Short Story of the Month - I'm Lovin' Lit...Instructions for Google Classroom Digital Components All student activities are available in digital format compatible with Google Classroom

3 ©2018 erin cobb imlovinlit.com

Short Story of the Month"The Diary of Anne Frank" Drama by Goodrich and Hackett

Table of Contents

Terms of Use 2

Table of Contents 3

List of Activities, Common Core Standards Alignment, & Difficulty Levels 4

Digital Components/Google Classroom Guide 5

Teaching Guide, Rationale, Lesson Plans, and Procedures: EVERYTHING 6-11

Activity 1: Final Solution Viewing Guide 12-15

Activity 2: Structure of Drama Quick Notes 16-17

Activity 3: Elements of Drama Quick Notes 18-19

Activity 5: Visual Character Map w/Key 20-22

Activity 6: Write an Objective Summary w/Key 23-30

Activity 7: Act 1 Comprehension Quiz (Basic Facts Recall) w/Key 31-32

Activity 8: Analyze Elements of Drama Guide (Act 1) w/Key 33-34

Activity 9: Analyze Conflict (Act 1) w/Key 35-36

Activity 10: Finding Text Evidence (Act 1) w/Key 37-39

Activity 11: Act 2 Comprehension Quiz (Basic Facts Recall) w/Key 40-41

Activity 12: Analyze Elements of Drama (Act 2) w/Key 42-43

Activity 13: Analyze Dialogue (Act 2) w/Key 44-45

Activity 14: Analyze Development of Theme (same pages as Activity 6) 23-30

Activity 16: Vocabulary Guide: Figurative Language (from book) w/Key 47-50

Activity 17: Comprehension Skills Test w/Key 51-56

Activity 18: *Modified Comprehension Skills Test w/Key 57-62

Activity 19: Original Article: Surviving the Holocaust 63-64

Activity 20: Holocaust Article Conflicting Viewpoints Activity w/Key (RI.8.6) 65-66

Activity 21: Essential Question 67-68

TEKS ALIGNMENT 69

Activity 1: Final Solution Viewing Guide** RI.8.1

Activity 2: Structure of Drama Quick Notes* RL.8.6

Activity 3: Elements of Drama Quick Notes* RL.8.6

Activity 4: Journal Response* SL.8.1

Activity 5: Visual Character Map* RL.8.1, RL.8.3

Activity 6: Write an Objective Summary** RL.8.2

Activity 7: Act 1 Comprehension Quiz* RL.8.1

Activity 8: Analyze Elements of Drama Guide (Act 1)*** RL.8.1, RL.8.6, RL.8.3

Activity 9: Analyze Conflict (Act 1)*** RL.8.3

Activity 10: Finding Text Evidence (Act 1)** RL.8.1

Activity 11: Act 2 Comprehension Quiz* RL.8.1

Activity 12: Analyze Elements of Drama (Act 2)*** RL.8.6, RL.8.1, RL.8.3

Activity 13: Analyze Dialogue (Act 2)*** RL.8.3, RL.8.1

Activity 14: Analyze Development of Theme*** RL.8.2, RL.8.1

Activity 16: Vocabulary Guide: Figurative Language** RL.8.4, RL.8.1

Activity 17: Comprehension Skills Test** RL.8.1, 8.2, 8.3, 8.4. 8.6

Activity 18: *Modified Comprehension Skills Test** RL.8.1, 8.2, 8.3, 8.4. 8.6

Activity 19: Original Article: Surviving the Holocaust** RI.8.1, RI.8.10

Activity 20: Holocaust Article Conflicting Viewpoints*** RI.8.1, RI.8.6

Activity 21: Essential Question*** RI.8.6, RI.8.1, RL.8.1, RI.8.9



Teacher’s Guide

Common Core Standards Alignment

List of Activities & Standards Difficulty Level: *Easy **Moderate ***Challenge



Teacher’s Guide

Instructions for Google Classroom Digital Components

All student activities are available in digital format compatible with Google Classroom. They are available in two formats: Google Slides and Google Forms.

Google SlidesFirst, I have made all student pages in Google Slides format. Students can simply add text boxes to any area they wish to type on. To access the Google Slides for this short story unit, copy and paste the link below into your browser:

link omitted in preview file

Google FormsI have made the assessments available in Google Forms. Here, they are self-grading, and I have set them all up with answer keys so they are ready to go for you. You’ll need to find these two files in your download folder to use Google Forms. The first file contains the links to the Forms, and the second file is explicit instructions for use.



