MS Grade 8 Language Arts 3 Through ESOL
Lesson 4:
The Diary of Anne Frank: Act 1, Scenes 4-5, by Frances Goodrich and Albert Hackett
FCAT Reading & Writing Focus: Recognizing Sequence
FCAT Support Skills:
Symbolism, Cultural Connections
Language Focus:
Noun clauses with “That”
Text:
Prentice Hall Literature: Silver Level
English
air raids
Allies
bombing attacks
bulge
comfort
cotton
coward
crack
cruel
distance
earplugs
evil
faint
Hanukkah
hysterical
knitted
land
match
menorah
nightmare
parcel
peek
protest
realize
relieved
safety razor
satchel
save
scarf
second hand
shamas candle
sneak
thieves
thrashing
toilet water
wax
wheezing
Spanish
ataques aéreos
aliados: Fr., G.B., E.U
bombardeos
repleto
comodidad
algodón
cobarde
estruendo
cruel
a lo lejos
tapones de oídos
maldad
desmayarse
celebración judía
histérica
tejió
desembarcado
cerillo, fósforo
candelabro judío
pesadilla
paquete
molestar
protestaron
darse cuenta
se sintió mejor
cuchilla de afeitar
maleta escolar
ahorra
bufanda
usado
velas rituales judías
escabulle
ladrones
dar vueltas, retorcerse
agua de tocador
cera
respirar con dificultad
Haitian Creole
rèd aeryen
alye
atak ak bonb
eksplozyon
konfò
koton
lach
fant
kriyè, mechan
distans
pwotèj tenpan
mal
leje, fèb, febli
Hanouka
Isterik
trikote
Tè, teren
match
menora
kochma
koli
voye je, jete koudèy
pwoteste
reyalize
soulaje
razwa pwoteksyon
katab
sove
foula
dezyèm men
chandèl chama
fofile
vòlè
fatra
dlo twalèt
lasi
respire mal
Portuguese
ataques aéreos
aliados
bombardeios
bojar-se
consolar
algodão
covarde
cruel
distância
tampões para ouvidos
males
desmaia
festa das Luzes
histérica
tricotara
aterrissar
fósforo
castiçal com 8 velas
pesadelo
pacote
protestam
perceber
aliviada
aparelho de barbear
mala
salvem
cachecol
de segunda mão
vela mais alta usada para
acender as outras
andar sorrateiramente
ladrões
fazendo barulho
água de colônia
cera
respirar com dificuldade
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 4
Page 1
English Summary
Lesson 4
The Diary of Anne Frank: Act 1, Scenes 4-5, by Frances Goodrich and Albert Hackett
Several months have passed, and it is the middle of the night. The only sounds are
coming from the street, the sound of running feet, drunken soldiers, and airplanes in the
distance. Everyone is in bed except Mr. Van Daan. He lights a match and moves quickly down
the stairs from the attic to the kitchen, where he goes to the food cupboard. Then he sneaks
back up the stairs. Suddenly Anne screams, crying out in her sleep, “Save me! Save me!” Anne
is dreaming that the Green police come and take her away. Everyone wakes up terrified, and
Mrs. Frank holds Anne until she comes out of her nightmare. When Anne doesn’t want to talk to
her mother about her dream, Mrs. Frank feels hurt, but is relieved when Anne asks for her
father. Hysterical with fear, Anne tells her father about her dream. Mr. Frank gives Anne a pill to
quiet her. Anne thinks that she’s a coward, because she runs to her father like a baby. Mr.
Frank comforts Anne and reminds her that her mother also needs her love and help. Anne
realizes that she has been cruel to her mother, but she thinks that her mother doesn’t
understand her. Mr. Frank tells Anne that she must build her own character and find her own
way. Parents can only set a good example and point the way.
Later Anne writes in her diary that the air raids and bombing attacks are getting worse.
Then Anne writes the wonderful news that the Allies have landed in Africa. On the first night of
Hanukkah, everyone gets dressed in his best clothes. Mr. Frank lights the shamas candle, and
says the blessing. Then he reads the prayer, and lights one candle on the menorah. The prayer
remembers that God protects them from all evil. Dussel doesn’t understand Hanukkah. They
explain that there are songs, presents, and potato pancakes or latkes. There are candles and
presents each night for eight nights. Their present this year is that they are all alive.
Anne appears with a lampshade hat carrying a satchel bulging with parcels. Anne’s
present to Margot is a poem with an old crossword puzzle rubbed out to make it new again. For
Mrs. Van Daan, Anne has shampoo made out of soap mixed with the last of her toilet water.
Anne has two cigarettes for Mr. Van Daan made out of old pipe tobacco she found in the lining
of his coat. Anne gives her mother a poem and a promise of ten hours of doing whatever she is
told. Anne gives her father a scarf she knitted in the dark every night. Anne presents Peter with
a ball of paper and a string attached for Mouschi to play with and a safety razor Miep got for her
second hand. Dussel receives a set of earplugs made of cotton and candle wax so he won’t
hear her thrashing around at night. When Peter brings the cat into the main room, Dussel
begins wheezing from his allergies.
Mr. Van Daan decides that the cat eats too much, and they must get rid of it. Mrs. Van
Daan and Anne protest. Suddenly, there is a crash of something falling below. Peter
accidentally trips and falls, sending the lampshade crashing to the floor. They hear the sound of
feet below running down the stairs. They do not know if it is the Green Police, the Gestapo or
thieves. Anne faints. Mr. Frank goes downstairs and figures out that a thief was scared away by
the noise of Peter falling. The thief knows that there are Jews hiding upstairs.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 4
Page 2
Spanish Summary
Lección 4
El Diario de Ana Frank: Primer acto, Escenas 4 y 5
de Frances Goodrich y Albert Hackett
Han pasado muchos meses y estamos en medio de la noche. Los únicos sonidos
perceptibles llegan desde la calle, gente corriendo, soldados ebrios y el ruido de aviones a lo
lejos. Todos están acostados excepto el Sr. Van Daan. Enciende un cerillo y baja rápidamente
las escaleras que van del desván a la cocina, y se dirige a la alacena. Entonces se escabulle
de nuevo escaleras arriba. De pronto Ana comienza a gritar dormida, “¡Sálvenme! ¡Sálvenme!”
Está soñando que la policía Verde vino a llevársela. Todo el mundo se despierta aterrorizado,
la Sra. Frank abraza a su hija hasta que esta vuelve de su pesadilla. La señora Frank se siente
herida cuando Ana no quiere hablar de su mal sueño con ella, su mamá, pero se siente mejor
cuando Ana le pide hablar con su padre. Histérica por el miedo, Ana le cuenta a su papá lo que
soñó. El señor Frank le da una píldora para calmarla. Ana piensa que quedó como cobarde
porque salió corriendo donde su papá como si fuera un bebé. El señor Frank la consuela, y le
recuerda que su madre necesita también del amor y la ayuda de ella. Ana se da cuenta que ha
sido cruel con su mamá, pero piensa que su mamá tampoco la comprende. El señor Frank le
dice que ella tiene que moldear su propio carácter y defenderse por su propia cuenta, que los
padres solo pueden dar un buen ejemplo y señalarle el camino a los hijos.
