Anne Frank Unit Calendar
Week 2
Intro
Week
Monday
Week 3
Thursday
Friday
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Vocabulary 1(B)
Research Results
Film Package
Begin Schindler’s List
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Vocabulary 1(C)
Continue Film
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Vocabulary 1(D)
Vocabulary Review
Finish Film
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Vocabulary Quiz #1
Distribute Texts
Reading
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Vocabulary 2(A)
Chapter Questions
Set One
Begin Anne Frank
Timeline
Reading
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Vocabulary 2(B)
Paragraph Structure
Paragraph #1
Reading
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Vocabulary 2 (C)
Chapter Questions
Set Two
Diaries as History
Optional Paragraph
Reading
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Vocabulary 2(D)
Vocabulary Review
Paragraph #1
Revision
Reading
Vocabulary Quiz #2
Chapter Questions
Set Three
Anne Frank Timeline
Reading
Vocabulary 3(A)
Chapter Questions
Set Four
Genocide in Rwanda
PowerPoint
Reading
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Vocabulary 3(C)
Chapter Questions
Set Five
Hotel Rwanda
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Vocabulary 3(D)
Vocabulary Review
Finish Hotel Rwanda
Personal Composition
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Vocabulary 4(D)
Vocabulary Review
Hero Profile
Presentations
Reading
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Vocabulary 4(C)
Chapter Questions
Set Eight
Hero Profile Project
Reading
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Vocabulary Quiz #4
Chapter Questions
Set Nine
Reading
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Theme Project
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Paragraph #2
Revision
Final Questions
Review
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Unit Test
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Week 4
Wednesday
Vocabulary 1(A)
Research Blitz
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Week 5
Tuesday
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Vocabulary 3(B)
Hotel Rwanda
Worksheets
Begin Film
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Vocabulary 4(A)
Chapter Questions
Set Seven
Begin Hero Project
Reading
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Vocabulary 4(B)
Hero Profile Project
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Chapter Questions
Set Ten + Afterword
Anne Frank Timeline
Paragraph #2
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Collect Timeline and
Paragraph #2
Theme Notes
Theme Statements
Begin Theme Project
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Vocabulary Quiz #3
Chapter Questions
Set Six
Anne Frank Time Line
Reading
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Anne Frank: Diary of a Young Girl
Lesson Plans
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ANNE FRANK: DIARY OF A YOUNG GIRL Lesson Plans
Copyright ©2010
This educational resource is protected by copyright laws. It is available
for individual purchase from www.englishunitplans.com
Any sharing, copying (other than handouts for students), or reproducing
of this material is a crime and may result in prosecution.
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ANNE FRANK: DIARY OF A YOUNG GIRL Lesson Plans
Table of Contents
Lesson #1 ........................................................................................................................................ 7
Vocabulary 1(A) ......................................................................................................................... 7
Research Blitz ............................................................................................................................. 7
Lesson #2 ........................................................................................................................................ 7
Vocabulary 1(B).......................................................................................................................... 7
Research Results ......................................................................................................................... 7
Schindler’s List Film Package .................................................................................................... 8
Begin Schindler’s List................................................................................................................. 8
Lesson #3 ........................................................................................................................................ 8
Vocabulary 1(C).......................................................................................................................... 8
Continue Film Package ............................................................................................................... 8
Lesson #4 ........................................................................................................................................ 8
Vocabulary 1(D) ......................................................................................................................... 8
Vocabulary Review ..................................................................................................................... 8
Finish Film .................................................................................................................................. 8
Lesson #5 ........................................................................................................................................ 9
Vocabulary Quiz #1 .................................................................................................................... 9
Mark Quiz Together .................................................................................................................... 9
Distribute Texts........................................................................................................................... 9
Reading ....................................................................................................................................... 9
Lesson #6 ........................................................................................................................................ 9
Vocabulary 2(A) ......................................................................................................................... 9
Chapter Questions Set One ......................................................................................................... 9
Anne Frank Timeline ................................................................................................................ 10
Reading ..................................................................................................................................... 10
Lesson #7 ...................................................................................................................................... 10
Vocabulary 2(B)........................................................................................................................ 10
Paragraph Structure Notes ........................................................................................................ 10
Paragraph #1 ............................................................................................................................. 10
Lesson #8 ...................................................................................................................................... 11
Vocabulary 2(C)........................................................................................................................ 11
Chapter Questions Set Two ...................................................................................................... 11
Diaries as Historical Records .................................................................................................... 11
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ANNE FRANK: DIARY OF A YOUNG GIRL Lesson Plans
Optional Paragraph ................................................................................................................... 11
Reading ..................................................................................................................................... 11
Lesson #9 ...................................................................................................................................... 12
Vocabulary 2(D) ....................................................................................................................... 12
Vocabulary Review ................................................................................................................... 12
Paragraph #1 Revision .............................................................................................................. 12
Reading ..................................................................................................................................... 12
Lesson #10 .................................................................................................................................... 12
Vocabulary Quiz #2 .................................................................................................................. 12
Mark Quiz Together .................................................................................................................. 13
Chapter Questions Set Three .................................................................................................... 13
Anne Frank Timeline ................................................................................................................ 13
Reading ..................................................................................................................................... 13
Lesson #11 .................................................................................................................................... 13
Vocabulary 3(A) ....................................................................................................................... 13
Chapter Questions Set Four ...................................................................................................... 13
Genocide in Rwanda PowerPoint ............................................................................................. 13
Reading ..................................................................................................................................... 14
Lesson #12 .................................................................................................................................... 14
Vocabulary 3(B)........................................................................................................................ 14
Hotel Rwanda Previewing Worksheet ...................................................................................... 14
Begin Hotel Rwanda ................................................................................................................. 14
Lesson #13 .................................................................................................................................... 14
Vocabulary 3(C)........................................................................................................................ 14
Chapter Questions Set Five....................................................................................................... 15
Hotel Rwanda............................................................................................................................ 15
Lesson #14 .................................................................................................................................... 15
Vocabulary 3(D) ....................................................................................................................... 15
Vocabulary Review ................................................................................................................... 15
Hotel Rwanda............................................................................................................................ 15
Personal Composition ............................................................................................................... 15
Lesson #15 .................................................................................................................................... 16
Vocabulary Quiz #3 .................................................................................................................. 16
Chapter Questions Set Six ........................................................................................................ 16
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ANNE FRANK: DIARY OF A YOUNG GIRL Lesson Plans
Anne Frank Timeline ................................................................................................................ 16
Reading ..................................................................................................................................... 16
Lesson #16 .................................................................................................................................... 16
Vocabulary 4(A) ....................................................................................................................... 16
Chapter Questions Set Seven .................................................................................................... 16
Hero Project Handout ............................................................................................................... 17
Reading ..................................................................................................................................... 17
Lesson #17 .................................................................................................................................... 17
Vocabulary 4(B)........................................................................................................................ 17
Hero Profile Research Project ................................................................................................... 17
Lesson #18 .................................................................................................................................... 17
Vocabulary 4(C)........................................................................................................................ 17
Chapter Questions Set Eight ..................................................................................................... 17
Hero Profile Work Time ........................................................................................................... 18
Reading ..................................................................................................................................... 18
Lesson #19 .................................................................................................................................... 18
Vocabulary 2(D) ....................................................................................................................... 18
Vocabulary Review ................................................................................................................... 18
Hero Profile Presentations ........................................................................................................ 18
Reading ..................................................................................................................................... 18
Lesson #20 .................................................................................................................................... 19
Vocabulary Quiz #4 .................................................................................................................. 19
Chapter Questions Set Nine ...................................................................................................... 19
Reading ..................................................................................................................................... 19
Lesson #21 .................................................................................................................................... 19
Chapter Questions Set Ten + Afterword ................................................................................... 19
Anne Frank Timeline ................................................................................................................ 19
Paragraph #2 ............................................................................................................................. 20
Lesson #22 .................................................................................................................................... 20
Collect Homework .................................................................................................................... 20
Theme Notes ............................................................................................................................. 20
Theme Statements ..................................................................................................................... 20
Theme Project ........................................................................................................................... 21
Lesson #23 .................................................................................................................................... 21
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ANNE FRANK: DIARY OF A YOUNG GIRL Lesson Plans
Theme Project ........................................................................................................................... 21
Lesson #24 .................................................................................................................................... 21
Paragraph #2 Revision .............................................................................................................. 21
Final Questions ......................................................................................................................... 21
Review ...................................................................................................................................... 21
Lesson #25 .................................................................................................................................... 22
Unit Test.................................................................................................................................... 22
Copyright ©2010
This educational resource is protected by copyright laws. It is available
for individual purchase from www.englishunitplans.com
Any sharing, copying (other than handouts for students), or reproducing
of this material is a crime and may result in prosecution.
