MS Grade 8 Language Arts 3 Through ESOL
Lesson 1:
The Diary of Anne Frank: Act 1, Scene 1, by Frances Goodrich and Albert Hackett
FCAT Reading & Writing Focus:
Pre reading Strategies
FCAT Support Skills:
Predicting, Identifying Significant Details, Flashback
Language Focus:
Adverb Clauses to Show Time
Text:
Prentice Hall Literature: Silver Level
English
account
appears
attic
avoid
barrel organ
blackout
captured
concealed
concentration camps
cramped
cultured
diary
dim
disease
fades
flashes back
flee
gas chambers
invading
Jewish
managed
murder
Nazi occupation
persecuted
pleads
policies
rounded up
Star of David
starvation
surrendered
survived
threadbare
transported
typhus
warehouse
weep
wood stove
Spanish
registro
aparece
desván
evitar
organillo
oscuro(a)
capturados
disimulada
campos de concentración
incómodos
culto
diario
atenuar
enfermedad
debilita
retrocede
huir del país
cámaras de gas
invasor
judíos
administraba
asesinar
ocupación nazi
persiguió
le suplica
políticas
hacían redadas
estrella de David
inanición
se rindieron
sobrevivieron
raído
transportaban
tifus
almacén
sollozó
estufa de leña
Haitian Creole
achiv
parèt
vout
Anpeche, evite
Van bouyi
sonb
kaptire
bloke
Kan konsantrasyon
Save
kotidyen
maladi
febli
raple
Chape, sove
Chanm gaz
anvayi
jwif
dirije
Asasinen, tiye
Okipasyon nazi
pèsekite
Konvenk, ensiste
politik
ansekle
etwal David
Grangou, lafen
rann tèt yo
siviv
dekoud
transpòte
tifis
depo
kriye
Fou an bwa
Portuguese
relato
parece
sótão
evitarem
realejo
que vedam a luz
capturados
bloqueada
campos de concentração
apertados
culto
diário
desvanecem
doença
vai desaparecendo
mostra o passado
fugissem
câmaras de gás
invasor, invasão
judia
administrava
extermínio
ocupação nazista
perseguida
insiste
política
capturaram
estrela de Davi
fome
se renderam
sobreviveu
surradas
transportaram
tifo
depósito
chorar
fogão a lenha
MS Grade 8 Language Arts Through ESOL: Drama: Anne Frank: Lesson 1
Page 1
English Summary
Lesson 1: The Diary of Anne Frank:
Act 1, Scene 1, by Frances Goodrich and Albert Hackett
The Diary of Anne Frank is a play based on the true story of a thirteen-year-old Jewish
girl named Anne. Anne kept a diary during World War II from 1942 until 1944. Anne’s diary is an
account of her personal experiences as a teenager whose family was persecuted because of
their religion. Anne was born in Germany, but her family moved to Amsterdam, the Netherlands,
to escape anti-Jewish policies in Germany. Anne’s father managed a company in Amsterdam.
The family was happy and free until May of 1940, when the Netherlands surrendered to the
invading German Army. The Nazi occupation of Amsterdam caused the Jews to flee or go into
hiding to avoid being captured and killed. The Nazis of the German Army rounded up Jews and
transported them to concentration camps and death camps. Prisoners in the camps died from
overwork, disease, starvation or murder in the gas chambers. By the time Anne’s family went
into hiding, it was impossible to escape. The Frank family and four other Jews lived for two
years in a few cramped rooms above Mr. Frank’s office and warehouse. In August 1944, the
Nazi police found their hiding place, and sent all eight to concentration camps. Of the eight, only
Mr. Frank survived. Anne died of typhus in a camp called Bergen when she was just fifteen
years old. Anne Frank’s diary tells Anne’s story.
The play opens on the top floor of the warehouse building in Amsterdam. Amsterdam is
a noisy city of crowded buildings, churches and shops. There are three small rooms and a flight
of stairs to an attic space above. The windows are covered with blackout curtains, and there is a
wood stove. The door is concealed from the outside by a bookcase. Mr. Frank, a cultured
European man of middle age, is standing in the main room. Mr. Frank appears weak and ill, and
his clothes are threadbare. As he moves around the room, he hears the sounds of a barrel
organ and the voices of children playing in the street. Mr. Frank finds a scarf of many colors
hanging on a hook, and places it around his neck. When Mr. Frank sees a woman’s white glove
on the floor, he begins to weep. At that moment, Miep Gies, a young Dutchwoman, enters the
room. Mr. Frank tells Miep that he is leaving Amsterdam. Miep pleads with him to stay in
Amsterdam where he is needed after the war. However, Amsterdam has too many memories
like the house, the school, and the organ playing music on the street. Mr. Frank thanks Miep,
and remembers how Miep and Mr. Kraler suffered in order to help him. Miep gives him a
paperbound notebook and some letters and notes. The notebook is Anne’s diary. As Mr. Frank
opens the diary and begins to read, his voice fades and we hear Anne’s voice reading.
As the lights slowly dim, the scene flashes back to the war, and Anne’s diary tells the
story from the past. Anne tells why her Jewish family left Germany, and she describes how well
her father’s spice and herb business did before the Nazis came in 1940. When the Nazis came,
things got bad for the Jews. Mr. Frank was forced out of his business. Jews had to sew a large
yellow Star of David on their clothing so they could be recognized. Anne had to turn in her bike,
and she couldn’t go to a Dutch school. Jews weren’t allowed to go to the movies or ride in
streetcars. Mr. Frank told Anne they were going into hiding in the building where he used to
have his business. Three other people hid with them, Mr. and Mrs. Van Daan and their son
Peter.
MS Grade 8 Language Arts Through ESOL: Drama: Anne Frank: Lesson 1
Page 2
Spanish Summary
Lección 1: El Diario de Ana Frank:
Primer Acto, Escena 1 de Frances Goodrich y Albert Hackett
El “Diario de Ana Frank” es una obra de teatro basada en la historia real de una niña
judía de trece años llamada Ana, quien mantuvo un diario desde 1942 a 1944, durante la II
Guerra Mundial, en el cual relata sus experiencias personales como adolescente cuya familia
fue perseguida por causa de su religión. Ana nació en Alemania, pero su familia tuvo que
mudarse a Ámsterdam, Holanda para escapar de la política antisemita en Alemania. El padre
de Ana administraba una compañía en esa ciudad. La familia vivió libre y feliz hasta mayo de
1940, cuando Holanda se rindió ante el ejército invasor alemán. La ocupación nazi de
Ámsterdam provocó que los judíos huyeran del país o pasaran a la clandestinidad para evitar
ser capturados y asesinados. Los Nazis del ejército alemán hacían redadas y transportaban a
los judíos a campos de concentración y de exterminio. Los prisioneros en los campos morían
por el trabajo excesivo, las enfermedades, la inanición o asesinados en las cámaras de gas.
Cuando la familia de Ana pasó a la clandestinidad, huir del país era imposible. La familia Frank
y otros cuatro judíos vivieron dos años en unos cuartos incómodos inmediatamente arriba de
las oficinas y el almacén del señor Frank. En agosto de 1944, la policía Nazi encontró su
escondite y envió a los ocho a campos de concentración, de los cuales solo el señor Frank
sobrevivió. Ana murió de tifus en un campo llamado Bergen cuando solo tenía quince años. El
diario cuenta toda su historia.
La obra comienza en el último piso de un almacén de Ámsterdam, una ciudad bulliciosa
donde se apiñan edificios, iglesias y tiendas. Hay tres pequeñas habitaciones y un tramo de
escaleras que llevan a un desván. Las ventanas están cubiertas con cortinas oscuras y hay una
estufa de leña. La puerta de entrada está disimulada por un librero. El Señor Frank, un europeo
culto y de mediana edad, está parado en la habitación principal. Parece enfermo, débil y sus
ropas están raídas. Mientras camina por la habitación escucha los sonidos de un organillo y
voces infantiles jugando en la calle. Encuentra una bufanda multicolor colgada de un gancho y
se la coloca alrededor del cuello y al descubrir un guante blanco de mujer en el piso, comienza
a llorar. En ese momento, Miep Gies, una joven holandesa, entra en la estancia. El Sr. Frank le
cuenta a Miep que se va de Ámsterdam y ella le suplica que se quede donde él es tan
necesario ahora después de la guerra. Sin embargo, Ámsterdam tiene demasiados recuerdos:
la casa, la escuela, el organillo tocando música en la calle. El Sr. Frank le da las gracias a Miep
y recuerda cuanto sufrieron el señor Kraler y ella por ayudarlo. Ella le entrega una libreta de
notas forrada de papel y algunas cartas y notas. La libreta de notas es el diario de Ana. Cuando
el señor Frank lo abre y comienza a leerlo, su voz se va apagando, y comenzamos a escuchar
la voz de Ana leyendo.
Las luces del escenario se atenúan lentamente, la escena retrocede a la época de la
guerra, el diario de Ana narra la historia del pasado. Ana cuenta el por qué su familia tuvo que
abandonar Alemania, y describe lo bien que iba el negocio de hierbas y especies que su padre
tenía antes que los Nazis vinieran en 1940. La situación se tornó muy mala para los judíos bajo
la ocupación Nazi. El Sr. Frank fue obligado a abandonar su negocio. Los judíos tenían que
coserse a sus ropas una enorme Estrella de David amarilla para poder ser reconocidos. Ana
tuvo que entregar su bicicleta y no podía asistir a una escuela holandesa. No se permitía a los
judíos ir al cine o viajar en tranvías. El Sr. Frank le dijo a Ana que se esconderían en el edificio
donde él solía tener su negocio. Otras tres personas se ocultaron con ellos, el señor y la señora
Van Daan y su hijo Peter.
The Department of Multicultural Education Translation Team certifies that this is a true and faithful translation of the original document. July 2004 - (561) 434-8620 - SY 04-2802
MS Grade 8 Language Arts Through ESOL: Drama: Anne Frank: Lesson 1
Page 3
Haitian Creole Summary
Lesson 1: Jounal Anne Frank la:
Ak 1, Sèn 1, dapre Frances Goodrich and Albert Hackett
Jounal Anne Frank la se yon pyès ki baze sou istwa vrè yon tifi jwif ki te gen 13 an yo te
rele Anne. Anne te kenbe yon ajenda pandan Dezyem Gè Mondyal soti 1942 pou rive 1944.