Más tarde, Ana se pone a escribir en su diario que los ataques aéreos y el cañoneo
están empeorando y además anota la maravillosa noticia de que los Aliados han
desembarcado en África. En la primera noche de Hannukah todos se visten con sus mejores
galas. El señor Frank enciende las velas rituales judías y da gracias. Luego lee la oración, y
enciende una vela en el candelabro menorah. La oración les hace recordar que Dios los
protege de todo mal. Dussel no comprende lo que quiere decir Hanukkah. Ellos le explican
que hay canciones, obsequios, y panqueques hechos de patata llamados latkes. Hay velas
encendidas y regalos durante cada una de las ocho noches. Este año el regalo para todos
ellos es que permanecen vivos.
Ana hace su aparición usando como sombrero una pantalla de lámpara y trayendo una
maleta colegial repleta de paquetes. El regalo para Margot es un poema junto a un viejo
crucigrama que ha borrado para que parezca nuevo. Para la señora Van Daan, Ana tiene un
champú hecho de jabón mezclado con lo último que quedaba de su agua de tocador. Ana
obsequia al señor Van Daan dos cigarrillos hechos con picadura vieja de tabaco que encontró
en el forro del abrigo de éste. A su mamá le regala un poema y la promesa de hacer todo lo
que le ordene en diez horas, a su padre le da una bufanda que tejió noche a noche en la
oscuridad. A Peter le regala una pelota de papel con un cordón para que Mouschi juegue y una
cuchilla de afeitar usada que Miep le consiguió. Dussel recibe un juego de tapones de oídos
hechos de algodón y cera para que no escuche a Ana dar vueltas mientras duerme por la
noche. Cuando Peter trae el gato a la sala, Dussel comienza a respirar con dificultad debido a
sus alergias.
El Sr. Van Daan decide que tienen que deshacerse del gato porque come demasiado,
pero su esposa y Ana protestan. De repente, se oye el estruendo de algo que cae en el piso de
abajo. Accidentalmente, Peter tropieza y se cae haciendo que la lámpara se estrelle contra el
suelo y entonces escuchan los pasos de alguien corriendo escaleras abajo. No saben si es la
policía Verde, la Gestapo o los ladrones. Ana se desmaya y el señor Frank desciende al piso
inferior y concluye que un ladrón se alejó asustado por el ruido que hizo Peter al caer. El
ladrón sabe que en el piso de arriba hay judíos escondidos.
The Department of Multicultural Education Translation Team certifies that this is a true and faithful translation of the original document. July 2004 - (561) 434-8620 - SY 04-2802
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 4
Page 3
Haitian Creole Summary
Leson 4
Jounal Anne Frank: Akt 1, Sèn 4-5, dapre Frances Goodrich ak Albert Hackett
Plizyè mwa fin pase, konnya li fè minui. Sèl son nou tande se bri pye moun k ap pase
nan lari a, sòlda ki sou, ak avyon k ap vole byen lwen. Tout moun nan kabann eksepte mesye
Van Daan. Li limen yon alimèt epi prese pran eskalye grenye a desann nan kuizin nan kote li
dirije l toudwat sou gadmanje a. Apresa, li remonte eskalye a. Toudenkou, Anne pran rele
byen fò pandan l ap dòmi, “Sove m! Sove m!” Anne reve se polis Green lan ki vin arete l. Tout
moun reveye tèrifye epi madam Frank kenbe Anne jouk li sòti nan kochma a. Anne pa vle pale
ak manman l konsènan rèv li a, sa fwase madam Frank, men li soulaje lè Anne mande pou
papa l. Anvayi avèk lapèrèz, Anne rive di papa l rèv la. Mesye Frank bay Anne yon grenn pou
kalme l. Anne panse li se yon moun ki lach paske li kouri al jwenn papa l tankou yon ti bebe.
Mesye Frank konsole l epi fè l sonje manman l tou bezwen afeksyon l ak asistans li. Anne
reyalize li te kriyèl anvè manman l, men li panse manman l pa konprann li. Mesye Frank di
Anne li dwe bati pwòp karaktè pa l epi freye yon chemen pou kont li. Se sèlman bon egzanp
paran kab trase epi montre chemen an.
Apresa, Anne ekri nan jounal li a rèd aeryen ak atak ak bonb yo ap vin pi mal toujou.
Ansuit, Anne ekri nouvèl wololoy ki di alye yo debake an Afrik. Premye nuit Hanouka a, chak
moun mete pi bèl rad yo genyen. Mesye Frank limen chandelye shama a epi li pwononse
benediksyon an. Ansuit, li li priyè a, limen yon chandelye sou menora a. Priyè a fè yo sonje
pwoteksyon Bondye kont tout mal. Dussel pa konprann Hanouka. Yo eksplike yo genyen chan,
kado ak pannkek pòmdetè oswa latkes. Genyen chandèl ak kado chak swa pandan ui jou.
Kado yo pou ane sa a se rete yo tout rete vivan.
Anne parèt avèk yon chapo abajou ak yon katab plen koli. Kado Anne pou Margo se
yon powèm ak yon ansyen jwèt chasekwaze yo fè yon bon pasemen sou li pou l parèt tounèf.
Pou madam Van Daan, Anne gen chanpou ki fèt avèk savon melanje ak dènye dlo twalèt li a.
Anne gen de sigarèt pou mesye Van Daan ki fèt ak ansyen tabak pip li te jwenn nan doubli
manto li a. Anne bay manman l yon powèm ak yon pwomès pou l pase 10 èdtan ap fè tou sa
manman l mande l. Anne bay papa l yon foula li te trikote nan fènwa chak swa. Anne bay Pyè
yon boul an papye ak yon fisèl mare ladan pou Mouchi jwe ak yon razwa pwoteksyon Miep te
jwenn pou li dezyèm men. Dussel resevwa yon lo pwotèj tenpan ki fèt ak koton ak lasi chandèl
pou ede l pa tande bri bò kote l aswè. Lè Pyè pote chat la nan gran chanm lan, Dussel pran
esoufle akoz alèji li yo.
Mesye Van Daan deside chat la manje twòp, fòk yo fè yon fen avè l. Madam Van Daan
ak Anne pwoteste. Toudenkou, yo tande bri yon bagay ki sot tonbe anba. Pyè glise tonbe pa
aksidan, se sa ki lakòz abajou a sot tonbe atè. Yo tande bri pye k ap kouri anba eskalye a. Yo
pa konnen si se polis Green la, Gestapo a oswa vòlè. Anne febli. Mesye Frank desann eskalye
a epi li wè se yon vòlè ki te pran kouri lè l tande bri Pyè ki tonbe. Vòlè a konnen yo sere bijou
anwo a.
