a special cake on
New Year’s. Miep tells Peter that no one has seen his cat Mouschi. Dussel is cruel to others,
and Mr. Van Daan sells his wife’s fur coat to buy cigarettes. A man who suspects someone is
upstairs is blackmailing Mr. Kraler for money. Mr. Kraler becomes ill with stomach ulcers, and
goes into the hospital. Anne loves to write and wants to become a journalist some day. Peter
and Anne become close friends, and live for their time together..
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 5
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Story Grammars
Objective: Identify a common organizational pattern or “grammar” of a reading text.
Procedure: Introduce story grammars by using the Language Experience Approach. The
second time, have each group prepare one. Once groups have mastered story grammars,
individuals can prepare their own, but include incentives for the group to help individual
members. For example, you might want to give a team a point for each member who receives a
grade of B or higher.
Example: Setting:___, Characters:___, ___,Problem:___, Goal:___, Events Leading to goal
(list in order):___, ___, ___,Resolution: ___(Three possibilities include: character solves
problem, character learns to live with problem, problem defeats character)
Note: Story grammars help students understand that most stories have a common organization,
and they help students to write reports, evaluate the quality of stories, and write their own
stories.
Judgment
Objective: Read a text for the purpose of identifying facts and opinions.
Procedure: On five separate strips of paper, each team writes (or copies) 5 sentences from the
text that show facts and opinions. Teams write their team name on the backs of the 5 strips, and
swap their sentences. Teams read the sentence strips they have, and place them in either a fact
basket or opinion basket in front of the room. The teacher reads each sentence strip from the
two baskets. For each, the teams decide if the sentence was correctly placed. If correct, the
team with its name on the strip gets a point. If not correct, that team loses a point. (This
encourages effective writing.)
Option: This activity may be adapted to focus on cause/effect, reality/fantasy or inferred/explicit.
True or False
Objective: Read a text passage for the purpose of making true and false statements about it.
Procedure: Teams make a “T” chart (2 columns with titles--one side is for true, the other side is
for false). Teams make three true or false statements about the text. A representative from the
first team reads one statement aloud. The other teams listen and place their token on the
appropriate side of their True/False chart. The questioning team decides which choices are
correct. Each correct answer earns a team a point. In a disagreement, follow the challenge rules
of Total Recall.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 5
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Scan
Objective: Scan a text for the purpose of asking and answering simple questions.
Procedure:
1. Teams write 3 questions about an assigned text. Next to each question, they write page
number and paragraph number where the answer is located.
2. A representative from each team asks the team’s questions. The other teams get 60
seconds for each question to scan the text, find the answer, page and paragraph numbers,
and write them on a sheet of paper. Any team not getting the answer within that time loses a
point.
3. Any time a responding team loses a point, the questioning team gets a point. The responding
teams take turns reading out their page and paragraph numbers. Then the questioning team
reads its page and paragraph numbers.
4. Team respondents who have the same answer as the questioner get an automatic point.
Respondents who do not have the same answer as the questioner are not automatically
wrong. Both the questioner and respondent read aloud their chosen paragraph. The
questioner then decides if the respondent is also correct (Many times the answer to a
question can be found in more than one place in a text). If the respondent is also correct, the
respondent gets a point.
5. If the questioner says that the respondent is incorrect, the respondent may challenge (as in
Total Recall). The responding team must prove that it is also correct or that the questioner is
incorrect. It does not need to prove both. Other teams may join one side or the other. The
teacher then decides who wins. Winning teams get 2 points and losers lose 2 points.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 5
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Beginning- Writing Activities
Language Experience Story
Objective: Use student-created writing as a text as a model for individual student writings, for
rereading or other written activities, including Story Grammars, RAFT, and Spool Writing.
Procedure: Language Experience instruction involves asking students to talk about some item
of relevance to the class. You may use information from Listening Activity “Interview” or
information learned in other unit activities. Individual team members and teams take turns
offering sentences to be added to the text. You write individual contributions on the board,
including non-standard forms or word order. Then ask teams to correct or change the text to
standard English grammar and syntax and to decide on an organizational format. Assist teams
in making necessary adjustments. After the text is corrected, students copy it in their notebooks,
or you can type and distribute it.
Indirect Speech
Objective: Write a familiar dialog in paragraph form, using indirect or reported speech.
Procedure: Use the dialog in this lesson written for Presenting Activity “Dialog”. After teams
have completed presenting their dialogs (see Presenting Activities), have each group write the
dialog in a paragraph format using indirect speech. Example:
COLUMBUS: “I need money to buy ships to sail west.”
Columbus asked the queen for some money to sail to the west.
Teams use one piece of paper and one pencil only. Each member takes a turn writing a line of
the dialog. Other team members can offer help, but they cannot write it for the individual whose
turn it is to write. Collect and grade. Each member of the team gets the same grade.
Anne Frank: Lesson 5 Indirect Speech Activity: Use the dialog in this lesson written for
Presenting Activity “Dialog”.
Example:
Anne to Peter:
I think of myself as your friend.
Anne told Peter that she thinks of herself as his friend..
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 5
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Framed Paragraphs
Objective: Use a “frame” (outline or template) for writing a paragraph that contains a main idea
(topic sentence), supporting details, and a summary statement (conclusion).