Ajenda Anne nan se yon achiv eksperyans pèsonèl li kòm adolesan ki te gen fanmi l yo t ap
pèsekite akoz relijyon yo. Anne te fèt an Almay, men fanmi l te ale viv an Amstèdam, peyi
Lawoland pou yo te kab chape anba politik antijwif an Almay. Papa Anne t ap dirije yon konpayi
an Amstèdam. Fanmi an te kontan ak lib jiska me 1940, lè Lawoland te rann tèt li bay lame
alman ki te anvayi l la. Okipasyon nazi Amstèdam nan te lakoz jwif yo te sove oswa al kache
pou anpeche yo te kaptire epi tiye yo. Nazis lame alman yo te ansèkle Jwif yo epi transpòte yo
nan sant konsantrasyon ak kan lanmò. Prizonye nan kan yo te mouri nan travo fòse, maladi,
grangou oswa asasina nan chanm gaz. Nan moman fanmi Anne te nan kache a, li te enposib
pou sove. Fanmi Frank ak kat lòt Jwif te abite nan kèk chanm kwense pandan de ane sou tèt
biwo ak depo mesye Frank . An out 1944, polis nazi te jwenn kote yo kache, epi yo te voye tout
uit la nan sant konsantrasyon. Pami uit la se sèlman mesye Frank ki te siviv. Anne te mouri ak
maladi tifis(typhus) nan yon kan ki te rele Bergen lè li te genyen sèlman kenz an. Achiv Anne
Frank la ap rakonte istwa Anne.
Pyès la kòmanse nan fetay kay depo a an Amstèdam. Amstèdam se yon vil ki gen anpil
bri ak kay sou kay, legliz sou legliz ak boutiki sou boutik. Gen twa ti chanm ak yon vole eskalye
nan yon vout anlè. Fenèt yo kouvri ak rido sonb epi genyen yon fou an bwa. Pòt la bloke pa
deyò ak yon bibliyotèk. Frank, yon nonm ewopeyen mwayenaj kiltive, kanpe nan sal prensipal
la. Mesye Frank parèt fèb ak fatige, epi rad sou li dekoud. Pandan l ap vire tounen nan sal la, li
tande vant yon moun k ap bouyi ak vwa timoun k ap jwe nan lari a. Mesye Frank jwenn yon
foula miltikolò ki pann nan yon kwochèt, epi li mete l nan kou l. Lè mesye Frank wè gan blan
yon fanm atè a, li kòmanse kriye. Nan moman sa a, Miep Gies, yon jèn dam olandèz rantre nan
sal la. Mesye Frank di Miep l ap kite Amstèdam. Miep konvenk li pou l rete an Amstèdam kote
yo bezwen l apre gè a. Sepandan, Amstèdam gen twòp souvni tankou kay. Lekòl ak mizik vant
k ap bouyi nan lari. Mesye Frank remèsye Miep, epi li sonje kòman Miep ak mesye Kraler te
soufri pou yo te kab ede. Miep ba li yon kaye nòt chaje ak fèy, kèk lèt ak kèk nòt. Kaye nòt la se
jounal Anne nan. Pandan mesye Frank ap louvri jounal la pou l kòmanse li, vwa l vin febli epi
nou tande vwa Anne k ap li.
Pandan limyè yo ap diminye, sèn nan ap raple sa k te pase nan gè a. Epi jounal Anne
nan ap rakonte istwa ki te pase yo. Anne rakonte rezon ki fè fanmi l ki te jwif te kite peyi Almay
epi li dekri kijan biznis fèy ak epis papa l la t ap byen mache anvan Nazis yo te vini an 1940. Lè
Nazis yo te vini, bagay yo te vire mal pou Jwif yo. Yo te fòse mesye Frank fèmen biznis li an.
Jwif yo te koud yon gwo Etwal David jòn sou rad yo pou yo te kab rekonèt yo. Anne te remèt
bisiklèt li a epi li pa t kab ale nan yon lekòl olandè. Yo pa t pèmèt Jwif yo ale nan sinema ni
monte nan machin. Mesye Frank te di Anne yo ta pral kache nan bilding kote li te gen biznis li a.
Twa lòt moun te kache avèk yo, mesye ak madam Van Daan ak pitit gason yo Peter.
The Department of Multicultural Education Translation Team certifies that this is a true and faithful translation of the original document. July 2004 - (561) 434-8620 - SY 04-2802
MS Grade 8 Language Arts Through ESOL: Drama: Anne Frank: Lesson 1
Page 4
Portuguese Summary
Lição 1: O Diário de Anne Frank:
Ato 1, Cena 1, de Frances Goodrich e Albert Hackett
O Diário de Anne Frank é uma peça baseada em uma história verídica de uma menina judia
de treze anos, chamada Anne. Anne escreveu um diário durante a IIa Guerra Mundial, entre 1942 e
1944. O diário de Anne é um relato de sua própria experiência de adolescente cuja família foi
perseguida devido à sua religião. Anne nasceu na Alemanha, mas sua família se mudou para
Amsterdã, nos Países Baixos, fugindo da política antijudaica da Alemanha. O pai de Anne
administrava uma firma em Amsterdã. A família vivia feliz e em liberdade até maio de 1940, quando
os Países Baixos se renderam à invasão do exército alemão. A ocupação nazista de Amsterdã fez
com que os judeus fugissem ou se escondessem para evitarem ser capturados e assassinados. Os
nazistas do exército alemão capturaram os judeus e os transportaram para os campos de
concentração e campos de extermínio. Os prisioneiros nos campos morreram de tanto trabalhar
pesado, de doenças, fome ou extermínio nas câmaras de gás. Quando a família de Anne foi para
um esconderijo, já era impossível escapar. Sua família e mais quatro judeus moraram em uns
quartos apertados localizados acima do escritório e depósito do Sr. Frank, durante dois anos. Em
agosto de 1944 a polícia nazista encontrou o esconderijo e mandou todos os oito para os campos
de concentração. Dos oito, somente o Sr. Frank sobreviveu. Anne morreu de tifo, em um campo
chamado Bergen, quando tinha apenas quinze anos. O diário de Anne Frank conta a sua própria
história.
A peça começa no último andar de um depósito comercial em Amsterdã. Amsterdã é uma
cidade com muito barulho e um aglomerado de prédios, igrejas e lojas. Há três cômodos pequenos
e um lance de escadas que dá para um sótão, acima. As janelas estão cobertas com cortinas que
vedam a luz e há um fogão a lenha. A porta está bloqueada por uma estante de livros. O Sr. Frank,
um homem europeu culto de meia-idade, se porta de pé no cômodo principal da casa. O Sr. Frank
parece estar fraco e doente e suas roupas estão surradas. Enquanto ele se movimenta no local, ele
escuta o som de um realejo e as vozes de crianças brincando na rua. O Sr. Frank pega um
cachecol colorido pendurado em um gancho e o coloca em volta do pescoço. Quando ele vê uma
luva branca de mulher no chão, ele começa a chorar. Neste momento, Miep Gies, uma holandesa
jovem, entra no recinto. O Sr. Frank diz a Miep que ele está indo embora de Amsterdã. Miep insiste
com ele para ficar, pois sua presença é necessária em Amsterdã, após a guerra. Todavia, Amsterdã
contém muitas lembranças, como a casa, a escola e o realejo tocando na rua. O Sr. Frank agradece
a Miep e se recorda de como Miep e o Sr. Kraler sofreram para ajudá-lo. Miep o entrega um
caderno sem capas e algumas cartas e anotações. O caderno é o diário de Anne. Quando o Sr.
Frank abre o diário e começa a ler, sua voz vai desaparecendo gradualmente e se escuta a voz de
Anne, lendo.
Enquanto as luzes se desvanecem vagarosamente, a cena mostra o passado, durante a
guerra e o diário de Anne conta a historia do que já aconteceu. Anne conta por que sua família judia
deixou a Alemanha e descreve como o negócio de temperos e ervas de seu pai deu certo antes da
vinda dos nazistas, em 1940. Com a sua vinda, as coisas se tornaram não muito boas para os
judeus. O Sr. Frank foi retirado à força de seu próprio negócio. Os judeus tiveram que costurar um
estrela de Davi, grande e amarela em sua roupa, para serem reconhecidos. Anne teve que entregar
sua bicicleta e não pôde freqüentar uma escola holandesa. Os judeus não tinham permissão para ir
ao cinema ou usar coletivos. O Sr. Frank disse a Anne que eles iriam se esconder no prédio onde
ele tinha o seu negócio. Três outras pessoas se esconderam com eles: o Sr. e a Sra. Van Daan e
seu filho Peter.
The Department of Multicultural Education Translation Team certifies that this is a true and faithful translation of the original document. July 2004 - (561) 434-8620 - SY 04-2802
MS Grade 8 Language Arts Through ESOL: Drama: Anne Frank: Lesson 1
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Beginning Listening Activities
Minimal Pairs
Objective: Auditory discrimination of confusing sounds in words
Procedure: Write a word pair on the board. (Example: there-dare) Write #1 above the first, #2
above the second. The teacher models by pronouncing one of the words without indicating
which. Teams guess which word they heard, #1, or #2. Pronounce both words in the pair.
Teams guess the order they heard (1-2, 2-1). Call out the numbers 1 or 2. Teams respond with
the word (Can be done with sentences). Use both words in the pair in otherwise identical
sentences. (Example: The Constitution is the heart of US government. The contribution is the
heart of US government.) Teams decide which sentence has meaning, and which is silly.
(Award points for correct responses.)
Anne Frank: Lesson 1: Minimal Pairs Activity:
death/debt
cramped/clamped
star/stare
thread/tread
Jew/shoe
fade/fate
flee/free
Bingo
Objective: Auditory comprehension of vocabulary from the lesson
Procedure: Choose vocabulary words or phrases from the lesson summary list or from
students' classroom texts. Give each team a blank Bingo card. Each team writes vocabulary
words/text phrases you provide on the board in the spaces of their choice. Randomly select
sentences from the text and read them aloud. Teams mark their Bingo spaces when they hear
the word or phrase.
Intermediate Listening Activities
Team Spelling Test
Objective: Listen for lesson vocabulary words & collaborate with others to spell them correctly.
Procedure: Place ten vocabulary words (or fewer depending on time) in a pocket chart or on a
chalk tray. Teams get 3-5 minutes to study the words. Hide the words from view. Each team
uses one pencil and one sheet of paper. (Team name at top; numbers 1-10 down the left
margin) Read the spelling words as you would during a traditional spelling test. The first team
member writes word number one with the team's help, and then passes the paper and pencil to
the second team member who will write word number two, etc. Students on each team take
turns. Teams exchange papers. Place the 10 words back in view. Teams check each other's
tests. A team gets one point for each word spelled correctly.
Options: Ask for additional information. For example, you may ask teams to write a sentence
with the word in it. You might ask for a specific tense, plural form, opposite, etc.
An alternative technique is to have each team member complete all spelling items on his/her
own paper. Team members are allowed to help each other. On completion, collect the one
paper of your choice. The grade on that paper will count for each team member.