The Department of Multicultural Education Translation Team certifies that this is a true and faithful translation of the original document. July 2004 - (561) 434-8620 - SY 04-2802
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 4
Page 4
Portuguese Summary
Lição 4
O Diário de Anne Frank: Ato 1, Cenas 4 a 5, de Frances Goodrich e Albert Hackett
Alguns meses se passaram e, no meio da noite, ouve-se apenas o barulho vindo da rua,
sons de passos correndo, soldados bêbados e aviões à distância. Todos estão deitados, exceto o
Sr. Van Daan. Ele acende um fósforo e avança rapidamente escada abaixo, indo do sótão para a
cozinha, em direção ao armário de mantimentos. Depois caminha sorrateiramente de volta às
escadas. De repente Anne grita, exclamando enquanto dorme, “Me salvem! Me salvem!” Anne está
sonhando que a polícia de uniforme verde chega e a leva embora. Todos acordam apavorados e o
Sr. Frank abraça Anne até que ela acorde do pesadelo. Pelo fato de Anne não querer falar com sua
mãe sobre seu sonho, ela fica magoada mas fica aliviada quando Anne pergunta pelo pai. Histérica
e com medo, Anne conta seu sonho para o pai. O Sr. Frank dá um comprimido a Anne para que se
acalme e ela se sente como uma covarde porque corre para seu pai como um bebê. O Sr. Frank a
consola e a lembra que sua mãe também precisa de seu amor e de sua ajuda. Anne percebe que
tem sido cruel para com sua mãe, mas acha que a mãe não a compreende. O Sr. Frank diz a Anne
que a formação de seu caráter está em suas mãos. Aos pais cabe apenas dar um bom exemplo e
indicar o caminho.
Mais tarde Anne escreve em seu diário que os ataques aéreos e bombardeios estão
piorando. Depois ela escreve sobre as boas notícias de que os aliados aterrissaram na África. Na
primeira noite de Hanukkah (Festa das Luzes) todos vestem suas melhores roupas. O Sr. Frank
acende a vela shama (vela mais alta usada para acender as outras) e dá a benção. Então ele lê a
oração e acende uma vela da menhorah (castiçal com oito velas). A oração relembra que Deus nos
protege de todos os males. Dussel não compreende o que é Hanukkah. Eles explicam que há
música, presentes e panquecas de batata ou latkes. Há velas e presentes todas as noites, por oito
noites. O presente deles naquele ano era que todos estavam vivos.
Anne aparece com um chapéu em forma de abajur, carregando uma mala bojuda cheia de
pacotes. O presente de Anne para Margot é um poema, junto com um jogo de palavras cruzadas
velho, mas que foi apagado para parecer novo. Para a Sra. Van Daan, Anne tinha um shampoo
feito de sabão misturado com as últimas gotas de sua água-de-colônia. Anne tinha dois cigarros
para o Sr. Van Daan, feitos com o tabaco de um velho cachimbo que ela encontrou no forro do
casaco dele. Anne dá para sua mãe um poema e uma promessa de que durante dez horas fará o
que ela lhe disser. Anne dá a seu pai um cachecol que tricotara no escuro da noite. Anne
presenteia Peter com uma bola de papel e um barbante atado para Mouschi brincar e um aparelho
de barbear de segunda mão que Miep conseguira para ela. Dussel recebeu um par de tampões
para os ouvidos feitos de algodão e cera derretida, para que ele não a ouça se movendo de um lado
para outro durante a noite. Quando Peter traz o gato para o recinto principal, Dussel começa a
respirar com dificuldade devido a suas alergias.
O Sr. Van Daan decide que o gato come demais e por isso precisam se livra dele. A Sra.
Van Daan e Anne protestam. De repente, ouve-se um estrondo, como alguma coisa caindo no
andar debaixo. Peter acidentalmente tropeça e cai, fazendo com que o abajur se espatife no chão.
Eles ouvem o som de passos no andar debaixo, descendo as escadas. Eles não sabem se é a
Polícia de uniforme verde, a Gestapo ou ladrões. Anne desmaia. O Sr. Frank desce e descobre que
um ladrão ficou assustado com o barulho de Peter caindo. O ladrão fica sabendo que há judeus
escondendo-se no andar de cima.
The Department of Multicultural Education Translation Team certifies that this is a true and faithful translation of the original document. July 2004 - (561) 434-8620 - SY 04-2802
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 4
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 4: Minimal Pairs Activity:
thrash/trash
match/mash
peek/pick
lamp/ramp
save/safe
knit/lit
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 4 Spelling Activity: Use the following words for the test.
faint, hysterical, knitted, menorah, nightmare, parcel, realize, relieved, satchel, thieves
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 4
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 4 Follow Directions Activity: Provide students with paper pencil, and
the chart below. Students will listen and follow directions to sequence the events of a mini-story.
Directions:
a) Listen carefully to five events in a mini-story.
b) After you hear each event, decide if it took place 1st, 2nd, 3rd, 4th, or 5th.
c) Write the letter that I say in the correct box in the order in which the event happened.
(Answers: B H S D L)
Sentences:
a) The last thing was the bus left school without me. Write “L” for “left”.
b) The first thing was I dropped my books. Write “B” for "books"
c) The third thing was my shoe fell off. Write “S” for “shoe”.
d) Before my shoe fell off, I lost my homework. Write “H” for homework.
e) After my shoe fell off, I saw the bus door close. Write “D” for “door”.
1
2
3
4
5
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 4
Page 7
Dictation
Objective: Listen to discriminate words in sentences and reproduce them in writing.
Procedure: Dictate sentences from the lesson, saying each sentence only two times (once if
listening skills allow) Team members take turns writing the sentences, assisting each other.
(Teams can write sentences on the board to correct them in class, or collect as a quiz.)
Option: An alternative technique is to have each team member complete all dictation items on
his/her own paper. Team members are allowed to help each other. On completion, collect one
paper of your choice. The grade on that paper will count for each team member.
Option: Dictate a sentence with an important word left out. Offer four choices for teams to write.
Example: Columbus landed in… a) Boston b) Haiti c) Argentina d) England
Option for Dictating Dates or mathematical concepts/formulas: Can be written in number
form or in word form (fourteen hundred and ninety-two) (All sides are equal in an equilateral
triangle.) Dictate the question, so teams can write them down. Then each team answers the
question in the group. (What kind of polygon has two parallel sides?)
Anne Frank: Lesson 4 Dictation Activity:
a) Several months have passed, and it is the middle of the night.
b) Hysterical with fear, Anne tells her father about her dream.
c) Mr. Frank tells Anne that she must build her own character and find her own way.
d) Parents can only set a good example and point the way.
e) There are candles and presents each night for eight nights.
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 4 Interview Activities: You play the role of Anne Frank. Choose several
students to play the role of Margot. Provide these students with the questions below. They take
turns asking you questions. Students not asking questions must take notes of Anne’s answers.
