1929-1945
Middle School Reading Unit
Kirsten Iverson
Canton
TTL 2003
Unit Title:
The Diary of Anne Frank Grade
Level(s): 6-8
“Appreciating our differences”
Subject/Topic Area:
Reading
Time Frame:
21 days
Key Words:
Analyzing Relationships, comparing/contrasting
Technology: computers,
Internet, webquests, LCD projector, PowerPoint
Unit Designer:
Kirsten Iverson
School District:
Canton Public Schools School:
Canton Middle School
Brief Summary
of Unit
This unit will be
comprised of about a 5-week session in which the students will be exposed to
information about the holocaust, prejudices, and anti-Semitism. The students will begin by brainstorming
what those words mean and then will begin reading and studying The Diary of
Anne Frank. During the unit, the
students will not only learn about this part in history, but will also develop
reading skills such as identifying parts of a story and values of an
author. The goal of the unit is to
allow students to gain reading skills and develop an understanding of what Anne
Frank and other Jewish people went through during the holocaust. Students will compare and contrast this
young girls life to their own life. The
students will also be able to explain how this could relate to their lives
today.
Enduring
Understandings
1. Students will
understand that by studying works of literature inferences can be made about the
time period in which the work of literature was made and the thoughts,
feelings, and attitudes of the author.
2. Students will
understand that by reading they can gain insight to the world around them.
What essential
questions will guide this unit and focus teaching and learning?
1. How does your
life compare to other young people your age?
2. How does your
life differ from the life of people your age that lived during WW II?
3. Explain what
you know about the holocaust.
4. How do you
think you would have felt living as a Jewish person in Germany during WW II?
5. Why did the
author choose to arrange the story in this way?
6. How were the
beliefs of the author shown?
7. What can you
learn from this book?
8. How do you
think the author feels about the topic?
9. What type of
feelings or emotions do you think the author portrays?
10. What was
happening in the world during this time period?
11. What other
types of information can you gain from reading short stories and trade books?
12. What different
types of information can one gain from another culture?
13. How do reading
different views help us to understand what different groups of people around
the world have experienced?
14. How do these
lessons shape South Dakota?
15. How do these
lessons shape areas of the United States?
16. How do these
lessons shape different areas of the world?
17. How have views
changed since this time period?
Link to Content
Standards—South Dakota Standards
Content Area: Reading Source:
Goal: Goal 1-Reading
Indicator:
Indicator 1--Students will use various reading cues/strategies to comprehend
text, e.g., context, semantic, syntactic, and graphophonic cues.
Benchmark(s): c. use prior knowledge and experience to interpret and
construct meaning from various texts.
Standards (knowledge and skills):
The students will:
3.
make complex predictions about the content or message of various materials
before reading.
5.
use prior knowledge and experience to confirm, revise, or reject predictions
made about materials being read.
6.
relate the content and ideas in a selection to other concepts, topics or
sources.
Content Area: Reading Source:
Goal: Goal 1-Reading
Indicator: Indicator 2--Students will evaluate the patterns of
organization, literary elements, and literary devices within various texts.
Benchmark(s): b.
explain literary elements and/or devices used in various
texts, e.g., plot, setting, character, imagery, alliteration.
c. describe the effects authors create by using a combination of literary elements and devices, e.g., theme/imagery, point-of-view/anecdote.
Standards (knowledge and skills):
The students will:
2. evaluate
the structural elements of the plot, its development, and how and whether
conflicts are addressed and resolved, e.g., subplots, parallel episodes.
4. analyze the
relationship between author’s styles literary form, and the intended influence
on the reader.
Content Area: Reading Source:
Goal: Goal 1-Reading
Indicator:
Indicator 3--Students will interpret and respond to a diversity of works
representative of a variety cultures and time periods.
Benchmark(s): a.
examine various literary works to understand how authors present different perspectives.
b. compare/contrast a variety of literary
works to confirm or
refute personal interpretations.
Standards (knowledge and skills):
The students will:
1.
analyze how a work of literature reflects the heritage, traditions, attitudes,
and beliefs of its author.
2.
analyze how a work of literature is related to the context in which it was
created, e.g., period, ideas, customs, outlooks of a people.
3.
compare/contrast literature from different eras or cultures which deal with
similar situations or conflicts.
Content Area: Reading Source:
Goal: Goal 1-Reading
Indicator:
Indicator 4—Students will access, synthesize, and evaluate information from a
variety of sources.
Benchmark(s): a
select and use suitable information sources for a variety of purposes, e.g.,
Internet, CD-ROM, print and video materials, library.
Standards (knowledge and skills):
The students will:
5.
determine the appropriate technology to gather, organize, and retrieve
information, e.g., computer software, Internet.
Evidence of
Understanding?
Performance Tasks--Rubrics
1.
Diary-project
The diary
project will provide students will the opportunity to reflect on what they are
reading and the changing world that is around them. It will give students a
chance to make comparisons on their lives and the lives of the characters in
the story. The different entries will
allow students to hold discussions with each other about their thoughts,
feelings and beliefs.
This performance task will be
introduced on Day 2 and due on Day 18.
This
performance task is helping to meet both of the enduring understandings for
this unit.
2. Poster
Design-project
The
poster design will be a comparative poster between his/her life today as a
13-year-old student to the life of Anne.
The students will create a poster to help explain the similarities and
differences they see between themselves and Anne.
This performance task will be
introduced on Day 12 and due on Day 19.