Anne Frank: Lesson 1 Spelling Activity: Use the following words for the test. The teacher
gives the singular form, and students respond with the plural.
account, attic, blackout, company, diary, disease, gas chamber, religion, policy, wood stove,
warehouse
MS Grade 8 Language Arts Through ESOL: Drama: Anne Frank: Lesson 1
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Follow Directions
Objective: Listen for the purpose of following spoken directions.
Procedure: With one piece of paper and one pencil, team members take turns writing on paper
what the teacher directs to complete a task.
1. For example, there might be a list of dates. The teacher might say the following: Draw a
circle around 1492. Make a star in front of 1546. Connect 1322 and 1673 with a line.
2. The teacher might direct teams to make changes to a sentence. Example: He sailed to the
Americas in 1492. The teacher says, “Circle the verb. Put a box around the preposition”.
3. Another example: Change the verb to the present tense. Add 505 years to the date. Change
the subject to the third person plural.
4. The teacher might also direct teams to complete a drawing, or draw the route of an explorer
on a map. Teams that complete the exercise correctly get a point.
Anne Frank: Lesson 1 Follow Directions Activity:
Provide students with paper, pencil, a ruler and a yellow highlighter. Students will listen and
follow directions to draw the Star of David.
Directions:
a) Using your ruler, draw a horizontal line 4 inches long. Label the left side of the line
“A”, and the right side of the line “B.”
b) Draw a second line, 4 inches long, two inches below the first line and parallel to the
first line. Label the left side of this line “C”, and the right side of the line “D.”
c) On each of the two lines you just drew, measure and mark the middle point by
measuring in 2 inches.
d) Now on the top line, measure up 1 inch from the middle mark. Label this point “E.”
e) Now on the bottom line, measure down 1 inch from the middle mark. Label this point
“F.”
f) Take your ruler and draw a line from “A” to “F.”
g) Take your ruler and draw a line from “B” to “F.”
h) Take your ruler and draw a line from “C” to “E.”
i) Take your ruler and draw a line from “D” to “E.”
j) Using the yellow highlighter, color the Star of David yellow.
MS Grade 8 Language Arts Through ESOL: Drama: Anne Frank: Lesson 1
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Dictation
Objective: Listen to discriminate words in sentences and reproduce them in writing.
Procedure: Dictate sentences from the lesson, saying each sentence only two times (once if
listening skills allow) Team members take turns writing the sentences, assisting each other.
(Teams can write sentences on the board to correct them in class, or collect as a quiz.)
Option: An alternative technique is to have each team member complete all dictation items on
his/her own paper. Team members are allowed to help each other. On completion, collect one
paper of your choice. The grade on that paper will count for each team member.
Option: Dictate a sentence with an important word left out. Offer four choices for teams to write.
Example: Columbus landed in… a) Boston b) Haiti c) Argentina d) England
Option for Dictating Dates or mathematical concepts/formulas: Can be written in number
form or in word form (fourteen hundred and ninety-two) (All sides are equal in an equilateral
triangle.) Dictate the question, so teams can write them down. Then each team answers the
question in the group. (What kind of polygon has two parallel sides?)
Anne Frank: Lesson 1 Dictation Activity:
a) Anne died of typhus in a camp when she was just fifteen years old.
b) Three people hid with them, Mr. and Mrs. Van Daan and their son Peter.
c) The play opens on the top floor of the warehouse building in Amsterdam.
d) When Mr. Frank sees a woman’s white glove on the floor, he begins to weep.
e) Jews had to sew a large yellow Star of David on their clothing.
Proficient Listening Activities
Interview
Objective: Role play a verbal interaction in the form of an interview
Procedure: You play the role of an informative person relative to the topic of the unit.
Choose a representative from each team and distribute the questions among them. These
students play the role of journalists. Provide students with these questions to interview you in
your new role. Teams must coach their representative, and take notes of the answers for
Writing Activity #1, Language Experience Story.
Anne Frank: Lesson 1 Interview Activities:
You play the role of Mr. Frank. Choose several students to play the role of Miep Gies. Provide
these students with the questions below. They take turns asking you questions. Students not
asking questions must take notes of Mr. Frank’s answers. Students should save notes for
Writing Activity #1, Language Experience Story.
a)
b)
c)
d)
e)
f)
g)
h)
i)
Are you all right, Mr. Frank?
Why are you leaving Amsterdam?
Where are you going?
Don’t you want your business?
Don’t you know you are needed here?
Did you see I found some of your papers?
Don’t you want Anne’s diary?
Don’t you want to read it?
Does Anne’s diary mean something special to you?
MS Grade 8 Language Arts Through ESOL: Drama: Anne Frank: Lesson 1
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Beginning Speaking Activities
Intentional Intonation
Objective: Auditory discrimination and oral production of intonation/stress patterns in spoken
English
Procedure: Write the sentence on the board and then say it, stressing one word. Teams take
turns explaining the special meaning the emphasis brings to the sentence. Repeat this process
several times with the same sentence, each time emphasizing a different word.
Example:
All for one and one for all! (not none) …..(not, “None for one and one for all!)
All for one and one for all! (not from) …..(not, All from one and one for all!)
All for one and one for all! (not three) …..(not, “All for three and one for all!)
All for one and one for all! (not or) …..(not, “All for one or one for all!”)
All for one and one for all! (not everyone) …..(not, “All for one and everyone for all!”)
All for one and one for all! (not to)….. (not, “All for one and one to all”!)
All for one and one for all! (not nobody) …..(not, “All for one and one for nobody!”)
Anne Frank: Lesson 1 Intentional Intonation Activities:
Mr. Frank appears weak and ill and his clothes are threadbare. (not Mrs.)
Mr. Frank appears weak and ill and his clothes are threadbare. (not Van Dam)
Mr. Frank appears weak and ill and his clothes are threadbare. (not seems)
Mr. Frank appears weak and ill and his clothes are threadbare. (not healthy)
Mr. Frank appears weak and ill and his clothes are threadbare. (not shoes)
Mr. Frank appears weak and ill and his clothes are threadbare. (not new)
Backwards Build-up
Objective: Auditory discrimination and oral reproduction of rhythmic patterns of spoken English
Procedure: Students practice the intonation, stress, and punctuation of sentences by repeating,
by teams, the increasingly larger fragments of a sentence modeled by you. Repeat each line (as
necessary) until teams can pronounce the segments well. Continue to build up to the complete
sentence. Teams completing the exercise correctly get a point. Example:
…in fourteen hundred and ninety-two …blue in fourteen hundred and ninety-two
…the ocean blue in fourteen hundred and ninety-two. …sailed the ocean blue in fourteen
hundred and ninety-two Columbus sailed the ocean blue in fourteen hundred and ninety-two.
Anne Frank: Lesson 1 Backward Build-up Activity:
a) As the lights slowly dim, the scene flashes back to the war, and Anne’s diary tells the
story from the past.
b) As he moves around the room, he hears the sounds of a barrel organ and the voices
of children playing in the street.
c) Anne’s diary is an account of her personal experiences as a teenager whose family
was persecuted because of their religion.
d) The Nazis of the German Army rounded up Jews and transported them to
concentration camps and death camps.
e) Anne tells why her Jewish family left Germany and she describes how well her
father’s spice and herb business did before the Nazis came in 1940.
MS Grade 8 Language Arts Through ESOL: Drama: Anne Frank: Lesson 1
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Intermediate Speaking Activities
Charades
Objective: Oral production to determine word meaning and context of new lesson vocabulary
Procedure: Team members guess who/what the teacher (or student) is silently role-playing.
(Ex: famous person, geometric shape, scientific theory) The team guessing correctly gets point.
Anne Frank: Lesson 1 Charades Activity: Suggestions:
appear, avoid, cramped, captured, concealed, go into hiding, plead, round up, surrender,
transport, weep
Mixed-up Sentence
Objective: Each team consults to give spoken directions to correct a “mixed-up” sentence.
Procedure: Write a sentence on the board that contains lesson vocabulary and grammar, but
scramble the order of the words and put a capital letter or two in the wrong places(s). Tell the
class the way the sentence should read. Example sentence: A dicot seed has two parts. You
might write on the board: “tWo a seed dicot hAs parts”. The person whose turn it is must
verbally give directions to make a correction after consulting with the team. The teacher follows
the exact directions given and, if correct, gives the team a point. Then s/he calls on next team.
Example: “Move the A to the front”. You might decide to erase letter “a” in “part” and put it at
the beginning of the sentence. Perhaps you erase an “a” and rewrite it on the wall somewhere in
front of the classroom. In both cases, you were not given the detailed instructions necessary to
complete the task, and you would move on to the next group without awarding a point. You are
looking for a response something like, “Remove the first capital A and replace it with a lower
case A.” Directions like these get teams points. Continue until the sentence is reorganized, with
a capital at the beginning and a period at the end.
Notes: This activity is very difficult and takes several weeks to master. Students will prefer to
show you what to do, but do not let them. The idea is to tell you, not show you. The first time
you use the activity do not spend more than five minutes. Stop and discuss the kinds of
directions they need to give in the future. Do not give up on this activity, no matter how
immature the students.
Proficient Speaking Activities
Twenty Questions
Objective: Ask oral questions about a photo or picture to determine meaning of vocabulary
words.
Procedure: A student from one team selects a photo or picture without showing it to members
of teams. Teams take turns asking YES/NO questions about the picture. The picture holder can
only answer yes or no. If a team guesses correctly, it receives 20 points minus the number of
questions that have been asked divided by two. Example: Is it from the fifteenth Century? Is it a
boat? (etc.)
Anne Frank: Lesson 1 Twenty Questions Activity:
Photo or picture suggestions:
attic, barrel organ, company, concentration camps, diary, Nazis, paperbound, scarf, Star of
David, threadbare, warehouse, white glove, wood stove
MS Grade 8 Language Arts Through ESOL: Drama: Anne Frank: Lesson 1
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FCAT FOCUS READING SKILL: Using Pre-reading Strategies
Teacher-Student Grammar Notes are provided as a teaching resource or student study notes.
Using Pre-reading Strategies
What to do and what to watch for: Before reading the passage thoroughly for details, there
are some strategies you can use to help you to read actively. When you read actively, you will
find your answers more easily, and the reading is more interesting to you.
Preview. Before you begin to read the passage carefully, it is a good idea to preview.
Previewing is glancing quickly through the reading passage without reading the whole thing.
You should do this to get a general idea of the topic or subject Sometimes the title gives you
an idea of the main idea or topic. The topic is what the passage is all about. Ask yourself,
“What’s this about?” It is like finding a magazine that you want to read. You check out
everything before you start reading. This is called previewing.
There are three things to do when previewing.
Find the topic.
Recall what
you know about that topic (prior knowledge).
Ask yourself questions as you go.
