"The Diary of Anne Frank" Drama
Learning Module
- Creator(s):
Welcome to the learning module for "The Diary of a Young Girl"!
Introduction to teachers:
You may use this module to teach this drama in a face-to-face environment, or as a self-paced digital learning module.
Before beginning this unit please ensure your students have access to the following:
Blogging and Learning:
The students will use their blog account to complete their journal entries. These blogs will act as a tool for students to reflect and make connections with the story. Their blogs will work as a sense of published work and students will be writing for an authentic audience. Throughout the story, students will complete their journal prompts before reading, and then they will see their personal views develop and change as the story progresses. Check out the following videos and choose which program will work best for you.
Learning Objective: You will read and reflect on a series of statements. These statements will connect to the big questions and major themes in our next reading. Be prepared to explain your reflections and make predictions based on the content discussed.
Journal/Blog post: Anne Frank wrote "In spite of everything I still believe that people are really good at heart." Do you agree or disagree with this statement. Explain your answer.
Activity: Complete the following anticipation guide and be prepared to discuss your opinions.
Pre-reading Anticipation Guide
Comment: After completing the anticipation guide, make a prediction on what you think will happen in this drama. Use evidence from the anticipation guide to support your answer.
Objectives:
CCSS RL8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
Purpose:
Introduce the major ideas and concepts of the story "The Diary of Anne Frank". This will give students an opportunity to reflect on these major topics and themes and connect them to their own lives. This allows students to make a connection with the text before reading the text.
Teacher tips:
1. Have students share their journal entries.
2. After completing the anticipation guide, have students share their opinions. Have them all stand up, read the statement aloud, and have students move from one side of the room to the other whether they agree or disagree. Then, let students explain their opinions.
Learning Objective: You will understand the setting of the story and the history behind WWII in Germany.
Journal: Write about a time when someone judged you or you judged someone else.
Activity: Read and take notes on the Holocaust timeline powerpoint.
Holocaust_20Timeline_20Powerpoint.pptx
Comment: Watch the following video. What stands out to you in this video? What is the mood of the video?
Òhttps://www.youtube.com/watch?v=9VGU9gMoNSA
Learning Objective: You will understand the setting of the story and the history behind WWII in Germany.
Journal/Blog Post: Write about a time when someone judged you or you judged someone else.
Activity: Read and take notes on the Holocaust timeline powerpoint.
Holocaust Background Timeline Notes
Comment: Watch the following video. What stands out to you in this video? What is the mood of the video?
Òhttps://www.youtube.com/watch?v=9VGU9gMoNSA
Objectives:
CCSS RL8.9
Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.
Purpose:
This timeline will allow students to have a breif understand of WWII and the people involved. It is important for people to understand the timeline of WWII, and then make the connection to Anne's time in hiding. Students should refer back to this timeline as they progress through the story.
Teaching tips:
Present timeline powerpoint to the whole class and proceed slide by slide together. This will help with the shock factor of the progression of the Holocaust.
Play the video for the class at once. Do not discuss afterward, let them complete their comment independently before discussing.
Learning Objective: You will visualize the setting of Act I Scene I and analyze the mood created.
Journal/Blog post: Write about a time you were in a very bad mood. What caused it? What did you do about it?
Activity:
Listen to Act I Scene I on the recording. Think about the mood created by the authors. On the following document, draw a detailed picture of the scene set in Act I Scene I.
Visit Anne Frank's Annex virtual tour and explore!
Comment: What is the mood created by the first scene of this story? Why would the author choose to begin the play this way?
Objectives:
CCSS RL 8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Purpose:
Students will analyze the mood of the story by the specific words the author chooses to use as describing the setting. After listening to the beginning scene of the story, students will have to look back at the details of the story to draw their detailed account of the setting. They will then be able to analyze the mood based on the author's word choice.
Teacher tips:
Discuss how setting can change our perception of a story.
Have students listen to the first scene of the story to hear the voices.
After listening, have students look back in the text to get specific details.
Learning Objective: You will continue reading and analyze the relationships and conflicts in Anne's life and interpret the big ideas of this story.
Journal: Who do you run to when you need someone to talk to? Why do you always go to this person?
Activity: Listen to and read Act I Scene II. Complete the following "Interpreting the Big Ideas" questions. Be ready to discuss them with the class.