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ANNE FRANK: DIARY OF A YOUNG GIRL Lesson Plans
Lesson #1
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Vocabulary 1(A)
Research Blitz
Vocabulary 1(A)
For the next four weeks, students will study vocabulary from Anne Frank. Students must do the
following for each word:
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Find its definition in the dictionary.
Record the definition in their notes.
Write a sentence using the word correctly.
If you have a class set of dictionaries, make this an individual task. If you have a limited number
of dictionaries, have students work in groups with one dictionary per group. If your students do
not have access to dictionaries, provide them with the definitions.
1. Distribute Vocabulary List
2. Explain to students that they must learn and practice using each of the words on this sheet,
starting with 1(A).
3. Students are to write definitions and example sentences for each word.
Research Blitz
Students will be become familiar with the general historical context of Anne Frank’s Diary by
researching several topics quickly.
1. Distribute the Research Blitz handout.
2. Read through handout with students.
3. Students go to the library to complete research assignment.
Lesson #2
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Vocabulary 1(B)
Research Results
Film Package
Begin Schindler’s List
Vocabulary 1(B)
Students are to write definitions and example sentences for each word.
Research Results
Go over the Research Blitz questions with your students. Facilitate discussion by asking followup questions. Encourage students to share their thoughts.
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Schindler’s List Film Package
1. Distribute the Schindler’s List Film Package.
2. Read through handout with students.
3. Check for understanding and answer questions.
Begin Schindler’s List
1. Begin watching the film.
2. Students are to complete Film Package while watching.
Lesson #3
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Vocabulary 1(C)
Continue Film Package
Vocabulary 1(C)
Students are to write definitions and example sentences for each word.
Continue Film Package
Students are to continue working in their packages while watching Schindler’s List.
Lesson #4
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Vocabulary 1(D)
Vocabulary Review
Finish Film
Vocabulary 1(D)
Students are to write definitions and example sentences for each word.
Vocabulary Review
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4.
Distribute Vocabulary Review Crossword #1.
Students are to complete crossword puzzles.
You can offer a reward to the student who finished first with the correct answers.
Remind students that there will be a vocabulary quiz tomorrow.
Finish Film
Finish watching Schindler’s List. Students are to continue working in their packages.
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Lesson #5
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Vocabulary Quiz #1
Mark Quiz Together
Distribute Texts
Reading
Vocabulary Quiz #1
1. Distribute Vocabulary Quiz #1 face-down on students’ desks.
2. When all papers have been distributed, tell students to turn them over and complete by writing
the letter that corresponds to the correct definition beside each vocabulary word.
3. Students should turn their papers over when they are finished.
4. Once all students are finished, collect the quizzes.
Mark Quiz Together
1. Redistribute the quizzes for grading.
2. Have students mark each other’s quizzes.
3. Collect.
Distribute Texts
1. Hand out copies of Anne Frank: Diary of a Young Girl.
2. Tell students that for the next four weeks, they are expected to read every night.
Reading
Use the rest of this class to begin reading Anne’s Diary. You can start by reading aloud to your
class, having them take turns reading aloud, or having them read silently.
REMINDER: Students must read up to the end of Anne’s diary entry on June 30th, 1942 for next
class.
Lesson #6
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Vocabulary 2(A)
Chapter Questions Set One
Anne Frank Timeline
Reading
Vocabulary 2(A)
Students are to write definitions and example sentences for each word.
Chapter Questions Set One
There are ten sets of chapter questions for students to complete. They will be done every other
day.
1. Write the questions on the board.
2. Students are to answer with full sentences.
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ANNE FRANK: DIARY OF A YOUNG GIRL Lesson Plans
3. When students are finished, discuss the answers. Facilitate deeper discussion by asking followup questions.
4. Collect answers for completion marks.
Anne Frank Timeline
The Anne Frank Timeline is an ongoing assignment. Students must keep the worksheet in their
notes and have it in class each day, ready to work on. There will be four entries.
1. Distribute the Anne Frank Timeline handout.
2. Read through it with the class and explain what is expected. Tell students their entries should
show thought and insight. They should clearly identify the important events and changes in
Anne, and should show that they understand their relationship to each other.
3. Discuss important events that Anne describes in her entries for the designated period including
those that occurred before she began writing.
4. Ask students to list some of Anne’s personality traits.
Reading
Any time remaining should be used for silent reading.
Lesson #7
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Vocabulary 2(B)
Paragraph Structure Notes
Paragraph #1
Reading
Vocabulary 2(B)
Students are to write definitions and example sentences for each word.
Paragraph Structure Notes
1. Distribute the handout titled Paragraph Structure.
2. Read through it with students.
3. Check for understanding.
Paragraph #1
Students are to write a structured, well-developed paragraph in response to the following
question:
What have you learned about Anne so far? Describe her as a person.
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Paragraphs should follow proper structure.
Book title should be underlined.
Must be at least 10 sentences.
Must include support (examples).
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ANNE FRANK: DIARY OF A YOUNG GIRL Lesson Plans
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Marked out of 10, according to above criteria.
Note to teacher: edit and mark these paragraphs to hand-back on lesson 9.
REMINDER: Students must read up to the end of Anne’s diary entry on July 10th, 1942 for next
class.
Lesson #8
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Vocabulary 2(C)
Chapter Questions Set Two
Diaries as Historical Records
Optional Paragraph
Reading
Vocabulary 2(C)
Students are to write definitions and example sentences for each word.
Chapter Questions Set Two
1. Write the questions on the board.
2. Students are to answer with full sentences.
3. When students are finished, discuss the answers. Facilitate deeper discussion by asking followup questions.
4. Collect answers for completion marks.
Diaries as Historical Records
1. Write the following question on the board: What makes diaries important historical records?
2. Give students five minutes to answer the question in point form.
3. Ask students to share their thoughts. Discuss. Make sure the students understand that diaries
provide personal records that show, sometimes in great detail, what was happening for
individuals. They humanize history and remind us that it is about real people.
4. Discuss what makes Anne’s diary such an important historical record? What can people learn
from reading it? List students’ answers on the board in point form.
Optional Paragraph
This is an optional assignment. Students are to write a structured, well-developed paragraph
discussing why Anne’s diary is an important historical record.
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Note to teacher: You already have one full paragraph to mark in detail this week, so collect
these, but mark them just for completion.
Reading
Any time remaining should be used for silent reading.
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ANNE FRANK: DIARY OF A YOUNG GIRL Lesson Plans
Lesson #9
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Vocabulary 2(D)
Vocabulary Review
Paragraph #1 Revision
Reading
Vocabulary 2(D)
Students are to write definitions and example sentences for each word.
Vocabulary Review
1.
2.
3.
4.
Distribute Vocabulary Review Crossword #2.
Students are to complete crossword puzzles.
You can offer a reward to the student who finished first with the correct answers.
Remind students that there will be a vocabulary quiz tomorrow.
Paragraph #1 Revision
1. Return edited and marked paragraphs to students.
2. Ask students to read over the comments and editing suggestions.
3. Students revise paragraph #1 and submit good copy for completion marks.
Reading
Any time remaining should be used for silent reading.
REMINDER: Students must read up to the end of Anne’s diary entry on October 9th, 1942 for
next class. Students must also bring their Anne Frank Timelines to work on.
Lesson #10
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Vocabulary Quiz #2
Mark Quiz Together
Chapter Questions Set Three
Anne Frank Timeline
Reading
Vocabulary Quiz #2
1. Distribute Vocabulary Quiz #2 face-down on students’ desks.
2. When all papers have been distributed, tell students to turn them over and complete by writing
the letter that corresponds to the correct definition beside each vocabulary word.
3. Students should turn their papers over when they are finished.
4. Once all students are finished, collect the quizzes.
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Mark Quiz Together
1. Redistribute the quizzes for grading.
2. Have students mark each other’s quizzes.
3. Collect.
Chapter Questions Set Three
1. Write the questions on the board.
2. Students are to answer with full sentences.
3. When students are finished, discuss the answers. Facilitate deeper discussion by asking followup questions.
4. Collect answers for completion marks.
Anne Frank Timeline
Students are to make their second set of entries in the Anne Frank Timeline. Remind them what
the purpose of the assignment is and how they will be graded. They should be clear, specific,
and insightful.
Reading
Any time remaining should be used for silent reading.
Lesson #11
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Vocabulary 3(A)
Chapter Questions Set Four
Genocide in Rwanda PowerPoint
Reading
Vocabulary 3(A)
Students are to write definitions and example sentences for each word.