Note: Framed paragraphs make very good exam preparation questions.
Procedure: Introduce framed paragraphs to the class by creating a story collectively using the
language experience approach. The second time you assign framed paragraphs, have each
group prepare one. Once the groups have mastered framed paragraphs, each student prepares
his/her own. Include incentives for the group to help individual team members. For example,
give a team one point for each member who receives a grade of B or higher. After constructing
a model paragraph with the class, groups, pairs, or individuals find examples in text.
Social Studies Example: There are many cultures of people living in Florida. First....
Second.... Third.... These groups and others....
Language Arts Example: ..., a character in the novel... by... is.... An example of this behavior
is... Another example is.... Finally.... Therefore, this character is...
Science Example: OBSERVATION: After observing... HYPOTHESIS: I think... MATERIALS:
1…2…3…PROCEDURE: 1…2…3… DATA: 1…2…3… ANALYSIS: The results show.... This
was caused by.... Therefore, my hypothesis was/was not correct because....
Anne Frank: Lesson 5 Framed Paragraphs Activities:
Sample #1: (Identifying Significant Details) Examples of questions to use as prompts:
a) Who arrives to celebrate New Year’s with the families?
b) What news do they bring from the outside?
c) Where do Anne and Peter spend most of their time together?
d) When does Peter kiss Anne on the cheek?
e) Why does everyone have “invasion fever"?
f) How does Anne really feel about Peter?
In Act 2, Scenes 1-2 of the play The Diary of Anne Frank, by Frances Goodrich and
Albert Hackett, there are several significant details that help the reader follow the action. (Topic
Sentence) First, _____ (who) (Detail #1). Another important detail is _____ (what) (Detail #2).
The third detail important to the story is _____ (where) (Detail #3). Also significant is _____
(when) (Detail #4). A key element of the chapter is _____ (why) (Detail #5). Finally, the author
tells _____ (how) (Detail #6). All of these details are significant because _____. (Conclusion)
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 5
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Anne Frank: Lesson 5 Framed Paragraphs Activities:
Sample #2: (Making Inferences) Use these inferences as starters:
a) Anne writes in her diary about the rats eating their food. The reader knows that Mr. Van
Daan has been stealing food in the middle of the night. The reader can infer that the authors
consider Mr. Van Daan a “rat”. Another inference is that the families still do not know that
Van Daan is stealing their food.
b) Mrs. Van Daan is worried that Peter is spending too much time alone with Anne. The reader
can infer that she may be jealous of Anne for taking Peter’s attention and time, which Mrs.
Van Daan wants for herself.
c) To find out if the worker is trying to blackmail Mr. Kraler, Mr. Frank suggests offering half.
The authors don’t give details, but the reader can infer that if it is blackmail, the man won’t
accept less than what he has asked for.
d) Mr. Kraler’s doctor is too busy to see him. The reader infers that the doctor probably has
more patients than he can care for because of the war. In addition, there may be shortages
of medicine.
In Act 2, Scenes 1-2 of the play The Diary of Anne Frank, by Frances Goodrich and
Albert Hackett, the reader makes inferences or guesses about what the author doesn’t tell us in
the story. (Topic Sentence) One example is _____. (Information from the story-Detail #1) The
reader figures out that_____ because_____. (Personal knowledge of the world-Detail #1))
Another inference or guess the reader can make is _____. (Information from the story-Detail #2)
This is because_____. (Personal knowledge of the world-Detail #2))
A third inference is
______. (Information from the story-Detail #3) This is because _____. (Personal knowledge of
the world-Detail #3)) Personal experience and general knowledge about ____ help us to make
these predictions as readers. (Conclusion)
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 5
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Opinion/Proof
Objective: Organize ideas/information to find supporting evidence for an opinion. (pre-writing)
Procedure: Introduce the concept by having students read a selection from which opinions can
be formed. Draw a “T” chart on the board. On the left side of the “T”, write OPINION and on the
right, PROOF. Under OPINION, write the students’ opinion(s) of the selection. For each opinion,
students must find factual statements from the text that support the opinion.
Example: OPINION: Napoleon was a great leader. PROOF: He ended the revolution. He drew
up a new constitution. He made taxation fair. He chose government workers for their ability.
Option: Opinion/Proof may be used for several written activities described in this document,
including Story Grammars, RAFT, and Spool Writing. It can also be used by students as a
format for note taking from books, videos, and lectures.
Option: Teams can write their opinions and support with proof. (think/pair/share activity).
Anne Frank: Lesson 5 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
Peter is in love with Anne.
Proof
He kisses her on the cheek.
Peter confides in Anne.
Anne is his only friend.
He spends most of his time with Anne.
He prepares himself meticulously for Anne’s visits.
Peter thinks she is pretty and has changed a lot.
Peter says he changed his mind about Anne.
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.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 5
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SAMPLE FORMAT FOR FOLLOWING DIRECTIONS/SEQUENCE OF DATA
There is a clear sequence of events (description of the steps in a process or sequence
of data) in the story/paragraph/poem/chapter _____ (title), by _____ (author). This sequence
begins with _____ (step #1) and ends with _____ (last step) (Topic sentence/introduction). The
events or steps in between show _____ and _____ (identify two important steps, events or
data).