Students should save notes for Writing Activity #1, Language Experience Story.
a) Anne, why are you wearing that lampshade on your head?
b) What is in the satchel?
c) Anne, how did you think of such wonderful Chanukah gifts for everyone?
d) Where did you get the crossword puzzle?
e) How did you find shampoo for Mrs. Van Daan?
f) Did father get the two cigarettes for Mr. Van Daan?
g) Where did you find the tobacco?
h) Will you keep your promise to mother?
i) Why does father’s scarf have so many different colors in it?
j) How did you make Mouschi’s toy?
Did father get the safety razor for you?
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 4
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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 4 Intentional Intonation Activities:
The thief knows that there are Jews hiding upstairs. (not the Gestapo)
The thief knows that there are Jews hiding upstairs. (not thinks)
The thief knows that there are Jews hiding upstairs. (not atheists)
The thief knows that there are Jews hiding upstairs. (not running)
The thief knows that there are Jews hiding upstairs. (not downstairs)
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 4 Backward Build-up Activity:
a) The only sounds are coming from the street, the sound of running feet, drunken soldiers,
and airplanes in the distance.
b) Everyone wakes up terrified, and Mrs. Frank holds Anne until she comes out of her
nightmare.
c) When Anne doesn’t want to talk to her mother about her dream, Mrs. Frank feels hurt,
but is relieved when Anne asks for her father.
d) Anne’s present to Margot is a poem with an old crossword puzzle rubbed out to make it
new again.
e) Mr. Frank goes downstairs and figures out that a thief was scared away by the noise of
Peter falling.
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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 4 Charades Activity: Suggestions:
bombing attacks, bulge, courage, coward, faint, hysterical, nightmare, peek, protest, save,
sneak, thrashing, wheezing
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 4 Twenty Questions Activity:
Photo or picture suggestions:
cotton, earplugs, Hanukkah, knitted, lampshade, matches, menorah, parcel, safety
razor, satchel, scarf, toilet water, wax
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FCAT FOCUS READING SKILL
Recognizing Sequence
Teacher-Student Grammar Notes are provided as a teaching resource or student study notes.
What to do and what to watch for-Organizing the events of the story in time order can help you
understand the information more easily. You can use a graphic organizer like the one below to list
the order or sequence of events in a passage or a story.
Chronological or time order. Events occur is a certain order in a reading. The order of the
events in time is called chronological (time) order. The ability to sequence events in chronological
order is an important skill. Pay attention to signal or transition words that tell time order and show
the sequence of events.
Sequence signal words. Transition or signal words will signal you when one event is completed
or the next event is beginning. Understanding these words helps you to understand the sequence
of the events. Refer to the chart below for examples.
SIGNAL / TRANSITION WORDS FOR RECOGNIZING SEQUENCE
first, second, third, etc.
now
at the beginning
the first/next/last thing
during
prior to
afterwards
finally
shortly thereafter
while
last
subsequently
soon
soon
next
simultaneously
at (in) the end
at the same time
then
before
following that
when
after
later
Example:
In the beginning, the girls were just talking while they waited for the bus. Suddenly a car
pulled up and blew its horn loudly. Next, a woman jumped out with her hair flying. At the same
time, the driver put the car in park and stepped into the street. When he did this, cars began
stopping. Next, the bus arrived and joined the line of stopped cars. Following that, the police
arrived. Soon they had the woman calmed down. Then they asked the driver to move his car out
of the way. When the street was clear, the line of cars moved on. Subsequently, the girls got on
the bus. The last thing they saw was a happy dog jump into the arms of the woman.
SEQUENCE OF EVENTS
1
2
3
4
5
6
7
8
9
10
In the beginning, the girls were just talking while they waited for the bus.
Suddenly, a car pulled up and blew its horn loudly.
Next, a woman jumped out with her hair flying.
At the same time, the driver put the car in park and stepped into the street.
When he did this, cars began stopping.
Next, the bus arrived and joined the line of stopped cars.
Following that, the police arrived
Soon, they had the woman calmed down.
Then, they asked the driver to move his car out of the way
When the street was clear, the line of cars moved on
Subsequently, the girls got on the bus.
The last thing they saw was a happy dog jump into the arms of the woman
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 4
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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 4 Pre Reading Activity:
Mr. Van Daan sneaks downstairs at night to steal food from cupboard. Anne has
nightmares that the Green police take her away. Mr. Frank tells Anne that she must find her own
way and parents set an example and point the way. The air raids and bombing attacks get
worse until the Allies land in Africa. On Hanukkah, everyone gets dressed and lights the
candles. Anne gives homemade and second hand gifts to surprise everyone. Mr. Van Daan
decides that the cat eats too much and they must get rid of it. When something crashes
downstairs, Peter accidentally falls and the lampshade crashes to the floor. Mr. Frank goes
downstairs and figures out that a thief was scared away by the noise of Peter falling. The thief
knows that there are Jews hiding upstairs.
Intermediate-Proficient Reading Activities
Total Recall
Objective: Read a text in order to ask and answer short questions.
Procedure: Teams prepare 3 (or more) questions and their answers from the text. Teams are
allowed to write notes about the text. Teams take turns asking each other their questions, and
challenging incorrect responses. Responding teams are not allowed to raise hands. The team
asking the question chooses which team answers. The same question cannot be asked twice. If
a team does not answer correctly, it loses a point and the team asking the question gets a point.
When a team does not agree with the answer that the questioner deems correct, it can
challenge that team. The challenging team must prove that it is also correct or that the
questioning team is incorrect. It does not need to prove both. All teams can join a challenge on
either side (questioner's side or respondent's side), but they must do so immediately. (Teams
may wait to see how many teams are joining each side, which is unfair.). Once the teams have
taken sides on a challenge, they look up the answer in the book. All teams siding with the
correct answer get 2 points, and losers lose 2 points.
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Story Grammars
Objective: Identify a common organizational pattern or “grammar” of a reading text.
Procedure: Introduce story grammars by using the Language Experience Approach. The
second time, have each group prepare one. Once groups have mastered story grammars,
individuals can prepare their own, but include incentives for the group to help individual
members. For example, you might want to give a team a point for each member who receives a
grade of B or higher.
Example: Setting:___, Characters:___, ___,Problem:___, Goal:___, Events Leading to goal
(list in order):___, ___, ___,Resolution: ___(Three possibilities include: character solves
problem, character learns to live with problem, problem defeats character)
Note: Story grammars help students understand that most stories have a common organization,
and they help students to write reports, evaluate the quality of stories, and write their own
stories.
Judgment
Objective: Read a text for the purpose of identifying facts and opinions.
Procedure: On five separate strips of paper, each team writes (or copies) 5 sentences from the
text that show facts and opinions. Teams write their team name on the backs of the 5 strips, and
swap their sentences. Teams read the sentence strips they have, and place them in either a fact
basket or opinion basket in front of the room. The teacher reads each sentence strip from the
two baskets. For each, the teams decide if the sentence was correctly placed. If correct, the
team with its name on the strip gets a point. If not correct, that team loses a point. (This
encourages effective writing.)