Chapter Questions Set Four
1. Write the questions on the board.
2. Students are to answer with full sentences.
3. When students are finished, discuss the answers. Facilitate deeper discussion by asking followup questions.
4. Collect answers for completion marks.
Genocide in Rwanda PowerPoint
The Rwandan Genocide PowerPoint is intended to give students important background
information before they begin watching Hotel Rwanda.
It is important that students learn and understand that the Holocaust was not the only example of
mass murder in human history. There have been many others, and the Rwandan Genocide shows
how quickly people can turn to evil in the right circumstances.
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ANNE FRANK: DIARY OF A YOUNG GIRL Lesson Plans
1. Before you begin the presentation, tell students they must take notes. Remind them about
effective note-taking techniques. They don’t need to copy everything down; they just need the
most important information in its most basic form.
2. Begin the Rwandan Genocide PowerPoint slideshow.
3. Take time to expand on information and provide further explanation where necessary.
4. Students should be solemn and respectful.
5. Once the presentation is finished, facilitate a discussion and answer questions.
Reading
Any time remaining should be used for silent reading.
Lesson #12
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Vocabulary 3(B)
Hotel Rwanda Worksheets
Begin Hotel Rwanda
Vocabulary 3(B)
Students are to write definitions and example sentences for each word.
Hotel Rwanda Previewing Worksheet
1. Distribute three Hotel Rwanda worksheets.
2. Students complete previewing activity by responding to statements.
3. Discuss answers.
Begin Hotel Rwanda
Begin watching Hotel Rwanda. Students should answer the questions in their worksheet as they
arise in the film.
REMINDER: Students must read up to the end of Anne’s diary entry on June 13th, 1943 for next
class.
Lesson #13
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Vocabulary 3(C)
Chapter Questions Set Five
Hotel Rwanda
Vocabulary 3(C)
Students are to write definitions and example sentences for each word.
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ANNE FRANK: DIARY OF A YOUNG GIRL Lesson Plans
Chapter Questions Set Five
1. Write the questions on the board.
2. Students are to answer with full sentences.
3. When students are finished, discuss the answers. Facilitate deeper discussion by asking followup questions.
4. Collect answers for completion marks.
Hotel Rwanda
Continue watching film.
Lesson #14
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Vocabulary 3(D)
Vocabulary Review
Finish Hotel Rwanda
Personal Composition
Vocabulary 3(D)
Students are to write definitions and example sentences for each word.
Vocabulary Review
1.
2.
3.
4.
Distribute Vocabulary Review Crossword #3.
Students are to complete crossword puzzles.
You can offer a reward to the student who finished first with the correct answers.
Remind students that there will be a vocabulary quiz tomorrow.
Hotel Rwanda
Finish watching Hotel Rwanda. Invite student to share their thoughts and questions when the
film is done.
Personal Composition
Students work on the third Hotel Rwanda worksheet. Composition due next day.
REMINDER: Students must read up to the end of Anne’s diary entry on November 11th, 1943
for next class.
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ANNE FRANK: DIARY OF A YOUNG GIRL Lesson Plans
Lesson #15
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Vocabulary Quiz #3
Chapter Questions Set Six
Anne Frank Timeline
Reading
Vocabulary Quiz #3
1. Distribute Vocabulary Quiz #3 face-down on students’ desks.
2. When all papers have been distributed, tell students to turn them over and complete by writing
the letter that corresponds to the correct definition beside each vocabulary word.
3. Students should turn their papers over when they are finished.
4. Once all students are finished, collect the quizzes.
Chapter Questions Set Six
1. Write the questions on the board.
2. Students are to answer with full sentences.
3. When students are finished, discuss the answers. Facilitate deeper discussion by asking followup questions.
4. Collect answers for completion marks.
Anne Frank Timeline
Students are to make their third set of entries in the Anne Frank Timeline. Remind them what
the purpose of the assignment is and how they will be graded. They should be clear, specific,
and insightful.
Reading
Any time remaining should be used for silent reading.
REMINDER: Students must read up to the end of Anne’s diary entry on January 28th, 1944 for
next class.
Lesson #16
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Vocabulary 4(A)
Chapter Questions Set Seven
Begin Hero Project
Reading
Vocabulary 4(A)
Students are to write definitions and example sentences for each word.
Chapter Questions Set Seven
1. Write the questions on the board.
2. Students are to answer with full sentences.
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ANNE FRANK: DIARY OF A YOUNG GIRL Lesson Plans
3. When students are finished, discuss the answers. Facilitate deeper discussion by asking followup questions.
4. Collect answers for completion marks.
Hero Project Handout
1. Distribute the Hero Project Handout
2. Students are to complete the first page of questions including a paragraph about what makes
Paul Rusesabagina a hero.
3. Students will begin the Hero Profile next class.
Reading
Any time remaining should be used for silent reading.
Lesson #17
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Vocabulary 4(B)
Hero Profile Research Project
Vocabulary 4(B)
Students are to write definitions and example sentences for each word.
Hero Profile Research Project
1. Read over the criteria handout with the class.
2. Distribute or display the Paul Rusesabagina example.
3. Students select their hero and begin research.
REMINDER: Students must read up to the end of Anne’s diary entry on March 12th, 1944 for
next class.
Lesson #18
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Vocabulary 4(C)
Chapter Questions Set Eight
Hero Profile Work Time
Vocabulary 4(C)
Students are to write definitions and example sentences for each word.
Chapter Questions Set Eight
1. Write the questions on the board.
2. Students are to answer with full sentences.
3. When students are finished, discuss the answers. Facilitate deeper discussion by asking followup questions.
4. Collect answers for completion marks.
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ANNE FRANK: DIARY OF A YOUNG GIRL Lesson Plans
Hero Profile Work Time
Students are to continue working on their hero profiles. Profiles are due next class, and students
should be prepared to briefly present their profile sheet and tell the class about the hero they
selected.
Reading
Any time remaining should be used for silent reading.
Lesson #19
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Vocabulary 4(D)
Vocabulary Review
Hero Profile Presentations
Reading
Vocabulary 2(D)
Students are to write definitions and example sentences for each word.
Vocabulary Review
1.
2.
3.
4.
Distribute Vocabulary Review Crossword #4.
Students are to complete crossword puzzles.
You can offer a reward to the student who finished first with the correct answers.
Remind students that there will be a vocabulary quiz tomorrow.
Hero Profile Presentations
Go around the class having students briefly present their hero profiles. Each student should…
1. Identify the hero they profiled.
2. Explain why they chose that person.
3. Share at least three significant details about the person.
Reading
Any time remaining should be used for silent reading.
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ANNE FRANK: DIARY OF A YOUNG GIRL Lesson Plans
Lesson #20
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Vocabulary Quiz #4
Chapter Questions Set Nine
Reading
Vocabulary Quiz #4
1. Distribute Vocabulary Quiz #3 face-down on students’ desks.
2. When all papers have been distributed, tell students to turn them over and complete by writing
the letter that corresponds to the correct definition beside each vocabulary word.
3. Students should turn their papers over when they are finished.
4. Once all students are finished, collect the quizzes.
Chapter Questions Set Nine
1. Write the questions on the board.
2. Students are to answer with full sentences.
3. When students are finished, discuss the answers. Facilitate deeper discussion by asking followup questions.
4. Collect answers for completion marks.
Reading
Any time remaining should be used for silent reading. Students who are finished the text should
bring or go get another book to read silently.
Lesson #21
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Chapter Questions Set Ten + Afterword
Anne Frank Timeline
Paragraph #2
Chapter Questions Set Ten + Afterword
1. Write the questions on the board.
2. Students are to answer with full sentences.
3. When students are finished, discuss the answers. Facilitate deeper discussion by asking followup questions.
4. Collect answers for completion marks.
Anne Frank Timeline
Students are to make their final set of entries in the Anne Frank Timeline. Remind them what
the purpose of the assignment is and how they will be graded. They should be clear, specific,
and insightful.
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ANNE FRANK: DIARY OF A YOUNG GIRL Lesson Plans
Paragraph #2
1. Review paragraph structure with your students. Try to have them give you the information
instead of the other way around.
2. Students are to write a structured, well-developed paragraph discussing the changes that occur
in Anne over the course of the diary.
3. Students should focus on two or three significant changes and support their explanations with
specific examples.
4. The Anne Frank Timeline should be used by students as a resource for this paragraph.
REMINDER: Both the Anne Frank Timeline and Paragraph #2 are due next day.