It is easy to follow the order of information (steps, events) in the reading (Topic
Sentence). The sequence of events (steps in a process or sequence of data) is/are organized in
_____ (paragraph, numbered sequence, chronological order). The use of _____ (transition
words for time order, order of steps, charts, graphs, etc.) such as _____ and _____ assist the
reader to follow the information (story, process). The order helps the reader understand _____
(state main idea or topic).
At the beginning of the story (sequence of data, process), is _____ (Topic Sentence).
The following information (events or data) is closely related to this event (step or data). First,
_____ Also, _____ Then, _____ This establishes the information (events or data) that appears
(occur) later.
The author goes on to show several important events (steps or pieces of data) that help
to _____ (tell the story events, show the steps or illustrate the data) in an interesting and
organized way (Topic sentence). One of these events (data, steps) includes _____ (detail #1).
After that, _____ (detail #2).At the end of the story (process, chart, data, etc.) is _____
(summarize the last part of the information or events – detail #3).
The author provides an order to the information (events in the story, steps in the
process) by organizing them in _____ (a paragraph, list of steps, numbered sequence,
chronological order). The reader can clearly understand (or visualize) the process (events or
information) from beginning to end. The author starts with _____ (step or event #1) and ends
with _____ (last step or event). Everything in the middle makes the story come alive in the mind
of the reader (helps the reader visualize the process, or clearly organizes the data).
Anne Frank: Lesson 5 Spool Writing Activities: Suggested Topic(s) for Sequencing:
Suggested Topics:
a) The sequence of events that brought the families to their desperate situation in the
Secret Annex
b) Sequence of events leading up to Anne and Peter’s friendship
c) How to plan the perfect courtship (Steps in the process)
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 5
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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 5 RAFT Activity: Students write according to role, audience, format, &
topic.
R: Your role as writer is Peter.
A: Your audience is Anne.
F: The format of your writing is a personal letter of friendship.
T: Your topic is to write to express to Anne your appreciation and gratitude for your
friendship.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 5
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FCAT Writing
FCAT Writing: Lesson Topic: (Persuasive or Expository Prompt) Distribute the planning sheets
and writing folders containing the prompts to the students. Provide students with the writing
situation and directions for writing. Remind the students to budget their time: approximately ten
minutes on brainstorming and prewriting, twenty-five minutes on drafting, ten minutes on editing.
Record the time and give students the command to begin. After 45 minutes, ask the students to
stop writing and place their planning sheets inside their folders.
Anne Frank: Lesson 5 FCAT Writing Activity (Expository Prompt):
Writing Situation:
Anne and her family had no choice but to go into hiding just to survive. It was a matter of
life and death. What would you do in a life and death situation to protect yourself and the
people you love?
Directions for Writing
Think about what you would do if you and your family were in a life-threatening situation.
Think about your responsibility to protect them and yourself. What plan would you
implement to survive? What would you do first, second and third? How would you react,
selfishly or selflessly? Why?
Now, write to explain what you would do to survive in a life and death situation to protect
yourself and the people you love.
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Beginning Presenting Activities
Dialog
Objective: Write a short dialog of 4-6 lines between two familiar characters.
Procedure: A dialog can be between 2 historical characters, 2 fictional characters in a story,
novel, play, etc. or between 2 imaginary characters such as a germ and a white blood cell. The
topic of the dialog should be related to the subject being studied, and the grammar and vocabulary
used in the dialog should reflect the grammar and vocabulary focus of the unit. Model each line of
the dialog, having the entire class repeat after you. Then, say each line and call on whole teams to
repeat the line. Then say each line and call on individual students to repeat the line. Practice
dialog lines using the whole class, a whole team, and individuals until students can know the lines
of the dialog. Example:
Character A: These items are expensive. We are not selling very many.
Character B: We need to sell more of them.
Character A: But, then the price will decrease!
Character B: But, we will still get more money because the volume will increase.
Character A: We do not have enough money to make more than we do now.
Character B: Then we will borrow some money by issuing bonds.
Option 1: You take the part of A and the class takes the part of B. Then you take part B and the
class takes A. Then work with whole teams and you, then individuals and you, then groups and
groups, then individuals and individuals. Move back and forth among these combinations until you
think the majority have adequate intonation, stress, and pronunciation. Option 2: Erase two words
at random from each line during repetition. Then erase two more, two more, and so on until there
are no words left on the board. Option 3: Each group chooses a member to represent them by
presenting the dialog with a member from another group in front of the class. If the representative
can say his/her lines correctly then the group gets a point. Option 4: Have each group rewrite the
dialog from memory. Groups are to use one piece of paper and one pencil or pen only. Each
member takes a turn writing a line of the dialog. Other team members can offer help but they
cannot write it for the individual whose turn it is to write. Collect the paper and grade it. Each
member of the team gets the same grade.
Anne Frank: Lesson 5 Dialog Activity:
Peter:
I know I’m not smart.
Anne:
That’s not true. You’re much better than I am in dozens of things.
Peter:
Oh, I don’t know.
Anne:
That’s all right. Everyone feels that way. I know that I am not a beauty.