Comment: Make a prediction on what will happen to Peter. Do you think he will have a major role in the story? Why?
Objectives:
CCSS RL8.3
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Purpose:
Students will connect with the main character and think of themselves in her position. Then, they will think about the specific details included in the story. They will understand forshadowing and the relationships that are being created.
Teacher tips:
Allow students to share their journal and their personal connection question.
Discuss foreshadowing and show a video if they need more review.
Let student Pair-Share their predictions.
Learning Objective: You will analyze the characters based on their dialogue. You will analyze the plot development based on the characters' dialogue.
Journal/Blog Pos: How is reading text messages different than hearing someone's voice?
Activity: Listen and read Act I Scene III and analyze the characters' dialogue in the following chart. Reflect: How are these conversations important to the plot?
Comment: What are your first impressions of Mrs. Frank? List and describe 3 character traits you would use to describe her. Use evidence from the text to explain for reasoning.
Objectives:
CCSS RL 8.3
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
CCSS RL 8.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Purpose:
Students will listen to the text and the story's development. Then, they will begin analyzing each character based on their dialogue.
Teacher tips:
Allow students to listen to the whole scene before completing this activity. Students should then look back and complete the character analysis chart.
Do the first few as an example together.
Learning Objective: Conflict drives the plot forward. You will analyze the four types of conflict Anne has faced in this scene.
Journal/Blog Post: Write about a time you had a internal conflict (Character vs. Self). What did you do?
Activity: Listen to and read Act I Scene IV. Complete the following conflict chart.
Comment: Give Anne advice in solving one of her conflicts. Write it as a short "note" to Anne.
Objectives:
CCSS RL 8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Purpose:
You will review the four types of conflict and begin looking at the plot development from the point of view Anne. This chart will help review and organize the problems the characters are facing.
Teacher tips:
Review the four types of conflict with examples before the students begin.
After the students complete the work, review together to make sure each student is clear of the issues Anne is facing.
Learning objective: You will analyze the atmosphere created by the author's words in this scene. Then, you will reflect on the mood shift in this scene.
Journal/Blog Post: Write about a time when you expected something to be one way, and it ended up being completely opposite.
Activity:
Watch the video lifted and think about the mood created in the beginning and in the end. Be ready to discuss your answer.
Read Act I Scene V and complete the mood analysis form.
Comment: How does the mood shift in this scene? Give evidence from the text.
Objectives:
CCSS RL8.3
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
CCSS RL8.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Purpose:
Students will look at the specific dialogue and the author's plot development. Students will understand how tone is what affects the mood of the story.
Teacher tips:
Show the video and discuss the mood shift before going back to the story.
Have students listen to the story to hear the characters' voices and the shift in tone.
Complete the first few examples together.
Learning Objective: To analyze the characters, setting, and plot of Act I, you will complete one of the following activities.
Journal/Blog Post: Which character would you like to hang out with if you had the choice? Why?
Activity:
Act 1 Reading Response
Choose one of the following options to show your understanding of the play so far.
Choice 1: Create a character foldable describing 3 characters from Anne’s point of view. You must include evidence from the story to support your answer of why Anne would describe the character in that way. Each character’s description should be at least 5 sentences.
Choice 2: Choose one character and create a character analysis foldable. You must draw your character on the outside, and on the inside you will choose three character traits that describe that character. You must use evidence from the text to support your answer.
Choice 3: Write Act 11 Scene 1 in play form. What do you think is going to happen? Your story must remain consistent with the story line (the characters’ personalities, the timeline, the circumstances, etc). Looking at Act 1, you must use stage directions and narration. You must also end the scene with a line by “Anne’s voice”. This scene must be at least 20 lines long.
Objectives:
CCSS RL8.3
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Purpose:
Students will have a choice of 3 reading response questions. Students will review the plot development and characters that we have met so far. Students will look back on the story and review all of the details.
Teacher tips:
Guide students to complete whichever question is a best fit for them.
Provide student examples and discuss each option before allowing students to begin.
Learning Objective: You will review and analyze the relationships between our main character, Anne, and the supporting characters. This will help you when we analyze each character.
Journal: Write about someone you know who has a love/hate relationship. What does this mean?
Activity: Listen and read Act II Scene I. Then, complete the following activity. You will describe Anne's relationship with each character.
