The+Diary+of+Anne+Frank

RL.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL 2 Determine a theme of a text and analyze its development, including its relationship to the characters, setting, and plot. RL.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). RL 10 Read and comprehend dramas. W 2 Write explanatory texts.

10/20
Library Book talk about books available at the book fair (Smith) A.R Tests SSR Brave Writing revision (if have time)

10/21
Introduce EQ (2 minutes) Introduce the Holocaust with video (What Teenagers Say) (5 minutes) Holocaust Vocabulary (write in RINB) (10 minutes) History of WWII PowerPoint or Review of Vocabulary with BrainPop video (the Holocaust) //(Used Brain Pop and Cornell Notes)// Read the drama __The Diary of Anne Frank__ Brave Writing revision (if have time)

10/22
Review Bystander/Resistor (Who's to Blame for the Holocaust?) Read the drama __The Diary of Anne Frank__ Ticket out the Door: Are you a resistor or a bystander?

10/23
Edit Brave writing Review Bystander/Resistor (Who's to Blame for the Holocaust?) Review other key vocabulary from unit Read the drama __The Diary of Anne Frank__

Monday, 10/26
Review Key Vocabulary (complete writing them if have not) Pass out papers (talk about corrections for credit) Watch Youtube: How to Identify the Two Types of Characterization and take notes in RINB Write Bio Poem as a practice for characterization notes and review of the text from last week. (at least one but more than one for extra credit) Read the drama __The Diary of Anne Frank__

10/27
Pronouns Sheet Retake of "Rikki-Tikki-Tavi" Vocabulary test Bookfair--Yay!!!

10/28
As a review read the article, Resistance Movements, Partisans, and the “Righteous Among the Nations,"

Write a well developed paragraph explaining the main idea of the story being sure to include at least three examples from the text that point to the main idea. Read drama: Use After Reading Questions from text book when finish Acts 1 and 2).

10/29-30, Nov. 13
Read drama. Use After Reading Questions when finished for discussion. Theme Prezi Unit test.

=11/16-11/19= 5 Paragraph Essay Format (powerpoint) Class Essay (teacher with student interaction modeling)

=11/20= Student Essay Test answering the EQ for the unit
 * In the face of adversity, what causes some to prevail while others fail? How do you keep from giving up? **

=**11/23 **= =**Catch up/Finish up all work **= = = =**11/24 **= =**Library **= =**Mystery Day--Silent Movie Day **=

Early Finishers Work: To be used throughout the unit when students are finished.
Read the Interview with Miep Gies. Read interviews with other Survivors.
 * 1) Write about the survivor story that was the most memorable for you. Be sure to explain why that story was more memorable than the others. (summarize, provide details and support for why it is the most memorable for you.)
 * 2) From the stories you have read, come up with a list of character traits that brave people have in common.
 * 3) List examples of direct and indirect characterization that reveal those traits.
 * 4) Find a creative way to display your findings (i.e., a prezi, ppt, google presentation, etc.).
 * 5) (Must have: at least 5 character traits, 5 examples of indirect characterization for each trait, and 5 examples of direct characterization for each trait with at least two in each from dialogue)

=//The Diary of Anne Frank//= ** Essential Question: **


 * In the face of adversity, what causes some to prevail while others fail? How do you keep from giving up? **

First Question: What is the Holocaust? Listen to what teenagers said. media type="custom" key="27920491"

Holocaust Vocabulary: [|Click here to see all the vocabulary.] Hitler SS antisemitism concentration camp labor camp

History of WWII: Hitler's rise to power and subsequent Holocaust media type="custom" key="27921283"

Ducksters: [|Anne Frank] Ducksters: [|Alolf Hitler]

Student Response:
 * 1) How did/does it take bravery to stand up against racism?
 * 2) Has there ever been a time in your life when **you** had to take a stand against racism? How did **you** stand against racism? What did your stand cost **you**? Would **you** do it again? Explain in at least 4 well-developed paragraphs.

Read the following article from [] to consider what resisters of the Nazi party's agenda risked to stand against anitsemitism.

Resistance Movements, Partisans, and the “Righteous Among the Nations”
During WWII the vast majority of people in Germany and the conquered countries of Europe played it safe. They were bystanders, trying to get on with their lives the best they could. They did not speak out against Nazi oppression or risk their safety or well-being trying to defeat their new masters by aiding those in need. After the war, many claimed not to have known the true nature of Nazi persecutions and the Holocaust. Or they claimed they were just following orders. Or the law. Or the crowd. After all, they said, what can one person do? But at the same time brave people throughout Europe refused to give in to the Nazis. They fought with radio broadcasts and pamphlets, through spying and sabotage, and sometimes in face-to-face combat. They organized relief efforts for refugees, they rescued and protected downed Allied airmen, and they hid Jews from the Nazis. Some resistance movements were highly organized and numbered thousands of men and women. The French Resistance, the Partisans of Yugoslavia, the Jews of the Warsaw Ghetto uprising are examples of well-organized resistance movements. Inside Germany a group of students calling themselves the “White Rose” began secretly protesting Nazi policies of brutality. The “Red Orchestra” was an anti-Nazi group of German spies determined to end the Nazi regime in their country. Other resistance efforts were carried out by individuals committed to overcoming tyranny, oppression, and dictatorship, or to merely helping a fellow human being who was in need. The four Dutch citizens who helped hide Anne Frank and her family in Amsterdam were such people. Raoul Wallenberg, a Swedish diplomat who stationed himself in Hungary, saved tens of thousands of Jews by issuing protective passes, establishing safe houses, and re-routing deportation trains bound for the death camps in Poland. He is one of 15,000 people recognized by Israel’s National Holocaust Memorial as “Righteous among the nations,” a non-Jew who risked his own safety to help save Jewish lives. People involved in these resistance movements and others risked torture and execution at the hands of the Nazis if caught. Many suffered that fate before the war ended. The WWII generation and every generation since have had to face the questions of who was guilty of the atrocities of WWII and debate the responsibilities of nations, of communities, and of individuals when facing oppression and persecution. **For more on WWII Resistance, visit one or more of these web sites:**