Peter:
I don’t agree at all. I think you’re pretty. I haven’t got any friends.
Anne:
I think of myself as your friend.
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Intermediate Presenting Activities
Show and Tell
Objective: Present orally on a familiar topic and respond to questions on the topic.
Procedure: A student brings something to class related to the subject at hand and, within 3
minutes, makes an oral presentation about it. Teams take turns asking the student questions
about it. For each question the presenter can answer, his/her team gets a point. For each
question he/she cannot answer, the team loses a point.
Proficient Presenting Activities
Making the News
Objective: Present orally to a group on a familiar academic topic in a news format.
Procedure: Teams take turns developing a 3-4 four-minute news broadcast about the subject
being studied. There may be several related stories. There must be one story (no matter how
short) for each member of the group. The reporting group may refer to notes but not to the text.
Other teams can refer to their texts, and have the opportunity to each ask two questions of the
reporting team. The reporting team members take turns answering questions, but other team
members may help them. The questioning group gets two points for each question the reporting
group cannot answer. The reporting group gets a point for each question it can answer. Follow
the rules for Total Recall when there is a challenge. Examples: Columbus gets the jewels from
the Queen of Spain, the long voyage, Hispaniola landing
Anne Frank: Lesson 5 Making the News Activities:
Invasion Fever Hits Amsterdam
New Year’s in Amsterdam
Intermediate-Proficient Viewing Activities
Total Recall, True or False, Judgment
Objective: View a video or speech for the purpose of asking and answering simple questions,
making true and false statements, and distinguish facts from opinions.
Procedure: Modify reading activities, such as Total Recall, True or False, and Judgment to use
when viewing a video or speech. The effectiveness of a challenge is not as high as with a
written text.
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Beginning Vocabulary Activities
Line of Fortune
Objective: Identify and recreate words and word parts from spelling clues.
Procedure: (This activity is very similar to Hangman, but involves more complex team decisionmaking.) Choose a word from the lesson’s vocabulary and write the appropriate number of dashes
to represent the letters of the word. For example, for the word dicot you would draw five dashes. A
team member guesses a letter. If the letter is not found in the word, write the letter under the
dashes and move on to the next team. If their letter is found in the word, then write the letter on the
appropriate dash. When a team guesses correctly, they have the option to guess the word. If they
choose not to guess the word, call on the next team. If they choose to guess and successfully
guess the word, then they receive ten points minus the number of letters written under the dashes
from incorrect previous guesses, and the game is over. If they choose to guess and do not guess
the word, then they lose points equal to the number of letters written under the dashes, and you call
on the next team. If no team can guess the word before ten incorrect letters are written under the
dashes then all teams lose points equal to the number of teams in the class.
Concentration
Objective: Identify vocabulary words and their meanings.
Preparation: On twenty 8” x 5” index cards, write the numbers 1-20, one number per card. Place
these cards in order, 3 per line in a pocket chart. On another 20 index cards, write, one word per
card, 10 vocabulary items from the lesson 2 times each. Shuffle these cards and place them behind
the numbered cards.
Procedure: Teams will match the vocabulary words with their meanings. Choose one team to go
first. A member of that team picks two numbers. Remove those cards from the chart, leaving the
words behind them visible to the class. The student reads the words, with the team’s assistance if
needed. If the words match, leave them showing and give the team a point. If they do not match,
replace the numbers and call on the next team.
Option: Instead of writing each noun 2 times, write it once in the singular and once in the plural.
When working with verbs, write one in the present tense and one in the past. Matching variations
such as these helps the students understand that, despite certain differences in the visible spelling
of two words, they are still semantically related at a deeper level.
Anne Frank: Lesson 5 Concentration:
Matching:
standstill
inactive, stopped
humiliated
shamed, dishonored, embarrassed
awkwardly
clumsily, ineptly
indignant
offended, angry
meticulously
carefully, thoroughly, exactly
inferiority complex
hang-up about being inferior, second-rate, lesser
precious
valuable, dear, treasured, cherished
animation
liveliness, energy, enthusiasm
journalist
reporter, writer
ulcers
sores, boils
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Intermediate Vocabulary Activities
Jeopardy
Objective: Use clues to identify vocabulary words, characters’ names, places, etc. in the story.
Preparation: Place 3 cards across the top of a pocket chart, the first with the letter A printed on
it, the second with B, and the third with C. Down the left side of the chart (one per line), place
three cards with the numbers 2, 3, and 4 respectively. Place three easier vocabulary items (not
visible to the class) next to the number 1 card, and below each of the letter cards, place 3 more
difficult words on line 2 in the same manner, place three of the most difficult words on line three.
Procedure: Choose one team to go first. A member of that team picks the word s/he wants to
guess (“2-C” for example). Give the student a definition of clue for the word (This animal barks.)
The student, with the help of his team, responds with the word presented in question format
(What is a dog?). If the answer is correct, that team gets 2, 3, or 4 points, depending on the
word’s level of difficulty. If the answer is incorrect, the next team tries for the same word but for
one point less than the previous team. For example, if the first team guessed incorrectly for a
word worth 3 points, the next team to try would get 2 points if it answered correctly. If it too
guessed incorrectly, the next team would get one point if it answered correctly. If no team can
answer correctly before the points are reduced to zero, then all teams lose 1 point.