Prior knowledge. Use what you already know (prior knowledge). What you already know can
help you to understand new information. What do I know about this topic? What Have I heard or
read that is like this topic? What do I remember about things related to this topic?
Reading for a purpose. After previewing for the topic and recalling your own knowledge, you
are ready to set a purpose.
a) Ask yourself some questions. Why am I reading this? What do I want to find out?
What is the author or passage trying to say? How does this relate to my own life and
experience?
b) Make a KWL chart like the one below to help with this step. Before you read,
complete the sections, “What I Know” and “What I Want to Know”. After you read,
complete the section, “What I learned.”
What I Know
K
What I Want to Know
W
What I Learned
L
MS Grade 8 Language Arts Through ESOL: Drama: Anne Frank: Lesson 1
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Beginning Reading Activities
Pre Reading
Objective: Listen to a short series of oral sentences in order to answer simple questions.
Procedure: Use the short summary paragraph below (5-10 sentences). Read the paragraph to
the class two times. Then read the paragraph a 3rd time, stopping at the end of each sentence to
ask questions. Ask several questions for each sentence, and ask a variety of types of questions
(i.e. yes/no, either/or, and “wh-“). Ask the questions at a quick pace, and if the group cannot
answer quickly enough, move on to the next group.
Example: Columbus sailed to America in 1492. Sample Questions: Did Columbus sail to
America? Did Columbus sail to Europe? Did Columbus sail to Europe or America? Where did
he sail? Did King Ferdinand sail to America? Did Columbus or King Ferdinand sail to America?
Who sailed to America? Did he sail in 1942? Did he sail in 1492 or 1942? When did he sail?
Option: Read the paragraph a 4th time. Ask questions again. End the activity by dictating the
paragraph to the teams. Allow collaboration within the team. Collect/grade one dictation from
each team. Each student on the team receives the same grade.
Anne Frank: Lesson 1 Pre Reading Activity:
The Diary of Anne Frank is a true story of a Jewish girl who wrote in a diary during World
War II. Anne’s family was persecuted because of their religion when the government
surrendered to the Nazi Army. Anne’s family went into hiding to avoid being captured and killed
in gas chambers. Eight people hid for two years until the Nazis found them and sent them to
concentration camps. Mr. Frank was the only survivor and Anne died when she was just fifteen.
The play shows Mr. Frank visiting the hiding place after the war. Mr. Frank is middle-aged and ill
and he begins to weep as he remembers. Miep Gies comforts Mr. Frank and gives him the diary
Anne left in the hiding place. As Mr. Frank begins to read, we hear Anne’s voice, and the scene
flashes back to tell Anne’s story of the war.
Intermediate-Proficient Reading Activities
Total Recall
Objective: Read a text in order to ask and answer short questions.
Procedure: Teams prepare 3 (or more) questions and their answers from the text. Teams are
allowed to write notes about the text. Teams take turns asking each other their questions, and
challenging incorrect responses. Responding teams are not allowed to raise hands. The team
asking the question chooses which team answers. The same question cannot be asked twice. If
a team does not answer correctly, it loses a point and the team asking the question gets a point.
When a team does not agree with the answer that the questioner deems correct, it can
challenge that team. The challenging team must prove that it is also correct or that the
questioning team is incorrect. It does not need to prove both. All teams can join a challenge on
either side (questioner's side or respondent's side), but they must do so immediately. (Teams
may wait to see how many teams are joining each side, which is unfair.). Once the teams have
taken sides on a challenge, they look up the answer in the book. All teams siding with the
correct answer get 2 points, and losers lose 2 points.
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Story Grammars
Objective: Identify a common organizational pattern or “grammar” of a reading text.
Procedure: Introduce story grammars by using the Language Experience Approach. The
second time, have each group prepare one. Once groups have mastered story grammars,
individuals can prepare their own, but include incentives for the group to help individual
members. For example, you might want to give a team a point for each member who receives a
grade of B or higher.
Example: Setting:___, Characters:___, ___,Problem:___, Goal:___, Events Leading to goal
(list in order):___, ___, ___,Resolution: ___(Three possibilities include: character solves
problem, character learns to live with problem, problem defeats character)
Note: Story grammars help students understand that most stories have a common organization,
and they help students to write reports, evaluate the quality of stories, and write their own
stories.
Judgment
Objective: Read a text for the purpose of identifying facts and opinions.
Procedure: On five separate strips of paper, each team writes (or copies) 5 sentences from the
text that show facts and opinions. Teams write their team name on the backs of the 5 strips, and
swap their sentences. Teams read the sentence strips they have, and place them in either a fact
basket or opinion basket in front of the room. The teacher reads each sentence strip from the
two baskets. For each, the teams decide if the sentence was correctly placed. If correct, the
team with its name on the strip gets a point. If not correct, that team loses a point. (This
encourages effective writing.)
Option: This activity may be adapted to focus on cause/effect, reality/fantasy or inferred/explicit.
True or False
Objective: Read a text passage for the purpose of making true and false statements about it.
Procedure: Teams make a “T” chart (2 columns with titles--one side is for true, the other side is
for false). Teams make three true or false statements about the text. A representative from the
first team reads one statement aloud. The other teams listen and place their token on the
appropriate side of their True/False chart. The questioning team decides which choices are
correct. Each correct answer earns a team a point. In a disagreement, follow the challenge rules
of Total Recall.
MS Grade 8 Language Arts Through ESOL: Drama: Anne Frank: Lesson 1
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Scan
Objective: Scan a text for the purpose of asking and answering simple questions.
Procedure:
1. Teams write 3 questions about an assigned text. Next to each question, they write page
number and paragraph number where the answer is located.
2. A representative from each team asks the team’s questions. The other teams get 60
seconds for each question to scan the text, find the answer, page and paragraph numbers,
and write them on a sheet of paper. Any team not getting the answer within that time loses a
point.
3. Any time a responding team loses a point, the questioning team gets a point. The responding
teams take turns reading out their page and paragraph numbers. Then the questioning team
reads its page and paragraph numbers.
4. Team respondents who have the same answer as the questioner get an automatic point.
Respondents who do not have the same answer as the questioner are not automatically
wrong. Both the questioner and respondent read aloud their chosen paragraph. The
questioner then decides if the respondent is also correct (Many times the answer to a
question can be found in more than one place in a text). If the respondent is also correct, the
respondent gets a point.
5. If the questioner says that the respondent is incorrect, the respondent may challenge (as in
Total Recall). The responding team must prove that it is also correct or that the questioner is
incorrect. It does not need to prove both. Other teams may join one side or the other. The
teacher then decides who wins. Winning teams get 2 points and losers lose 2 points.
MS Grade 8 Language Arts Through ESOL: Drama: Anne Frank: Lesson 1
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Beginning- Writing Activities
Language Experience Story
Objective: Use student-created writing as a text as a model for individual student writings, for
rereading or other written activities, including Story Grammars, RAFT, and Spool Writing.
Procedure: Language Experience instruction involves asking students to talk about some item
of relevance to the class. You may use information from Listening Activity “Interview” or
information learned in other unit activities. Individual team members and teams take turns
offering sentences to be added to the text. You write individual contributions on the board,
including non-standard forms or word order. Then ask teams to correct or change the text to
standard English grammar and syntax and to decide on an organizational format. Assist teams
in making necessary adjustments. After the text is corrected, students copy it in their notebooks,
or you can type and distribute it.
Indirect Speech
Objective: Write a familiar dialog in paragraph form, using indirect or reported speech.
Procedure: Use the dialog in this lesson written for Presenting Activity “Dialog”. After teams
have completed presenting their dialogs (see Presenting Activities), have each group write the
dialog in a paragraph format using indirect speech. Example:
COLUMBUS: “I need money to buy ships to sail west.”
Columbus asked the queen for some money to sail to the west.
Teams use one piece of paper and one pencil only. Each member takes a turn writing a line of
the dialog. Other team members can offer help, but they cannot write it for the individual whose
turn it is to write. Collect and grade. Each member of the team gets the same grade.
Anne Frank: Lesson 1 Indirect Speech Activity: Use the dialog in this lesson written for
Presenting Activity “Dialog”.
Example:
Mr. Frank to Miep:
I can’t stay in Amsterdam. It has too many memories for me.
Mr. Frank told Miep that he couldn’t stay in Amsterdam.
It had too many memories for him.
Intermediate-Proficient Writing Activities
Language Experience Story
Objective: Create a collaborative writing text to use as a model for re-reading, individual
student writing or other written activities (including Story Grammars, RAFT, and Spool Writing)
Procedure: Language Experience Story instruction involves asking students to talk about some
item of relevance to the class. (You may use information from Listening Activity 6, the Interview,
or information learned in other unit activities.) Teams take turns, through individual members,
offering sentences to be added to the text. You write their contributions on the board, including
non-standard forms and word order. Ask groups to change the text to standard English
grammatical and lexical forms and to decide on an acceptable organizational format. Help the
groups when they cannot make all of the necessary adjustments. After the text is corrected,
students copy it in their notebooks, or you can type and distribute it.
MS Grade 8 Language Arts Through ESOL: Drama: Anne Frank: Lesson 1
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Framed Paragraphs
Objective: Use a “frame” (outline or template) for writing a paragraph that contains a main idea
(topic sentence), supporting details, and a summary statement (conclusion).
Note: Framed paragraphs are most useful in preparing students for exam questions. In fact,
framed paragraphs make very good exam questions.
Procedure: Introduce framed paragraphs to the class by creating a story collectively using the
language experience approach. The second time you assign framed paragraphs, have each
group prepare one. Once the groups have mastered framed paragraphs, each student prepares
his/her own. Include incentives for the group to help individual team members. For example,
give a team one point for each member who receives a grade of B or higher. After constructing
a model paragraph with the class, groups, pairs, or individuals find examples in text.
Social Studies Example: There are many cultures of people living in Florida. First....
Second.... Third.... These groups and others....
Language Arts Example: ..., a character in the novel... by... is.... An example of this behavior
is... Another example is.... Finally.... Therefore, this character is...
Science Example: OBSERVATION: After observing... HYPOTHESIS: I think... MATERIALS:
1…2…3… PROCEDURE: 1…2…3… DATA: 1…2…3… ANALYSIS: The results of the
experiment show.... This was caused by.... Therefore, my hypothesis was/was not correct
because....
Anne Frank: Lesson 1 Framed Paragraphs Activities:
Sample #1: (Predicting) Use the following as starters:
a) Who do you think the white glove belongs to? Why?
b) Who do you think the multicolored scarf belongs to? Why?
c) Why do you think the sounds of the barrel organ and children’s voices catch Mr. Frank’s
attention? Do you think Mr. Frank will really leave Amsterdam? Why?
d) Do you think reading Anne’s diary will help Mr. Frank’s pain or make it worse? Why?