Teaching Guide, Rationale, Lesson Plans, and ProceduresI have also discussed here how I use each activity and included hints and links to help you, too. I went ahead and mapped out the days for you. Feel free to take or leave what you like. Even if you don’t plan to follow this schedule, I still recommend reading through this section to get the most out of these activities.

These lessons and activities were designed to meet the needs of eight graders during the middle part of the school year. The stories, activities, questions, and assessments will become increasingly rigorous and challenging as we progress through the year.

Teacher’s Guide

Day 11. Activity 1: 35 minutesMini Lesson – The Final Solution Video Guide Background/Historical Information- I created this activity to make sure students understood the horrors that the occupants of the annex are hiding from. Note that this is VERY detailed questions. The preferred method of doing this is to allow students to view videos independently so they can pause and continue as needed; otherwise, they’ll need to view 2-3 times (it’s 11 minutes total) to get all answers. Youtube: https://youtu.be/GPXPjZurupcBackup:https://goo.gl/MfZf232. Activities 2-3: 20 minutesQuick Notes for Structure of Drama and Elements of Drama – have students fill in notes to review drama structure and terms. They’ll apply some of these concepts in Activities 8 and 12.

Activity 1

Activity 2

Activity 3



Teacher’s Guide

Day 21. Activity 4: 5-10 minutesJournal prompt - discuss if desired. (Separate file in the download folder.)2. Activity 5: 15-20 minutesCharacter Map – To help students understand the characters during the first and second scenes, I find that a map like this really helps students. We discuss and label everything before the first two scenes except for the character descriptions from the play. We go back and add those in after the second act and the final one after the third act. I included options pre-labeled and totally blank for you to choose from.3. Read Act 1, Scenes 1-2: 20 minutesIf needed, copy and paste into your browser to find the text of the play here: https://iblog.dearbornschools.org/issa/wp-content/uploads/sites/1187/2014/12/The-Diary-of-Anne-Frank-Full-Text-1.pdf

Audio for the first act only: Scenes1-232minuteshttps://youtu.be/lLUhdDk7iUcScene348minuteshttps://youtu.be/_T4sPn_Ft_kScenes4-537minuteshttps://youtu.be/1TvEyEGkHKE

Activity 4

Activity 5

Day 31. Activity 6: 10 minutesBegin Activity 6 - Write an Objective Summary –students will now go back through the play again, scene by scene, and write a brief, objective summary of each scene. Only complete the first column on the first page and do not fill out or discuss the theme sections yet. That’ll actually be Activity 14 – Theme Development.2. 50 minutes: Read Scene 3

Activity 6

1. (Continued) Activity 6: 10 minutesComplete summary for Scene 3.

2. Read scenes 4-5: 40 minutes



Teacher’s Guide

Day 4

Day 61. Activity 8: 25 minutesElements of Drama Guide, Act 1 –Here students answer questions about drama terms and dramatic irony as they apply to this play.2. Activity 9: 25 minutesConflict Analysis – students fill in graphic organizer to determine cause/effect of how given events propel action and incite conflicts in the annex.

Activity 6

Day 51. (Continued) Activity 6: 20 minutesComplete summary for Scenes 4-5.2. Activity 7: 25 minutesComprehension Quiz Act 1 – Basic Comprehension (Recall Facts) This quiz checks for basic comprehension and recall of the story. There are no higher order thinking questions on this quiz, no inferring, no analyzing, no drawing conclusions, etc. so I do not recommend that students use a copy of the story for this quiz unless they need that as a testing accommodation.

Activity 7

Activity 8

Activity 9

1. Activity 10: 30 minutesFinding Text Evidence Activity – students choose the text

evidence requested from the text evidence bank – great scaffolded activity to prepare for standardized test text evidence questions! 2. Read Act 2 Scenes 1-2: 25 minutesWrite objective summaries for each scene from Activity 6.



Teacher’s Guide

Day 7

Day 81. Read Act 2 Scenes 3-5: 30 minutesWrite objective summaries for each scene from Activity 6.2. Activity 11: 25 minutesComprehension Quiz Act 2 – Basic Comprehension (Recall Facts) This quiz checks for basic comprehension and recall of the story. There are no higher order thinking questions on this quiz, no inferring, no analyzing, no drawing conclusions, etc. so I do not recommend that students use a copy of the story for this quiz unless they need that as a testing accommodation.

Activity 10

Activity 11

Day 91. Activity 12: 25 minutesElements of Drama Guide, Act 2–Here students answer questions about drama terms and dramatic irony as they apply to this play.2. Activity 13: 30 minutesAnalyze Dialogue – Students determine who spoke each line of dialogue and answer questions about how each line reveals details about a character, propels the plot forward, or provokes a decision. Super-heavy-hitting RL.8.3 here!