Anne Frank: Lesson 5 Jeopardy Activity:
Question
Answer
a) Who was jealous of Anne
a) Where Anne and Peter sat for hours
a) Whose clothes Anne wore
b) What Anne wanted to be some day
b) What frightened Anne in her sleep
b) How Anne felt after the kiss
c) Who Anne kissed without thinking
c) Why they were all thinner
c) What everyone on the outside talked about
Mrs. Van Daan
under the skylight
Margot’s
journalist
nightmares
dazed
Mrs. Van Daan
not enough food rations
invasion fever
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 5
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Classification
Objective: Classify vocabulary into two or three groups.
Procedure: Model the activity, beginning with several words for teams to classify into groups.
Ask students to identify an appropriate label for the groups they create. Discuss other words
that could go into each group. Each team gets out one pencil and one sheet of paper. The
captain writes team name and divides the paper into the appropriate number of columns
(groups). The captain labels columns for classifications and sets timer for 5 minutes. Team
members take turns writing words in appropriate columns (as in the Team Spelling Test). Note
that words do not have to come from the lesson vocabulary. When the timer rings, collect
papers. Teams get one point for each word they place correctly. Spelling should not count.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 5
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Beginning Grammar Activities
Teacher-Student Grammar Notes are provided as a teaching resource or student study notes.
PARALLEL STRUCTURE AND COORDINATING CONJUNCTIONS
Conjunctions are used to connect words or phrases that have the same function in the
sentence. This happens when a subject has two verbs, a verb has two subjects, a noun has two
adjectives, or a verb has two infinitives, etc. This is called parallel structure. The conjunctions
used to connect parallel structure are and, but, or, nor. (They are called coordinating
conjunctions because they coordinate or connect two ideas.) A parallel structure can sometimes
have more than two parts. In a series, commas separate them. Study the patterns in the chart
below to identify parallel structure.
Mom and Dad cook for the family.
noun + and + noun
Joe, Millie or Carl came for dinner.
noun + noun + or + noun
The taxi arrived for you and me.
pronoun + and + pronoun
Without you or them, the party is over.
pronoun + or + pronoun
The baby cried, ranted, and raved.
verb + verb + and + verb
He’s walking and talking at once.
verb + and + verb
Is it just raining or pouring?
verb + or + verb
It’s time to do repairs or get a new car.
infinitive + or + infinitive
I was supposed to call or send e-mail.
infinitive + or + infinitive
The cat was white, black and orange.
adjective + adjective + and + adjective
Professor Lin is intelligent but forgetful.
adjective + but + adjective
Word Order Cards
Grades 6-8 SSS Language Arts Benchmarks: LA.A.1.3.2, LA.B.1.3.1, LA.B.1.3.2, LA.D.1.3.1
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 5
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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 5 Modified Single Slot Substitution:
(a) People (b) are dying (c) in the concentration camps.
Possibilities:
a) Jews, innocent humans, women, children and old men
b) are suffering, are murdered, are killed
c) in death camps, in remote prisons, in terror
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 5
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Intermediate Grammar Activities
Sentence Builders
Objective: Expand sentences by adding new words in the appropriate order in a sentence.
Procedure: The teacher says a sentence, and, after a pause, an additional word or words.
Teams must make a new sentence that adds the new word(s) in the correct place in the
teacher's original sentence. Give a point for each correct answer. Example:
Teacher:
Fish is a food. (healthy)
Team Response:
Fish is a healthy food.
Teacher:
Fish is a healthy food. (fresh)
Team Response:
Fresh fish is a healthy food.
Anne Frank: Lesson 5 Sentence Builders:
a) Anne is in love. (not)
Anne is not in love. (with Peter)
Anne is not in love with Peter (but there is nothing lovelier)
Anne is not in love with Peter but there is nothing lovelier (than a darling boy)
Anne is not in love with Peter but there is nothing lovelier than a darling boy (having)
Anne is not in love with Peter but there is nothing lovelier than having a darling boy (in
her arms)
Anne is not in love with Peter but there is nothing lovelier than having a darling boy in
her arms
Continue with the following:
b) Dussel blames Peter. (for the lamp) (breaking) (that night) (and Margot wishes the
end would come)
c) Anne is indignant. (and humiliated) (when Mrs. Van Daan criticizes) (but she doesn’t
let it spoil her friendship) (with Peter)
d) The miracle is Anne’s secret. (sweet) (that is happening) (inside and outside) (of
growing up)
e) Peter has a complex. (inferiority) (and thinks he can work) (on a farm) (or something
that doesn’t take much brains)
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 5 Multiple Slot Substitution Activities:
(a) The Van Daans discussions (b) are (c) as violent as ever.
Possibilities:
were, suffering as much as before, the Franks, all of them, hungrier than ever, seem,
the two families, as unhappy as ever, appear to be
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 5
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Flesh it Out
Objective: Use key words in the appropriate order in a grammatically correct sentence.
Procedure: The teacher gives the key words of a sentence and teams puts them into a
grammatically correct sentence. Give points for correct answers in the oral format. Give grades
in the written format.
Key words:
he/sail/america/1492.
