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MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 4 Page 1

MS Grade 8 Language Arts 3 Through ESOL

Lesson 4: The Diary of Anne Frank: Act 1, Scenes 4-5, by Frances Goodrich and Albert Hackett

FCAT Reading & Writing Focus: Recognizing Sequence FCAT Support Skills: Symbolism, Cultural Connections Language Focus: Noun clauses with “That” Text: Prentice Hall Literature: Silver Level

English Spanish Haitian Creole Portuguese air raids ataques aéreos rèd aeryen ataques aéreos Allies aliados: Fr., G.B., E.U alye aliados bombing attacks bombardeos atak ak bonb bombardeios bulge repleto eksplozyon bojar-se comfort comodidad konfò consolar cotton algodón koton algodão coward cobarde lach covarde crack estruendo fant cruel cruel kriyè, mechan cruel distance a lo lejos distans distância earplugs tapones de oídos pwotèj tenpan tampões para ouvidos evil maldad mal males faint desmayarse leje, fèb, febli desmaia Hanukkah celebración judía Hanouka festa das Luzes hysterical histérica Isterik histérica knitted tejió trikote tricotara land desembarcado Tè, teren aterrissar match cerillo, fósforo match fósforo menorah candelabro judío menora castiçal com 8 velas nightmare pesadilla kochma pesadelo parcel paquete koli pacote peek molestar voye je, jete koudèy protest protestaron pwoteste protestam realize darse cuenta reyalize perceber relieved se sintió mejor soulaje aliviada safety razor cuchilla de afeitar razwa pwoteksyon aparelho de barbear satchel maleta escolar katab mala save ahorra sove salvem scarf bufanda foula cachecol second hand usado dezyèm men de segunda mão shamas candle velas rituales judías chandèl chama vela mais alta usada para

acender as outras sneak escabulle fofile andar sorrateiramente thieves ladrones vòlè ladrões thrashing dar vueltas, retorcerse fatra fazendo barulho toilet water agua de tocador dlo twalèt água de colônia wax cera lasi cera wheezing respirar con dificultad respire mal respirar com dificuldade


English Summary

Lesson 4 The Diary of Anne Frank: Act 1, Scenes 4-5, by Frances Goodrich and Albert Hackett

Several months have passed, and it is the middle of the night. The only sounds are

coming from the street, the sound of running feet, drunken soldiers, and airplanes in the distance. Everyone is in bed except Mr. Van Daan. He lights a match and moves quickly down the stairs from the attic to the kitchen, where he goes to the food cupboard. Then he sneaks back up the stairs. Suddenly Anne screams, crying out in her sleep, “Save me! Save me!” Anne is dreaming that the Green police come and take her away. Everyone wakes up terrified, and Mrs. Frank holds Anne until she comes out of her nightmare. When Anne doesn’t want to talk to her mother about her dream, Mrs. Frank feels hurt, but is relieved when Anne asks for her father. Hysterical with fear, Anne tells her father about her dream. Mr. Frank gives Anne a pill to quiet her. Anne thinks that she’s a coward, because she runs to her father like a baby. Mr. Frank comforts Anne and reminds her that her mother also needs her love and help. Anne realizes that she has been cruel to her mother, but she thinks that her mother doesn’t understand her. Mr. Frank tells Anne that she must build her own character and find her own way. Parents can only set a good example and point the way.

Later Anne writes in her diary that the air raids and bombing attacks are getting worse. Then Anne writes the wonderful news that the Allies have landed in Africa. On the first night of Hanukkah, everyone gets dressed in his best clothes. Mr. Frank lights the shamas candle, and says the blessing. Then he reads the prayer, and lights one candle on the menorah. The prayer remembers that God protects them from all evil. Dussel doesn’t understand Hanukkah. They explain that there are songs, presents, and potato pancakes or latkes. There are candles and presents each night for eight nights. Their present this year is that they are all alive.

Anne appears with a lampshade hat carrying a satchel bulging with parcels. Anne’s present to Margot is a poem with an old crossword puzzle rubbed out to make it new again. For Mrs. Van Daan, Anne has shampoo made out of soap mixed with the last of her toilet water. Anne has two cigarettes for Mr. Van Daan made out of old pipe tobacco she found in the lining of his coat. Anne gives her mother a poem and a promise of ten hours of doing whatever she is told. Anne gives her father a scarf she knitted in the dark every night. Anne presents Peter with a ball of paper and a string attached for Mouschi to play with and a safety razor Miep got for her second hand. Dussel receives a set of earplugs made of cotton and candle wax so he won’t hear her thrashing around at night. When Peter brings the cat into the main room, Dussel begins wheezing from his allergies.

Mr. Van Daan decides that the cat eats too much, and they must get rid of it. Mrs. Van Daan and Anne protest. Suddenly, there is a crash of something falling below. Peter accidentally trips and falls, sending the lampshade crashing to the floor. They hear the sound of feet below running down the stairs. They do not know if it is the Green Police, the Gestapo or thieves. Anne faints. Mr. Frank goes downstairs and figures out that a thief was scared away by the noise of Peter falling. The thief knows that there are Jews hiding upstairs.