Option: This activity may be adapted to focus on cause/effect, reality/fantasy or inferred/explicit.
True or False
Objective: Read a text passage for the purpose of making true and false statements about it.
Procedure: Teams make a “T” chart (2 columns with titles--one side is for true, the other side is
for false). Teams make three true or false statements about the text. A representative from the
first team reads one statement aloud. The other teams listen and place their token on the
appropriate side of their True/False chart. The questioning team decides which choices are
correct. Each correct answer earns a team a point. In a disagreement, follow the challenge rules
of Total Recall.
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Scan
Objective: Scan a text for the purpose of asking and answering simple questions.
Procedure:
1. Teams write 3 questions about an assigned text. Next to each question, they write page
number and paragraph number where the answer is located.
2. A representative from each team asks the team’s questions. The other teams get 60
seconds for each question to scan the text, find the answer, page and paragraph numbers,
and write them on a sheet of paper. Any team not getting the answer within that time loses a
point.
3. Any time a responding team loses a point, the questioning team gets a point. The responding
teams take turns reading out their page and paragraph numbers. Then the questioning team
reads its page and paragraph numbers.
4. Team respondents who have the same answer as the questioner get an automatic point.
Respondents who do not have the same answer as the questioner are not automatically
wrong. Both the questioner and respondent read aloud their chosen paragraph. The
questioner then decides if the respondent is also correct (Many times the answer to a
question can be found in more than one place in a text). If the respondent is also correct, the
respondent gets a point.
5. If the questioner says that the respondent is incorrect, the respondent may challenge (as in
Total Recall). The responding team must prove that it is also correct or that the questioner is
incorrect. It does not need to prove both. Other teams may join one side or the other. The
teacher then decides who wins. Winning teams get 2 points and losers lose 2 points.
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Beginning- Writing Activities
Language Experience Story
Objective: Use student-created writing as a text as a model for individual student writings, for
rereading or other written activities, including Story Grammars, RAFT, and Spool Writing.
Procedure: Language Experience instruction involves asking students to talk about some item
of relevance to the class. You may use information from Listening Activity “Interview” or
information learned in other unit activities. Individual team members and teams take turns
offering sentences to be added to the text. You write individual contributions on the board,
including non-standard forms or word order. Then ask teams to correct or change the text to
standard English grammar and syntax and to decide on an organizational format. Assist teams
in making necessary adjustments. After the text is corrected, students copy it in their notebooks,
or you can type and distribute it.
Indirect Speech
Objective: Write a familiar dialog in paragraph form, using indirect or reported speech.
Procedure: Use the dialog in this lesson written for Presenting Activity “Dialog”. After teams
have completed presenting their dialogs (see Presenting Activities), have each group write the
dialog in a paragraph format using indirect speech. Example:
COLUMBUS: “I need money to buy ships to sail west.”
Columbus asked the queen for some money to sail to the west.
Teams use one piece of paper and one pencil only. Each member takes a turn writing a line of
the dialog. Other team members can offer help, but they cannot write it for the individual whose
turn it is to write. Collect and grade. Each member of the team gets the same grade.
Anne Frank: Lesson 4 Indirect Speech Activity: Use the dialog in this lesson written for
Presenting Activity “Dialog”.
Example:
Mr. Frank to Anne:
You must build your own character, Anne.
Mr. Frank told Anne that she must build her own character.
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 4
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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 4 Framed Paragraphs Activities:
Sample #1: (Symbolism) These are some examples of symbols in Act I, Scenes 4-5:
a) Scarf-symbolizes Anne’s love and respect for her father
b) Safety razor-symbolizes Peter’s becoming an adult
c) Shampoo-symbolizes Mrs. Van Daan’s need for her old life of wealth
d) The Hanukkah song-symbolizes their courage to face possible death
In the play The Diary of Anne Frank, by Frances Goodrich and Albert Hackett, the reader
finds examples of symbolism that represent more than what they really are. (Topic Sentence)
One powerful example of a symbol is _____ (Detail #1). The _____ is/are more than just _____
It/they represent(s) _____. This is a symbol because_____. A second symbol is_____ (Detail
#2). _____ is more than just _____, but symbolizes _____ and _____. _____ is a symbol
because_____. A third symbol is_____ (Detail #3). _____ is more than just _____, it symbolizes
_____. The cage is more than _____ It is a symbol of_____ because_____. Symbols represent
more than what they really are. The reader gets powerful mental pictures and messages from
the symbols of _____, _____ and _____ in this story (Conclusion).
Sample #2: (Cultural Connections) Suggestions for Jewish cultural connections:
a) World War II from the perspective of The Holocaust
b) Religious persecution and need for religious faith
c) The power of religious traditions (Hanukkah)
d) The value of education and books
e) The role of the father in the family
In the play The Diary of Anne Frank, Frances Goodrich and Albert Hackett help the
reader connect with Jewish culture. (Topic sentence) One example in the play is _____. This
example illustrates _____ about Jewish culture (Detail #1). A second example is_____. This
example illustrates _____ about Jewish culture. (Detail #2) A third example is _____ because it
shows that in Jewish culture_____ (Detail #3). This play represents several important issues in
Jewish culture, including_____, _____ and _____ (Conclusion).
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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 4 Opinion/Proof Activity: Opinion/Proof may be used for several written
activities described in this document, including Story Grammars, RAFT, and Spool Writing.
Students can also use it as a format for note taking from books, videos, and lectures. Allow
teams to write their own opinion to support with proof if they are at a proficient level. This can be
used as a think/pair/share activity. Use the following as a starter for less proficient students:
Opinion
Anne is a very giving and caring person.
Proof
Anne sings the Hanukkah song to cheer everyone up.
Anne tries to explain Hanukkah to Dussel.
She plans and makes gifts for everyone.
Anne appears with a lampshade hat to surprise everyone on Hanukkah.
Anne gives Margot is a poem with an old crossword puzzle made new again.
Anne uses the last of her toilet water to make shampoo for Mrs. Van Daan.
Anne makes two cigarettes for Mr. Van Daan from pipe tobacco.
Anne writes poems for her mother and her sister.
Anne promises her mother ten hours of doing whatever she is told.
Anne gives her father a scarf she knitted in the dark every night.
Anne makes the cat a toy out of paper and string.
She gives Peter a safety razor to shave his face.
She gives Dussel a set of earplugs so he won’t hear Anne at night.
When Mr. Van Daan gets rid of the cat, Anne protests.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 4
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Spool Writing
Objective: Write a “spool” (5-paragraph essay with an introduction, 3-paragraph body of
supporting arguments with evidence, and a concluding paragraph.