This
performance task is helping to meet both of the enduring understandings that
are listed with this unit.
3. Webquest-project
The
webquest project will provide the students will the opportunity to research and
take a more active role in their learning.
They will research a specific idea dealing with this story and the
events surrounding it. With the
research that is found, the students will complete the webquest to demonstrate
the information that they have uncovered.
This performance task will be
introduced on Day 17 and due on Day 18.
This
performance task is helping to meet both of the enduring understandings that
are listed with this unit.
4.
Newspaper-project
The students will work together in groups
of three or four to complete a newspaper that contains articles that deal with
the years that the Frank family was in hiding.
The articles will include headline news, sports, world reports,
people/entertainment, weather reports and any other topics they feel would
enhance the paper.
This
performance task will be introduced Day 12 and due on Day 20.
This
performance task is helping to meet the second of the two enduring
understandings that are listed with this unit
Other Evidence--Quizzes, Tests, Prompts, and Work Samples
1.
Essay Questions-quizzes, tests
2.
Matching-quizzes, tests
3.
Fill in the Blank-quizzes, tests
4. Class
Discussion-prompts
5. Class Assignments-work
samples
6. Small Group
Discussion-prompts, work samples
Unprompted Evidence (observations and dialogues)
1. Laboratory
Work-observations
2.
Small Group Discussions-dialogues
3. Chat Room
Participation-dialogues
4. Responses on Discussion
Board-observations, dialogues
Student Self-Assessment
- Check List-Self-Assessment
2. Peer-Critiques
Learning Experiences and Instruction
Learning
Activities:
W.H.E.R.E T.O
W Students will know WHERE the
unit is headed and WHY: On day one when
we begin the lesson, the students will be given a layout of how the unit will
be designed. This is where I will
layout expectations for the unit and provide the students with an overview of
the goals and outcomes they will have achieved once the unit is over. The students will also be provided a chance
to say the ideas that they would like to learn more about. The KWL chart will provide me with previous
knowledge of the student as well as a direction to move in which they would
benefit from the most. Each week an
up-date and redirection if need be will be provided for the students so that
are able to meet and achieve the important components of the unit.
H Students will be HOOKED
through engaging and provocative entry points:
The students will take part
in a variety of engaging learning tasks.
The variety will be the key in allowing students from different
backgrounds and learning styles to successfully understand and achieve the
desired learning outcomes for the unit.
The students will be participating in a number of hands-on opportunities
where they will be able to relate ideas to themselves, their community, their
state and their nation. The students
will create projects, take part in discussions, read portions of the play, work
in small and large groups, reflect in journals, use technology, and take
assessments. These activities will be
key contributors in meeting the enduring understandings for the students.
E Students will EXPLORE and be
ENABLED/EQUIPPED for final performances:
The subject that the
students will be learning about will all be related to the field of reading and
the ability to relate to what they are reading. The students will be given the opportunity to explore Internet
sites dealing with similar topics to The Diary of Anne Frank. They will read different articles and
information in their textbooks to help gain a better understanding about how The
Diary of Anne Frank reflects part of history and how it might
compare/contrast to their lives. The students
will be given the chance to explore different websites that have photos,
diagrams, charts and information about The Diary of Anne Frank and other topics
that deal with this story. The
background knowledge and reading information will help equip the students with
necessary knowledge to be successful throughout the entire unit.
R
Students will REFLECT And RETHINK: The
unit allows the opportunity for students to rethink and revise their ideas and
the direction that they are moving in.
It also allows room for the teacher to make necessary adjustments and
revisions as well. The students will be
writing in a reflective journal, which will help provide feedback to the
teacher. This may be a key in helping
the teacher make adjustments. The unit
also provides the students with time to evaluate themselves and make the
necessary adjustments they need to make so that they are able to accomplish the
learning goals and outcomes for the unit.
The students will provide each other with feedback as well, to provide
support and offer suggestions if need be.
E
Students will EXHIBIT and EVALUATE: There
are a variety of assessments in this unit.
There are performance task assessments such as participating in a play, PowerPoint
presentations, and displays, traditional assessments such as quizzes, tests and
daily assignments, laboratory work, observations, discussions, dialogues, and
self-assessment tasks like checklists and peer evaluations. The self assessments and journal assessments
will be two of the tools in which students can use to see what they are doing
and make self-adjustments for themselves so that they stay on task or redirect
so that they can get back in line with the rest of the class. The journals, observations and dialogues
will also be keys in providing the teacher with feedback to evaluate how he/she
is presenting the material to the class.
T
Unit activities will be TAILORED to meet students needs, interests and learning
styles: This unit will provide students with a variety of learning activities
to help meet the needs, interests, and learning styles of as many students as
possible. There will be opportunities
to read, write and listen to information.
Students will also work individually, with pairs, and in small groups to
help the learning process progress. The
unit includes the use of computers, textbooks, trade books, class discussions,
and assignments to help tailor to the students interests.
O
Instruction and learning activities will be ORGANIZED to be engaging and
effective: The unit is organized and sequenced in a way that will
be engaging and effective. It will
build upon previous knowledge and interest for students to gain a deeper
understanding of the concepts that we are dealing with and learning. The unit is organized in a day to day plan
that can be adapted to follow the needs of the students.
Learning Sequence
Day 1 Introduction to The
Diary of Anne Frank
Objective/goal: The students will be able to explain what
the holocaust was and reflect on their observations made during the
discriminator activity.