Spanish Summary

Lección 4 El Diario de Ana Frank: Primer acto, Escenas 4 y 5

de Frances Goodrich y Albert Hackett

Han pasado muchos meses y estamos en medio de la noche. Los únicos sonidos perceptibles llegan desde la calle, gente corriendo, soldados ebrios y el ruido de aviones a lo lejos. Todos están acostados excepto el Sr. Van Daan. Enciende un cerillo y baja rápidamente las escaleras que van del desván a la cocina, y se dirige a la alacena. Entonces se escabulle de nuevo escaleras arriba. De pronto Ana comienza a gritar dormida, “¡Sálvenme! ¡Sálvenme!” Está soñando que la policía Verde vino a llevársela. Todo el mundo se despierta aterrorizado, la Sra. Frank abraza a su hija hasta que esta vuelve de su pesadilla. La señora Frank se siente herida cuando Ana no quiere hablar de su mal sueño con ella, su mamá, pero se siente mejor cuando Ana le pide hablar con su padre. Histérica por el miedo, Ana le cuenta a su papá lo que soñó. El señor Frank le da una píldora para calmarla. Ana piensa que quedó como cobarde porque salió corriendo donde su papá como si fuera un bebé. El señor Frank la consuela, y le recuerda que su madre necesita también del amor y la ayuda de ella. Ana se da cuenta que ha sido cruel con su mamá, pero piensa que su mamá tampoco la comprende. El señor Frank le dice que ella tiene que moldear su propio carácter y defenderse por su propia cuenta, que los padres solo pueden dar un buen ejemplo y señalarle el camino a los hijos.

Más tarde, Ana se pone a escribir en su diario que los ataques aéreos y el cañoneo están empeorando y además anota la maravillosa noticia de que los Aliados han desembarcado en África. En la primera noche de Hannukah todos se visten con sus mejores galas. El señor Frank enciende las velas rituales judías y da gracias. Luego lee la oración, y enciende una vela en el candelabro menorah. La oración les hace recordar que Dios los protege de todo mal. Dussel no comprende lo que quiere decir Hanukkah. Ellos le explican que hay canciones, obsequios, y panqueques hechos de patata llamados latkes. Hay velas encendidas y regalos durante cada una de las ocho noches. Este año el regalo para todos ellos es que permanecen vivos.

Ana hace su aparición usando como sombrero una pantalla de lámpara y trayendo una maleta colegial repleta de paquetes. El regalo para Margot es un poema junto a un viejo crucigrama que ha borrado para que parezca nuevo. Para la señora Van Daan, Ana tiene un champú hecho de jabón mezclado con lo último que quedaba de su agua de tocador. Ana obsequia al señor Van Daan dos cigarrillos hechos con picadura vieja de tabaco que encontró en el forro del abrigo de éste. A su mamá le regala un poema y la promesa de hacer todo lo que le ordene en diez horas, a su padre le da una bufanda que tejió noche a noche en la oscuridad. A Peter le regala una pelota de papel con un cordón para que Mouschi juegue y una cuchilla de afeitar usada que Miep le consiguió. Dussel recibe un juego de tapones de oídos hechos de algodón y cera para que no escuche a Ana dar vueltas mientras duerme por la noche. Cuando Peter trae el gato a la sala, Dussel comienza a respirar con dificultad debido a sus alergias.

El Sr. Van Daan decide que tienen que deshacerse del gato porque come demasiado, pero su esposa y Ana protestan. De repente, se oye el estruendo de algo que cae en el piso de abajo. Accidentalmente, Peter tropieza y se cae haciendo que la lámpara se estrelle contra el suelo y entonces escuchan los pasos de alguien corriendo escaleras abajo. No saben si es la policía Verde, la Gestapo o los ladrones. Ana se desmaya y el señor Frank desciende al piso inferior y concluye que un ladrón se alejó asustado por el ruido que hizo Peter al caer. El ladrón sabe que en el piso de arriba hay judíos escondidos. 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


Haitian Creole Summary

Leson 4 Jounal Anne Frank: Akt 1, Sèn 4-5, dapre Frances Goodrich ak Albert Hackett

Plizyè mwa fin pase, konnya li fè minui. Sèl son nou tande se bri pye moun k ap pase

nan lari a, sòlda ki sou, ak avyon k ap vole byen lwen. Tout moun nan kabann eksepte mesye Van Daan. Li limen yon alimèt epi prese pran eskalye grenye a desann nan kuizin nan kote li dirije l toudwat sou gadmanje a. Apresa, li remonte eskalye a. Toudenkou, Anne pran rele byen fò pandan l ap dòmi, “Sove m! Sove m!” Anne reve se polis Green lan ki vin arete l. Tout moun reveye tèrifye epi madam Frank kenbe Anne jouk li sòti nan kochma a. Anne pa vle pale ak manman l konsènan rèv li a, sa fwase madam Frank, men li soulaje lè Anne mande pou papa l. Anvayi avèk lapèrèz, Anne rive di papa l rèv la. Mesye Frank bay Anne yon grenn pou kalme l. Anne panse li se yon moun ki lach paske li kouri al jwenn papa l tankou yon ti bebe. Mesye Frank konsole l epi fè l sonje manman l tou bezwen afeksyon l ak asistans li. Anne reyalize li te kriyèl anvè manman l, men li panse manman l pa konprann li. Mesye Frank di Anne li dwe bati pwòp karaktè pa l epi freye yon chemen pou kont li. Se sèlman bon egzanp paran kab trase epi montre chemen an.

Apresa, Anne ekri nan jounal li a rèd aeryen ak atak ak bonb yo ap vin pi mal toujou. Ansuit, Anne ekri nouvèl wololoy ki di alye yo debake an Afrik. Premye nuit Hanouka a, chak moun mete pi bèl rad yo genyen. Mesye Frank limen chandelye shama a epi li pwononse benediksyon an. Ansuit, li li priyè a, limen yon chandelye sou menora a. Priyè a fè yo sonje pwoteksyon Bondye kont tout mal. Dussel pa konprann Hanouka. Yo eksplike yo genyen chan, kado ak pannkek pòmdetè oswa latkes. Genyen chandèl ak kado chak swa pandan ui jou. Kado yo pou ane sa a se rete yo tout rete vivan.