 * <span style="background-color: #e8e3df; color: #003876; font-family: Helvetica,Arial,sans-serif; font-size: 1.2rem;">[|U.S. Holocaust Memorial Museum]
 * <span style="background-color: #e8e3df; color: #003876; font-family: Helvetica,Arial,sans-serif; font-size: 1.2rem;">[|A Teacher’s Guide to the Holocaust]
 * <span style="background-color: #e8e3df; color: #003876; font-family: Helvetica,Arial,sans-serif; font-size: 1.2rem;">[|Jewish Virtual Library: Holocaust Resistance]

How to Read and Understand Drama (notes to go in RINB)
[|Visualizing, Analyzing Dialogue, Reading Aloud, and Making Inferences] =How to identify the Two Types of Characterization (notes to go in RINB)= media type="youtube" key="IRW6yVOHCQc" width="560" height="315"

media type="youtube" key="KT_OzRvPRC4" width="560" height="315"

<span style="background-color: #ffffff; color: #555555; font-family: 'Open Sans','Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 21px;">Write Down The Characters. (in your RINB)
<span style="background-color: #ffffff; color: #555555; font-family: 'Open Sans','Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 14px;">Otto Frank: Anne's father, Mr. Frank owned the building that concealed the secret annex. Anne often refers to him as Pim.

<span style="background-color: #ffffff; color: #555555; font-family: 'Open Sans','Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 14px;">Edith Frank: Otto's wife and mother to Anne and Margot.

<span style="background-color: #ffffff; color: #555555; font-family: 'Open Sans','Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 14px;">Anne Frank: A teenage Jewish girl who records her family's experience in the secret annex in the diary her father gives her on her 13th birthday.

<span style="background-color: #ffffff; color: #555555; font-family: 'Open Sans','Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 14px;">Margot Frank: Anne's older sister. She is quiet, mature, and respectful.

<span style="background-color: #ffffff; color: #555555; font-family: 'Open Sans','Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 14px;">Mr. Van Daan: A large man, often greedy and selfish about food. Mr. Van Daan helped Mr. Frank in business when the Franks arrived in Holland. Mr. Frank repaid the debt by agreeing to hide the Van Daan's in the secret annex.

<span style="background-color: #ffffff; color: #555555; font-family: 'Open Sans','Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 14px;">Mrs. Van Daan: Flirtatious and materialistic, Mrs. Van Daan is often clashes with the selfless and quiet Mrs. Frank. She disapproves of Anne on several occasions.

<span style="background-color: #ffffff; color: #555555; font-family: 'Open Sans','Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 14px;">Peter Van Daan: A quiet boy a few years older than Anne.

<span style="background-color: #ffffff; color: #555555; font-family: 'Open Sans','Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 14px;">Mr. Dussel: A dentist who retreats when Nazis discover his Jewish roots. His neuroses become disruptive.

<span style="background-color: #ffffff; color: #555555; font-family: 'Open Sans','Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 14px;">Miep Gies: A worker at the factory who supports the occupants of the secret annex by bringing them food and news from the outside world.

<span style="background-color: #ffffff; color: #555555; font-family: 'Open Sans','Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 14px;">Mr. Kraler: A former business associate of Mr. Frank, who also helps the families. <span style="background-color: #ffffff; color: #555555; font-family: 'Open Sans','Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 14px;">from http://study.com/academy/lesson/diary-of-anne-frank-by-albert-hackett-frances-goodrich-summary-characters.html

[|Reading Guide] on-line

Click here for [|Act 1] (interactive site with interactive vocabulary) Click here for [|Act 2] (has act 1 and 2--great text book) [|Click here for Audio of All Acts] Click here for [|text book] with read aloud function. (Click here if text book link doesn't work. [|Homepage] ) Click here for [|text book] (larger text).

Quiz: Click [|here.] [|Act I] [|Act II]

Click here to Read an Interview with [|Miep Geis.]

Read about other [|Survivors.]

Direct and Indirect Characterization Activitiies:

1. Bio Poem activity:

2. From the stories you have read come up with a list of character traits that brave people have in common. List examples of direct and indirect characterization that reveal those traits. Find a creative way to display your findings (i.e., a prezi, ppt, google presentation, etc.). (Must have: at least 5 character traits, 5 examples of indirect characterization for each trait, and 5 examples of direct characterization for each trait with at least two in each from dialogue)

Watch the Play. media type="youtube" key="N21cng2_TNg" width="560" height="315"

Watch a Prezi about Theme media type="prezi" key="tbwbzgiwt5_g" width="550" height="400"

DOAF Act 2, Sc. 3-5 EQ: How can a character be compared and contrasted? WRITING PROMPT: Compare and contrast Anne at age 13 and Anne at age 15. Write about character traits and changes that she has gone through. What do you most admire about Anne as she changes throughout the play?

Review Games:

[|Act 1 review Rags to Riches]