Materials: KWL chart, holocaust information, green
paper, silver paper, gold paper, The Diary of Anne Frank, Number the
Stars by Lois Lowry
Key
Vocabulary: holocaust,
discrimination, anti-Semitism,
Activities:
- KWL Chart: (K-What do you know?,
W-What do you want to know?, L-What did you learn?) Complete the K and W
portions of the chart about the holocaust and Anne Frank together as a
class.
- How do you feel activity: Pass out a green piece of paper to half
of the class, a silver piece of paper to a quarter of the class, and a
gold piece of paper to the other quarter of the class. Then conduct a short question/answer
game with the following rules:
Green
students can speak anytime.
Gold
students can speak only when the teacher or a green student speaks to them.
Silver
students can only talk when the teacher, a green students or a gold student
speaks to them.
Green
students—easy questions, reward every time
Gold
students—answerable questions, reward every 2-3 times
Silver
students—unanswerable questions, never rewarded
Discuss how this made the students
feel and what was happening.
- Read aloud: Read the first chapter
aloud to Number the Stars.
Assessment: Observations and Dialogues
Assignment: Write a reflection about the activities that occurred today.
Day 2 Introduction to the unit
projects for The Diary
Objective/goal: The students will learn about what will
be expected from them during the unit and what the learning goals for the unit
are.
Materials: computer, PowerPoint, Number the Stars,
The Diary of Anne Frank, video clips from DDN
Key
Vocabulary: holocaust,
anti-Semitism, discrimination
Activities:
- Read aloud: Read chapter 2 of Number
the Stars.
- PowerPoint: The students will view a
PowerPoint that explains what the learning objectives and activities will
be for the unit.
- Images of the Holocaust: The students
will view photos and video clips that deal with the holocaust.
- Diary: The students will learn about
the diary assignment and begin writing in them.
Assessment: Observation
Assignment: Complete first diary entry.
Day 3
Objective/goal:
The student will be given a framework for perspective about the period
during which The Diary of Anne Frank was written. The students will become familiar with terms
and people that had a role in the destiny of Anne Frank and the Jewish people.
Materials: terms
of terror overhead, “Adolf Hitler: A Brief Biography”, The Last Days of
Anne Frank”
Key
Vocabulary: terms of
terror
Activities:
1. Anne Frank Quote: The students will view an
overhead and discuss what the quote means to them. Can you relate?
2. Vocabulary Terms: The whole class will
complete a vocabulary activity where they will guess and check the terms of
terror.
3. Hitler’s Biography: Read aloud and discuss
4. The Last Days of Anne Frank: The students
will read this excerpt in small groups and discuss what they read.
Assessment: Observation and Dialogue
Assignment: Diary entry, preference or prejudice
worksheet
Day 4
Objective/goal: The students will be able to explain
prejudices and will evaluate prejudices as a part of human interrelationships.
Materials: preference
or prejudice worksheet, What do you think? (overhead page 2 and 3 of
preference/prejudice worksheet), personal reflection
sheet, acceptance of others (overhead)
Key
Vocabulary: prejudice
Activities:
1. Read aloud: Read Chapter 3 of Number the
Stars.
2. Preference or Prejudice: The students will
complete a handout and then discuss their ideas in small groups.
3. What do you think?: The whole group will participate in a
reflective activity in their journals.
4. Acceptance of others: The students will
complete a scale representing how they feel about specific ideas.
Assessment: Completion of worksheets, dialogues
Assignment: Diary
Day 5
Objective/goal: The students will become familiar with
the vocabulary used during the play.
The students will reflect on the story Number the Stars.
Materials: vocabulary list,
student diaries
Key
Vocabulary: vocabulary
list
Activities:
1. Vocabulary list: The students will copy the
vocabulary list and complete the terms.
2. Read aloud: Read Chapter 4 of Number the
Stars.
3. Diary Reflection: The students will reflect
on the story Number the Stars.
Assessment: Vocabulary and diary
Assignment: Study vocabulary
Day 6
Objective/goal: The students will begin reading The
Diary of Anne Frank and analyze how this literature reflects heritage of
this girl.
Materials: Number the Stars, The Diary of
Anne Frank
Activities:
1. Read aloud: Read Chapter 5 in Number the
Stars.
2. Introduction of Characters: The students will be introduced to the
different people that will be part of the play.
3. The Diary of Anne Frank: Act 1 Scenes 1 and 2
4. Class discussion: The students will answer questions
and discuss the story.
Assessment: Observation
Assignment: Finish reading Act 1 scenes 1 and 2
Day 7
Objective/goal: The students will reflect on the
attitudes and beliefs of the author.
Materials: Number the Stars, The Diary of
Anne Frank
Activities:
1. Read aloud: Read Chapter 6 in Number the
Stars.
2. The Diary of Anne Frank: Act 1 Scene 3
3. Diary Reflection: The students will reflect
on what has been read up to this point in the story.
Assessment: Observation and Dialogue
Assignment: Finish reading 310-323
Day 8
Objective/goal: The students will analyze the
relationship of a work of literature and the context in which it was created.
Materials: Number the Stars, The Diary of
Anne Frank
Activities:
1. Read aloud: Read Chapter 7 in Number the
Stars.
2. The Diary of Anne Frank: Act 1 Scene 4.
3. Discussion: The students will be divided
into small groups and will answer questions and discuss this act and scene.