Anne parèt avèk yon chapo abajou ak yon katab plen koli. Kado Anne pou Margo se yon powèm ak yon ansyen jwèt chasekwaze yo fè yon bon pasemen sou li pou l parèt tounèf. Pou madam Van Daan, Anne gen chanpou ki fèt avèk savon melanje ak dènye dlo twalèt li a. Anne gen de sigarèt pou mesye Van Daan ki fèt ak ansyen tabak pip li te jwenn nan doubli manto li a. Anne bay manman l yon powèm ak yon pwomès pou l pase 10 èdtan ap fè tou sa manman l mande l. Anne bay papa l yon foula li te trikote nan fènwa chak swa. Anne bay Pyè yon boul an papye ak yon fisèl mare ladan pou Mouchi jwe ak yon razwa pwoteksyon Miep te jwenn pou li dezyèm men. Dussel resevwa yon lo pwotèj tenpan ki fèt ak koton ak lasi chandèl pou ede l pa tande bri bò kote l aswè. Lè Pyè pote chat la nan gran chanm lan, Dussel pran esoufle akoz alèji li yo.

Mesye Van Daan deside chat la manje twòp, fòk yo fè yon fen avè l. Madam Van Daan ak Anne pwoteste. Toudenkou, yo tande bri yon bagay ki sot tonbe anba. Pyè glise tonbe pa aksidan, se sa ki lakòz abajou a sot tonbe atè. Yo tande bri pye k ap kouri anba eskalye a. Yo pa konnen si se polis Green la, Gestapo a oswa vòlè. Anne febli. Mesye Frank desann eskalye a epi li wè se yon vòlè ki te pran kouri lè l tande bri Pyè ki tonbe. Vòlè a konnen yo sere bijou anwo a.

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


Portuguese Summary

Lição 4 O Diário de Anne Frank: Ato 1, Cenas 4 a 5, de Frances Goodrich e Albert Hackett

Alguns meses se passaram e, no meio da noite, ouve-se apenas o barulho vindo da rua,

sons de passos correndo, soldados bêbados e aviões à distância. Todos estão deitados, exceto o Sr. Van Daan. Ele acende um fósforo e avança rapidamente escada abaixo, indo do sótão para a cozinha, em direção ao armário de mantimentos. Depois caminha sorrateiramente de volta às escadas. De repente Anne grita, exclamando enquanto dorme, “Me salvem! Me salvem!” Anne está sonhando que a polícia de uniforme verde chega e a leva embora. Todos acordam apavorados e o Sr. Frank abraça Anne até que ela acorde do pesadelo. Pelo fato de Anne não querer falar com sua mãe sobre seu sonho, ela fica magoada mas fica aliviada quando Anne pergunta pelo pai. Histérica e com medo, Anne conta seu sonho para o pai. O Sr. Frank dá um comprimido a Anne para que se acalme e ela se sente como uma covarde porque corre para seu pai como um bebê. O Sr. Frank a consola e a lembra que sua mãe também precisa de seu amor e de sua ajuda. Anne percebe que tem sido cruel para com sua mãe, mas acha que a mãe não a compreende. O Sr. Frank diz a Anne que a formação de seu caráter está em suas mãos. Aos pais cabe apenas dar um bom exemplo e indicar o caminho.

Mais tarde Anne escreve em seu diário que os ataques aéreos e bombardeios estão piorando. Depois ela escreve sobre as boas notícias de que os aliados aterrissaram na África. Na primeira noite de Hanukkah (Festa das Luzes) todos vestem suas melhores roupas. O Sr. Frank acende a vela shama (vela mais alta usada para acender as outras) e dá a benção. Então ele lê a oração e acende uma vela da menhorah (castiçal com oito velas). A oração relembra que Deus nos protege de todos os males. Dussel não compreende o que é Hanukkah. Eles explicam que há música, presentes e panquecas de batata ou latkes. Há velas e presentes todas as noites, por oito noites. O presente deles naquele ano era que todos estavam vivos. Anne aparece com um chapéu em forma de abajur, carregando uma mala bojuda cheia de pacotes. O presente de Anne para Margot é um poema, junto com um jogo de palavras cruzadas velho, mas que foi apagado para parecer novo. Para a Sra. Van Daan, Anne tinha um shampoo feito de sabão misturado com as últimas gotas de sua água-de-colônia. Anne tinha dois cigarros para o Sr. Van Daan, feitos com o tabaco de um velho cachimbo que ela encontrou no forro do casaco dele. Anne dá para sua mãe um poema e uma promessa de que durante dez horas fará o que ela lhe disser. Anne dá a seu pai um cachecol que tricotara no escuro da noite. Anne presenteia Peter com uma bola de papel e um barbante atado para Mouschi brincar e um aparelho de barbear de segunda mão que Miep conseguira para ela. Dussel recebeu um par de tampões para os ouvidos feitos de algodão e cera derretida, para que ele não a ouça se movendo de um lado para outro durante a noite. Quando Peter traz o gato para o recinto principal, Dussel começa a respirar com dificuldade devido a suas alergias. O Sr. Van Daan decide que o gato come demais e por isso precisam se livra dele. A Sra. Van Daan e Anne protestam. De repente, ouve-se um estrondo, como alguma coisa caindo no andar debaixo. Peter acidentalmente tropeça e cai, fazendo com que o abajur se espatife no chão. Eles ouvem o som de passos no andar debaixo, descendo as escadas. Eles não sabem se é a Polícia de uniforme verde, a Gestapo ou ladrões. Anne desmaia. O Sr. Frank desce e descobre que um ladrão ficou assustado com o barulho de Peter caindo. O ladrão fica sabendo que há judeus escondendo-se no andar de cima. 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


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 4: Minimal Pairs Activity: thrash/trash peek/pick save/safe match/mash lamp/ramp knit/lit

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 4 Spelling Activity: Use the following words for the test.

faint, hysterical, knitted, menorah, nightmare, parcel, realize, relieved, satchel, thieves


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 4 Follow Directions Activity: Provide students with paper pencil, and the chart below. Students will listen and follow directions to sequence the events of a mini-story.