In Act I, Scene 1 of the play, The Diary of Anne Frank, by Frances Goodrich and Albert
Hackett, the active reader wants to know more, and naturally begins to ask questions and
predict the answers. One example is _____. The reader asks the question, _____, and could
predict that _____. (Detail #1) Another example is _____. The reader asks the question, _____,
and could predict that _____. (Detail #2) A third question the reader asks is _____. The reader
asks the question, _____, and could predict that _____. (Detail #3) The authors provide details
that cause the reader to think ask questions and predict the answers, which the reader looks for
later in the story.
MS Grade 8 Language Arts Through ESOL: Drama: Anne Frank: Lesson 1
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Anne Frank: Lesson 1 Framed Paragraphs Activities:
Sample #2: (Identifying Significant Details) Examples of questions to use as prompts:
a) Who is the main character in Act I, Scene 1?
b) What does he/she do?
c) What does he/she see and hear?
d) Where does he/she go when he/she arrived in Amsterdam?
e) When was he/she there before and why?
f) How does he/she react to what he/she sees and hears?
g) Why does he/she want to leave?
In Act 1, Scene 1 of the play, The Diary of Anne Frank, by Frances Goodrich and Albert
Hackett, there are several significant details that help the reader follow the action. (Topic
Sentence) First, _____ (who) (Detail #1.) Another important detail is_____ (what) (Detail #2.)
The third detail important to the story is _____ (where) (Detail #3.) Also significant is _____
(when) (Detail #4). A key element in the chapters is _____ (why) (Detail #5). Finally, the author
tells_____ (how) (Detail #6.) All of these details are significant because _____. (Conclusion)
Sample #3: (Literary Device-Flashback) Use this as a starter:
At the end of Scene 1, Mr. Frank reads Anne’s diary, and Anne’s story from the past begins in a
flashback in Anne’s own words.
Details:
a) Scene 1 provides information about the characters, their setting and the problems they face.
(This is the background for the play: The persecution of the Jews and the holocaust during
World War II, the interior and exterior of the hiding place where the characters spent two
years, etc.)
b) Mr. Frank reads Anne’s diary and remembers the story through Anne’s words.
c) The blurring together of Mr. Frank’s and Anne’s voices as the lights dim makes the
transition from the present (1945 after the war) to the past (1942 during the war).
At the end of Act I Scene 1 of the play, The Diary of Anne Frank, Frances Goodrich and
Albert Hackett use flashback to present a story from the past. First, Scene 1 takes place in the
present _____. This is important to the story because_____ (Detail #1). In addition, at the end of
Scene 1, _____. This information gives the reader incites into _____ and _____ (Detail #2).
Finally, the authors use flashback in a dramatic way when_____. These details help to _____
(Detail #3). Flashback is an important tool the authors use to connect details from the past
like_____, _____ and _____with present elements in the story (Restate key points briefly).
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Opinion/Proof
Objective: Organize ideas/information to find supporting evidence for an opinion. (pre-writing)
Procedure: Introduce the concept by having students read a selection from which opinions can
be formed. Draw a “T” chart on the board. On the left side of the “T”, write OPINION and on the
right, PROOF. Under OPINION, write the students’ opinion(s) of the selection. For each opinion,
students must find factual statements from the text that support the opinion.
Example: OPINION: Napoleon was a great leader. PROOF: He ended the revolution. He drew
up a new constitution. He made taxation fair. He chose government workers for their ability.
Option: Opinion/Proof may be used for several written activities described in this document,
including Story Grammars, RAFT, and Spool Writing. It can also be used by students as a
format for note taking from books, videos, and lectures.
Option: Teams can write their opinions and support with proof. (think/pair/share activity).
Anne Frank: Lesson 1 Opinion/Proof Activity: Opinion/Proof may be used for several written
activities described in this document, including Story Grammars, RAFT, and Spool Writing.
Students can also use it as a format for note taking from books, videos, and lectures. Allow
teams to write their own opinion to support with proof if they are at a proficient level. This can be
used as a think/pair/share activity. Use the following as a starter for less proficient students:
Opinion
Miep Gies is a kind person.
Proof
Miep asks if Mr. Frank is all right.
Miep encourages Mr. Frank to stay in Amsterdam where he is needed.
Miep helped Mr. Frank and did a lot for him.
Miep feels she did not suffer for everything she did for the Frank family.
For as long as he lives, Mr. Frank will remember everything Miep did for him.
Miep saved letters, notes and Anne’s diary to give to Mr. Frank.
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Spool Writing
Objective: Write a “spool” (5-paragraph essay with an introduction, 3-paragraph body of
supporting arguments with evidence, and a concluding paragraph.
Procedure: Use graphic organizers, the summary, modeled writing, and guided writing to plan
prewriting activities for developing a “spool”. A spool is a five-paragraph essay in which the first
paragraph is an introduction (controlling idea, or thesis). The next three paragraphs make up the
body of the essay. Each of these paragraphs begins with an argument sentence to support the
thesis and has three supporting sentences for the argument sentence. The weakest argument
should be presented in the first paragraph of the body, and the strongest argument in the last
paragraph of the body. The final (5th) paragraph is the concluding paragraph, which begins with
a restatement of the thesis sentence, and is followed by a restatement of the three argument
statements of the body. Introduce the spool essay by creating a story collectively using the
Language Experience Approach. The second time you use spool writing, each group prepares
one. Once the groups have mastered the spool essay, each student prepares his/her own, but
include incentives for the team to help individual members. For example, you might want to give
a team one point for each member who receives a grade of B or higher.
SAMPLE FORMAT FOR PRE-READING STRATEGIES
Before reading the story/passage/chapter/poem entitled, _____ (title) by _____ (author),
previewing and scanning plus my own knowledge shows _____ (evidence of what the reading is
about). According to the title and key words, _____ I think the topic of the reading is _____.
A preview of the title indicates that the reading is probably about_____ (topic or subject
of the title). My guess is that the author is writing about_____, and I predict that the reading may
talk about ____. This is because in my experience, _____ usually means (or leads to or shows)
_____.
After scanning the reading, some obvious details (dates, numbers, names keywords
etc.) include _____, ____ and _____. Other key words include _____, _____, and _____
(keywords that relate to what you think the topic is). The organization of the reading appears to
be_____ (cause & effect, comparison contrast, spatial order, time order). I think this is the
pattern of organization because _____, and _____. It is logical to predict that the reading is
about _____ (topic).
Based on my prior knowledge of this subject, ____________ (what I know), the reading
might tell about_____. I also know that _____ (what I know). I have also heard (read, seen)
____ (about the topic). Finally, after previewing, I would like to know more about _______ and
_____.
After previewing, recalling prior knowledge, and scanning for key words, the topic
appears to be _____ (restate the topic). The purpose for reading this selection seems clear. I
want to find out more about _____ and _____. I want to know_____. This topic relates to my
own life because_____ and _____. Now I am ready to begin reading.
Anne Frank: Lesson 1 Spool Writing Activities
Spool Writing Suggestion: Preview the next scene (Scene 2), where the reader meets the rest
of the characters in the play.
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RAFT
Objective: Write on a topic in a specific format, understanding role as a writer and audience.
R-A-F-T is a system for making sure students understand their role as a writer (R), their
audience (A), the format of their work (F), and the topic of the content (T). Examples: persuade
a soldier to spare your life, demand equal pay for equal work, or plead for a halt to coal mining
in our valley.
• (R): For role (R), of the writer, the writer considers who s/he is (Examples-a soldier,
Abraham Lincoln, a slave, a blood cell, or a mathematical operation).
• (A): For audience (A), the writer considers to whom s/he is writing (Examples-to a
mother, to Congress, to a child.)
• (F): Format (F) determines what form the communication will take. (Examples-letter,
speech, obituary, conversation, memo, recipe or journal)
• (T): The topic (T) consists of a strong verb as well as the focus.
Procedure: Introduce RAFT by creating a story collectively using the Language Experience
Approach. The second time you assign RAFT, have each group prepare one. Model for
students, explaining that all writers must consider their role as a writer, their audience, the
format, and the topic These four components are critical in every written assignment. Assist
teams to brainstorm ideas about a topic. Work with teams to list possible roles, audiences,
formats, and strong verbs that are appropriate for each topic. Once the groups have mastered
RAFT, have each student prepare his/her own, but include incentives for the group to help
individual members. For example, you might want to give a team a point for each member who
receives a grade of B or higher.
Anne Frank: Lesson 1 RAFT Activity: Students write according to role, audience, format, &
topic.
R: Your role as writer is Miep.
A: Your audience is your family.
F: The format of your writing is a personal letter.
T: Your topic is to write to tell your family what happened when Mr. Frank returned to the
hiding place.
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FCAT Writing
FCAT Writing: Lesson Topic: (Persuasive or Expository Prompt) Distribute the planning sheets
and writing folders containing the prompts to the students. Provide students with the writing
situation and directions for writing. Remind the students to budget their time: approximately ten
minutes on brainstorming and prewriting, twenty-five minutes on drafting, ten minutes on editing.
Record the time and give students the command to begin. After 45 minutes, ask the students to
stop writing and place their planning sheets inside their folders.
Anne Frank: Lesson 1 FCAT Writing Activity (Expository Prompt):
Writing Situation:
Sometimes we are faced with a situation that we have no control over. We have to
accept the situation and make the best of it.
Directions for Writing:
Think about a time when you had to do something or go someplace that you really didn’t
choose, because you had no control of the decision. What was the situation? Who made
the decision, or what happened? How did you feel and what did you think about? How
can you describe your reaction? What did you do and why? Did you accept the situation
right away? Did you accept it later on? How did the situation end? What did you learn?
Now write about that time and explain how you handled it
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Beginning Presenting Activities
Dialog
Objective: Write a short dialog of 4-6 lines between two familiar characters.
Procedure: A dialog can be between 2 historical characters, 2 fictional characters in a story,
novel, play, etc. or between 2 imaginary characters such as a germ and a white blood cell. The
topic of the dialog should be related to the subject being studied, and the grammar and vocabulary
used in the dialog should reflect the grammar and vocabulary focus of the unit. Model each line of
the dialog, having the entire class repeat after you. Then, say each line and call on whole teams to
repeat the line. Then say each line and call on individual students to repeat the line. Practice
dialog lines using the whole class, a whole team, and individuals until students can know the lines
of the dialog. Example:
Character A: These items are expensive. We are not selling very many.
Character B: We need to sell more of them.
Character A: But, then the price will decrease!
Character B: But, we will still get more money because the volume will increase.
Character A: We do not have enough money to make more than we do now.
Character B: Then we will borrow some money by issuing bonds.