Assessment: Observation and Dialogue
Assignment:
Read Act1 Scene 5
Day 9
Objective/goal: The students will examine Anne’s
development of characters and determine the importance of characterization in a
literary work.
Materials: Getting to
know them worksheets, Tolerance reflection, Number
the Stars
Activities:
1. Read aloud: Read Chapter 8 in Number the
Stars.
2. Character Sketches: The students will
participate in a getting to know you activity. (Individual-Share in Pairs-Whole
Group)
3. What is tolerance?: The students will complete
a handout on tolerance and discuss how it is reflected in the story.
Assessment: Character sketches and tolerance handout
Assignment: Tolerance worksheet
Day 10
Objective/goal: The students will compare how life for
the characters differs from their own lives.
Materials: Number the Stars, The Diary of
Anne Frank, Tolerance Worksheet
Activities:
1. Read aloud: Read Chapter 9 in Number the
Stars.
2. Tolerance Discussion: The students will
share their worksheets with each other and then discuss the importance of
tolerance. Is it in the book?
3. The Diary of Anne Frank: Act 2 Scene 1
Assessment: Tolerance worksheet and discussion
Assignment: Diary reflection
Day 11
Objective/goal: The students will compare the text to the
time period the story was written.
Materials: Number the Stars, The Diary of
Anne Frank
Activities:
1. Read aloud: Read Chapter 10 in Number
the Stars.
2. The Diary of Anne Frank: Act 2 Scenes 2 and
3
Assessment: Observation and Participation
Assignment: Preparing for confinement lesson
Day 12
Objective/goal: The students will compare and contrast
events in the story to the events in their own lives.
Materials: Number the Stars, The Diary of
Anne Frank, Preparing for Confinement
Activities:
1. Read aloud: Read Chapter 11 in Number
the Stars.
2. Small Group Activity: The students will
share their homework with small groups then the whole class will report what
they discussed.
3. Poster
Project and Newspaper Project: Explain the poster project and newspaper
project to the students.
Assessment: Observation and worksheets
Assignment: Poster
Day 13
Objective/goal: The students will compare how life for
the characters differ from their own lives and develop the ability to write
about themselves and see themselves as others do.
Materials: Number the Stars, The Diary of
Anne Frank, Personal profile sheet, How others see me sheet
Activities:
1. Read aloud: Read Chapter 12 in Number
the Stars.
2. The Diary of Anne Frank: Act 2 Scene 4 and 5
3. Read aloud: Anne Frank, as Others
Remembered Her
4. Personal Profile: The students will
complete a self-portrait activity and an activity called “How others see me.”
Assessment: Personal profile sheets, Observations,
and Dialogues
Assignment: Complete self portrait and How others see
me sheets
Day 14
Objective/goal: The students will participate in a discussion
forum and chat comparing the two stories read: Number the Stars and The
Diary of Anne Frank
Materials: Comparison chart
Activities:
1. Class discussion: The students will be
placed into groups and make a chart comparing and contrasting the two books.
2. Chat Rooms: The students will silently
discuss the books in a chat room style atmosphere.
3. Chart:
The students will come back together as a whole group and chart the
comparison on a class chart.
Assessment: Observation and Participation
Assignment: Continue working on research for the
newspaper article and poster project
Day 15
Objective/goal: The students will research information
about what was going on in the world during the time period Anne rank was in
hiding.
Materials: Computers, Internet, Microsoft word,
library books
Activities:
1. Researching: The students will be working
in the computer lab and library researching information about Anne Frank and
the time period in which she lived.
2. Developing Articles: The students will
begin developing articles in their groups to complete a worksheet.
Assessment: Observations
Assignment: Newspapers are due on Day 20, Posters are
due on day 19
Day 16
Objective/goal: The students will complete a vocabulary quiz
and comprehension test dealing with the topics learned and discussed throughout
the unit.
Materials: vocabulary quiz, comprehension quiz, and
diary
Activities:
2. Comprehension
Test: All about the Annexe, Character Sketches, Character Identification
3. Diary:
The students will complete one final diary entry reflecting on the
entire unit. This will be due on day
18.
Assessment: Test
Assignment: Complete diary entry, poster, newspaper
article
Day 17 and Day 18
Objective/goal: The students will complete webquest
activities that allow students to explore and expand their understanding about
Anne Frank and her life.
Materials: Computers, Internet
Activities:
1. Webquest: The students will be in the
computer lab completing the requirements on one of two different webquests.
http://www.spa3.k12.sc.us/WebQuests/Anne%20Frank/index.html
http://www.fsu.edu/~CandI/ENGLISH/fsuwebquest3/annef.htm
a.
Assessment: Completion of webquest projects
Assignment: Diaries are due, newspapers, posters
Day 19
Objective/goal: The students will present their posters
that show comparisons between themselves and Anne Frank.
Materials: Rubrics, student presentations
Activities:
1.
Student Presentations: The students
will share their posters comparing Anne Frank and themselves.
Assessment: Rubric
Assignment: Newspapers are due tomorrow
Day 20
Objective/goal: The students will share their newspapers
with the class and identify what one can learn from reading.
Materials: student newspapers, KWL chart (L column)
Activities:
1. Newspaper share: The students will share their copies of the newspapers that
they’ve made during the unit.
2. KWL Chart: The class will finish the last
column in the KWL chart for what they’ve learned.