Answer: He sailed to America in 1492.
Key words:
he/sail/america/? (past)(yes/no)
Answer: Did he sail to America?
Anne Frank: Lesson 5 Flesh it Out Activities:
a) Miep/us/all/sugar/ration/make/cake. (past tense)
b) All/be/thinner/bundle up/against/cold. (past tense)
c) Mr. Kraler/be/not/sure/if/man/try/blackmail/him (past tense)
d) Peter/stay/room/most/time/because/hate/argument (past tense)
e) They/have to/cut down on/food/stomachs/empty. (past tense)
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 5 Transformation Exercises: Students respond by combining two
sentences to into one sentence using parallel structure with a coordinating conjunction.
Example:
Mrs. Frank sat on the couch. Then Mr. Frank sat there too.
Mr. and Mrs. Frank sat on the couch.
a)
b)
c)
d)
e)
f)
g)
Peter’s room is small. However, it has a skylight.
Anne’s nightmare was terrifying. Mr. Frank wasn’t afraid.
Mr. Frank watches out the crack in the window. So does Peter.
Peter dressed meticulously. He prepared everything perfectly.
Mr. Van Daan is disagreeable. Mrs. Van Daan is complaining.
Peter likes Anne because she is animated. He likes her because she’s pretty.
Dussel complains a lot. Dussel always gets his share.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 5
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Who What, When, Where, How, Why
Objective: Listen to a sentence and respond to “Wh" questions in writing.
Procedure: Read a sentence and then ask the “wh" questions about it. Teams write a short
answer on a numbered sheet of paper. Example: Teacher: The heart constantly pumps blood to
the body 24 hours a day to keep the body alive. What…? (Teams write heart.) Where…?
(Teams write to the body) How...? (Teams write constantly) Why…? (Teams write to keep the
body alive) When…? (Teams write 24 hours a day).
Team members take turns writing answers on the board (for class discussion) or on a
team/individual paper (for a grade). An alternative technique is to have each team member
complete all items on his/her own paper. Team members are allowed to help each other. On
completion of the activity, collect the one paper of your choice. The grade on that paper will
count for each team member.
Anne Frank: Lesson 5: Who, What, When, Where, How, Why Activities:
a) Dussel cruelly remarks that someone has eaten the cat for dinner. (who, what, how, why)
b) Peter admires Anne because she says what she thinks and he admires Anne’s pictures
on the wall. (who, what, where, why)
c) Peter tells Anne anytime she needs to let off steam about the arguments in the Secret
Annex, she can talk to him. (who, what, where, when, why)
d) A man from the storeroom suspects someone is upstairs, and asks Mr. Kraler for money.
(who, what, where, why)
e) Peter stays in his room most of the time because he hates the arguments. (who, what,
where, why)
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Sentence Stretchers
Objective: Expand grammatically correct sentences by adding new words in appropriate order
Procedure: One team begins by making a sentence orally that contains the language or
content focus of the lesson. (Make the starter sentence as short as possible.) For example, in a
lesson focusing on weather and on adjectives, the first team might say, The cloud is floating.
The first team gets a point. Other teams take turns expanding the sentence, getting a point each
time something is added successfully or until teams run out of expansions.
The white cloud is floating.
The fluffy white cloud is floating in the sky.
The fluffy white cloud that looks like a boat is floating in the sky. Etc.
Anne Frank: Lesson 5 Sentence Stretcher:
Begin with the sentence: Mr. Van Daan tries to take Anne’s cake.
Mr. Van Daan tries to take Anne’s cake.
The sneaky Mr. Van Daan tries to take Anne’s cake.
The sneaky Mr. Van Daan tries to take Anne’s piece of cake.
The sneaky Mr. Van Daan tries to take Anne’s piece of New Year’s cake.
The sneaky Mr. Van Daan tries to take Anne’s piece of New Year’s cake, but Peter sees
him.
The sneaky Mr. Van Daan tries to take Anne’s piece of New Year’s cake, but Peter sees
him, and picks up the cake.
The sneaky Mr. Van Daan tries to take Anne’s piece of New Year’s cake, but Peter sees
him, and quickly picks up the cake.
The sneaky Mr. Van Daan tries to take Anne’s piece of New Year’s cake, but Peter sees
him, and quickly picks up the cake to take to Anne.
The sneaky Mr. Van Daan tries to take Anne’s piece of New Year’s cake, but Peter sees
him, and quickly picks up the cake to take to Anne in her room.
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Look it Up
Objective: Identify specific grammatical structures and change them according to the situation.
Procedure: Teams look up sentences in their text that have a specific grammatical structure.
As an oral practice, teams get a point for a correct answer. As a written exercise, it can be
graded. Version One: Discuss the grammar point with the students then have them find
example sentences in their texts. You might want to limit the pages they are to search.
Version Two: Write sample sentences on the board in a tense not usually used in the text. Ask
students to find similar sentences in the text and to determine the difference between the text
sentences and the sentences on the board. In history books, for example, most sentences are
in the past tense, so the sentences you write on the board would be in the present tense. During
a discussion of the difference between the text sentences and your sentences, you would help
the class discover why the text uses past tense sentences so often.