Lesson #22
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•
•
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Collect Homework
Theme Notes
Theme Statements
Theme Project
Collect Homework
Students are to submit Paragraph #2 and the Anne Frank Timeline.
Teachers must mark and edit Paragraph #2 to be returned for revision in two days.
Theme Notes
1. Ask students to list topics from Anne’s diary.
2. Make a master list on the board with student input.
3. Go through each item on the list and ask students to explain what message Anne’s diary
contains regarding each topic.
4. Explain that these are themes – not just the topic, but what the story says about the topic.
5. Write the following formula on the board: Topic + Insight = Theme
6. Students should copy this formula into their notes. Stress that theme is more than just topic.
Theme Statements
1. Present the structure for theme statements:
Anne Frank: Diary of a Young Girl shows that...[insert theme].
2. Write a sample theme statement on the board. Ex. Anne Frank Diary of a Young Girl shows that
hardship can force people to mature faster.
3. Students are to write three theme statements using topics from the list on the board and in
their notes.
4. Invite or call on students to share their theme statements with the class. Check for
understanding of theme.
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ANNE FRANK: DIARY OF A YOUNG GIRL Lesson Plans
Theme Project
1. Distribute Theme Collage handout.
2. Read through with students.
3. Answer questions. Make sure students understand what theme is and what is expected from
them in this assignment. Help students come up with ways to visually represent the themes
they have identified. For example, for the theme statement above (…hardship can force people
to mature faster), one could create a series of images showing a person aging rapidly.
4. Students begin working.
REMINDER: Students must complete their theme projects tomorrow in class, so they should
bring any materials from home that they need (i.e. images, felts, other art supplies, etc.).
Lesson #23
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Theme Project Work Time
Theme Project
This period will be used for students to complete their theme projects. They are due at the end of
the class.
Lesson #24
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Paragraph #2 Revision
Final Questions
Review
Paragraph #2 Revision
1. Return edited and marked paragraphs to students.
2. Ask students to read over the comments and editing suggestions.
3. Students revise paragraph #2 and submit good copy for completion marks.
Final Questions
1. Distribute Summarizing Questions.
2. Students complete by answering in full sentences and paragraphs.
3. Discuss the answers.
Review
Any remaining time should be used to review the text for tomorrow’s unit test. Students should
focus on important events, people, and themes in the text. They should review their Chapter
Questions and other notes. You can pair students together and ask them to take turns quizzing
each other.
REMINDER: Ask students to bring a book to read tomorrow in class. They can read after
completing the unit test.
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ANNE FRANK: DIARY OF A YOUNG GIRL Lesson Plans
Lesson #25
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Unit Test
Unit Test
1. Distribute the Unit Test.
2. Tell students not to write on the tests; they are to use separate paper for their answers (this
way you can reuse the tests and save paper).
3. Students complete test.
4. Students who are finished should hand their tests and answer sheets in, and can then read or do
homework.
The End
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Anne Frank: Diary of a Young Girl
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Handouts and Worksheets
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Susan Anderson
Copyright ©2010
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Anne Frank Unit Calendar
Week 2
Intro
Week
Monday
Week 3
Thursday
Friday
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Vocabulary 1(B)
Research Results
Film Package
Begin Schindler’s List
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Vocabulary 1(C)
Continue Film
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Vocabulary 1(D)
Vocabulary Review
Finish Film
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Vocabulary Quiz #1
Distribute Texts
Reading
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Vocabulary 2(A)
Chapter Questions
Set One
Begin Anne Frank
Timeline
Reading
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Vocabulary 2(B)
Paragraph Structure
Paragraph #1
Reading
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Vocabulary 2 (C)
Chapter Questions
Set Two
Diaries as History
Optional Paragraph
Reading
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Vocabulary 2(D)
Vocabulary Review
Paragraph #1
Revision
Reading
Vocabulary Quiz #2
Chapter Questions
Set Three
Anne Frank Timeline
Reading
Vocabulary 3(A)
Chapter Questions
Set Four
Genocide in Rwanda
PowerPoint
Reading
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•
Vocabulary 3(C)
Chapter Questions
Set Five
Hotel Rwanda
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Vocabulary 3(D)
Vocabulary Review
Finish Hotel Rwanda
Personal Composition
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Vocabulary 4(D)
Vocabulary Review
Hero Profile
Presentations
Reading
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Vocabulary 4(C)
Chapter Questions
Set Eight
Hero Profile Project
Reading
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Vocabulary Quiz #4
Chapter Questions
Set Nine
Reading
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Theme Project
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Paragraph #2
Revision
Final Questions
Review
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Unit Test
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Week 4
Wednesday
Vocabulary 1(A)
Research Blitz
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Week 5
Tuesday
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Vocabulary 3(B)
Hotel Rwanda
Worksheets
Begin Film
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Vocabulary 4(A)
Chapter Questions
Set Seven
Begin Hero Project
Reading
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Vocabulary 4(B)
Hero Profile Project
•
•
Chapter Questions
Set Ten + Afterword
Anne Frank Timeline
Paragraph #2
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•
•
Collect Timeline and
Paragraph #2
Theme Notes
Theme Statements
Begin Theme Project
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•
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•
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•
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Vocabulary Quiz #3
Chapter Questions
Set Six
Anne Frank Time Line
Reading
Research Blitz
Task
In small groups, you are to conduct research on an assigned topic, and then present that information to
the class.
You only have one period of class to do all of your research and prepare your presentation, so you must
divide responsibilities, help each other, and work efficiently.
Your presentations should only take a few minutes, and must include a handout or overhead
transparency with key information for your classmates to record in their notes.
Topics
1. The Holocaust by Bullets
2. Auschwitz
3. The Gestapo
4. The SS
5. The Final Solution
6. The Jewish Ghettos
Criteria
You will be marked on the quality of the information you present, and how well you present that
information.
Reminders
Your presentation must include a handout or overhead transparency with key information for
your classmates to record in their notes.
Distribute the work and responsibility evenly throughout your group.
Schindler’s List Work Package
Over the next few classes, you will be watching the film Schindler’s List, which is about a
German industrialist who started out as a businessman and became a hero. You have several
tasks to complete during these classes, some before watching the film, some during the film, and
some afterwards.
Previewing
Please complete the following tasks before watching the film.
Vocabulary
Using the dictionary and/or the internet, please find and record definitions for the following
terms. Be sure to provide detailed explanations of what each word means and why it is
significant.
Vocabulary
Anti-Semitism
Ghetto
Final Solution
Auschwitz
Holocaust
Definition
Diary Entry
Imagine you and your family are forced to leave your home with only what you can carry in your arms. You are
moved to a ghetto, where you must now share a small apartment with several other families. If you refuse to move
into the ghetto, you will be shot. If you try to leave the ghetto, you will be shot. In a matter of hours, your entire
life has changed – no more home, very few belongings, and total uncertainty.
Your task is to write a diary entry describing your experience and your feelings. Try to really imagine yourself and
your family in this situation. Use the space below to describe what happens to you, and to express how it makes you
feel. Use the back of the page if you need more space.
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While Watching
Complete the following questions while watching the film. Answer in full sentences.
Questions
1. How many Jews arrive in Krakow each day?
2. Why do you think Oscar Schindler is so generous with the SS officers?
3. How does Schindler get his new house in Krakow?
4. How does Schindler get the money to start his company?
5. What does Schindler say is the key ingredient to his business success?
6. What happens to the belongings of the people who are put on the trains?
7. Why do the soldiers return to the ghetto at night after it has been emptied?
8. What is the purpose of “selection”?
9. What great “crime” does Schindler commit?
10. What causes ash to fall from the sky in Krakow?
11. What is “Schindler’s list”?
12. What error happens with the women on Schindler’s list?
13. How does Schindler secure the women’s return?
14. For what does Oscar Schindler feel guilty for when he makes his exit from the factory?
15. What happens to Schindler after the war?
After Watching
Please complete the following tasks after watching the film.
What I learned
Use the space below to describe one thing you learned from watching Schindler’s List. Include a
discussion of what it made you feel and why it is important.
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Oscar Schindler
Schindler changes a great deal over the course of the film. In a full, structured, well-developed
paragraph, discuss how Oscar Schindler changes. Focus on his motivations, priorities, and
personality. What does he learn? What becomes most important to him? Use specific examples
to support your points.
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While Watching
Complete the following questions while watching the film. Answer in full sentences.
Questions
1. How many Jews arrive in Krakow each day?
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10,000 Jews arrive in Krakow each day.
2. Why do you think Oscar Schindler is so generous with the SS officers?
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He wants their help.
3. How does Schindler get his new house in Krakow?
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It is taken from a Jewish family, who are forced into the ghetto.