Assessment: Rubrics for newspapers, Completion of KWL
chart
Assignment: No assignment
Day 21
Objective/goal: The students will listen to the story The
Terrible Things by Eve Bunting and what insight they can gain into the
world around them.
Materials: The Terrible Things by Even
Bunting, Terrible Things worksheet
Activities:
1. Read aloud: The students will listen to the
story The Terrible Things.
2. Terrible
Things Worksheet: The students will work individually on a reflective
sheet. They will then pair up with a
partner and share their thoughts and feelings.
3. Class Discussion: How does this relate to what we have read? How can you relate to this?
Assessment: Terrible Things worksheet, Observations,
and Dialogue
Assignment: No assignment
Challenge Activity
Computer Treasure Hunt
(http://www.channels.nl/amsterdam/annefranhttp://www.sfusd.k12.ca.us/schwww/sch546/AnneFrankElit/IntoActivities%2Chtml/WS4Hunt.html.html)
Students can work
to complete the Anne Frank treasure hunt as an extra credit project for the
unit.
Go to each web site as directed,
and fill in the blanks of the worksheet.
Resources
and Credits
Web Based Resources
http://www.spa3.k12.sc.us/webquests/Anne%20Frank/index.html
http://remember.org/educate/frank.html
http://www.geocities.com/afdiary/diary/temp/index.html
http://www.sfusd.k12.ca.us/schwww/sch546/AnneFrankElit/1SATIntro.html
http://www.fsu.edu/~CandI/ENGLISH/fsuwebquest3/annef.htm
Textbook Resources
Number the Stars
by Lois Lowry
Harcourt Brace
Jovanovich, Inc., Adventures for Readers, 1985
“The Diary of Anne Frank” pgs.298-361.
The Center for Learning,
“Anne Frank: The Diary of a Young
Girl.”, 1988.
"A Study of Anne
Frank" Scholastic Professional Books, p. 18.
_______________________________________________________________
Terminology of Terror
The
following terms are particular to the events of World War II.
1. Lebensraum
Living space; term used by
Hitler as he promised land that would be for Aryans, free of Jews
2. Gestapo
Secret police created by
Hermann Goerring to hunt down Germans opposed to Hitler
3. Scapegoat
Someone on whom all
blame is heaped for the mistakes or problems of others
4. Genocide
Planned killing of an
entire culture or race of people
5. Anti-semitism
Hateful feelings,
attitudes or activities directed towards Jews
6. Nazi
Acronym for National
Socialist German Workers
7. Der
Fuehrer
“The Leader”
8. Pogrom
Mob attacks on Jewish
communities
9. Crystal
Night
Night of pogroms all
over Germany—so called because the sound of shattered glass was heard across
the land
10.
Holocaust
term used to describe
the massacre of Jews by Nazis in WW II
11.
synagogue
a
Jewish temple
12.
swastika
symbol
for the Nazi regime
13.
Diaspora
Jewish settlements in
countries of the world other than Palestine
14.
Reichstag
German
house of representatives
15.
Third Reich
a
new German empire which would last 1,000 years
16.
stereotype
labeling an entire group
of people with certain characteristics, ignoring individual differences
17.
Wehrmacht
new
name for Germany army
18.
Luftwaffe
German
air force
19.
Schutzstaffel “SS”
meaning “protective guard”;
they wore black uniforms, and had several divisions: Death’s Head
Regiment—those were commandants of the concentration camps: Security police or
SD, who collected intelligence information; Waffen SS—these were military
units; and the Einsatzgruppen, political police, or killing squads
20.
Sturmabteilung “SA”
brown
shirts or storm troopers
21.
Aryan
pure-blooded (not mixed
with any other nationality) Germans as described by Hitler
22.
putsch
coup
d’etat to take over a government
23. Mein
Kampf
biography
and handbook for Nazi programs
__________________________________________________________________________
Name ______________________________
Date _______________________________
Preference or Prejudice
Directions: Complete the answers in
columns one and two with the first responses that come to mind. Move to column three and analyze your
preferences.
Part A:
|
What is Your |
Column 1Favorite |
Column 2 Least Favorite |
Column 3 Why? (For Each) |
Color
|
|
|
|
|
Food |
|
|
|
|
Auto |
|
|
|
|
Kind of Music |
|
|
|
|
School subject |
|
|
|
|
Activity (alone) |
|
|
|
|
Activity (with others) |
|
|
|
|
Kind of Movie |
|
|
|
|
Specific Movie |
|
|
|
|
Who is your |
Favorite |
Least Favorite |
Why? (For Each) |
|
Person |
|
|
|
|
Celebrity |
|
|
|
ãCOPYRIGHT. The Center for Learning. Used with
permission. Not for resale.
Part B:
Answer these
questions using complete sentences.
1. Like you, your best
friend has lots of acquaintances and other friends. For a long time, you have both shared such friendships, but
lately your best friend has become very friendly with someone you do not like. You fell you have good justification for not
associating with that person, who has questionable character, and has even been
arrested and convicted of an offense you consider to be not only illegal but
morally wrong. Your best friend says
you are misjudging the situation, that the arrest was a big mistake, and that
the offense is not that big a deal. D
you continue your friendship and tolerate your best friend’s involvement with
the other person? Explain.
2. What animal is
your favorite pet? ______________________________
Suppose that a law
is passed by your local town council that forbids keeping this animal as a
pet. What would you do?