Procedure: Use graphic organizers, the summary, modeled writing, and guided writing to plan
prewriting activities for developing a “spool”. A spool is a five-paragraph essay in which the first
paragraph is an introduction (controlling idea, or thesis). The next three paragraphs make up the
body of the essay. Each of these paragraphs begins with an argument sentence to support the
thesis and has three supporting sentences for the argument sentence. The weakest argument
should be presented in the first paragraph of the body, and the strongest argument in the last
paragraph of the body. The final (5th) paragraph is the concluding paragraph, which begins with
a restatement of the thesis sentence, and is followed by a restatement of the three argument
statements of the body. Introduce the spool essay by creating a story collectively using the
Language Experience Approach. The second time you use spool writing, each group prepares
one. Once the groups have mastered the spool essay, each student prepares his/her own, but
include incentives for the team to help individual members. For example, you might want to give
a team one point for each member who receives a grade of B or higher.
SAMPLE FORMAT FOR RECOGNIZING SEQUENCE
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 organized in
_____ (a paragraph, list of steps, 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. The information (story, process) is ordered to help
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, _____ After that, _____ 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 _____. After that,
_____ At the end of the story (process, chart, data, etc.) is _____ (summarize the last part of
the information or events).
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, etc).
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 4
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Anne Frank: Lesson 4 Spool Writing Activities: Suggested Topic(s):
Use the following as a starters for sequencing events:
a) Several months pass and the tension in Secret Annex grows.
b) They receive the news that the Allies have landed in Africa.
c) The families celebrate Hanukkah in the Secret Annex.
d) Mr. Van Daan gets rid of Peter’s cat, Mouschi.
e) A thief discovers their hiding place by accident.
Use the following as a starter for steps in a process/sequence of data:
a) Customs for celebrating Hanukkah
b) Anne Frank’s Hanukkah gifts in order of presentation
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 4 RAFT Activity: Students write according to role, audience, format, &
topic.
R: Your role as writer is Anne Frank.
A: Your audience is your mother.
F: The format of your writing is a poem for your mother.
T: Your topic is to write a poem to express your feelings. You will give it as a gift to your
mother.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 4
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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 4 FCAT Writing Activity (Persuasive Prompt):
Writing Situation:
A person that you respect and care about has treated you badly. You value the
relationship, and you want to persuade that person to respect your feelings and treat you
better.
Directions for Writing
Have you ever been treated badly by someone you respected and cared about? Think
about a time when a friend or family member treated you badly. Maybe the person said
or did something that embarrassed or shamed you. Perhaps it was intentional or
perhaps the person did not intend to treat you badly. What would you say to this person
to persuade him/her to treat you better?
Now write to your friend or family member explaining your problem, and persuade
him/her to treat you better in the future.
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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 4 Dialog Activity:
Anne:
I’m a terrible coward. Did I yell terribly loud?
Mr. Frank:
Lie quietly now. Try to sleep.
Anne:
Pim, you’re the only one I love.
Mr. Frank:
I’d be happier if you said you loved your mother as well.
Anne:
She doesn’t understand me. What’s the matter with me?
Mr. Frank:
You must build your own character, Anne. Parents just set an example and
point the way.
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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 4 Making the News Activities:
Allies Land in Africa
Warehouse Break-In
Homeless Cat Found
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 4 Concentration:
Matching:
air raids
air attack, air strike
thrash
toss and turn
hysterical
frantic, panic stricken
nightmare
frightening dream, bad dream
protest
oppose, complain
second hand
hand-me-down, used
faint
pass out, fall unconscious
wheezing
breathless, out of breath
satchel
school bag, shoulder bag
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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 4 Jeopardy Activity:
Question
Answer
a) Who got the second hand razor
a) Where a thief entered
a) When to light the shamas candle
b) What Mr. Van Daan got rid of
b) What Anne used to make earplugs
b) How Anne woke up at night
c) What Mr. Van Daan steals in the night
c) Why they were all terrified
c) What is another name for the hiding place
Miep
downstairs
on Hanukkah
the cat Mouschi
cotton and wax
hysterical
food
someone knew they were there
Secret Annex
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 4
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Classification
Objective: Classify vocabulary into two or three groups.
Procedure: Model the activity, beginning with several words for teams to classify into groups.
Ask students to identify an appropriate label for the groups they create. Discuss other words
that could go into each group. Each team gets out one pencil and one sheet of paper. The
captain writes team name and divides the paper into the appropriate number of columns
(groups). The captain labels columns for classifications and sets timer for 5 minutes. Team
members take turns writing words in appropriate columns (as in the Team Spelling Test). Note
that words do not have to come from the lesson vocabulary. When the timer rings, collect
papers. Teams get one point for each word they place correctly. Spelling should not count.
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Beginning Grammar Activities
Teacher-Student Grammar Notes are provided as a teaching resource or student study notes.
NOUN CLAUSES BEGINNING WITH “that”
A clause is a group of words that contains a subject and a verb, and is used as part of a
sentence. A noun clause is used just like a noun. Remember that nouns can be subjects or
objects. Many noun clauses begin with “that”. Study the examples.
Example #1: I think that people are interesting.
I (subject) think (verb) that people are interesting (object).I think …WHAT? …that people are
interesting. The entire noun clause “that people are interesting” is used as an object.
Example #2: That the world is round is a fact. WHAT is a fact? That the world is round. “That
the world is round” is the subject in this sentence.
Note: “That” is used to mark the beginning of the clause, and adds no meaning to the sentence.
It is often left out in object clauses, especially in speaking. I hope that he’ll be there. I hope he’ll
be there.
Examples with “that”
Omit “that”
The police suspect that they robbed the The police suspect they robbed the bank.
We heard you were in town.
bank.
She noticed I cut my hair.
We heard that you were in town.
She noticed that I cut my hair.
Some Common verbs followed by “That” clauses:
agree that
realize that
fear that
remember that
imagine that
conclude that
suppose that
find out that
think that
learn that
dream that
assume that
hope that
believe that
predict that
figure out that
decide that
know that
doubt that
read that
hear that
notice that
observe that
feel that
show that
indicate that
pretend that
prove that
guess that
understand that
Word Order Cards
Objective: Identify and use appropriate word order in sentences.
Procedure: Choose some of the more complex sentences of the summary to cut up for this
exercise. After writing a sentence on a sentence strip, cut up the sentence into individual words.
Shuffle the words. With the team's support, one member rearranges the words to reform the
sentence. The team gets a point if the cards are rearranged correctly.
Modified Single Slot Substitution Drill
Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar
sentence in a single slot.
Procedure: The teacher writes a sentence on the board and underlines one word. Teams take
turns replacing the underlined word with a new word. When students can no longer think of
substitutes, the teacher underlines a different word, and the activity continues.
Example:
The soldiers who surrendered were killed.
Possible substitutions for killed:
butchered, kissed, hugged, spared
The soldiers who surrendered were butchered.
Possible substitutions for surrendered: spared, killed, ran, slept
The soldiers who surrendered were spared.
Possible substitutions for soldiers: people, police, robbers, children
Notes:
• Sometimes, changing one word necessitates changing another word as well.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 4
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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 4 Modified Single Slot Substitution:
(a) Later (b) Anne writes in her diary (c) that the air raids are getting worse.