Directions: a) Listen carefully to five events in a mini-story. b) After you hear each event, decide if it took place 1st, 2nd, 3rd, 4th, or 5th. c) Write the letter that I say in the correct box in the order in which the event happened.

(Answers: B H S D L)

Sentences: a) The last thing was the bus left school without me. Write “L” for “left”. b) The first thing was I dropped my books. Write “B” for "books" c) The third thing was my shoe fell off. Write “S” for “shoe”. d) Before my shoe fell off, I lost my homework. Write “H” for homework. e) After my shoe fell off, I saw the bus door close. Write “D” for “door”.

1 2 3 4 5


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 4 Dictation Activity:

a) Several months have passed, and it is the middle of the night. b) Hysterical with fear, Anne tells her father about her dream. c) Mr. Frank tells Anne that she must build her own character and find her own way. d) Parents can only set a good example and point the way. e) There are candles and presents each night for eight nights.

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 4 Interview Activities: You play the role of Anne Frank. Choose several students to play the role of Margot. Provide these students with the questions below. They take turns asking you questions. Students not asking questions must take notes of Anne’s answers. Students should save notes for Writing Activity #1, Language Experience Story.

a) Anne, why are you wearing that lampshade on your head? b) What is in the satchel? c) Anne, how did you think of such wonderful Chanukah gifts for everyone? d) Where did you get the crossword puzzle? e) How did you find shampoo for Mrs. Van Daan? f) Did father get the two cigarettes for Mr. Van Daan? g) Where did you find the tobacco? h) Will you keep your promise to mother? i) Why does father’s scarf have so many different colors in it? j) How did you make Mouschi’s toy? Did father get the safety razor for you?


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 4 Intentional Intonation Activities: The thief knows that there are Jews hiding upstairs. (not the Gestapo) The thief knows that there are Jews hiding upstairs. (not thinks) The thief knows that there are Jews hiding upstairs. (not atheists) The thief knows that there are Jews hiding upstairs. (not running) The thief knows that there are Jews hiding upstairs. (not downstairs)

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 4 Backward Build-up Activity: a) The only sounds are coming from the street, the sound of running feet, drunken soldiers,

and airplanes in the distance. b) Everyone wakes up terrified, and Mrs. Frank holds Anne until she comes out of her

nightmare. c) When Anne doesn’t want to talk to her mother about her dream, Mrs. Frank feels hurt,

but is relieved when Anne asks for her father. d) Anne’s present to Margot is a poem with an old crossword puzzle rubbed out to make it

new again. e) Mr. Frank goes downstairs and figures out that a thief was scared away by the noise of

Peter falling.


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 4 Charades Activity: Suggestions:

bombing attacks, bulge, courage, coward, faint, hysterical, nightmare, peek, protest, save, sneak, thrashing, wheezing

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 4 Twenty Questions Activity: Photo or picture suggestions:

cotton, earplugs, Hanukkah, knitted, lampshade, matches, menorah, parcel, safety razor, satchel, scarf, toilet water, wax


FCAT FOCUS READING SKILL Recognizing Sequence

Teacher-Student Grammar Notes are provided as a teaching resource or student study notes. What to do and what to watch for-Organizing the events of the story in time order can help you understand the information more easily. You can use a graphic organizer like the one below to list the order or sequence of events in a passage or a story. Chronological or time order. Events occur is a certain order in a reading. The order of the events in time is called chronological (time) order. The ability to sequence events in chronological order is an important skill. Pay attention to signal or transition words that tell time order and show the sequence of events. Sequence signal words. Transition or signal words will signal you when one event is completed or the next event is beginning. Understanding these words helps you to understand the sequence of the events. Refer to the chart below for examples.

SIGNAL / TRANSITION WORDS FOR RECOGNIZING SEQUENCE first, second, third, etc. now at the beginning the first/next/last thing during prior to afterwards finally shortly thereafter while last subsequently soon soon next simultaneously at (in) the end at the same time then before following that when after later

Example:

In the beginning, the girls were just talking while they waited for the bus. Suddenly a car pulled up and blew its horn loudly. Next, a woman jumped out with her hair flying. At the same time, the driver put the car in park and stepped into the street. When he did this, cars began stopping. Next, the bus arrived and joined the line of stopped cars. Following that, the police arrived. Soon they had the woman calmed down. Then they asked the driver to move his car out of the way. When the street was clear, the line of cars moved on. Subsequently, the girls got on the bus. The last thing they saw was a happy dog jump into the arms of the woman.

SEQUENCE OF EVENTS 1 In the beginning, the girls were just talking while they waited for the bus. 2 Suddenly, a car pulled up and blew its horn loudly. 3 Next, a woman jumped out with her hair flying.

At the same time, the driver put the car in park and stepped into the street. When he did this, cars began stopping.

4 Next, the bus arrived and joined the line of stopped cars. 5 Following that, the police arrived 6 Soon, they had the woman calmed down. 7 Then, they asked the driver to move his car out of the way 8 When the street was clear, the line of cars moved on 9 Subsequently, the girls got on the bus.

10 The last thing they saw was a happy dog jump into the arms of the woman


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 4 Pre Reading Activity: Mr. Van Daan sneaks downstairs at night to steal food from cupboard. Anne has nightmares that the Green police take her away. Mr. Frank tells Anne that she must find her own way and parents set an example and point the way. The air raids and bombing attacks get worse until the Allies land in Africa. On Hanukkah, everyone gets dressed and lights the candles. Anne gives homemade and second hand gifts to surprise everyone. Mr. Van Daan decides that the cat eats too much and they must get rid of it. When something crashes downstairs, Peter accidentally falls and the lampshade crashes to the floor. Mr. Frank goes downstairs and figures out that a thief was scared away by the noise of Peter falling. The thief knows that there are Jews hiding upstairs.