3. What animal is
your least favorite as a pet? ______________________
Suppose a law is
passed that forbids keeping this animal as a pet. A few people in your town have these pets, including a person you
do not particularly like. When someone
comes to you, asking your help in petitioning lawmakers to allow people to keep
these pets, what will you do?
4. You
unintentionally overhear a conversation between a person you particularly
admire and another person. They are
talking about a third person in very uncomplimentary terms. Besides ridiculing their subject, they are
also commenting about the person’s religion in an unflattering manner. AS they discuss ways to keeping that person
out of their groups and planned activities, you realize they are talking about
you. How do you feel about these two
people? What do you play to say or do?
5. You and your
best friend have the same math class. You
often study together and you know that your friend is having difficulty in a
subject which is easy for you. On the
day of the final exam, you notice your fiend a few seats away and realize that
your fiend and another classmate are cheating, though you cannot see which one
is helping the other. What do you do?
6. Several members
in your class are being considered for a citizenship award, involving community
service, good grades, and participation in school improvement activities. The final part of the competition calls for
an appearance before the judging panel, with each contestant talking about
community service. As you listen, one
contestant begins citing a fine record serving on the teenage hotline in your
community. You listen intently to the
glowing self-complimentary speech, because you also work on the teen
hotline. You know this person has been
reprimanded several times by the hotline director, and if improvement is not
shown, will be asked to leave. You can
see the contestant is impressing the judges, and you know they do not have the
accurate information to make a fair selection.
How ill you handle this situation?
7. How does a personal preference differ from prejudice?
____________________________________________________________________________________________
Name_________________________
Class Period____________________
Introspection
Directions: Use this handout for your personal
introspection. You will not to turn
this in if you do not want anyone to read it.
Use it for self-analysis.
1. Write here your
feelings about any particular group of people or any individual toward whom you
may have unfriendly or hostile reactions.
2. Examine what
you have written. Write your reasons
for these feelings.
3. Look carefully
at the reasons you have recorded. Is
there basis in fact for you attitude or are you being illogical?
4. Can you resolve
that you should alter your attitude about which you have written honestly? Has this reexamination made you a better
person?
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Learning. Used with permission. Not for resale
___________________________________________________________________________________________________________
Name_________________________
Class Period____________________
Acceptance of Others Scale
By
William F. Fey
Below you will find 20 statements that deal with some of your feelings and attitudes about other people. Read each statement carefully and decide how true you feel the statement to be. Using the accompanying scale in the next column, place the number which indicates your feelings about that statement in the space provided on the answer sheet. Pay attention to your first response and try not to spend too long on any one statement. After taking the test, your teacher will help you calculate your score.
1=Almost always true 2=Usually true 3=True half of the time
4=Only occasionally true 5=Very
rarely true
_____ 1. People are too easily led.
_____ 2. I like people I get to know.
_____ 3. People these days have pretty low moral
standards.
_____ 4. Most people are pretty smug about
themselves, never really facing their bad points.
_____ 5. I can be comfortable with nearly all kinds
of people.
_____ 6. All people can talk about these days, it
seems, is movies, TV, and foolishness like that.
_____ 7. People get ahead by using ”pull,” and not
because of what they know.
_____ 8. Once you start doing favors for people,
they’ll just walk all over you.
_____ 9. People are too self-centered.
_____ 10. People are always dissatisfied and
hunting for something new.
_____ 11. With many people you don’t know how you
stand.
_____ 12. You’ve probably got to hurt someone if
you’re going to make something out of yourself.
_____ 13. People really need a strong, smart
leader.
_____ 14. I enjoy myself most when I am alone,
away from people.
_____ 15. I wish people would be more honest with
me.
_____ 16. I enjoy going with a crowd.
_____ 17. In my experience, people are pretty
stubborn and unreasonable.
_____ 18. I can enjoy being with people whose
values are very different from mine.
_____ 19. Everybody tries to be nice.
_____ 20. The average person is not very well
satisfied with himself.
William F. Fey, “Acceptance by others and its
relation to acceptance of self and others: A revaluation.” Journal of Abnormal
and Social Psychology. 1955. 30,
274-276. Copyright 1955 by the American Psychological Association.
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_______________________________________________________________________________________________
The
Diary of Anne Frank Vocabulary List
1. belfry
2. carillon
3. makeshift
4.
rucksack
5. conspicuous
6. unabashed
7. intolerable
8. insufferable
9. indignant
10. meticulous
11. finicky
12. reproachful
13. tyranny
14. oppression
15. ostentatious
16. jubilation
17. onslaught
18. inarticulate
19. pandemonium
20. transfusion
21. convulsive
_______________________________________________________________________________________________
Name ______________________________
Class Period _________________________
Getting to Know Them
Directions: Using
the diary, complete this handout, offering a brief description of each person
as given by Anne. You may use your own
words, showing your perception of each person.
Note the entries, dates, or page numbers which are the basis for your
impressions.
Mrs. Frank seems
to me to be this kind of person:
From
entries:
Mr. Otto Frank
could be described as:
From
entries:
My impression of
Margot Frank:
From
entries:
I would describe Peter
this way:
From
entries:
Mr. Dussel seems
to be this kind of person:
From
entries:
Here is how I
would describe Miep:
From
entries:
Mr. Kraler seems
to be:
From
entries:
I would describe
Mrs. Van Daan as:
From
entries:
Mr. Van Daan is:
From
entries:
To me, Anne is
this kind of person:
From
entries:
My favorite person
in the Diary is_________________________________ because
This is my
impression of my favorite character:
From
entries
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Center for Learning. Used with permission. Not for resale.