4. How does Schindler get the money to start his company?
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Schindler gets his money from Jewish investors whose money is worthless in the ghetto.
5. What does Schindler say is the key ingredient to his business success?
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Schindler says “war” is the key ingredient to his business success.
6. What happens to the belongings of the people who are put on the trains?
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The belongings are stolen, sorted, and stored.
7. Why do the soldiers return to the ghetto at night after it has been emptied?
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The soldiers return to find and kill anyone who is still hiding in the ghetto.
8. What is the purpose of “selection”?
- “Selection” was the process by which the Nazis decided who would live and who would die.
Those who were old or weak were killed.
9. What great “crime” does Schindler commit?
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Schindler kisses a Jewish girl.
10. What causes ash to fall from the sky in Krakow? - The burning of Jewish bodies.
11. What is “Schindler’s list”?
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Schindler’s list is a list of names of the Jewish workers he pays to save from Auschwitz.
12. What error happens with the women on Schindler’s list?
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The women are accidentally shipped to Auschwitz.
13. How does Schindler secure the women’s return?
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Schindler get the women back by bribing the officer in charge of Auschwitz.
14. For what does Oscar Schindler feel guilty for when he makes his exit from the factory?
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Schindler feels guilty that he didn’t save more people.
15. What happens to Schindler after the war?
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After the war, Schindler’s marriage fails, as do his attempts at business.
After Watching
Please complete the following tasks after watching the film.
What I learned
Use the space below to describe one thing you learned from watching Schindler’s List. Include a
discussion of what it made you feel and why it is important.
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Anne Frank Timeline
Task: You are to create a timeline for Anne Frank tracking important events described in the diary and development in Anne’s personality and
outlook. Your timeline should basically show what happens to Anne and how it changes her.
Important Events
Anne’s Personality and Outlook
Important Events
Important Events
June 30th – Oct. 9th, 1942
Oct. 9th ’42 – Nov. 11th, ‘43
Nov. 11th ’42 – Aug. 1st ‘44
Anne’s Personality and Outlook
Anne’s Personality and Outlook
Anne’s Personality and Outlook
What Happens to Anne after her last diary entry?
June 14th – June 30th, 1942
Important Events
Hotel Rwanda Previewing Activity
Genocide – The mass slaughter of human beings belonging to a certain racial, religious,
or cultural group.
Interhamwe (Hutu Power) – The group of young Rwandan Hutu, who did most of
killing.
Atrocity – An extremely wicked or cruel act, especially one involving physical violence.
Refuge – A person seeking shelter from war, persecution, or natural disaster.
Post-Traumatic Stress Disorder – A condition of mental and emotional stress that
sometimes follows injury or severe psychological shock.
Anticipation Guide
Agree or disagree with the following statements. Explain your answers.
1. Humans are naturally evil.
2. People are easily brainwashed.
3. Humans can get used to anything, even killing.
4. Canada should do more to stop violence in other countries.
Hotel Rwanda Questions
Vocabulary
Bribery = paying someone to do or not do something (often something illegal or
dishonest).
Blackmail = an extortion of payment in exchange for not telling a lie or secret.
Answer the following questions with full sentences. Explain your answers and give
examples if you want full marks.
1. In what ways is Paul a hero?
2. Why is the UN Colonel so frustrated throughout the film?
3. Bribery and blackmail play important roles in Hotel Rwanda. Describe three
examples of bribery and/or blackmail.
Personal Composition
Use the space below to share your response to Hotel Rwanda. What did you learn? What
did it make you think about? What do these events say about human nature? How does
this relate to Anne Frank’s experience?
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Hotel Rwanda
Most people would consider Paul Rusesabagina from the film Hotel Rwanda a hero. We
are now going to take some time to consider what makes Paul and other people heroes.
First, let’s come up with a definition for the word hero.
1. What is a hero? Write your own definition below.
Now let’s think about Paul and examine his heroic attitudes and actions during the
Rwandan genocide of 1996.
2. Why do Paul’s Tutsi neighbors come to him for help?
3. How does Paul help these people?
4. List three sacrifices Paul makes to help other people.
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•
•
5. Now think about Paul’s attitudes and actions. Think about your
definition of ‘hero’. In a short paragraph on a separate piece of paper,
explain what makes Paul a hero.
Hero Profile Research Project
Paul Rusesabagina from the film Hotel Rwanda is a real-life hero who risked his life to
save others. But there are many different types of heroes, some spectacular, others quite
ordinary. Not every hero saves lives. Some heroes inspire other people, fight for what
they believe in, or overcome exceptional hardships in their own lives.
Objectives
•
•
•
Learn about a real hero
Practice research skills
Practice organizing and presenting information
Task
Using the Internet, you will research a hero and make a hero profile to present what you
have found.
Process
1. Go to the following website and browse through the list of heroes:
http://myhero.com/myhero/go/directory/index.asp
2. Choose a hero who interests you.
3. Read about this hero and make notes on important information.
4. Make a profile that includes a picture of your hero, information about who this
person is and what they do, and an explanation of what makes them a hero.
Criteria
Your profile must include the following:
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•
•
A picture
History and Background – who is this person, where do they come from, what do
they do, how old are they, etc.
An explanation of what makes this person a hero – a few sentences explaining
why he/she is a hero.
Paul Rusesabagina
Background
Paul was born to a family of farmers on June 15, 1954. His father was a Hutu and his
mother was a Tutsi, and so Paul and his eight other siblings, were a blend of the two ethic
groups who had been dueling in a frightening rivalry, starting decades before Paul was
born.
Rusesabagina worked as the assistant manager of the Hotel des Milles Collines, before
being promoted to manager of the Diplomate Hotel. At the time of the 100-day genocide,
Paul was managing both hotels, as the Belgian owners of the Collines had appointed him
temporary manager so that they could flee for safety.
What Makes Him a Hero
Paul’s bravery, compassion, and quick thinking during the 100-day stand exemplify
heroism.
Paul risked his job and his life to help protect 1200 refugees. He opened the doors of the
Milles Collines Hotel. There he provided shelter to people who would have otherwise
been slaughtered with machetes. Despite every death threat, the loss of water and
electricity, and the constant watch of Hutu guards, Paul remained determined to care for
and protect the 1200-plus people under his watch.
Out of the 1200 refugees who spent the 100 days in the hotel, no one was killed or
beaten.
Roughly 8,000 people were killed daily in that time.
Paul Rusesabagina is a hero because he risked his life to help other people. His actions
saved 1200 people innocent men, women, and children.
Theme Collage
Task
You must create a theme collage that depicts and explains important themes from the text.
Your collage should consist of carefully selected images, which represent specific aspects of the
themes you are exploring. Show that you understand the themes. It should also be somewhat
attractive – it isn’t an art project, but presentation always counts.
Steps
1. Choose several prominent themes from the text.
2. Create a collage of images that represent these themes. These images can be cut out of
magazines, drawn, or otherwise created.
3. On the back of the collage, provide explanations for at least five of your images. These
explanations should identify what the image represents, and explain why it is an important
theme in the text.
Front:
Back:
Images
Explanations
Assessment
You will be marked on the overall quality of writing and presentation, and depth of insight.
Summarizing Questions
1 How do Anne’s changing relationships with some of the others in hiding show that she is maturing?
What changes are there in Anne’s attitudes? What kind of person is she becoming?
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2 Anne says that her own atmosphere keeps shifting from great happiness and thankfulness to
great despair. How do events in the outside world and relationships in the “Secret Annexe”
contribute to these ups and downs? Do you think Anne’s responses are appropriate? Explain.
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3 One of the themes of the diary is that human growth involves pain. How is this theme illustrated
by Anne’s relationship with her mother? How does the plight of those outside the “Annexe”
contribute to the theme?
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4 Another theme of the diary is that everyone needs someone to share life’s experiences with.
How does Anne’s relationship with Peter illustrate this theme? How does Anne’s relationship with
her diary illustrate this theme?
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5 Another theme of the diary concerns responsibility for evil in the world. This theme is expressed
most clearly on May 3, 1944. Reread the eighth paragraph of that entry. How does Anne explain
the evil in the world? Do you agree with her? Why or why not? Cite examples and support your
position.
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Anne Frank: Diary of a Young Girl
Chapter Questions
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Susan Anderson
Copyright ©2010
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ANNE FRANK: DIARY OF A YOUNG GIRL CHAPTER QUESTIONS
Anne Frank: Diary of a Young Girl
Chapter Questions
Set One
June 14, 1942 – June 30, 1942
Short Answer
1.
2.
3.
4.
5.
6.
7.
8.
9.