Activity 12

Activity 13

©2018 erin cobb imlovinlit.com


Teacher’s Guide

Day 101. Activity 14: 35 minutesIdentify Theme & Trace the Development of the Theme – through each scene of the play. Discuss the given theme with students, and then revisit each summary you wrote in Activity 13. Now, explain how each scene further develops the stated theme. Notice that the first scene is completed as an example for you and your students.2. Activity 15: 25 minutesReview figurative language if needed with this foldable activity – see separate file in download folder for complete instructions and student templates. Excerpt from Interactive Reading Literature Notebooks.

Day 111. Activity 16: 30 minutes Vocabulary Guide – Here students analyze figurative language. These excerpts are actually pulled from the original Anne’s diary, “Diary of a Young Girl,” in Anne Frank’s own words. They aren’t pulled from the play version, so really you could do this activity at any time during the unit.2. Activity 17: 30 minutes (OPTIONAL)Read “A Tragedy Revealed: A Heroine’s Last Days” for details on what happened to Anne and the others after arrest. http://www.raio.org/AnneFrankHeroineRevealed.pdf

OR https://goo.gl/f4Pj2K

10

Activity 14(same as 6 but second column)

Activity 16



Teacher’s Guide

Day 121. Activity 17 : Skills TetComprehension Skills Test. Meant to be given along with a copy of the selection, though I wouldn’t allow students to use annotated selection unless it was a test modification. Keys included although not shown on the right. This test touches on the various activities throughout this unit to test for mastery. Questions 1-10 (pages 1-2) are multiple choice, and questions 11-12 (page 3) are extended response. I’ve included the specific CCSS skill tested with each question in green on the answer key.

Note that Activity 18 is a modified version of this test – all answer choices are reduced to 2 instead of 4.

Day 131. Activity 19: Surviving the Holocaust ArticleBonus! Article from 8th Grade Article of the Week2. Activity 20: Conflicting Viewpoints (RI.8.6)Bonus! Activity on Conflicting Viewpoints

10

Activity 17

Activity 18

Day 141. Activity 21: 30-45 minutesEssential Question: Tie it all together. The big SHE-BANG. Boom-shakalaka. Hard stuff. Good luck. :)

Activity 19Activity 20

Activity 21


"The Diary of Anne Frank" Drama by Goodrich and HackettShort Story of the Month Reading Literature

Focus: Historical Background

Activity 1

8. Germany invaded ________________ on September 1, _______ (year). This is when we see clear

evidence that Nazi Germany was now potentially _____________. Describe what they then

embarked upon for the Jews of this country.

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

9. Germany considered sending millions of Jews to the island of ____________________________.

10. The systematic murder of the Jews began with the German invasion of ____________________

on _______________________. This was known as Operation _______________________.

11. Following the invading army, four special units of the SS and police spread out from north to

south and began ____________________________________________________________________.

12. Evidence that the murder spread beyond the Soviet Union can be found in German allies

______________ and ____________ where they murdered Jews, Serbs, and Gypsies, without

German intervention.

13. In the summer of 1941, German leaders, including Globochnick, created a _________________

________________ who began planning and reached an idea that _________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

14. It was discussed that an efficient, clean, cheap way to kill the Jews was ____________________,

using ______________________________________________________________________________.

15. On September 3, ________, the first experimental gassing at Auschwitz took place, where several

hundred Soviet prisoners of war were murdered using ___________________________________,

which became the method of _______________ at ___________________.

16. By the end of 1942, __________________ Jews had already been murdered. By the end of the war,

Nazis and their collaborators had murdered at least __________________ Jews.

Nazi Germany separated Jews from society in the most radical ways, including

mass arrests, separation, physically, taking away economic potential, rounding up

for forced labor, massive relocations of populations by the hundreds of

thousands of people, and concentrating Jews in many places into ghettos, looking

for some sort of territorial solution.

Poland 1939

genocidal

Madagascar

the Soviet Union

June 22, 1941 Barbarossa

systematically shooting Jews into mass graves.