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.


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.


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.


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 4 Indirect Speech Activity: Use the dialog in this lesson written for Presenting Activity “Dialog”.

Example: Mr. Frank to Anne: You must build your own character, Anne. Mr. Frank told Anne that she must build her own character.

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.


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 make very good exam preparation 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 show.... This was caused by.... Therefore, my hypothesis was/was not correct because....

Anne Frank: Lesson 4 Framed Paragraphs Activities: Sample #1: (Symbolism) These are some examples of symbols in Act I, Scenes 4-5: a) Scarf-symbolizes Anne’s love and respect for her father b) Safety razor-symbolizes Peter’s becoming an adult c) Shampoo-symbolizes Mrs. Van Daan’s need for her old life of wealth d) The Hanukkah song-symbolizes their courage to face possible death

In the play The Diary of Anne Frank, by Frances Goodrich and Albert Hackett, the reader finds examples of symbolism that represent more than what they really are. (Topic Sentence) One powerful example of a symbol is _____ (Detail #1). The _____ is/are more than just _____ It/they represent(s) _____. This is a symbol because_____. A second symbol is_____ (Detail #2). _____ is more than just _____, but symbolizes _____ and _____. _____ is a symbol because_____. A third symbol is_____ (Detail #3). _____ is more than just _____, it symbolizes _____. The cage is more than _____ It is a symbol of_____ because_____. Symbols represent more than what they really are. The reader gets powerful mental pictures and messages from the symbols of _____, _____ and _____ in this story (Conclusion).

Sample #2: (Cultural Connections) Suggestions for Jewish cultural connections: a) World War II from the perspective of The Holocaust b) Religious persecution and need for religious faith c) The power of religious traditions (Hanukkah) d) The value of education and books e) The role of the father in the family

In the play The Diary of Anne Frank, Frances Goodrich and Albert Hackett help the reader connect with Jewish culture. (Topic sentence) One example in the play is _____. This example illustrates _____ about Jewish culture (Detail #1). A second example is_____. This example illustrates _____ about Jewish culture. (Detail #2) A third example is _____ because it shows that in Jewish culture_____ (Detail #3). This play represents several important issues in Jewish culture, including_____, _____ and _____ (Conclusion).


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 4 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 Anne is a very giving and caring person. Proof Anne sings the Hanukkah song to cheer everyone up. Anne tries to explain Hanukkah to Dussel. She plans and makes gifts for everyone. Anne appears with a lampshade hat to surprise everyone on Hanukkah. Anne gives Margot is a poem with an old crossword puzzle made new again. Anne uses the last of her toilet water to make shampoo for Mrs. Van Daan. Anne makes two cigarettes for Mr. Van Daan from pipe tobacco. Anne writes poems for her mother and her sister. Anne promises her mother ten hours of doing whatever she is told. Anne gives her father a scarf she knitted in the dark every night. Anne makes the cat a toy out of paper and string. She gives Peter a safety razor to shave his face. She gives Dussel a set of earplugs so he won’t hear Anne at night. When Mr. Van Daan gets rid of the cat, Anne protests.


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 RECOGNIZING SEQUENCE

There is a clear sequence of events (description of the steps in a process or sequence of data) in the story/paragraph/poem/chapter _____ (title), by _____ (author). This sequence begins with _____ (step #1) and ends with _____ (last step) (Topic sentence/introduction). The events or steps in between show _____ and _____ (identify two important steps, events or data).

It is easy to follow the order of information (steps, events) in the reading (Topic Sentence). The sequence of events (steps in a process or sequence of data) is organized in _____ (a paragraph, list of steps, numbered sequence, chronological order). The use of _____ (transition words for time order, order of steps, charts, graphs, etc.) such as _____ and _____ assist the reader to follow the information. The information (story, process) is ordered to help the reader understand _____ (state main idea or topic).

At the beginning of the story (sequence of data, process), is _____ (Topic Sentence). The following information (events or data) is closely related to this event (step or data). First, _____ Also, _____ After that, _____ This establishes the information (events or data) that appears (occur) later.

The author goes on to show several important events (steps or pieces of data) that help to _____ (tell the story events, show the steps or illustrate the data) in an interesting and organized way (Topic sentence). One of these events (data, steps) includes _____. After that, _____ At the end of the story (process, chart, data, etc.) is _____ (summarize the last part of the information or events).

The author provides an order to the information (events in the story, steps in the process) by organizing them in _____ (a paragraph, list of steps, numbered sequence, chronological order). The reader can clearly understand (or visualize) the process (events or information) from beginning to end. The author starts with _____ (step or event #1) and ends with _____ (last step or event). Everything in the middle makes the story come alive in the mind of the reader (helps the reader visualize the process, or clearly organizes the data, etc).


Anne Frank: Lesson 4 Spool Writing Activities: Suggested Topic(s): Use the following as a starters for sequencing events:

a) Several months pass and the tension in Secret Annex grows. b) They receive the news that the Allies have landed in Africa. c) The families celebrate Hanukkah in the Secret Annex. d) Mr. Van Daan gets rid of Peter’s cat, Mouschi. e) A thief discovers their hiding place by accident.

Use the following as a starter for steps in a process/sequence of data: a) Customs for celebrating Hanukkah b) Anne Frank’s Hanukkah gifts in order of presentation

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 4 RAFT Activity: Students write according to role, audience, format, & topic.