Comment: Make a prediction: What do you think will happen between Anne and her mom?
Objectives:
CCSS RL8.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Purpose:
Students will review the events of the story and explain the story in terms of relationships between characters. Students will infer how Anne really feels and how tension is building between these characters.
Teacher tips:
Complete the first few together and discuss.
Have students complete this in mixed ability groups so they can talk about the things that have happened between characters.
Have students complete their predictions independently.
Learning Objective: You will analyze why characters do what they do. You will understand what an internal motivation is vs. an external motivation.
Journal: What motivates you? Make a list of at least 5 things.
Activity:
1. Watch this video and be prepared to discuss.
Intrinsic Motivation vs. Extrinsic motivation Video
2. Read and listen to Act II Scene II. Then, complete the character motivation chart.
Comment: What three character traits would you choose to describe Peter? Given evidence from the text to support your answer.
Learning Objective: You will analyze why characters do what they do. You will understand what an internal motivation is vs. an external motivation.
Journal: What motivates you? Make a list of at least 5 things.
Activity:
1. Watch this video and be prepared to discuss.
Intrinsic Motivation vs. Extrinsic motivation Video
2. Read and listen to Act II Scene II. Then, complete the character motivation chart.
Comment: What three character traits would you choose to describe Peter? Given evidence from the text to support your answer.
Objectives:
CCSS RL8.3
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
CCSS RL8.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Purpose:
Students will understand characters' motivation both intrinsic and extrinsic. Students will then look at specific events in the story and label each one. They will then have to explain why the characters are acting a certain way. The students will begin to analyze the characters on a critical level.
Teacher tips:
Watch the video together and discuss.
Students can complete this activity in partners.
Learning Objective: You will review and analyze each characters' role in the story so far. Then, you will begin thinking of the theme of the story. What life lessons have the characters learned?
Journal: Anne Frank once said, there are two sides to her. 'm split in two. She wrote, "One side contains my exuberant cheerfulness, my flippancy, my joy in life and, above all, my ability to appreciate the lighter side of things. […] This side of me is usually lying in wait to ambush the other one, which is much purer, deeper and finer. No one knows Anne's better side, and that's why most people can't stand me." If you had to describe yourself as "split into two" what would your two sides be?
Activity:
1. Complete the characterization chart. Who has changed? Who has remained the same?
2. Listen to and read Act II Scene III. Reflect on the major topics in the story.
Comment: Choose one of the themes you reflected on and explain it further. How is it a major topic in the story?
Objectives:
CCSS RL8.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS RL8.3
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Purpose:
Students will analyze the characters and think about each individual characters' role in the story. Students review the events of the story for each character and how their circumstances have affected their personality.
Teacher tips:
Review Flat/Round Dynamic/Static together.
Complete the first few characters together.
Learning Objective: You will understand the concept of symbolism. Then, you will analyze what certain symbols represent in the story.
Journal: Draw an image that symbolizes you. What are your hobbies? What represents you?
Activity: Listen to and read Act II Scene IV. Analyze what the following objects symbolize in the story.
Comment: Which other symbol did you choose to discuss? Explain.
Objectives:
CCSS RL8.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS RL8.6
Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
Purpse:
Students will understand symbolism and why author's include certain details to reveal character traits and motivation. Students will listen to the story and then think about the objects and what their importance is to the characters.
Teacher tips:
Review symbolism and how symbols are all over our society.
Complete the first few objects together.
Learning Objectives: You will analyze the theme of this work. Given a variety of topics discussed throughout, you will analyze what this story teaches readers about life.
Journal: What is your favorite book or movie? Why? What happens in the end of the story?
Activity:
1. Listen to and read Act II Scene V. Then, complete the theme analysis guide.
2. Reading Response: Complete one of the following reading response options.
Update: Which theme do you find most important? Why?
Objectives:
CCSS RL8.2
Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
Purpose:
After reading the story, students will understand that each story teachers a life lesson. Students will think about the story as a whole and what our main character has learned about life. Students will reflect on certain topics in the story to think about the lesson Anne has learned.
Students will complete a reading response reflecting of the theme and plot of the story.
Teacher tips:
Listen to the ending of the story together.
Talk about theme and common themes in literature. Discuss previous stories read and their themes. Complete the beginning of the chart together.
Explain each option for the reading response to the class as a whole.