Option 1: You take the part of A and the class takes the part of B. Then you take part B and the
class takes A. Then work with whole teams and you, then individuals and you, then groups and
groups, then individuals and individuals. Move back and forth among these combinations until you
think the majority have adequate intonation, stress, and pronunciation. Option 2: Erase two words
at random from each line during repetition. Then erase two more, two more, and so on until there
are no words left on the board. Option 3: Each group chooses a member to represent them by
presenting the dialog with a member from another group in front of the class. If the representative
can say his/her lines correctly then the group gets a point. Option 4: Have each group rewrite the
dialog from memory. Groups are to use one piece of paper and one pencil or pen only. Each
member takes a turn writing a line of the dialog. Other team members can offer help but they
cannot write it for the individual whose turn it is to write. Collect the paper and grade it. Each
member of the team gets the same grade.
Anne Frank: Lesson 1 Dialog Activity:
Mr. Frank:
I’ve come to say goodbye. I’m leaving here, Miep.
Miep:
But Amsterdam is your home. Your business is here, and you’re needed
here.
Mr. Frank:
I can’t stay in Amsterdam. It has too many memories for me.
Miep:
There are some of your papers here. We found them after you left.
Mr. Frank:
Burn them, all of them.
Miep:
There are letters, and notes. Look it’s Anne’s diary. Burn this?
MS Grade 8 Language Arts Through ESOL: Drama: Anne Frank: Lesson 1
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Intermediate Presenting Activities
Show and Tell
Objective: Present orally on a familiar topic and respond to questions on the topic.
Procedure: A student brings something to class related to the subject at hand and, within 3
minutes, makes an oral presentation about it. Teams take turns asking the student questions
about it. For each question the presenter can answer, his/her team gets a point. For each
question he/she cannot answer, the team loses a point.
Proficient Presenting Activities
Making the News
Objective: Present orally to a group on a familiar academic topic in a news format.
Procedure: Teams take turns developing a 3-4 four-minute news broadcast about the subject
being studied. There may be several related stories. There must be one story (no matter how
short) for each member of the group. The reporting group may refer to notes but not to the text.
Other teams can refer to their texts, and have the opportunity to each ask two questions of the
reporting team. The reporting team members take turns answering questions, but other team
members may help them. The questioning group gets two points for each question the reporting
group cannot answer. The reporting group gets a point for each question it can answer. Follow
the rules for Total Recall when there is a challenge. Examples: Columbus gets the jewels from
the Queen of Spain, the long voyage, Hispaniola landing
Anne Frank: Lesson 1 Making the News Activities:
One Survivor Returns to Amsterdam
War Secrets Revealed in Diary
Young Writer to Be Published
Intermediate-Proficient Viewing Activities
Total Recall, True or False, Judgment
Objective: View a video or speech for the purpose of asking and answering simple questions,
making true and false statements, and distinguish facts from opinions.
Procedure: Modify reading activities, such as Total Recall, True or False, and Judgment to use
when viewing a video or speech. The effectiveness of a challenge is not as high as with a
written text.
MS Grade 8 Language Arts Through ESOL: Drama: Anne Frank: Lesson 1
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Beginning Vocabulary Activities
Line of Fortune
Objective: Identify and recreate words and word parts from spelling clues.
Procedure: (This activity is very similar to Hangman, but involves more complex team decisionmaking.) Choose a word from the lesson’s vocabulary and write the appropriate number of dashes
to represent the letters of the word. For example, for the word dicot you would draw five dashes. A
team member guesses a letter. If the letter is not found in the word, write the letter under the
dashes and move on to the next team. If their letter is found in the word, then write the letter on the
appropriate dash. When a team guesses correctly, they have the option to guess the word. If they
choose not to guess the word, call on the next team. If they choose to guess and successfully
guess the word, then they receive ten points minus the number of letters written under the dashes
from incorrect previous guesses, and the game is over. If they choose to guess and do not guess
the word, then they lose points equal to the number of letters written under the dashes, and you call
on the next team. If no team can guess the word before ten incorrect letters are written under the
dashes then all teams lose points equal to the number of teams in the class.
Concentration
Objective: Identify vocabulary words and their meanings.
Preparation: On twenty 8” x 5” index cards, write the numbers 1-20, one number per card. Place
these cards in order, 3 per line in a pocket chart. On another 20 index cards, write, one word per
card, 10 vocabulary items from the lesson 2 times each. Shuffle these cards and place them behind
the numbered cards.
Procedure: Teams will match the vocabulary words with their meanings. Choose one team to go
first. A member of that team picks two numbers. Remove those cards from the chart, leaving the
words behind them visible to the class. The student reads the words, with the team’s assistance if
needed. If the words match, leave them showing and give the team a point. If they do not match,
replace the numbers and call on the next team.
Option: Instead of writing each noun 2 times, write it once in the singular and once in the plural.
When working with verbs, write one in the present tense and one in the past. Matching variations
such as these helps the students understand that, despite certain differences in the visible spelling
of two words, they are still semantically related at a deeper level.
Anne Frank: Lesson 1 Concentration Activity #1: Matching:
plead
ask for, beg
flee
run away, escape
wood stove
heater
weep
cry, sob
concealed
hidden
cultured
educated, refined
persecuted
offended, mistreated, victimized
threadbare
old, worn out, ragged
starvation
extreme hunger, malnourishment
MS Grade 8 Language Arts Through ESOL: Drama: Anne Frank: Lesson 1
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Intermediate Vocabulary Activities
Jeopardy
Objective: Use clues to identify vocabulary words, characters’ names, places, etc. in the story.
Preparation: Place 3 cards across the top of a pocket chart, the first with the letter A printed on
it, the second with B, and the third with C. Down the left side of the chart (one per line), place
three cards with the numbers 2, 3, and 4 respectively. Place three easier vocabulary items (not
visible to the class) next to the number 1 card, and below each of the letter cards, place 3 more
difficult words on line 2 in the same manner, place three of the most difficult words on line three.
Procedure: Choose one team to go first. A member of that team picks the word s/he wants to
guess (“2-C” for example). Give the student a definition of clue for the word (This animal barks.)
The student, with the help of his team, responds with the word presented in question format
(What is a dog?). If the answer is correct, that team gets 2, 3, or 4 points, depending on the
word’s level of difficulty. If the answer is incorrect, the next team tries for the same word but for
one point less than the previous team. For example, if the first team guessed incorrectly for a
word worth 3 points, the next team to try would get 2 points if it answered correctly. If it too
guessed incorrectly, the next team would get one point if it answered correctly. If no team can
answer correctly before the points are reduced to zero, then all teams lose 1 point.
Anne Frank: Lesson 1 Jeopardy Activity:
Question
Answer
a) Who survived the concentration camp
a) Where the family hid
a) When Scene 1 takes place
b) Why the Jews hid
b) What is a symbol of the Jewish faith
b) How Anne Frank died
c) Where Anne Frank died
c) What the Jews called “death camps”
c) What is another word for overcrowded
Mr. Frank
above Mr. Frank’s warehouse
1945, after World War II
Nazi occupation
Star of David
typhus
Bergen Belsen Camp
concentration camps
cramped
Wrong Word
Objective: Identify, analyze, and correct errors in vocabulary usage.
Procedure: Teams find the word that is “wrong” and correct it. Teams get a point for each
correction. Read a sentence with a wrong word in it. Examples: The contribution tells us how
the government will operate. (should be Constitution) Many people have moved to Florida for
the arctic climate. (should be tropical)
When teams get good at this activity, embed an
incorrect sentence among other correct sentences. Teams can make sentences with incorrect
words for other teams to correct.
MS Grade 8 Language Arts Through ESOL: Drama: Anne Frank: Lesson 1
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Classification
Objective: Classify vocabulary into two or three groups.
Procedure: Model the activity, beginning with several words for teams to classify into groups.
Ask students to identify an appropriate label for the groups they create. Discuss other words
that could go into each group. Each team gets out one pencil and one sheet of paper. The
captain writes team name and divides the paper into the appropriate number of columns
(groups). The captain labels columns for classifications and sets timer for 5 minutes. Team
members take turns writing words in appropriate columns (as in the Team Spelling Test). Note
that words do not have to come from the lesson vocabulary. When the timer rings, collect
papers. Teams get one point for each word they place correctly. Spelling should not count.
MS Grade 8 Language Arts Through ESOL: Drama: Anne Frank: Lesson 1
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Beginning Grammar Activities
Teacher-Student Grammar Notes are provided as a teaching resource or student study notes.
ADVERB CLAUSES TO SHOW TIME
Adverb clauses can be used to show time relationships. Adverb clauses cannot stand alone as
a sentence. They are always connected or added to a sentence, either at the beginning or at the
end of the sentence. Time relationships are important because they add meaning to the
sentence. Here is a list of words that introduce a time clause and signal time relationships.
when
while (as)
so long as
before
since
after
by the time
whenever (every time)
until (till)
as soon as (once) as long as
the last (next, first, 2nd, 3rd, etc.) time
Punctuation: When the adverb clause is used at the beginning of a sentence, separate it from
the rest of the sentence with a comma. When it comes at the end of a sentence, no comma is
used.
Examples:
When I was in Miami, I went to the zoo.
While we were riding the bus, we talked.
As the rain was falling, I heard the train.
After I do my homework, I’ll read a good book.
Before she arrives, make some tea.
I haven’t seen my uncle since we left our country.
We talked on the phone until we finished our homework.
By the time the dinner was ready, we had finished our salad.
My family has a party whenever there is a birthday.
Every time I get a good grade, I’m very proud.
The next time you have a question, I hope you ask me.
The third time I drove a car, I started to relax.
As soon as we arrived, we had something to eat.
Once we arrived, we had lunch.
I’ll like this class as long as we work together.
Word Order Cards
Objective: Identify and use appropriate word order in sentences.
Procedure: Choose some of the more complex sentences of the summary to cut up for this
exercise. After writing a sentence on a sentence strip, cut up the sentence into individual words.
Shuffle the words. With the team's support, one member rearranges the words to reform the
sentence. The team gets a point if the cards are rearranged correctly.
MS Grade 8 Language Arts Through ESOL: Drama: Anne Frank: Lesson 1
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Modified Single Slot Substitution Drill
Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar
sentence in a single slot.
Procedure: The teacher writes a sentence on the board and underlines one word. Teams take
turns replacing the underlined word with a new word. When students can no longer think of
substitutes, the teacher underlines a different word, and the activity continues.
Example:
The soldiers who surrendered were killed.
Possible substitutions for killed:
butchered, kissed, hugged, spared
The soldiers who surrendered were butchered.
Possible substitutions for surrendered: spared, killed, ran, slept
The soldiers who surrendered were spared.
Possible substitutions for soldiers: people, police, robbers, children
Notes:
• Sometimes, changing one word necessitates changing another word as well.