R: Your role as writer is Anne Frank. A: Your audience is your mother. F: The format of your writing is a poem for your mother. T: Your topic is to write a poem to express your feelings. You will give it as a gift to your mother.


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 4 FCAT Writing Activity (Persuasive Prompt):

Writing Situation: A person that you respect and care about has treated you badly. You value the relationship, and you want to persuade that person to respect your feelings and treat you better. Directions for Writing Have you ever been treated badly by someone you respected and cared about? Think about a time when a friend or family member treated you badly. Maybe the person said or did something that embarrassed or shamed you. Perhaps it was intentional or perhaps the person did not intend to treat you badly. What would you say to this person to persuade him/her to treat you better?

Now write to your friend or family member explaining your problem, and persuade him/her to treat you better in the future.


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 4 Dialog Activity:

Anne: I’m a terrible coward. Did I yell terribly loud? Mr. Frank: Lie quietly now. Try to sleep. Anne: Pim, you’re the only one I love. Mr. Frank: I’d be happier if you said you loved your mother as well. Anne: She doesn’t understand me. What’s the matter with me? Mr. Frank: You must build your own character, Anne. Parents just set an example and

point the way.


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 4 Making the News Activities:

Allies Land in Africa Warehouse Break-In Homeless Cat Found

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.


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 decision-making.) 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 4 Concentration: Matching:

air raids air attack, air strike thrash toss and turn hysterical frantic, panic stricken nightmare frightening dream, bad dream protest oppose, complain second hand hand-me-down, used faint pass out, fall unconscious wheezing breathless, out of breath satchel school bag, shoulder bag


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 4 Jeopardy Activity:

Question Answer a) Who got the second hand razor Miep a) Where a thief entered downstairs a) When to light the shamas candle on Hanukkah b) What Mr. Van Daan got rid of the cat Mouschi b) What Anne used to make earplugs cotton and wax b) How Anne woke up at night hysterical c) What Mr. Van Daan steals in the night food c) Why they were all terrified someone knew they were there c) What is another name for the hiding place Secret Annex

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.


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.


Beginning Grammar Activities

Teacher-Student Grammar Notes are provided as a teaching resource or student study notes.

NOUN CLAUSES BEGINNING WITH “that” A clause is a group of words that contains a subject and a verb, and is used as part of a sentence. A noun clause is used just like a noun. Remember that nouns can be subjects or objects. Many noun clauses begin with “that”. Study the examples. Example #1: I think that people are interesting. I (subject) think (verb) that people are interesting (object).I think …WHAT? …that people are interesting. The entire noun clause “that people are interesting” is used as an object. Example #2: That the world is round is a fact. WHAT is a fact? That the world is round. “That the world is round” is the subject in this sentence. Note: “That” is used to mark the beginning of the clause, and adds no meaning to the sentence. It is often left out in object clauses, especially in speaking. I hope that he’ll be there. I hope he’ll be there.

Examples with “that” The police suspect that they robbed the bank. We heard that you were in town. She noticed that I cut my hair.

Omit “that” The police suspect they robbed the bank. We heard you were in town. She noticed I cut my hair.

Some Common verbs followed by “That” clauses: agree that realize that fear that remember that imagine that

conclude that suppose that find out that think that learn that dream that assume that hope that believe that predict that

figure out that decide that know that doubt that read that hear that notice that observe that feel that show that

indicate that pretend that prove that guess that understand that

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.

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 4 Modified Single Slot Substitution:

(a) Later (b) Anne writes in her diary (c) that the air raids are getting worse. Possibilities: a) that night, after everyone is in bed, at the end of the day b) Mr. and Mrs. Frank discuss the fact, Peter realizes, Mr. Van Daan agrees c) that the bombing attacks are very bad, that the families argue a lot, that she doesn’t

get along with her mother


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 4 Sentence Builders: a) Peter brings the cat. (into the room) Peter brings the cat into the room (main) Peter brings the cat into the main room (and Dussel begins wheezing) Peter brings the cat into the main room, and Dussel begins wheezing. (from allergies) Peter brings the cat into the main room, and Dussel begins wheezing from his allergies Continue with the following: b) Mr. Frank goes downstairs. (and figures out) (that it was a thief) (who was scared

away) (by the noise) (of Peter falling) c) Anne has shampoo. (for Mrs. Van Daan) (made out of soap) (mixed with water)

(toilet) (the last of) (her) d) Anne gives Peter a ball. (of paper) (and a string) (attached) (for Mouschi) (to play

with) (and a razor) (safety) (Miep got for her) (second hand) e) Anne gives a poem. (her mother) (and a promise) (of ten hours) (of doing whatever

she is told)

Multiple Slot Substitution Drills Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar sentence in a multiple slots. 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 4 Multiple Slot Substitution Activities:

(a) Anne (b) realizes that (c) she has been cruel to her mother. Possibilities: Mrs. Van Daan is a terrible gossip, thinks that, the main character, Peter is very shy, her mother doesn’t understand her, decides that, figures out that, Mr. Frank’s daughter, Margot’s sister


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 4 Flesh it Out Activities:

a) Anne/dream/that/Green/police/come/take/her/away. (present tense) b) Hysterical/fear/Anne/tell/father/about/dream. (present tense) c) Mr. Frank/comfort/Anne/remind/her/that/mother/need/love (present tense) d) Anne/give/father/scarf/knitted/dark/every/night. (present tense) e) Suddenly/there/be/crash/something/fall/below. (present tense)

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 4 Transformation Exercises: Students respond by combining the two sentences into one sentence, using a noun clause beginning with “That”.