Possibilities:
a) that night, after everyone is in bed, at the end of the day
b) Mr. and Mrs. Frank discuss the fact, Peter realizes, Mr. Van Daan agrees
c) that the bombing attacks are very bad, that the families argue a lot, that she doesn’t
get along with her mother
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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 4 Sentence Builders:
a) Peter brings the cat. (into the room)
Peter brings the cat into the room (main)
Peter brings the cat into the main room (and Dussel begins wheezing)
Peter brings the cat into the main room, and Dussel begins wheezing. (from allergies)
Peter brings the cat into the main room, and Dussel begins wheezing from his allergies
Continue with the following:
b) Mr. Frank goes downstairs. (and figures out) (that it was a thief) (who was scared
away) (by the noise) (of Peter falling)
c) Anne has shampoo. (for Mrs. Van Daan) (made out of soap) (mixed with water)
(toilet) (the last of) (her)
d) Anne gives Peter a ball. (of paper) (and a string) (attached) (for Mouschi) (to play
with) (and a razor) (safety) (Miep got for her) (second hand)
e) Anne gives a poem. (her mother) (and a promise) (of ten hours) (of doing whatever
she is told)
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 4 Multiple Slot Substitution Activities:
(a) Anne (b) realizes that (c) she has been cruel to her mother.
Possibilities:
Mrs. Van Daan is a terrible gossip, thinks that, the main character, Peter is very shy, her
mother doesn’t understand her, decides that, figures out that, Mr. Frank’s daughter,
Margot’s sister
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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 4 Flesh it Out Activities:
a) Anne/dream/that/Green/police/come/take/her/away. (present tense)
b) Hysterical/fear/Anne/tell/father/about/dream. (present tense)
c) Mr. Frank/comfort/Anne/remind/her/that/mother/need/love (present tense)
d) Anne/give/father/scarf/knitted/dark/every/night. (present tense)
e) Suddenly/there/be/crash/something/fall/below. (present 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 4 Transformation Exercises: Students respond by combining the two
sentences into one sentence, using a noun clause beginning with “That”.
Example:
Anne is sorry. Mouschi is gone.
Anne is sorry that Mouschi is gone.
a)
b)
c)
d)
e)
f)
g)
h)
Mr. Van Daan is glad. Anne made him two cigarettes.
Everyone is amazed. Anne has gifts for them.
They’re disappointed. The war isn’t over yet.
Mr. Frank teaches. Everyone must find his own way.
Anne dreams. Someday she will reach her goals.
Mr. Van Daan figured out. The cat needed to eat some of their food.
Anne realized. She had been mean to her mother.
It’s a shame. People don’t appreciate everything they have.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 4
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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 4: Who, What, When, Where, How, Why Activities:
a) While everyone is sleeping, Mr. Van Daan lights a match and moves quickly down the
stairs from the attic to the kitchen, where he goes to the food cupboard. (who, what,
when, where, how, why)
b) When Anne doesn’t want to talk to her mother about her dream, Mrs. Frank feels hurt...
(who, what, when, how, why)
c) Anne thinks that she’s a coward, because she runs immediately to her father when she
is frightened. (who, what, when, where, how, why)
d) Anne has two cigarettes for Mr. Van Daan made out of old pipe tobacco she found in the
lining of his coat. (who, what, where, how)
e) Suddenly Anne screams, crying out in her sleep, “Save me! Save me!” (who, what,
when, where, how)
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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 4 Sentence Stretcher:
Begin with the sentence: Months have passed.
Months have passed.
Several months have passed.
Several months have passed and sounds are coming from the street.
Several months have passed, and the only sounds are coming from the street.
Several months have passed, it is night, and the only sounds are coming from the street.
Several months have passed, it is the middle of the night, and the only sounds are
coming from the street.
Several months have passed, it is the middle of the night, and the only sounds are
coming from the street, the sound of feet.
Several months have passed, it is the middle of the night, and the only sounds are
coming from the street, the sound of running feet.
Several months have passed, it is the middle of the night, and the only sounds are
coming from the street, the sound of running feet and airplanes.
Several months have passed, it is the middle of the night, and the only sounds are
coming from the street, the sound of running feet and airplanes in the distance.
Several months have passed, it is the middle of the night, and the only sounds are
coming from the street, the sound of running feet, soldiers, and airplanes in the distance.
Several months have passed, it is the middle of the night, and the only sounds are
coming from the street, the sound of running feet, drunken soldiers, and airplanes in the
distance.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 4
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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 4 Look it Up: Teams locate examples of Noun clauses with “That” 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 4 Rewrite the Paragraph Activity:
Teams will rewrite the paragraph in the past.
Mr. Van Daan sneaks downstairs at night to steal food from cupboard. Anne has
nightmares that the Green police take her away. Mr. Frank tells Anne that she must find her own
way and parents set an example and point the way. The air raids and bombing attacks get
worse until the Allies land in Africa. On Hanukkah, everyone gets dressed and lights the
candles. Anne gives homemade and second hand gifts to surprise everyone. Mr. Van Daan
decides that the cat eats too much and they must get rid of it. When something crashes
downstairs, Peter accidentally falls and the lampshade crashes to the floor. Mr. Frank goes
downstairs and figures out that a thief was scared away by the noise of Peter falling. The thief
knows that there are Jews hiding upstairs.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 4
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Name ____________________________ Date __________
Anne Frank: Lesson 4: Exercise 1
Fill in the blanks with the correct word.
accidentally
thief
nightmares
raids
steal
second-hand
own
sneaks
example
lampshade
Mr. Van Daan __________ downstairs at night to __________ food from
cupboard. Anne has __________ that the Green police take her away. Mr. Frank tells
Anne that she must find her __________ way and parents set an __________ and point
the way. The air __________ and bombing attacks get worse until the Allies land in
Africa. On Hanukkah, everyone gets dressed and lights the candles. Anne gives
homemade and __________ gifts to surprise everyone. Mr. Van Daan decides that the
cat eats too much and they must get rid of it. When something crashes downstairs,
Peter __________ falls and the __________ crashes to the floor. Mr. Frank goes
downstairs and figures out that a __________ was scared away by the noise of Peter
falling. The thief knows that there are Jews hiding upstairs.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 4
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Name _____________________________________ Date _____________
Anne Frank: Lesson 4: 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. It is the middle of the night, and the streets are empty and silent.
______________________________________________________________________
2. Anne realizes that she has been cruel to her mother.
______________________________________________________________________
3. Anne dreams that the Green police come and take her parents away.
______________________________________________________________________
4. Mr. Van Daan decides that the cat eats too much, and they must get rid of it.
______________________________________________________________________
5. Anne is so terrified that she faints when they hear someone running downstairs.
______________________________________________________________________
6. On Hanukkah, there are candles and presents each night for twelve nights.
______________________________________________________________________
7. Mr. Frank figures out that a thief was scared away by the noise of Peter falling.
______________________________________________________________________
8. Mrs. Van Daan sneaks downstairs at night to steal food from the cupboard.
______________________________________________________________________
9. The thief knows that there are Jews hiding upstairs.
______________________________________________________________________
10. Margot accidentally trips and falls, sending the lampshade crashing to the floor.
______________________________________________________________________
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 4
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Name ____________________________ Date __________
Anne Frank: Lesson 4: Exercise 3 (FCAT Practice/Reading Comprehension)
In Act I, Scenes 4-5 of The Diary of Anne Frank by Frances Goodrich and Albert
Hackett, Anne experiences conflicts. Read each statement. Then complete the chart by
identifying each as an internal conflict or an external conflict.