How does Anne get her Diary?
Why can’t Anne participate in gym class?
Name three of Anne’s friends.
Who does Anne feel she can confide in?
Where and when was Anne Frank born?
Why did the Franks move to Holland?
Where is the rest of Anne’s family?
What restrictions have the Nazis imposed on Jews in Holland?
What does Anne call her diary?
Set Two
July 3, 1942 – July 10, 1942
Short Answer
1.
2.
3.
4.
5.
6.
7.
8.
Who has Anne been spending more and more time with?
Why does Anne’s father become furious?
Why have the Franks been asking friends to store their belongings?
What triggers the Franks’ sudden departure?
Describe their departure.
Where are the Franks hiding?
Who knows about the Franks’ hiding place?
Describe the annex in as much detail as you can. (worth three marks)
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ANNE FRANK: DIARY OF A YOUNG GIRL CHAPTER QUESTIONS
Set Three
July 11, 1942 – October 9, 1942
Short Answer
1.
2.
3.
4.
5.
6.
7.
8.
How does the chiming clock make Anne feel?
How does Anne describe life in the annex? What does she compare it to?
Why does Anne often clash with her mother and sister?
Who arrives on July 13, 1942?
How is the entrance to the annex concealed?
What doesn’t Anne like about Mrs. van Daan?
What precautions must the Franks and van Daans take to remain undiscovered in the annex?
Describe the van Daans in detail. (worth three marks)
Set Four
October 16, 1942 – November 20, 1942
Short Answer
1.
2.
3.
4.
5.
How does Anne stay busy?
What event scares the people in the annex?
How does Anne feel about a new addition to the annex?
What atrocities does Mr. Dussel recount to Anne?
Describe Albert Dussel with as much detail as you can. (worth three marks)
Set Five
November 28, 1942 – June 13, 1943
Short Answer
1.
2.
3.
4.
5.
6.
7.
How does Anne now feel about Mr. Dussel?
How do they celebrate Hanukkah?
What about Mrs. van Daan bothers Anne?
Why is Anne annoyed with Mr. Dussel?
What is happening to Jews outside the annex?
What disturbing radio announcement do they hear?
What does Mr. Frank give Anne for her birthday?
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ANNE FRANK: DIARY OF A YOUNG GIRL CHAPTER QUESTIONS
Set Six
June 15, 1943 – November 11, 1943
Short Answer
1.
2.
3.
4.
5.
6.
7.
What is Anne’s favourite day of the week? Why?
What does Anne plan to do when she leaves the annex?
What good news for they hear on the radio?
What unflattering things does Anne share about her fellow residents in the annex?
Describe three examples of people losing their temper.
According to Anne, how are the residents like a “patch of blue sky”?
What happens to Anne’s pen? Why should this be significant to the reader?
Set Seven
November 17, 1943 – January 28, 1944
Short Answer
1.
2.
3.
4.
5.
6.
7.
Why is Bep forced to stay away from the annex?
What does Anne dream of?
What does Anne do to celebrate St. Nicholas Day?
Why is Anne so jealous of Mrs. Kleiman’s children?
What surprises Anne when she reads through her diary?
How does Anne feel about her menstruation?
Who does Anne begin to confide in?
Set Eight
February 3, 1944 – March 12, 1944
Short Answer
1.
2.
3.
4.
5.
What does Anne think about the Dutch people helping Jews hide?
What changes in Anne and Peter’s relationship?
How has Peter’s experience made him feel about being Jewish?
How does Anne feel about Peter?
How does Anne describe her life before the annex?
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ANNE FRANK: DIARY OF A YOUNG GIRL CHAPTER QUESTIONS
Set Nine
March 14, 1944 – April 11, 1944
Short Answer
1. What happens to the food supply?
2. Why is Margot jealous of Anne?
3. Describe the frightening break-in.
Paragraph
Reread the entry from April 4, 1944. How has the role of Anne’s diary broadened still further?
Set Ten
April 14, 1944 – August 1, 1944
Short Answer
1.
2.
3.
4.
5.
6.
7.
Describe the mood in the annex after the break-in.
What important event happens for Anne on April 15th?
What is Mr. Frank’s reaction to Anne and Peter’s relationship?
What does Anne think money should be used for instead of waging war?
How does Anne’s father respond to her letter?
What important event occurs on June 6th, 1944?
What insights about herself does Anne describe on August 1st?
Afterword
Short Answer
1. What happened to the residents of the annex on August 4th, 1944?
2. How did Anne’s diary survive? Why was it published?
3. What happened to each of the people who hid in the annex?
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Anne Frank: Diary of a Young Girl
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Vocabulary Quizzes and Crosswords
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Copyright ©2010
www.englishunitplans.com
Anne Frank: Diary of a Young Girl Vocabulary
The following words from the Diary of Anne Frank have been found on past SAT tests. Over the course of this unit,
you will learn what these words mean and how to use them in your speech and writing.
For each word, you must do the following:
a) Find and record the definition.
b) Write a sentence using the word correctly.
List 1
A
SUBJECTIVE
ABYSS
IMPECCABLE
PREEMINENCE
DISDAIN
INCESSANT
ENHANCE
SUPERCILIOUS
B
SUCCULENT
ACCORD
IMPERTINENT
PRIVATION
DISPARAGE
ENTHRALLING
SUPERFLUOUS
C
SUMMARY
ACQUIESCE
IMPORT
PRODIGY
ECSTASY
QUENCH
INDIGNATION
D
SUPERB
ADROIT
IMPUDENT
PURITANICAL
EMACIATED
ALOOF
APPEASE
QUELL
List 2
A
ARDENT
ESTRANGED
INDUSTRIOUS
REBELLION
SUPPLE
PEDANTRY
EVOCATIVE
AUTOCRAT
B
INGENUITY
REFUGE
SURPLUS
PEEVISH
BARBARISM
EXCISE
JOCULAR
RECONCILE
C
BLITHE
KINDLE
PENDANT
TARRY
REPRISE
EXHAUST
BLUNDER
LOATHE
D
BOISTEROUS
EXPEDIENT
EXQUISITE
LUXURIANT
REPROACH
SURREPTITIOUS
THEATRICAL
TINGE
RUFFIANISM
List 3
A
BOLT
COMMUNAL
FANATICISM
MATERIALIZE
SABOTEUR
TOTTER
BUSTLE
FATALISTIC
CONCEIT
B
SOLACE
FATUOUS
MELANCHOLY
SEETHE
TRANQUIL
MIRTH
CONGENIAL
STAGNANT
NONCHALANCE
C
CALAMITY
CONTEMPT
MOBILE
TRIFLING
CAPITULATE
COQUETTE
GIDDY
FOREBODING
STAID
D
CLANDESTINE
CYNICAL
HEARTEN
MONOTONY
SPIRITUAL
UNADULTERATED
UTTER
CHAMPION
VIRTUOSO
List 4
A
DEFT
HEED
OBSTINATE
STEADFAST
VARIEGATED
DESPAIRING
HUMANE
B
DILIGENT
WAVER
ORTHODOX
WOE
OCULIST
STERILE
DESPONDENT
C
DISCORD
WHEEDLE
PACIFIST
VIRULENT
VIVID
DIN
D
WITTICISM
WANTON
WAN
PARTISAN
PEAL
TRIVIA
Anne Frank Vocabulary Crossword #1
Crossword #1 Clues
Across
4. continuing without interruption
6. to satisfy or calm
8. clever and skilful
10. insult or belittle
13. disinterested and distant
14. person with extraordinary talent
16. look upon with contempt or hatred
18. irrelevant
19. improve by adding to
20. full of juice
Down
1. arrogant and scornful
2. being deprived
3. consent or agree to
5. thin and wasted
7. intense delight
9. agreement
11. deep pit or void
12. excellent
15. flawless
17. rude
Anne Frank Vocabulary Crossword #2
Across
Down
1. to delay, wait, or linger
4. makes one think or feel
something
7. defiance or armed resistance
10. careless mistake
11. extra
12. absolute ruler such as a king
or emperor
13. passionate
15. irritable
17. to bring into agreement
19. secret or unauthorized
20. alienated
2. a place of shelter or
protection
3. lighthearted or joking
personality
5. blame or criticize
6. hardworking
8. easy to bend
9. cheerful
14. tax
16. hate intensely
18. of special beauty or charm
Anne Frank Vocabulary Crossword #3
Across
1. open disrespect for a person or thing
4. great merriment
5. excessive intolerance of opposing views
7. not mixed with impurities
8. not moving
9. the comfort you feel when consoled in times of disappointment
11. be in an agitated emotional state
15. someone who is dazzlingly skilled in any field
16. move energetically
21. not worth considering
22. calm and content
23. for or by a group
24. silly; dizzy; light-headed
25. move unsteadily
26. an event resulting in great loss and misfortune
Down
2. a casual lack of concern
3. restrained and proper
5. mindlessly foolish
6. secret
10. surrender
11. someone who deliberately causes something to fail or be
wrecked
12. become reality
13. agreeable
14. a seductive woman who uses her sex appeal to exploit men
17. believing the worst of human nature and motives
18. feelings of excessive pride
19. constant and without variety
20. a feeling of thoughtful sadness
Anne Frank Vocabulary Crossword #4
Across
5. deep prolonged sound
6. influence or urge
9. without motivation or provocation
10. resistant to guidance or discipline
11. quick and skillful in movement
13. adhering to what is commonly accepted
15. noisy disturbance
16. loss of hope
17. extremely poisonous or injurious
Down
1. motivated by concern with the alleviation of suffering
2. eye doctor
3. having a variety of colors
4. hesitate or falter
6. pale
7. lack of agreement or harmony
8. opposed to violence as a means of settling disputes
12. intense sadness
14. steadily persevering especially in detail or exactness
Anne Frank Vocabulary Quiz #1
Complete the quiz by writing the letter that corresponds to the correct definition or synonym on the line
beside each word.