Romania Croatia

think tank of

intellectuals if you wanted to kill

the Jews of Poland, what you need to do is not have the murderers chase after

the victims, but rather bring the victims to the murderers, and kill them in a

sealed, top-secret installation.

gas chambers

carbon monoxide exhaust from an engine

1941

Zyklon B gas

murder Auschwitz

four million

six million



Skills: Write an Objective Summary, Analyze Theme Development

Activity 6 / Activity 14

I. Summary of TextProvide a brief, objective summary of each scene.The first one is done for you.

II. Development of ThemeExplain how the theme is developed in each scene.The first one is done for you.

Otto Frank, who has survived the Holocaust, returns to the annex. It seems abandoned and disheveled as if it’s been ransacked. Mr. Frank is clearly upset. Miep gives Mr. Frank Anne’s diary. As he begins to read the diary, his voice fades to hers…

Act

I, S

cene

1A

ct I,

Sce

ne 2

• Otto Frank is close to a broken man, but he still takes the time to thank Miep, acknowledging what she did for him and his family. “I know what you went through, you and Mr. Kraler. I’ll remember it as long as I live.”

• Miep tries to cheer Mr. Frank by turning over Anne’s diary that she saved.

Theme Statement: It is human nature to look for the good in any situation.

The Van Daans wait anxiously for the Franks to arrive to the secret annex, worried that they were caught on the way by the Green Police. Finally the Franks arrive and everyone settles in and reviews the rules. Miep and Mr. Kraler will bring food and news every day. Occupants must be very quiet from 8-6 daily while office workers are there, not wearing shoes or running water or using the bathroom. They must burn their trash in the stove at night. Rooms are assigned and everyone gets acquainted. Peter rips off his star of David and Anne begins writing in her diary.

• After outlining 8am-6pm noise restrictions, Mr. Frank points out that “after six we can

move about.. talk and laugh and have our supper and read and play games…”• Even though Anne had to leave her cat

behind, she is happy to see Peter’s• Peter rips off his star of David, happy

to be rid of it since they can’t leave• Anne says of the annex, “ I’m going to

think of it as a boardinghouse. A very peculiar summer boardinghouse, like the one that we…”

• Mr. Frank gifts Anne with a diary since she’ll have plenty of time for writing.

27


"The Diary of Anne Frank" Drama by Goodrich and HackettShort Story of the Month

Reading LiteratureComprehension Quiz: Act OneChoose the best answer according to the story.

1. When Miep tells Mr. Frank that she found some papers after he left, what does Mr. Frank tell her to do with them?

a. throw them awayb. burn themc. file themd. forget about them

2. Before the Franks arrive at the annex, why are the Van Daans so worried about them?

a. The Franks are late.b. They hear a rumor that the Franks have

been arrested.c. both of thesed. neither of these

3. As soon as all the occupants have arrived, Miep must run off to get…

a. sacks of potatoes.b. yellow stars.c. library cards.d. ration books.

4. Why did the Franks wear multiple layers of clothing when moving to the hiding spot?

a. It was very cold outside and the Franks could not afford coats.

b. It would look too suspicious for them to bring their clothes in suitcases.

c. The Franks did not own suitcases.d. The journey was much too far to carry

suitcases.

5. Why must the occupants be completely quiet from 8:00 A.M. to 6:00 P.M.?

a. So that no one on the streets hears them.b. So that no one in the offices below hears

them.c. So that the neighbors can’t hear them.d. So that the Green Police can’t hear

them.

6. Anne’s nickname is…a. Mrs. Chatterbox. b. Mrs. Big Mouth.c. Mrs. Quack Quack.d. Mrs. Peter.

7. Mr. Van Daan complains that Miep only brought him one ___________________.

a. drink of liquorb. towelc. pack of cigarettesd. bar of soap

8. What happens to Mrs. Van Daan’s fur coat?a. Anne spills milk on it.b. Peter’s cat rips it.c. It is accidentally thrown out.d. Mr. Van Daan sold it for grocery money.

9. It is decided that Mr. Dussel should share a room with ___________.

a. Anne c. Peterb. Margot d. the Van Daans

10. What news does Dussel bring the families?a. He doesn’t have to hide with them.b. He is able to bring 3 ration books.c. The Nazis want to search the building.d. The Nazis have been searching homes

and taking people more frequently.

11. What happens in Anne’s nightmare?a. Dussel is a mean, harsh man.b. The Green Police take Anne away.c. The Green Police kill Margot.d. Miep is injured and can’t help them.

12. During the Hanukkah celebration, the occupants fear they’ve been found by the Green Police. Who actually came by?

a. Miepb. one of the office workersc. a parcel delivery mand. a thief

Activity 7

Reading LiteratureSkill: Recall Details



Focus: Conflict; Events Propel Action

Activity 9

Act 1 Analysis Part B: Events Propel Action Through ConflictFor each event in the left column, identify and describe the conflict that happens as a result. The first one is done for you.

(Scene 3)Anne steals Peter’s shoes.

Event (Cause) Conflict That Arises (Effect)

(man vs. man) This causes a conflict between Anne and Peter.