Example: Anne is sorry. Mouschi is gone. Anne is sorry that Mouschi is gone.

a) Mr. Van Daan is glad. Anne made him two cigarettes. b) Everyone is amazed. Anne has gifts for them. c) They’re disappointed. The war isn’t over yet. d) Mr. Frank teaches. Everyone must find his own way. e) Anne dreams. Someday she will reach her goals. f) Mr. Van Daan figured out. The cat needed to eat some of their food. g) Anne realized. She had been mean to her mother. h) It’s a shame. People don’t appreciate everything they have.


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 4: Who, What, When, Where, How, Why Activities:

a) While everyone is sleeping, Mr. Van Daan lights a match and moves quickly down the stairs from the attic to the kitchen, where he goes to the food cupboard. (who, what, when, where, how, why)

b) When Anne doesn’t want to talk to her mother about her dream, Mrs. Frank feels hurt... (who, what, when, how, why)

c) Anne thinks that she’s a coward, because she runs immediately to her father when she is frightened. (who, what, when, where, how, why)

d) Anne has two cigarettes for Mr. Van Daan made out of old pipe tobacco she found in the lining of his coat. (who, what, where, how)

e) Suddenly Anne screams, crying out in her sleep, “Save me! Save me!” (who, what, when, where, how)


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 4 Sentence Stretcher: Begin with the sentence: Months have passed.

Months have passed. Several months have passed. Several months have passed and sounds are coming from the street. Several months have passed, and the only sounds are coming from the street. Several months have passed, it is night, and the only sounds are coming from the street. Several months have passed, it is the middle of the night, and the only sounds are coming from the street. Several months have passed, it is the middle of the night, and the only sounds are coming from the street, the sound of feet. Several months have passed, it is the middle of the night, and the only sounds are coming from the street, the sound of running feet. Several months have passed, it is the middle of the night, and the only sounds are coming from the street, the sound of running feet and airplanes. Several months have passed, it is the middle of the night, and the only sounds are coming from the street, the sound of running feet and airplanes in the distance. Several months have passed, it is the middle of the night, and the only sounds are coming from the street, the sound of running feet, soldiers, and airplanes in the distance. Several months have passed, it is the middle of the night, and the only sounds are coming from the street, the sound of running feet, drunken soldiers, and airplanes in the distance.


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 4 Look it Up: Teams locate examples of Noun clauses with “That” in the text and 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 4 Rewrite the Paragraph Activity: Teams will rewrite the paragraph in the past.

Mr. Van Daan sneaks downstairs at night to steal food from cupboard. Anne has nightmares that the Green police take her away. Mr. Frank tells Anne that she must find her own way and parents set an example and point the way. The air raids and bombing attacks get worse until the Allies land in Africa. On Hanukkah, everyone gets dressed and lights the candles. Anne gives homemade and second hand gifts to surprise everyone. Mr. Van Daan decides that the cat eats too much and they must get rid of it. When something crashes downstairs, Peter accidentally falls and the lampshade crashes to the floor. Mr. Frank goes downstairs and figures out that a thief was scared away by the noise of Peter falling. The thief knows that there are Jews hiding upstairs.


Name ____________________________ Date __________ Anne Frank: Lesson 4: Exercise 1 Fill in the blanks with the correct word.

accidentally

thief

nightmares

raids

steal

second-hand

own

sneaks

example

lampshade

Mr. Van Daan __________ downstairs at night to __________ food from

cupboard. Anne has __________ that the Green police take her away. Mr. Frank tells

Anne that she must find her __________ way and parents set an __________ and point

the way. The air __________ and bombing attacks get worse until the Allies land in

Africa. On Hanukkah, everyone gets dressed and lights the candles. Anne gives

homemade and __________ gifts to surprise everyone. Mr. Van Daan decides that the

cat eats too much and they must get rid of it. When something crashes downstairs,

Peter __________ falls and the __________ crashes to the floor. Mr. Frank goes

downstairs and figures out that a __________ was scared away by the noise of Peter

falling. The thief knows that there are Jews hiding upstairs.


Name _____________________________________ Date _____________

Anne Frank: Lesson 4: 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. It is the middle of the night, and the streets are empty and silent.

______________________________________________________________________

2. Anne realizes that she has been cruel to her mother.

______________________________________________________________________

3. Anne dreams that the Green police come and take her parents away.

______________________________________________________________________

4. Mr. Van Daan decides that the cat eats too much, and they must get rid of it.

______________________________________________________________________

5. Anne is so terrified that she faints when they hear someone running downstairs.

______________________________________________________________________

6. On Hanukkah, there are candles and presents each night for twelve nights.

______________________________________________________________________

7. Mr. Frank figures out that a thief was scared away by the noise of Peter falling.

______________________________________________________________________

8. Mrs. Van Daan sneaks downstairs at night to steal food from the cupboard.

______________________________________________________________________

9. The thief knows that there are Jews hiding upstairs.

______________________________________________________________________

10. Margot accidentally trips and falls, sending the lampshade crashing to the floor.

______________________________________________________________________


Name ____________________________ Date __________ Anne Frank: Lesson 4: Exercise 3 (FCAT Practice/Reading Comprehension) In Act I, Scenes 4-5 of The Diary of Anne Frank by Frances Goodrich and Albert Hackett, Anne experiences conflicts. Read each statement. Then complete the chart by identifying each as an internal conflict or an external conflict.

1. Anne does not always get along with her mother.

2. Anne feels like a baby sometimes and grown up sometimes.

3. Anne thinks no one really understands her feelings.

4. Anne is afraid of the Gestapo taking her family away.

5. The family is like prisoners with little to eat.

6. Anne worries about everything and everybody.

Internal Conflicts External Conflicts

Read the statements. Then complete the chart by writing the events in the order in which they happened.