Version Three - Students locate sentences in the text with a specific grammatical structure and
then restate or rewrite the sentence in a new form specified by you. Example: change
statements into questions, affirmative to negative, past to present, or passive voice to active.
Anne Frank: Lesson 5 Look it Up: Teams locate examples of Parallel Structure &
Coordinating Conjunctions 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 5 Rewrite the Paragraph Activity:
Teams will rewrite the paragraph in the past.
After a year and a half, life in the Secret Annex is at a standstill. Everyone is thinner not
well. However, Anne’s sweet secret is that she is growing up. Miep makes a special cake on
New Year’s. Miep tells Peter that no one has seen his cat Mouschi. Dussel is cruel to others,
and Mr. Van Daan sells his wife’s fur coat to buy cigarettes. A man who suspects someone is
upstairs is blackmailing Mr. Kraler for money. Mr. Kraler becomes ill with stomach ulcers, and
goes into the hospital. Anne loves to write and wants to become a journalist some day. Peter
and Anne become close friends, and live for their time together.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 5
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Name ____________________________ Date __________
Anne Frank: Lesson 5: Exercise 1
Fill in the blanks with the correct word.
sweet
cruel
journalist
suspects
cigarettes
standstill
ulcers
blackmailing
together
thinner
After a year and a half, live in the Secret Annex is at a __________. Everyone is
__________ and not doing very well. However, Anne’s __________ secret is that she is
growing up. Miep makes a special cake on New Year’s. Miep tells Peter that no one has
seen his cat Mouschi. Dussel is __________ to others, and Mr. Van Daan sells his
wife’s fur coat to buy __________. A man who __________ someone is upstairs is
__________ Mr. Kraler for money. Mr. Kraler becomes ill with stomach __________,
and goes into the hospital. Anne loves to write and wants to become a __________
some day. Peter and Anne become close friends, and live for their time __________.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 5
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Name _____________________________________ Date _____________
Anne Frank: Lesson 5: 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. Miep tells Peter that no one has seen his cat Mouschi.
______________________________________________________________________
2. The people who were giving Miep the ration books were arrested.
______________________________________________________________________
3. Margot is not jealous because Anne has something to get up for in the morning.
______________________________________________________________________
4. Mr. Kraler used all of his sugar rations to make the cake.
______________________________________________________________________
5. When Mr. Kraler gets ulcers, Miep has to run the business and take care of them.
______________________________________________________________________
6. Dussel accuses Mrs. Frank of always giving her husband a larger portion.
______________________________________________________________________
7. Mr. Kraler is sure if the man is trying to blackmail him.
______________________________________________________________________
8. Anne decides to change and kiss Mrs. Van Daan good night.
______________________________________________________________________
9. Anne is in love with Peter, and to her, there is nothing lovelier than a darling boy is.
______________________________________________________________________
10. Mr. Van Daan sells his wife’s fur coat to buy cigarettes.
______________________________________________________________________
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 5
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Name ____________________________ Date __________
Anne Frank: Lesson 5: Exercise 3 (FCAT Practice/Reading Comprehension)
Read the sequence of events from The Diary of Anne Frank, by Frances Goodrich and
Albert Hackett. Miep and Mr. Kraler help their friends hide. They make a plan and follow
some steps.
Plan to Help Their Friends
STEP 1
STEP 2
STEP 3
STEP 4
STEP 5
STEP 6
STEP 7
STEP 8
They find a good hiding place. (not easy to find and gives some protection)
They build a fake bookcase to the stairs to hide the door.
They furnish the rooms with necessities for housekeeping.
They make rules to keep outsiders from seeing or hearing them in their hiding place.
They get 3 ration books for food and necessities from other people who help them.
They travel secretly to the country for vegetables from other people who help them.
They sacrifice and share their own food with their friends.
They visit every day to be sure everything is okay and to bring news.
A stranger (a thief) knows about the hiding place. Mr. Frank and Mr. Kraler make a plan
and follow some steps. Read the steps in the plan so far in the story.
Plan to Stay Safe and Find Thief
STEP 1
STEP 2
STEP 3
STEP 4
STEP 5
Mr. Frank watches so everyone follows the rules at all times.
It is too dangerous to change hiding places. Wait to see if what the thief does next.
Mr. Kraler pays attention to workers and strangers to discover who the thief might be.
A worker wants money. They give ½ what he wants to see if he is blackmailing them.
They all pray and wait for the Allied invasion to reach Amsterdam and save them.
Now write about what you think the characters should do in the next part of the story.
What Characters Do Next
1st
2nd
3rd
4th
5th
6th
7th
8th
9th
10th
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Name ____________________________ Date __________
Anne Frank: Lesson 5: Exercise 4 (FCAT Practice/Reading Comprehension)
Select one of the adjectives from the list below. Then complete the word study chart.
animated, argumentative, awkward, cruel, humiliated, indignant, inferior, jealous,
lovely, meticulous, precious, sweet, violent
Synonyms
Describe me with
this word when …
Antonyms
1
1
1
2
2
2
My Word is…
__________________
Who this word
describes in
the reading
What kind of job
would a person
like this have?