Anne wants to play around and have fun, but Peter is annoyed.

He doesn’t like the teasing and wants to be left alone.

(Scenes 3)Miep brings a cake to the annex for New Years.

(Scenes 3-5)Mr. Dussel moves in to Anne’s room.

(Scene 4)The air raids are getting worse.

(Scene 5)During the Hanukkah celebration, a crash is heard downstairs.

(identify 2 resulting conflicts)

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________



Focus: Elements of a Drama

Activity 12

Act 2 Analysis Part A: Elements of a Drama1. Is this drama a comedy or a tragedy? How do you know?

2. Dramatic irony occurs when we (the reader or the audience) know something important that a character doesn’t know. As you read the play, you know that Anne’s fate will ultimately result in her death at a concentration camp. Find examples of this irony in each scene listed below and record your answers in the second column.

This play is a tragedy, as it ends with the death of a main character (Anne)

Although there are some humorous scenes, humor is not the focus of the play,

and there is neither a light tone nor a happy ending.

Act 2, Scene 2

Scene Dramatic Irony

As Anne and Peter chat, Anne wonders aloud, “I bet when you get out of here, you’ll never think of me again… When you get back with all of your friends, you’re going to say… now what did I ever see in that Mrs. Quack Quack.” The reader/audience knows that once they get out it will be to concentration camps, not to freedom.

Act 2, Scene 3 In response to Miep’s news about the invasion, Mr. Frank says, “Didn’t you hear what Miep said? The invasion has come! We’re going to be liberated! This is a time to celebrate!” The reader/viewer knows that the Franks and others in the annex will not be liberated after all.

(find another example in this act)

Anne says, “I have often been downcast myself... but never in despair. I can shake off everything I write. But… and that is the great question… will I ever be able to write well? I want so much. I want to go on living even after my death.” The diary Anne is writing will become famous, so she will go on living after her death, and she’ll be known for her writing, but not in the ways she imagines.

Act 2, Scene 5 In Anne’s diary, she wrote, “In spite of everything, I still believe that people are really good at heart.” She writes this before she is captured by the Nazis and dies an awful death, along with everyone except for Mr. Frank, in a concentration camp.


Short Story of the Month

Activity 21

Essential QuestionSkill: Integrate Information

from Varied Formats

1. What evidence is there in the drama, “The Diary of Anne Frank,” that shows that people are really good at heart?

2. What evidence is there in the article, “Surviving the Holocaust,” that shows that people are really good at heart?

EQ: Do you agree with Anne that, in spite of everything, people are really good at heart? Explain.

"The Diary of Anne Frank" Drama by Goodrich and Hackett

Activity 1: Final Solution Viewing Guide** 5(F)

Activity 2: Structure of Drama Quick Notes* 8(C)

Activity 3: Elements of Drama Quick Notes* 8(C)

Activity 4: Journal Response* 5(E), 6(A)(I)

Activity 5: Visual Character Map* 5(F)(H)(I), RL.8.3

Activity 6: Write an Objective Summary** 7(A)(B)(C)

Activity 7: Act 1 Comprehension Quiz* 5(F)(H)(I)

Activity 8: Analyze Elements of Drama Guide (Act 1)*** 7(A)(B)(C) 8(C)

Activity 9: Analyze Conflict (Act 1)*** 7(A)(B)(C)

Activity 10: Finding Text Evidence (Act 1)** 5(F)(H)(I)

Activity 11: Act 2 Comprehension Quiz* 5(F)(H)(I)

Activity 12: Analyze Elements of Drama (Act 2)*** 7(A)(B)(C) 8(C)

Activity 13: Analyze Dialogue (Act 2)*** 7(A)(B)(C)

Activity 14: Analyze Development of Theme*** 7(A)(B)(C)

Activity 16: Vocabulary Guide: Figurative Language** 9(D)

Activity 17: Comprehension Skills Test** 5(F)(H)(I) 7(A)(B)(C) 8(C) 9(D)

Activity 18: *Modified Comprehension Skills Test** 5(F)(H)(I) 7(A)(B)(C) 8(C) 9(D)

Activity 19: Original Article: Surviving the Holocaust** 5(F)

Activity 20: Holocaust Article Conflicting Viewpoints*** 5(F) RI.8.6

Activity 21: Essential Question*** 5(E)(H), 6(B)(G)(I)



Teacher’s Guide

TEKS Alignment

List of Activities & Standards Difficulty Level: *Easy **Moderate ***Challenge

Documents

Short Story of the Month - I'm Lovin' Lit...Instructions for Google Classroom Digital Components All student activities are available in digital format compatible with Google Classroom