____________________________________________________________________________
Name________________________
Class Period___________________
Tolerance
Directions: Reread several passages in Anne’s diary
where she complains about her mother, Mr. Dussel, or Mrs. Van Daan. Many of her complaints deal with their
attitudes toward her. As she reacts to
those criticism, she offers her perceptions of these three, whom she sometimes
finds so difficult to tolerate. Is
there someone in your life with whom you have difficulty getting along? Describe the situation between yourself and
this person. What kind of tolerance do
you show this person to keep peace? As
you write, try to be as objective as possible.
Like Anne, asses the situation honestly.
1. Anne is annoyed
by having to share her room with Mr. Dussel.
He “crowds her space.” What do
you do when someone invades your privacy?
2. To Anne, Mrs.
Van Daan seems bossy and interfering.
What does Anne do to aggravate the situation? Is there someone similar in your life? How do you handle the situation?
.
3. Anne cannot
seem to get along with her mother. She
mentions in her diary that Edith Frank is not her ideal of a mother. In contrast, Anne adores her father, admires
him in many ways, and tries to imitate his quiet strength. Anne does not try to see her mother’s good
points. Is there someone in your life
in whom you can fine little to admire?
Have you really looked closely?
Write a brief description of that person (who can remain nameless) and
note those things you fine objectionable.
Do others view this person the same way?
4. Anne believes
her father saved them, and does not question the decision to go into
hiding. A more objective person might see
the situation as a particularly dangerous, even stupid thing to do. Had Otto Frank not been most concerned with
the loss of his business, he might have taken his family to America, or even to
Switzerland, and safety. (His two brothers left Germany for America and his
mother went to Switzerland when the first rulings against Jews were
issued.) How do you think Anne would
answer this attack upon her father?
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permission. Not for resale.
____________________________________________________________________________
Name____________________________
Class Period_______________________
Preparing for Confinement
Directions: Otto
Frank planned for the possibility that his family might have to go into
hiding. For several months, he quietly
assembled necessary items to furnish and equip the hiding place. When the time came, the rest of the family
was abruptly informed and had little time to prepare. Reread Anne’s description of the hectic move. Complete this handout imaging that you and
your family must go into hiding and that one member of your family has prepared
a hiding place.
1. Create a
situation describing why you go into hiding, who in your family selects the
place, and what it is like.
2. You have little
time to make the move. What items will
you take and why?
3. You are told
that you may write one letter of goodbye to a special friend, but you may not
say where you will be hiding. What
would you write?
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permission. Not for resale
____________________________________________________________________________________________________________
Name
____________________________________
Class Period
_______________________________
____________________________________________________________________________
Name____________________________________
Class Period
_______________________________
____________________________________________________________________________
Name____________________
Class Period_______________
A Self-Portrait
Directions: Write on this sheet the kind of person
you believe yourself to be. Describe
your talents, your good qualities, and those character traits that you would
like to change. You may also include
your feelings about the world around you, and your basic philosophy of life.
___________________________________________________________________________
Name______________________
Class Period_________________
How Others See Me
Directions: Having written a self-portrait, compare
it with the comments you received from your classmates.
1. On what specific points about yourself do you
and your classmates agree?
2. Where is there major disagreement?
3. Did you think you had a particular talent that others
did not seem to notice?
4. What personality trait did others mention that
you did not realize you were displaying?
5. Do you believe your classmates misjudge you?
Explain.
6. Did your classmates comment on an unfavorable
personality trait (quick temper, sharp critical comments, selfish at times, for
example) that you did not realize you had?
Explain what I was and try to think of an incident that might have
caused them to see this trait in you.
7. Do you consider yourself a good listener? Did any of the writers mention this? (If the
insights differed, how would you explain the difference?)
8. From the comparisons you have made from the self-image and others’ images, do you now see yourself any differently? In what ways?
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permission. Not for resale.
____________________________________________________________________________
Name_______________________
Class Period__________________
The Diary of Anne Frank Vocabulary Quiz
Directions: Match each
word in column I with the correct definition in column II. Place the letter you chose in the space
provided.
I II
___ 1. belfry a. A
backpack; knapsack
___ 2. carillon b. The injection of large amounts
of
___ 3. makeshift
blood into the body
___ 4. rucksack c. Showy
___ 5. conspicuous d. Unbearable
___ 6. unabashed e. Hard to please
___ 7. intolerable f. Scolding
___ 8. insufferable g. A tower in which a bell is hung
___ 9. indignant h. An attack
___ 10. meticulous i. Rejoicing
___ 11. finicky j. Easily seen; noticeable
___ 12. reproachful k. Extremely precise about minor
___ 13. tyranny
details; fussy
___ 14. oppression l. Impossible to put up with
___ 15. ostentatious m. A set of bells that can be played on
___ 16. jubilation
a keyboard
___ 17. onslaught n. Noisy confusion
___ 18. inarticulate o. Like a convulsion
___ 19. pandemonium p. Power that is used cruelly or
___ 20. transfusion
unjustly
___ 21. convulsive q. Made quickly and used as a
substitute
r.
Very angry
s.
1. Unable to speak 2. Not clearly
spoken
t.
Power used to crush or persecute
u.
Not embarrassed
____________________________________________________________________________
Name ________________________
Class Period ___________________
The Diary of Anne Frank Final Test
Part A:
Directions:
Complete each sentence with the letter of the correct name, word, or phrase
from the list below.