1
Words that
Rhyme
1
2
1
2
2
I like this word
because…
A Sentence for this Word is…
____________________________
____________________________
____________________________
____________________________
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 5
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Name ____________________________ Date __________
Anne Frank: Lesson 5: Exercise 5
Fill in the blanks.
Act 2 opens with __________ voice reading from her __________. It is January
1, __________, one year five months __________ twenty-five days later. Their
__________ seem to be at __________ standstill. All are thinner __________ bundled
up against the __________. The Van Daans discussions are __________ violent as
ever, and __________ is not feeling well. __________ and her mother still __________
understand each other, but __________ is a change in __________. The miracle that is
__________ inside and outside is __________ sweet secret of growing __________.
the cake. Miep tells Peter that no one has seen his cat Miep and Mr. Kraler
__________ with flowers, newspapers, books __________ a special cake to
__________ New Year’s greetings. Miep __________ all of her sugar __________ to
make Mouschi. Dussel __________ remarks that someone has __________ the cat for
dinner. __________ he accuses Mrs. Van Daan __________ always giving her
husband __________ larger portion than everyone __________. Mr. Van Daan asks
Miep __________ sell his wife’s fur __________ to buy him cigarettes, __________
Mrs. Van Daan sinks to __________ floor sobbing. Mr. Kraler __________ ill, but
cannot get __________ to see a doctor. __________ man from the storeroom
__________ someone is upstairs, and __________ Mr. Kraler for money. __________
Kraler is not sure __________ the man is trying __________ blackmail him. Mr. Kraler
__________ offer half the money __________ find out what the __________ knows.
Dussel blames Peter __________ breaking the lamp that __________, and Margot
wishes the __________ would come. Mrs. Frank __________ Margot and reminds her
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 5
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__________ all the people dying __________ the concentration camps. Anne
__________ angry, and goes to __________ room. Mr. Van Daan tries __________
take Anne’s cake, but __________ picks it up and __________ it to Anne’s room.
__________ admires Anne because she __________ what she thinks, and
__________ admires Anne’s pictures on __________ wall. They talk and __________
their feelings. Peter stays __________ his room most of __________ time because he
hates __________ arguments. Anne misses school __________ her friends. Peter tells
__________ anytime she needs to __________ off steam, she can __________ to him.
Anne writes __________ her diary that the __________ who were giving Miep
__________ books were arrested. They __________ to cut down on __________ food,
and their stomachs __________ empty. Mr. Kraler is __________ the hospital with
ulcers. __________ has to run the __________ and take care of __________ now. The
Americans have __________ in Italy. Anne longs __________ spring and someone
who __________ her feelings. Peter prepares __________ meticulously for visits visit
__________ Anne. On his wall, __________ some of Anne’s pictures. __________
thinks she is ugly, __________ Margot says Anne has __________ eyes and a lot
__________ animation. Anne is indignant __________ humiliated when Mrs. Van Daan
__________, but she doesn’t let __________ spoil the friendship with __________.
Margot is not jealous __________ Anne has something to __________ up for in the
__________. Anne loves to write __________ wants to become a __________ some
day. Peter has __________ inferiority complex and thinks __________ can work on a
__________ or something that doesn’t __________ much brains. Peter thinks
__________ is pretty and has __________ a lot. Anne sees __________ Peter has
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 5
Page 41
changed a __________ too. They talk about __________ they have ever been
__________, and Peter awkwardly kisses __________ on the cheek. Anne
__________ dazed, but regains her __________ and kisses everyone good
__________. Anne’s diary tells how __________ had to cut back __________ on
precious food, and __________ rats have eaten some. __________ has “invasion
fever” and __________ about nothing else. Anne __________ for her meetings with
__________. She is not in __________ with Peter, but there __________ nothing
lovelier than having __________ darling boy in her __________. Anne has grown and
__________ now wearing Margot’s clothes.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 5
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Name ____________________________ Date __________
Anne Frank: Lesson 5: Exercise 6
Combine the sentences to make one sentence containing parallel structure. (Use the
coordinating conjunctions and, but, or)
Example:
Anne becomes angry. Then she goes to her room.
Anne becomes angry, and then goes to her room.
1. Anne and Peter talk. They share their feelings.
______________________________________________________________________
2. Miep has to run the business now. She has to take care of them now.
______________________________________________________________________
3. Mr. Kraler is ill. However, he cannot get in to see a doctor.
______________________________________________________________________
4. The miracle inside is Anne growing up. The miracle outside is Anne growing up.
______________________________________________________________________
5. Anne is indignant when Mrs. Van Daan criticizes. She is humiliated too.
______________________________________________________________________
6. Anne loves to write. She wants to become a journalist some day.
______________________________________________________________________
7. Peter feels inferior. He thinks he needs a job that doesn’t take much brains.
______________________________________________________________________
Choose the parallel completion from the list that follows and write it in the blank:
hurtful
friends
shyly
sobs
pretty
1. Peter kisses Anne on the cheek awkwardly and…
______________________________________________________________________
2. Anne misses school and her…
______________________________________________________________________
3. Mrs. Van Daan sinks to the floor and …
______________________________________________________________________
4. Anne thinks she is ugly, but she is ....
______________________________________________________________________
5. The Van Daans’ discussions are as violent as ever, and as…
______________________________________________________________________
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