1. A thief discovers their hiding place by accident.

2. They receive the news that the Allies have landed in Africa.

3. The families celebrate Hanukkah in the Secret Annex.

4. Several months pass and the tension in Secret Annex grows.

5. Mr. Van Daan gets rid of Peter’s cat, Mouschi.

First, Second, Then, After that, Finally,


Name ____________________________ Date __________ Anne Frank: Lesson 4: Exercise 4 (FCAT Practice/Reading Comprehension) Read statements below. For each sentence, write the cause under the “cause” heading, and the effect under the “effect” heading.

1. When Anne dreams the police take her away, she cries out in her sleep.

2. Mr. Frank gives Anne a pill to quiet her.

3. Anne thinks that she’s a coward, because she runs to her father like a baby.

4. Mr. Van Daan gets rid of the cat after he decides that the cat eats too much.

5. After Peter accidentally trips and falls, the lampshade crashes to the floor.

6. Because of the noise Peter made falling, a thief was scared away.

7. It is the first night of Hanukkah, so everyone gets dressed in his best clothes.

CAUSE EFFECT 1.

2.

3.

4.

5.

6.

7.


Name ____________________________ Date __________

Anne Frank: Lesson 4: Exercise 5

Fill in the blanks.

Several months have passed, __________ it is the middle __________ the night. The

only __________ are coming from the __________, the sound of running __________, drunken

soldiers, and airplanes __________ the distance. Everyone is __________ bed except Mr. Van

Daan. __________ lights a match and __________ quickly down the stairs __________ the

attic to the __________, where he goes to __________ food cupboard. Then he __________

back up the stairs. __________ Anne screams, crying out __________ her sleep, “Save me!

__________ me!” Anne is dreaming __________ the Green police come __________ take her

away. Everyone __________ up terrified and Mrs. __________ holds Anne until she

__________ out of her nightmare. __________ Anne doesn’t want to __________ to her

mother about __________ dream, Mrs. Frank feels __________, but is relieved when

__________ asks for her father. __________ with fear, Anne tells __________ father about her

dream. __________ Frank gives Anne a __________ to quiet her. Anne __________ that she’s

a coward, __________ she runs to her __________ like a baby. Mr. __________ comforts

Anne and reminds __________ that her mother also __________ her love and help.

__________ realizes that she has __________ cruel to her mother, __________ she thinks that

her __________ doesn’t understand her. Mr. __________ tells Anne that she __________ build

her own character __________ find her own way. Parents __________ only set a good

__________ and point the way.

__________ Anne writes in her __________ that the air raids __________ bombing

attacks are getting __________. Then Anne writes the __________ news that the Allies

__________ landed in Africa. On __________ first night of Hanukkah, __________ gets

dressed in his __________ clothes. Mr. Frank lights __________ shamas candle, and says

__________ blessing. Then he reads __________ prayer, and lights one __________ on the


menorah. The __________ remembers that God protects __________ from all evil. Dussel

__________ understand Hanukkah. They explain __________ there are songs, presents,

__________ potato pancakes or latkes. __________ are candles and presents __________

night for eight nights. __________ present this year is __________ they are all alive.

__________ appears with a lampshade __________ carrying a satchel bulging

__________ parcels. Anne’s present to __________ is a poem with __________ old crossword

puzzle rubbed __________ to make it new __________. For Mrs. Van Daan, Anne __________

shampoo made out of __________ mixed with the last __________ her toilet water. Anne

__________ two cigarettes for Mr. __________ Daan made out of __________ pipe tobacco

she found __________ the lining of his __________. Anne gives her mother __________ poem

and a promise __________ ten hours of doing __________ she is told. Anne __________ her

father a scarf __________ knitted in the dark __________ night. Anne presents Peter

__________ a ball of paper __________ a string attached for __________ to play with and

__________ safety razor Miep got __________ her second hand. Dussel __________ a set of

earplugs __________ of cotton and candle__________ so he won’t hear __________ thrashing

around at night. __________ Peter brings the cat __________ the main room, Dussel

__________ wheezing from his allergies.

__________ Van Daan decides that the __________ eats too much, and __________

must get rid of __________. Mrs. Van Daan and Anne __________. Suddenly, there is a

__________ of something falling below. __________ accidentally trips and __________,

sending the lampshade crashing __________ the floor. They hear __________ sound of feet

below __________ down the stairs. They __________ not know if it __________ the Green

Police, the __________ or thieves. Anne faints. __________ Frank goes downstairs and

__________ out that a thief __________ was scared away by __________ noise of Peter

falling. __________ thief knows there are __________ hiding upstairs.


Name ____________________________ Date __________ Anne Frank: Lesson 4: Exercise 6 Combine two sentences using a noun clause beginning with “That”.

Example: The thief knows. There are Jews hiding upstairs. The thief knows that there are Jews hiding upstairs.

1. It’s true. Anne needs a lot of love and attention.

______________________________________________________________________

2. Anne is dreaming. The Green police come and take her away.

______________________________________________________________________

3. The prayer remembers. God protects them from all evil.

______________________________________________________________________

4. Anne pretends. Hanukkah is just like it used to be.

______________________________________________________________________

5. Then Anne writes the wonderful news. The Allies have landed in Africa. ______________________________________________________________________

6. Mr. Frank reminds Anne. Her mother also needs her love and help.

______________________________________________________________________ Rewrite the sentences, adding “That” to show the beginning of the noun clause.

Example: Anne realizes she has been cruel to her mother. Anne realizes that she has been cruel to her mother.

1. Anne believes her mother doesn’t understand her.

______________________________________________________________________

2. Mr. Frank tells Anne she must build her own character and find her own way.

______________________________________________________________________

3. They explain there are songs, presents, and potato pancakes or latkes.

______________________________________________________________________

4. Their present this year is they are all alive.

______________________________________________________________________

5. Anne thinks she’s a coward, because she runs to her father like a baby.

_____________________________________________________________________

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