Vocabulary
Definitions and Synonyms
1. Abyss _____
A. Rude or brash
2. Impeccable _____
B. Person with extraordinary talents
3. Disdain _____
C. Look upon with contempt
4. Impertinent _____
D. Insult or belittle
5. Privation _____
E. The state of being deprived
6. Acquiesce _____
F. A deep pit or void
7. Adroit _____
G. Detached, distant, disinterested
8. Impudent _____
H. To calm or satisfy
9. Supercilious _____
I. Arrogant and scornful
10.Disparage _____
J. Flawless
11.Aloof _____
K. Irrelevant
12.Prodigy _____
L. Clever and skilled
M. Agree or give-in to
Vocabulary Quiz #1 ANSWER KEY
Complete the quiz by writing the letter that corresponds to the correct definition or synonym on the line
beside each word.
Vocabulary
Definitions and Synonyms
1. Abyss __F___
A. Rude or brash
2. Impeccable __J___
B. Person with extraordinary talents
3. Disdain __C___
C. Look upon with contempt
4. Impertinent __K___
D. Insult or belittle
5. Privation __E___
E. The state of being deprived
6. Acquiesce __M___
F. A deep pit or void
7. Adroit __L___
G. Detached, distant, disinterested
8. Impudent __A___
H. To calm or satisfy
9. Supercilious __I___
I. Arrogant and scornful
10.Disparage __D___
J. Flawless
11.Aloof __G___
K. Irrelevant
12.Prodigy __B___
L. Clever and skilled
M. Agree or give-in to
Anne Frank Vocabulary Quiz #2
Complete the quiz by writing the letter that corresponds to the correct definition or synonym on the line
beside each word.
Vocabulary
Definitions and Synonyms
1. Estranged _____
A. Easy to bend
2. Industrious _____
B. Passionate
3. Rebellion _____
C. Irritable
4. Supple _____
D. Hardworking
5. Autocrat _____
E. Alienated
6. Surplus _____
F. Defiance
7. Refuge _____
G. Hate
8. Loathe _____
H. Of special beauty or charm
9. Peevish _____
I. Absolute ruler
10. Exquisite _____
J. Leftover
11. Blithe _____
K. Cheerful
12. Ardent _____
L. Shelter from harm
Anne Frank Quiz #2 – ANSWER KEY
Complete the quiz by writing the letter that corresponds to the correct definition or synonym on the line
beside each word.
Vocabulary
Definitions and Synonyms
1. Estranged __E___
A. Easy to bend
2. Industrious __D___
B. Passionate
3. Rebellion __F___
C. Irritable
4. Supple __A___
D. Hardworking
5. Autocrat __I___
E. Alienated
6. Surplus __J___
F. Defiance
7. Refuge __L___
G. Hate
8. Loathe __G___
H. Of special beauty or charm
9. Peevish __C___
I. Absolute ruler
10. Exquisite __H___
J. Leftover
11. Blithe __K___
K. Cheerful
12. Ardent __B___
L. Shelter from harm
Anne Frank Vocabulary Quiz #3
Complete the quiz by writing the letter that corresponds to the correct definition or synonym on the line
beside each word.
Vocabulary
Definitions and Synonyms
1. Communal _____
A. Secret
2. Saboteur _____
B. Someone who is dazzlingly skilled
3. Bustle _____
C. Constant and without variety
4. Virtuoso _____
D. Surrender
5. Monotony _____
E. Open disrespect or dislike
6. Cynical _____
F. For or by a group
7. Clandestine _____
G. Someone who deliberately
causes something to fail
8. Capitulate _____
9. Trifling _____
10. Contempt _____
11. Calamity _____
12. Tranquil _____
13. Congenial _____
14. Melancholy _____
H. Believing the worst in people
I. Not worth considering
J. Agreeable
K. Calm and peaceful
L. Move energetically
M. Thoughtful sadness
N. an event resulting in great loss
and misfortune
Anne Frank Quiz #3 – ANSWER KEY
Complete the quiz by writing the letter that corresponds to the correct definition or synonym on the line
beside each word.
Vocabulary
Definitions and Synonyms
1. Communal __F___
A. Secret
2. Saboteur __G___
B. Someone who is dazzlingly skilled
3. Bustle __L___
C. Constant and without variety
4. Virtuoso __B___
D. Surrender
5. Monotony __C___
E. Open disrespect or dislike
6. Cynical __H___
F. For or by a group
7. Clandestine __A___
G. Someone who deliberately
causes something to fail
8. Capitulate __D___
9. Trifling __I___
10. Contempt __E___
11. Calamity __N___
12. Tranquil __K___
13. Congenial __J___
14. Melancholy __M___
H. Believing the worst in people
I. Not worth considering
J. Agreeable
K. Calm and peaceful
L. Move energetically
M. Thoughtful sadness
N. an event resulting in great loss
and misfortune
Anne Frank Vocabulary Quiz #4
Complete the quiz by writing the letter that corresponds to the correct definition or synonym on the line
beside each word.
Vocabulary
Definitions and Synonyms
1. Deft _____
A. Intense sadness
2. Obstinate _____
B. Noisy disturbance
3. Humane _____
C. Hesitate or falter
4. Waver _____
D. Extremely poisonous
5. Diligent _____
E. Pale
6. Woe _____
F. Quick and skillful
7. Wheedle _____
G. Motivated by desire to alleviate
suffering
8. Virulent _____
9. Wanton _____
10. Pacifist _____
11. Din _____
12.Wan _____
H. Opposed to violence
I. Resistant to guidance or
discipline
J. Steadily persevering especially in
detail or exactness
K. Without motivation or
provocation
L. Influence or urge
Anne Frank Quiz #4 – ANSWER KEY
Complete the quiz by writing the letter that corresponds to the correct definition or synonym on the line
beside each word.
Vocabulary
Definitions and Synonyms
1. Deft __F___
A. Intense sadness
2. Obstinate __I___
B. Noisy disturbance
3. Humane __G___
C. Hesitate or falter
4. Waver __C___
D. Extremely poisonous
5. Diligent __J___
E. Pale
6. Woe __A___
F. Quick and skillful
7. Wheedle __L___
G. Motivated by desire to alleviate
suffering
8. Virulent __D___
9. Wanton __K___
10. Pacifist __H___
11. Din __B___
12.Wan __E___
H. Opposed to violence
I. Resistant to guidance or
discipline
J. Steadily persevering especially in
detail or exactness
K. Without motivation or
provocation
L. Influence or urge
Anne Frank Unit Test
Multiple Choice
1. What occasion marks Anne's first diary entry?
a) Christmas
b) Her father's birthday
c) Chanukah
d) Her birthday
2. Where do the Franks live?
a) Berlin
b) Amsterdam
c) Paris
d) Madrid
3. Where did the Franks used to live?
a) Berlin
b) London
c) Amsterdam
d) Frankfurt
4. How old is Anne at the beginning of her diary?
a) Eleven
b) Seventeen
c) Fifteen
d) Thirteen
5. What is the name of Anne's boy friend at the beginning of her diary?
a) Colin Rosen
b) Harry Goldberg
c) Henk Sentien
d) Peter Van Daan
6. Who in Anne's family gets "called up" by the Gestapo?
a) Margot
b) Anne
c) Mr. Frank
d) Mrs. Frank
7. Where is the "secret annex?"
a) In the attic of Mr. Frank's former business
b) In the shelter of a kind Dutch man
8. Who is Mr. Van Daan?
a) Margot's chemistry teacher
b) A physician
c) In the basement of Mrs. Frank's employer's
house
d) In Anne's teacher's summer home
c) Mrs. Frank's college friend
d) Mr. Frank's business associate
9. Who, among her family members, does Anne feel closest to?
a) Her father
b) Her mother
c) Her sister
d) Her grandmother
10. What name does Anne call her diary?
a) Cina
b) Twin
c) Patience
d) Kitty
11. Whose room does Dussel move into?
a) Margot
b) Mrs. Van Daan
c) Anne
d) Peter Van Daan
12. What is Dussel's profession?
a) Dentistry
b) Science
c) Business
d) Law
13. What are the winter holidays the annex residents celebrate?
a) Chanukah and St. Nicholas
b) St. Nicholas and New Year's
c) Chanukah and Whitsun
d) Christmas and Kwaanza
14. What reminder of the war outside keeps the residents up at night?
a) Soldiers' screams
b) Ambulances
c) Anti-aircraft gunfire
d) Bombings
15. During the summer of 1943 Anne eagerly recounts how an enemy country drops out of the war.
Which country is it?