The queen was dancing when the soldiers arrived. (Substitute
king and queen)
The king and queen were dancing when the soldiers arrived.
• It is not necessary for the sentences to be historically correct, sensible, or even possible. It is
important for the correct part of speech to be used.
Anne Frank: Lesson 1 Modified Single Slot Substitution:
(a) The family was (b) happy (c) until May, (d) when the Netherlands surrendered.
Possibilities:
(a) The Franks were, Mr. and Mrs. Frank, Anne and Margot were, Anne was
(b) free, content, optimistic
(c) until 1940, until the war began, until everything changed
(d) when the German Army invaded, when the Nazis came, when the Germans occupied
the Netherlands.
MS Grade 8 Language Arts Through ESOL: Drama: Anne Frank: Lesson 1
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Intermediate Grammar Activities
Sentence Builders
Objective: Expand sentences by adding new words in the appropriate order in a sentence.
Procedure: The teacher says a sentence, and, after a pause, an additional word or words.
Teams must make a new sentence that adds the new word(s) in the correct place in the
teacher's original sentence. Give a point for each correct answer. Example:
Teacher:
Fish is a food. (healthy)
Team Response:
Fish is a healthy food.
Teacher:
Fish is a healthy food. (fresh)
Team Response:
Fresh fish is a healthy food.
Anne Frank: Lesson 1 Sentence Builders:
a) The Diary of Anne Frank is a true story. (a play based on)
The Diary of Anne Frank is a play based on a true story (of a girl)
The Diary of Anne Frank is a play based on a true story of a girl (thirteen-year-old)
The Diary of Anne Frank is a play based on a true story of a thirteen-year-old girl
(Jewish)
The Diary of Anne Frank is a play based on a true story of a thirteen-year-old Jewish
girl (named Anne)
The Diary of Anne Frank is a play based on a true story of a thirteen-year-old Jewish
girl named Anne.
Continue with the following:
b) The family was happy. (and free) (until May) (of 1940) (when the Netherlands
surrendered) (to the German Army) (invading)
c) The Nazis rounded up Jews (of the German Army) (and transported them) (to
concentration camps) (and death camps)
d) Prisoners died from overwork (in the camps) (or murder) (disease) (starvation) (in
the gas chambers)
e) Mr. Frank hears the sounds. (of an organ) (barrel) (and the voices) (of children)
(playing in the street) (As he moves) (around the room)
Multiple Slot Substitution Drills
Procedure: This drill is often taught together with or right after the single slot substitution drill.
Its organization is similar to single slot substitution, but more that one part of the sentence
changes. Give a point for each correct answer. Example:
Columbus sailed in 1492. (Pizarro)
Pizarro sailed in 1492. (1524)
Pizarro sailed in 1524. (arrived)
Pizarro arrived 1n 1524.
Anne Frank: Lesson 1 Multiple Slot Substitution Activities:
(a) Jews (b) were not allowed to (c) ride in streetcars.
Possibilities:
use bicycles, were not permitted to, Anne and Margot, ride in automobiles, were afraid
to, Jewish families, go to the movies, the Van Daans, do anything without a large yellow
Star of David sewn on their clothing, couldn’t, Mr. and Mrs. Frank, have a business
MS Grade 8 Language Arts Through ESOL: Drama: Anne Frank: Lesson 1
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Flesh it Out
Objective: Use key words in the appropriate order in a grammatically correct sentence.
Procedure: The teacher gives the key words of a sentence and teams puts them into a
grammatically correct sentence. Give points for correct answers in the oral format. Give grades
in the written format.
Key words:
he/sail/america/1492.
Answer: He sailed to America in 1492.
Key words:
he/sail/america/? (past)(yes/no)
Answer: Did he sail to America?
Anne Frank: Lesson 1 Flesh it Out Activities:
a) Anne/father/manage/company/Amsterdam. (past)
b) By/time/Anne/family/go into/hiding/be/impossible/escape. (past)
c) Miep/plead/him/stay/Amsterdam/where/he/be/needed/after/war. (past)
d) Jews/not/be/allow/go/movies/or/ride/streetcars. (past)
e) When/Nazis/come/things/get/really/bad/Jews. (past)
Transformation Exercises
Objective: Change the form or format of a sentence according to the situation.
Procedure: Students change the format of a sentence based on teacher directions or prompts.
Give points for correct answers in the oral format. Give grades in the written format. Examples:
1. Is it raining? (Answer the question, yes.) Yes, it is raining.
2. It is raining. (Ask a yes/no question.)
Is it raining?
3. Many Indians died from disease. Many Indians died from starvation. (Combine 2 sentences
into one sentence.) Many Indians died from disease and starvation.
Anne Frank Lesson 1 Transformation Exercises: Students respond by combining two
sentences into one sentence, using the word(s) in parentheses. Follow the model.
Example:
First, Mr. Frank went to the rooms. Then, Miep gave him Anne’s diary. (After)
After Mr. Frank went to the rooms, Miep gave him Anne’s diary.
a)
b)
c)
d)
Miep hadn’t seen Mr. Frank. The Gestapo took him away. (Since)
Mr. Frank saw the white glove. He began to weep. (When)
Mr. Frank saw the hiding place. The Frank family was taken away. (The last time)
The Nazis would imprison the Jews. They knew where they were hiding.
(Whenever)
e) Mr. Frank heard the sound of the barrel organ. He became sad. (Every time)
f) Miep had the opportunity. She gave Mr. Frank Anne’s diary. (As soon as)
MS Grade 8 Language Arts Through ESOL: Drama: Anne Frank: Lesson 1
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Who What, When, Where, How, Why
Objective: Listen to a sentence and respond to “Wh" questions in writing.
Procedure: Read a sentence and then ask the “wh" questions about it. Teams write a short
answer on a numbered sheet of paper. Example: Teacher: The heart constantly pumps blood to
the body 24 hours a day to keep the body alive. What…? (Teams write heart.) Where…?
(Teams write to the body) How...? (Teams write constantly) Why…? (Teams write to keep the
body alive) When…? (Teams write 24 hours a day).
Team members take turns writing answers on the board (for class discussion) or on a
team/individual paper (for a grade). An alternative technique is to have each team member
complete all items on his/her own paper. Team members are allowed to help each other. On
completion of the activity, collect the one paper of your choice. The grade on that paper will
count for each team member.
Anne Frank: Lesson 1: Who, What, When, Where, How, Why Activities:
a) Anne’s diary is an account of her personal experiences as a teenager whose
family was persecuted during World War II because of their religion. (Who, What,
When, How, Why)
b) Anne was born in Germany, but her family moved to Amsterdam, the
Netherlands, to escape anti-Jewish policies in Germany. (Who, What, When,
Where, How, Why)
c) Anne tells why her Jewish family left Germany and she describes how well her
father’s spice and herb business did before the Nazis came in 1940. (Who, What,
When, Where, How, Why)
d) Mr. Frank thanks Miep, and remembers how Miep and Mr. Kraler suffered in
order to help him. (Who, What, How, Why)
e) Mr. Frank told Anne they were going into hiding in the building where he used to
have his business. (Who, What, Where, How)
MS Grade 8 Language Arts Through ESOL: Drama: Anne Frank: Lesson 1
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Sentence Stretchers
Objective: Expand grammatically correct sentences by adding new words in appropriate order
Procedure: One team begins by making a sentence orally that contains the language or
content focus of the lesson. (Make the starter sentence as short as possible.) For example, in a
lesson focusing on weather and on adjectives, the first team might say, The cloud is floating.
The first team gets a point. Other teams take turns expanding the sentence, getting a point each
time something is added successfully or until teams run out of expansions.
The white cloud is floating.
The fluffy white cloud is floating in the sky.
The fluffy white cloud that looks like a boat is floating in the sky. Etc.
Anne Frank: Lesson 1 Sentence Stretcher:
Begin with the sentence: Mr. Frank hears the sounds.
Mr. Frank hears the sounds.
Mr. Frank hears the sounds of a barrel organ.
Mr. Frank hears the sounds of a barrel organ and the voices of children playing.
Mr. Frank hears the sounds of a barrel organ and the voices of children playing in the
street.
As he moves around the room, Mr. Frank hears the sounds of a barrel organ and the
voices of children playing in the street.
As he moves around the room, Mr. Frank hears the sounds of a barrel organ and the
voices of children playing in the street and he sees a glove on the floor.
As he moves around the room, Mr. Frank hears the sounds of a barrel organ and the
voices of children playing in the street and he sees a woman’s glove on the floor.
As he moves around the room, Mr. Frank hears the sounds of a barrel organ and the
voices of children playing in the street and he sees a woman’s white glove on the floor.
As he moves around the room, Mr. Frank hears the sounds of a barrel organ and the
voices of children playing in the street, he finds a scarf and he sees a woman’s white
glove on the floor.
As he moves around the room, Mr. Frank hears the sounds of a barrel organ and the
voices of children playing in the street, he finds a scarf of many colors and he sees a
woman’s white glove on the floor.
As he moves around the room, Mr. Frank hears the sounds of a barrel organ and the
voices of children playing in the street, he finds a scarf of many colors hanging on a
hook and he sees a woman’s white glove on the floor.
MS Grade 8 Language Arts Through ESOL: Drama: Anne Frank: Lesson 1
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Look it Up
Objective: Identify specific grammatical structures and change them according to the situation.
Procedure: Teams look up sentences in their text that have a specific grammatical structure.
As an oral practice, teams get a point for a correct answer. As a written exercise, it can be
graded. Version One: Discuss the grammar point with the students then have them find
example sentences in their texts. You might want to limit the pages they are to search.
Version Two: Write sample sentences on the board in a tense not usually used in the text. Ask
students to find similar sentences in the text and to determine the difference between the text
sentences and the sentences on the board. In history books, for example, most sentences are
in the past tense, so the sentences you write on the board would be in the present tense. During
a discussion of the difference between the text sentences and your sentences, you would help
the class discover why the text uses past tense sentences so often.
Version Three - Students locate sentences in the text with a specific grammatical structure and
then restate or rewrite the sentence in a new form specified by you. Example: change
statements into questions, affirmative to negative, past to present, or passive voice to active.
Anne Frank: Lesson 1 Look it Up: Teams locate examples of Adverb Clauses to Show Time
in the text and in the summary.
Rewrite the Paragraph
Objective: Identify specific grammatical structures and change them according to the situation.
Procedure: Use a paragraph based on the text, and language focus structures of the lesson.
Teams read and discuss necessary changes. Members work together to rewrite a grammatically
correct paragraph with the changes. Collect one paper from each team for a grade. (Examples:
Change one verb tense to another, nouns to pronouns, adverbs to adjectives, etc.)