A. Miep Gies J. 13th
Birthday
B. Wearing a
yellow Star of David K. Lies
C. Anne Frank L. July
’42-Aug. ‘44
D. Mr. and Mrs.
Van Daan & Peter M. Bookcase
E. Kitty N.
Tales from the Secret Annexe
F. Margot Frank O. Peter Van
Daan
G. Pim P.
Albert Dussel
H. Amsterdam
I. Jewish Lyceum
_____ 1. She wrote
The Diary of A Young Girl.
_____ 2. The
author received the diary at this time.
_____ 3. Older
sister
_____ 4. The
dentist
_____ 5. The young
woman who helped the hideaways
_____ 6. Somewhat
ignored by the autor at first, later became a favorite companion.
_____ 7. City in
which the Annexe was located
_____ 8. The
period during which the Annexe was used
_____ 9. An edict
which began the persecution of Jews
_____ 10. The
secret entrance to the Annexe
_____ 11.
Collection of Works the author penned in addition to the Diary
_____ 12. Family
who shared the Annexe
_____ 13. Before
going into hiding, the author studied here
_____ 14. One of
the author’s best friends
_____ 15. The
author’s nickname for her father
_____ 16. A best
friend, to whom the diary was addressed.
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permission. Not for resale.
Part B:
Directions: In
three words, using words from the list below; describe the characters of the
diary. Some words may be used more than
once, other not at all.
emotional attractive cheerful self-centered
opinionated reserved envious fragile
humorous enthusiastic energetic sincere
independent average considerate relaxed
friendly sensitive quiet forceful
ambitious dependable clever cynical
interesting intelligent bossy impulsive
honest lazy resilient apathetic
1. Anne Frank
______________________________________________
2. Miep
___________________________________________________
3. Mr.
Dussel_______________________________________________
4. Otto
Frank_______________________________________________
5. Edith Frank______________________________________________
6.
Margot__________________________________________________
7. Mrs. Van Daan
____________________________________________
8.
Peter___________________________________________________
9. Mr. Van Daan
_____________________________________________
10. Mr.
Kraler_____________________________________________
Part C:
Directions:
Identify each person from the descriptive passages in Anne’s diary.
1. She is well
known as being very pushy, selfish, cunning, calculated and is never
content...she is an unspeakably disagreeable person…she has so many bad
qualities—why should I begin about one of them? _______________
2. He’s a darling
but there’s no denying that there’s a lot about him that disappoints me…he’s
tolerant and gives in very easily…he lets me say a lot things to him…he’s
handsome. _____________________
3. …just the
prettiest, sweetest, most beautiful girl in the world…I don’t’ envy her good
looks or her beauty…nor longer does she regard me as a little kid who counts
for nothing…she takes me so seriously, must too seriously.
________________________________________________________
4. …just like a
pack mule, she fetches and carries so much.
Almost every day she manages to get hold of some vegetables for us and
brings everything in shopping bags on her bicycle…it seems we are never far
from her thoughts. __________________________
5. …her failings
are something I find harder to bear than anything else. I can’t always be drawing attention to her
untidiness, her sarcasm, and her lack of sweetness, neither can I believe that
I’m always in the wrong. We are exact
opposites in everything…I want to see only the good side of her and see in
myself what I cannot find in her. But
it doesn’t work. _________________
6. Of course he
thought it was all right to share my little room…red coat, black bedroom
slippers and horn-ribbed spectacles.
That is how one sees him at the little table, always working, alternated
only by his afternoon nap, food and his favorite spot—the lavatory…a very nice
man, just as we all imagined. On thing
amazed me: he is very slow on the uptake.
He asks everything twice over and still doesn’t seem to remember. ____________________________
7. He is the one I
look up to. I don’t’ love anyone in the
world but him…it is only through him that I am able to retain the remnant of
family feeling…the most unassuming of all at table. He looks first to see if everyone else has something. He needs nothing himself, for the best
things are for his children. He is the
perfect example. ____________________________
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____________________________________________________________________________________________________________
The Terrible Things
Directions: Using your own sheet of paper, answer the
following questions in complete sentences with the proper grammar and
punctuation. Please write at least 2 to
3 sentences for each response.
1. Why do you think the author
told the story of the Holocaust in this symbolic way? Who is this story directed to?
2. Why do you think the Terrible
Things take away the animals one group at a time?
3. In an allegory, people, places,
and events are used as symbols. What can the clearing in the woods stand for?
What about the different animals? The Terrible Things?
4. What kind of excuses do the
other animals offer to explain the fate of each group as it is taken away? How
do these reactions help the Terrible Things?
5. How are the Terrible Things described? What verbs are used
to describe their actions? How do the descriptions affect your feelings about
the Terrible Things?
6. During the Holocaust,
terrible things were done by real people, people with faces, names and life
histories. Why do you think the author shows the Terrible Things as anonymous?
7. What choices do the animals in
the clearing have when the Terrible Things come?
8. What would you say to Big
Rabbit's statement, "We are the White Rabbits. It couldn't happen to us?
9. When the Terrible Things come
for the rabbits, what do the rabbits do? What choice does Little Rabbit make?
Why? What does this tell you about Terrible Things?
10. Little Rabbit hopes
someone will listen to him. Why might no one listen?
* Taken from "A Study of Anne Frank" Scholastic
Professional Books, p. 18.
_______________________________________________________________________________________________