a) Majorca
b) Germany
c) Spain
d) Italy
16. What is Anne's overwhelming mood during the second half of 1943?
a) Depressed
b) Furious
c) Cheerful
d) Silly
17. Anne describes the annex as a "little piece of blue heaven" surrounded by what?
a) Demons closing in
b) Heavy rain clouds
c) A vacuum
d) Hot red hell
18. Anne has upsetting dreams and visions of a school friend. Who?
a) Sanne Houtman
b) Miep de Jong
c) Lies Goosen
d) Jopie de Waal
19. Of what do the dreams and visions remind Anne?
a) That she forgot something at her friend's
house
b) That she is very lucky to be safe as many are
not
c) That she is not in school any more
d) That she misses her friend
20. What quality does Anne wish her mother possessed?
a) Self-possession
b) Kindness
c) The ability to be "motherly"
d) Peacemaking skills
21. When Anne begins to think about a boy friend, someone in turn drives her to think about Peter
Van Daan. Who?
a) Miep de Jong
b) Harry Goldberg
c) Henk Sentien
d) Peter Wessel
22. What does Anne want to be when she grows up?
a) A doctor
b) A lawyer
c) A writer
d) A midwife
23. After the war, Anne wants to publish a book called:
a) The Life and Times of a Young Girl
b) The Secret Annex
c) After the War
d) A Dream
24. Peter talks to Anne about the male sex organs. How?
a) Drawing diagrams
b) Using a game
c) Using a book
d) Using the cat
25. What war event is everyone in the annex awaiting eagerly?
a) The American bomb
b) The capitulation of Britain
c) The invasion
d) The Dutch surrender
Anne Frank Unit Test Answer Key
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
d
b
d
d
b
a
a
d
a
d
c
a
a
d
d
a
b
c
b
c
d
c
b
d
c
Common Core State
Standards Alignment Grid
Grades 8-10
The following grid indicates which of the Common Core State Standards are covered in this unit plan.
You may find that you also cover other standards not listed or checked while teaching this unit. This list
is not meant to be exhaustive or restrictive, but is intended as a basic reference for teachers and
administrators needing to confirm that the lessons and activities in this unit conform to the curriculum
prescribed by the Common Core State Standards.
Standards Alignment Grid: Grade 8
Reading: Literature and Informational Text
Key Ideas and Details
RL.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
RL.8.2. Determine a theme or central idea of a text and analyze its development over the
course of the text, including its relationship to the characters, setting, and plot; provide an
objective summary of the text.
RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the
action, reveal aspects of a character, or provoke a decision.
Craft and Structure
RL.8.4. Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of specific word choices on meaning
and tone, including analogies or allusions to other texts.
RL.8.5. Compare and contrast the structure of two or more texts and analyze how the differing
structure of each text contributes to its meaning and style.
RL.8.6. Analyze how differences in the points of view of the characters and the audience or
reader (e.g., created through the use of dramatic irony) create such effects as suspense or
humor.
Integration of Knowledge and Ideas
RL.8.7. Analyze the extent to which a filmed or live production of a story or drama stays faithful
to or departs from the text or script, evaluating the choices made by the director or actors.
RI.8.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the
reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant
evidence is introduced.
RL.8.9. Analyze how a modern work of fiction draws on themes, patterns of events, or
character types from myths, traditional stories, or religious works such as the Bible, including
describing how the material is rendered new.
Range of Reading and Level of Text Complexity
RL.8.10. By the end of the year, read and comprehend literature, including stories, dramas, and
poems, at the high end of grades 6–8 text complexity band independently and proficiently.
Writing
Text Types and Purposes
W.8.1. Write arguments to support claims with clear reasons and relevant evidence.
W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
Text Types and Purposes (continued)
W.8.3. Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
Production and Distribution of Writing
W.8.4. Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types
are defined in standards 1–3 above.)
W.8.5. With some guidance and support from peers and adults, develop and strengthen writing
as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how
well purpose and audience have been addressed.
W.8.6. Use technology, including the Internet, to produce and publish writing and present the
relationships between information and ideas efficiently as well as to interact and collaborate
with others.
Research to Build and Present Knowledge
W.8.7. Conduct short research projects to answer a question (including a self-generated
question), drawing on several sources and generating additional related, focused questions
that allow for multiple avenues of exploration.
W.8.8. Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase the
data and conclusions of others while avoiding plagiarism and following a standard format for
citation.
W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Range of Writing
W.8.10. Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two.
Speaking and Listening
Comprehension and Collaboration
SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas
and expressing their own clearly.
SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g.,
visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political)
behind its presentation.
SL.8.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the
reasoning and relevance and sufficiency of the evidence and identifying when irrelevant
evidence is introduced.
Presentation of Knowledge and Ideas
SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner
with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye
contact, adequate volume, and clear pronunciation.
SL.8.5. Integrate multimedia and visual displays into presentations to clarify information,
strengthen claims and evidence, and add interest.
SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal
English when indicated or appropriate.
Language
Conventions of Standard English
L.8.1. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
L.8.2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Knowledge of Language
L.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
Vocabulary Acquisition and Use
L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases
based on grade 8 reading and content, choosing flexibly from a range of strategies.
L.8.5. Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
L.8.6. Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases; gather vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
Standards Alignment Grid: Grades 9-10
Reading: Literature and Informational Text
Key Ideas and Details
RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development
over the course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and advance the
plot or develop the theme.
Craft and Structure
RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific word choices
on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a
formal or informal tone).
RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects
as mystery, tension, or surprise.
RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of
literature from outside the United States, drawing on a wide reading of world literature.
Integration of Knowledge and Ideas
RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic
mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des
Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, assessing whether
the reasoning is valid and the evidence is relevant and sufficient; identify false statements and
fallacious reasoning.
RL.9-10.9. Analyze how an author draws on and transforms source material in a specific work
(e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author
draws on a play by Shakespeare).
Range of Reading and Level of Text Complexity
RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas,
and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at
the high end of the range.
Writing
Text Types and Purposes
W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection, organization,
and analysis of content.
Text Types and Purposes (continued)
W.9-10.3. Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
Production and Distribution of Writing
W.9-10.4. Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 1–3 above.)
W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing what is most significant for a specific purpose
and audience.
W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or
shared writing products, taking advantage of technology’s capacity to link to other information
and to display information flexibly and dynamically.
Research to Build and Present Knowledge
W.9-10.7. Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the
subject under investigation.
W.9-10.8. Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the usefulness of each source in answering the
research question; integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for citation.
W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection,
and research.
Range of Writing
W.9-10.10. Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks,
purposes, and audiences.
Speaking and Listening
Comprehension and Collaboration
SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively.
SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats
(e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
identifying any fallacious reasoning or exaggerated or distorted evidence.
Presentation of Knowledge and Ideas
SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization, development,
substance, and style are appropriate to purpose, audience, and task.
SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings, reasoning, and
evidence and to add interest.
SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal
English when indicated or appropriate.
Language
Conventions of Standard English
L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
L.9-10.2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Knowledge of Language
L.9-10.3. Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more fully when
reading or listening.
Vocabulary Acquisition and Use
L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 9–10 reading and content, choosing flexibly from a range of
strategies.
L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances
in word meanings.
L.9-10.6. Acquire and use accurately general academic and domain-specific words and phrases,
sufficient for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or
phrase important to comprehension or expression.