Anne Frank: Lesson 1 Rewrite the Paragraph Activity: Teams will rewrite the paragraph in
the present.
The Diary of Anne Frank is a true story of a Jewish girl who wrote in a diary during World
War II. Anne’s family was persecuted because of their religion when the government
surrendered to the Nazi Army. Anne’s family went into hiding to avoid being captured and killed
in gas chambers. Eight people hid for two years until the Nazis found them and sent them to
concentration camps. Mr. Frank was the only survivor and Anne died when she was just fifteen.
The play shows Mr. Frank visiting the hiding place after the war. Mr. Frank is middle-aged and ill
and he begins to weep as he remembers. Miep Gies comforts Mr. Frank and gives him the diary
Anne left in the hiding place. As Mr. Frank begins to read, we hear Anne’s voice, and the scene
flashes back to tell Anne’s story of the war
MS Grade 8 Language Arts Through ESOL: Drama: Anne Frank: Lesson 1
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Name ____________________________ Date __________
Anne Frank: Lesson 1: Exercise 1
Fill in the blanks with the correct word.
captured
Jewish
concentration
comforts
persecuted
middle-aged
chambers
flashes
died
surrendered
The Diary of Anne Frank is a true story of a __________ girl who wrote in a diary
during World War II. Anne’s family was __________ because of their religion when the
government __________ to the Nazi Army. Anne’s family went into hiding to avoid
being __________ and killed in gas __________. Eight people hid for two years until
the Nazis found them and sent them to __________ camps. Mr. Frank was the only
survivor and Anne __________ when she was just fifteen. The play shows Mr. Frank
visiting the hiding place after the war. Mr. Frank is __________ and ill and he begins to
weep as he remembers. Miep Gies __________ Mr. Frank and gives him the diary
Anne left in the hiding place. As Mr. Frank begins to read, we hear Anne’s voice, and
the scene __________ back to tell Anne’s story of the war.
MS Grade 8 Language Arts Through ESOL: Drama: Anne Frank: Lesson 1
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Name _____________________________________ Date _____________
Anne Frank: Lesson 1: Exercise 2
Read each sentence and decide if it is true or false. If it is true, write the word “true” on
the line. If the sentence is false, rewrite the sentence to make it a true.
1. Four other people hid with the Franks, Mr. And Mrs. Van Daan and their children.
______________________________________________________________________
2. The Diary of Anne Frank is fiction.
______________________________________________________________________
3. Anne’s father was an officer in the German Army.
______________________________________________________________________
4. Jews had to sew a large yellow Star of David on their clothing.
______________________________________________________________________
5. Of the eight people who his together, only Anne survived.
______________________________________________________________________
6. Mr. Frank finds a scarf of many colors and places it around his neck.
______________________________________________________________________
7. In 1944, the Nazi police found them, and sent all eight to concentration camps.
______________________________________________________________________
8. Miep died of typhus in a camp when she was just fifteen years old.
______________________________________________________________________
9. Anne’s voice is reading from her diary to tell the story from the past.
______________________________________________________________________
10. Miep gives Mr. Frank the notebook that Anne used as a diary.
______________________________________________________________________
MS Grade 8 Language Arts Through ESOL: Drama: Anne Frank: Lesson 1
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Name ____________________________ Date __________
Anne Frank: Lesson 1: Exercise 3 (FCAT Practice/Reading Comprehension)
Read the lines from Act I, Scene 2 of The Diary of Anne Frank, by Frances Goodrich
and Albert Hackett. After previewing Scene 2, complete the questions and the charts.
(Mr. and Mrs. Van Daan and their son Peter are waiting nervously for the Frank family to
arrive. The yellow Star of David is conspicuous on all of their clothes.)
Mrs. Van Daan: Something’s happened to them! I know it! Mr. Frank said they’d be here
by seven o’clock.
Mr. Van Daan:
They have two miles to walk. You can’t expect…
Mrs. Van Daan: They’ve been picked up. That’s what happened. They’ve been taken…
(The Frank family arrives, greetings are exchanged, and Mr. Frank talks to everyone
about the rules.)
Mr. Frank: Now. About the noise… While the men are in the building below, we must have
complete quiet. From eight in the morning until six in the evening we must move only when it
is necessary, and then in stockinged feet. We must not speak above a whisper. We must
not run any water. We cannot use the sink or even, forgive me, the w.c.
Previewing:
The topic is ____________________________________________
_____________________________________________________
Scanning for
Organizational
Pattern:
Cause/Effect, Comparison/Contrast, Spatial Order, or Time Order?
_____________________________________________________
_____________________________________________________
Background
Information
What I Know
What I Have Learned
What I still Wonder or
Want to Know
B
K
L
W
MS Grade 8 Language Arts Through ESOL: Drama: Anne Frank: Lesson 1
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Name ____________________________ Date __________
Anne Frank: Lesson 1: Exercise 4 (FCAT Practice/Reading Comprehension)
Read the sentences. Complete the chart below, identifying the cause and effect in each
sentence.
1. Due to the Nazis, Anne Frank died in a concentration camp of typhus.
2. It was impossible to flee the Germans. Consequently, the family went into hiding.
3. Since Miep and Mr. Kraler helped, the family was able to hide for two years.
4. Because Mr. Frank published Anne’s diary, the world knew the truth.
5. If the Jews needed help, there were many people willing to risk their lives.
CAUSE
EFFECT
1.
2.
3.
4.
5.
Read the statements. Then write the sentences in the chart below in the order in which
they happened.
1. Mr. Frank’s voice fades, and Anne’s voice continues to read from her diary.
2. Mr. Frank went back to the rooms where his family lived for two years.
3. Miep gave Mr. Frank letters notes and a paperbound book Anne used as a diary.
4. Mr. Frank began to read Anne’s words from her diary.
5. Mr. Frank found a woman’s white glove and began to weep.
1. First,
2. Then,
3. Next,
4. After that,
5. Finally,
MS Grade 8 Language Arts Through ESOL: Drama: Anne Frank: Lesson 1
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Name ____________________________ Date __________
Anne Frank: Lesson 1: Exercise 5
Fill in the blanks.
The Diary of Anne __________ is a play based __________ the true story of
__________ thirteen-year-old Jewish girl named __________. Anne kept a diary
__________ World War II from __________ until 1944. Anne’s diary __________ an
account of her __________ experiences as a teenager __________ family was
persecuted because __________ their religion. Anne was __________ in Germany, but
her __________ moved to Amsterdam, the __________, to escape anti-Jewish policies
__________ Germany. Anne’s father managed __________ company in Amsterdam.
The __________ was happy and free __________ May of 1940, when __________
Netherlands surrendered to the __________ German Army. The Nazi __________ of
Amsterdam caused the __________ to flee or go __________ hiding to avoid being
__________ and killed. The Nazis __________ the German Army rounded __________
Jews and transported them __________ concentration camps and death __________.
Prisoners in the camps __________ from overwork, disease, starvation __________
murder in the gas __________. By the time Anne’s __________ went into hiding, it
__________ impossible to escape. The __________ family and four other __________
lived for two years __________ a few cramped rooms __________ Mr. Frank’s office
and __________. In August 1944, the __________ police found their hiding
__________, and sent all eight __________ concentration camps. Of the __________,
only Mr. Frank survived. __________ died of typhus in __________ camp called
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Bergen when __________ was just fifteen years __________. Anne Frank’s diary tells
__________ story.
The play opens __________ the top floor of __________ warehouse building in
Amsterdam. __________ is a noisy city __________ crowded buildings, churches and
__________. There are three small __________ and a flight of __________ to an attic
space __________. The windows are covered __________ blackout curtains, and there
__________ a wood stove. The __________ is concealed from the __________ by a
bookcase. Mr. __________, a cultured European man __________ middle age, is
standing __________ the main room. Mr. __________ appears weak and ill,
__________ his clothes are threadbare. __________ he moves around the
__________, he hears the sounds __________ a barrel organ and __________ voices
of children playing __________ the street. Mr. Frank __________ a scarf of many
__________ hanging on a hook, __________ places it around his __________. When
Mr. Frank sees __________ woman’s white glove on __________ floor, he begins to
__________. At that moment, Miep __________, a young Dutchwoman, enters
__________ room. Mr. Frank tells __________ that he is leaving __________. Miep
pleads with him __________ stay in Amsterdam where __________ is needed after the
__________. However, Amsterdam has too __________ memories like the house,
__________ school, and the organ __________ music on the street. __________.
Frank thanks Miep, and __________ how Miep and Mr. __________ suffered in order
to __________ him. Miep gives him __________ paperbound notebook and some
__________ and notes. The notebook __________ Anne’s diary. As Mr. __________
MS Grade 8 Language Arts Through ESOL: Drama: Anne Frank: Lesson 1
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opens the diary and __________ to read, his voice __________ and we hear Anne’s
__________ reading.
As the lights __________ dim, the scene flashes __________ to the war, and
__________ diary tells the story __________ the past. Anne tells __________ her
Jewish family left __________, and she describes how __________ her father’s spice
and __________ business did before the __________ came in 1940. When
__________ Nazis came, things got __________ bad for the Jews. __________ Frank
was forced out __________ his business. Jews had __________ sew a large yellow
__________ of David on their __________ so they could be __________. Anne had to
turn __________ her bike, and she __________ go to a Dutch __________. Jews
weren’t allowed to __________ to the movies or __________ in streetcars. Mr. Frank
__________ Anne they were going __________ hiding in the building __________ he
used to have __________ business. Three other people __________ with them, Mr.
and __________ Van Daan and their __________ Peter.
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Name ____________________________ Date __________
Anne Frank: Lesson 1: Exercise 6
Read each sentence. Underline once the adverb clause that shows a time relationship.
Then underline twice the word that signals or introduces the time clause.
Example:
Until the war began, the Frank family was happy and free in Amsterdam.
Until the war began, the Frank family was happy and free in Amsterdam.
1. The family was happy and free until May of 1940, when the Netherlands surrendered
to the invading German Army.
2. By the time Anne’s family went into hiding, it was impossible to escape.
3. Anne died of typhus in a camp called Bergen when she was just fifteen years old.
4. As he moves around the room, he hears the sounds of a barrel organ and the voices
of children playing in the street.
5. When Mr. Frank sees a woman’s white glove on the floor, he begins to weep.
6. As Mr. Frank opens the diary and begins to read, his voice fades and we hear
Anne’s voice reading.
7. As the lights slowly dim, the scene flashes back to the war, and Anne’s diary tells the
story from the past.
8. Anne tells why her Jewish family left Germany, and she describes how well her
father’s spice and herb business did before the Nazis came in 1940.
9. When the Nazis came, things got bad for the Jews. Mr. Frank was forced out of his
business.
10. As long as Mr. Frank lived, Amsterdam would always remind him of his grief.
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