1. Anne does not always get along with her mother.
2. Anne feels like a baby sometimes and grown up sometimes.
3. Anne thinks no one really understands her feelings.
4. Anne is afraid of the Gestapo taking her family away.
5. The family is like prisoners with little to eat.
6. Anne worries about everything and everybody.
Internal Conflicts
External Conflicts
Read the statements. Then complete the chart by writing the events in the order in
which they happened.
1. A thief discovers their hiding place by accident.
2. They receive the news that the Allies have landed in Africa.
3. The families celebrate Hanukkah in the Secret Annex.
4. Several months pass and the tension in Secret Annex grows.
5. Mr. Van Daan gets rid of Peter’s cat, Mouschi.
First,
Second,
Then,
After that,
Finally,
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Name ____________________________ Date __________
Anne Frank: Lesson 4: Exercise 4 (FCAT Practice/Reading Comprehension)
Read statements below. For each sentence, write the cause under the “cause” heading,
and the effect under the “effect” heading.
1. When Anne dreams the police take her away, she cries out in her sleep.
2. Mr. Frank gives Anne a pill to quiet her.
3. Anne thinks that she’s a coward, because she runs to her father like a baby.
4. Mr. Van Daan gets rid of the cat after he decides that the cat eats too much.
5. After Peter accidentally trips and falls, the lampshade crashes to the floor.
6. Because of the noise Peter made falling, a thief was scared away.
7. It is the first night of Hanukkah, so everyone gets dressed in his best clothes.
CAUSE
EFFECT
1.
2.
3.
4.
5.
6.
7.
MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 4
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Name ____________________________ Date __________
Anne Frank: Lesson 4: Exercise 5
Fill in the blanks.
Several months have passed, __________ it is the middle __________ the night. The
only __________ are coming from the __________, the sound of running __________, drunken
soldiers, and airplanes __________ the distance. Everyone is __________ bed except Mr. Van
Daan. __________ lights a match and __________ quickly down the stairs __________ the
attic to the __________, where he goes to __________ food cupboard. Then he __________
back up the stairs. __________ Anne screams, crying out __________ her sleep, “Save me!
__________ me!” Anne is dreaming __________ the Green police come __________ take her
away. Everyone __________ up terrified and Mrs. __________ holds Anne until she
__________ out of her nightmare. __________ Anne doesn’t want to __________ to her
mother about __________ dream, Mrs. Frank feels __________, but is relieved when
__________ asks for her father. __________ with fear, Anne tells __________ father about her
dream. __________ Frank gives Anne a __________ to quiet her. Anne __________ that she’s
a coward, __________ she runs to her __________ like a baby. Mr. __________ comforts
Anne and reminds __________ that her mother also __________ her love and help.
__________ realizes that she has __________ cruel to her mother, __________ she thinks that
her __________ doesn’t understand her. Mr. __________ tells Anne that she __________ build
her own character __________ find her own way. Parents __________ only set a good
__________ and point the way.
__________ Anne writes in her __________ that the air raids __________ bombing
attacks are getting __________. Then Anne writes the __________ news that the Allies
__________ landed in Africa. On __________ first night of Hanukkah, __________ gets
dressed in his __________ clothes. Mr. Frank lights __________ shamas candle, and says
__________ blessing. Then he reads __________ prayer, and lights one __________ on the
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menorah. The __________ remembers that God protects __________ from all evil. Dussel
__________ understand Hanukkah. They explain __________ there are songs, presents,
__________ potato pancakes or latkes. __________ are candles and presents __________
night for eight nights. __________ present this year is __________ they are all alive.
__________ appears with a lampshade __________ carrying a satchel bulging
__________ parcels. Anne’s present to __________ is a poem with __________ old crossword
puzzle rubbed __________ to make it new __________. For Mrs. Van Daan, Anne __________
shampoo made out of __________ mixed with the last __________ her toilet water. Anne
__________ two cigarettes for Mr. __________ Daan made out of __________ pipe tobacco
she found __________ the lining of his __________. Anne gives her mother __________ poem
and a promise __________ ten hours of doing __________ she is told. Anne __________ her
father a scarf __________ knitted in the dark __________ night. Anne presents Peter
__________ a ball of paper __________ a string attached for __________ to play with and
__________ safety razor Miep got __________ her second hand. Dussel __________ a set of
earplugs __________ of cotton and candle__________ so he won’t hear __________ thrashing
around at night. __________ Peter brings the cat __________ the main room, Dussel
__________ wheezing from his allergies.
__________ Van Daan decides that the __________ eats too much, and __________
must get rid of __________. Mrs. Van Daan and Anne __________. Suddenly, there is a
__________ of something falling below. __________ accidentally trips and __________,
sending the lampshade crashing __________ the floor. They hear __________ sound of feet
below __________ down the stairs. They __________ not know if it __________ the Green
Police, the __________ or thieves. Anne faints. __________ Frank goes downstairs and
__________ out that a thief __________ was scared away by __________ noise of Peter
falling. __________ thief knows there are __________ hiding upstairs.
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Name ____________________________ Date __________
Anne Frank: Lesson 4: Exercise 6
Combine two sentences using a noun clause beginning with “That”.
Example:
The thief knows. There are Jews hiding upstairs.
The thief knows that there are Jews hiding upstairs.
1. It’s true. Anne needs a lot of love and attention.
______________________________________________________________________
2. Anne is dreaming. The Green police come and take her away.
______________________________________________________________________
3. The prayer remembers. God protects them from all evil.
______________________________________________________________________
4. Anne pretends. Hanukkah is just like it used to be.
______________________________________________________________________
5. Then Anne writes the wonderful news. The Allies have landed in Africa.
______________________________________________________________________
6. Mr. Frank reminds Anne. Her mother also needs her love and help.
______________________________________________________________________
Rewrite the sentences, adding “That” to show the beginning of the noun clause.
Example:
Anne realizes she has been cruel to her mother.
Anne realizes that she has been cruel to her mother.
1. Anne believes her mother doesn’t understand her.
______________________________________________________________________
2. Mr. Frank tells Anne she must build her own character and find her own way.
______________________________________________________________________
3. They explain there are songs, presents, and potato pancakes or latkes.
______________________________________________________________________
4. Their present this year is they are all alive.
______________________________________________________________________
5. Anne thinks she’s a coward, because she runs to her father like a baby.
_____________________________________________________________________
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