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Anne Frank Pre-Reading Unit Plan- Alyssa DiFlora

EDU 465- Bordentown Regional Middle School


April 4th, 2016
Subject/Topic: 8th Grade Language Arts Holocaust Reading
Length: Cores 1,2,3
Standards:
CCSS.ELA-LITERACY.RL.8.2
Determine a theme or central idea of a text and analyze its
development over the course of the text, including its relationship to
the characters, setting, and plot; provide an objective summary of the
text.
CCSS.ELA-LITERACY.RL.8.6
Analyze how differences in the points of view of the characters and the
audience or reader (e.g., created through the use of dramatic irony)
create such effects as suspense or humor.
Objective: SWBAT explore the concept of the Holocaust and Anne
Franks life through range of pre-reading activities.
Materials:
Projector
Document Camera
Anne Frank Handouts
Procedure:
1. Students enter the room. Students complete general
housekeeping (agenda writing, collecting hw, phones away, etc.)
2. Students complete their DOL and have SSR time.
3. Students pick out new SSR books on Monday.
4. Class goes over DOL on the Document Camera.
Mentor-Teach Model:
5. Teacher introduces Anne Frank unit. Now that we just
wrapped up our character analysis unit, we are now going
to be moving onto the Holocaust and Anne Frank. How
many of you dont know about the Holocaust or Anne
Frank?

6. Students respond. Well, dont worry. Were going to ease


into this unit and well tie up any loose ends along the
way.
7. Teacher uses chart paper to go through student thoughts on the
Holocaust.
8. Students brainstorm thoughts on Holocaust/Anne Frank (who,
what, where, when, why)
9. Class responds to an Anne Frank quote in a journal entry, How
wonderful it is that nobody need wait a single moment
before starting to improve the world.
10.
What do you think this quote means? Change it
into your own words. What does this quote mean to you?
What is one thing you could do to improve the world?
11.
Students work on this response in class and share.
12.
Poole presents Holocaust background in PowerPoint
Presentation as students practice note-taking until the end of the
core. (END OF DAY 1)
13.
Students return to class the next day, repeat steps 1-3.
14.
Teacher present students with Holocaust questionnaire.
Today we are going to try to put ourselves in the shoes
on a Holocaust victim. I am going to give you this
questionnaire and you need to be honest. I know that this
is a complex time in history but just be honest. You can
work with a partner or alone, so take some time to fill this
out.
15.
Class goes over responses to questionnaire.
16.
Teacher continues PowerPoint presentation as students
continue to take notes. (END OF DAY 2)
17.
Students return to class the next day, repeat steps 1-3.
18.
Students walk down to library to get new SSR books.
19.
Students return to class and complete Nazi handout.
20.
Mrs. Poole leads class in Nazi discussion and activity for the
rest of the core. (END OF DAY 3)
21.
Students return to class the next day, repeat steps 1-3.
22.
Students complete suitcase do-now worksheet individually.
(Engagement)
23.
Students share their work on the document camera.
24.
Teacher explains the days activity. Today we are
going to be working in teams with the people in our
literature circle groups in order to beat Master the
Concept. With master the concept todays game
topic will be the Holocaust, of course. Each team will be
given a particular topic about the Holocaust. The topics
are: concentration camps, ghettos, emigration, death

marches, mobile killing squads, killing centers, and


displaced person camps. (Mentor-Teach Model)
25.
Students are split into teams and are given maps, text,
pictures, and other resources provided by the teacher. Now
that we are in our teams, take a look at the data given
to you. With that data, you are going to be reading
through the packets and each person in the group will
be taking notes (to be collected). And with your notes,
what we need each of the teams to do is create an
informational poster displaying the key points of that
data. Define your topics, write down the important
parts in bullets, and include thoughts and reactions at
the end (criteria written on board). Give your posters a
heading too. Decorate them too. You can get
appropriate pictures from the internet. (Independent
Application/Assessment)
26.
Students start working as teacher plays instrumental
music from the Holocaust era.
(https://www.youtube.com/watch?v=cJFf_NWq470)
(https://www.youtube.com/watch?v=sPbJpdsrSyQ)
27.
Teacher briefly explains the music. As we are
working, I decided to show you some music from the
Holocaust era. This was some of the music that the
people of the Holocaust. Some music you will hear was
orchestrated in honor of those who suffered during the
Holocaust.
28.
Students continue to work and create their posters.
29.
Just before the end of the core, students give brief
presentations on the information that they found.
(Closure/Assessment)
30.
(If time allows) Teacher shows students video about Secret
Annex. (http://www.annefrank.org/en/Subsites/Home/)
31.
Teacher pauses for discussion or reactions. After
exploring some of Anne Franks life and seeing some of
the struggles that she had to go through, what does this
make you think? What are some reactions or thoughts on
what weve seen?
32.
Class goes through part of the Secret Annex (Hallway,
bookcase, bedrooms) (END OF DAY 4)
OTHER POSSIBLE ACTIVITIES:
33.
Students return to class the next day, repeat steps 1-3.
34.
Teacher explains to students about Holocaust deaths and
survivors.

35.
Teacher explains how we will be looking at survivors and
rescuers. Although many innocent people suffered during
the Holocaust time in history, some did survive and some
people were gracious enough to take refugees under
their wing. We are going to be looking at that today.
36.
Teacher pulls up link to rescuer and survivors on projector.
(http://teacher.scholastic.com/frank/stories.htm)
37.
Lets take this time now to get into our literature
circle groups. I am going to assign three group to
rescuers and three groups to survivors.
38.
Teacher assigns people to the groups. Now that you
have the people you will be researching and the groups
you will be working in, I need each of you to grab an iPad
from the cart (If no iPads available, there will be print
outs ready) and go to this link
(http://teacher.scholastic.com/frank/stories.htm). Once
you get there, click on the person I assigned you and read
their story with your group members. I want you to come
up with a summary of that person and we will be doing
presentations at the end of the core if time allows.
39.
Students work in groups as the teacher circulates around
the room.
40.
Students have sharing session on the Document Camera
until the end of the core. (END)
41.
Students return to class the next day, repeat steps 1-3.
42.
Teacher explains how beyond the Frank family, Miep Gies
played a big role in the survivor factor for Anne and her
comrades.
43.
Teacher shows students Mieps life through Scholastic.
(http://teacher.scholastic.com/frank/moving.htm)
44.
Class reads through passages of Mieps life. Teacher stops
for discussion about Miep and her deeds.
45.
Class moves on to Mieps interview. Through my
research, I actually found an interview with Miep on
Scholastic as well. This will help us to get to know Miep a
little more before we read the book. I am going to have
some of you be the interviewers. I am going to hand some
of you a question to ask Miep.
46.
Students volunteer to play Miep. As we are acting out
this interview, I want to go around the room and have the
interviewers as Miep their questions. For the rest of you,
as you follow along and listen to the interview, I want you
to write down two questions that you would ask Miep and
be prepared to share.
47.
Students conduct the interview with Miep, stopping at
times for discussion.

48.
Once the interview is over, the students who didnt
interview Miep get a chance to go around the room and share
their questions. Unfortunately being that Miep did not get
to ever answer those questions, when we actually start
reading the text, we may find out those answers for
ourselves. When we read we need to pay special
attention to that.
49.
To end the core, the class goes through more rooms of the
Secret Annex (bathroom, Annes room, living room) (END)
Assessment:
The assessment for this lesson will be student performance
during group work and class discussion during the unit.
Differentiation:
Throughout this unit, students are given the opportunity to
use different forms of technology. For those who prefer
print-outs, those will be available as well. Students are
given the opportunity to work in groups or individually
throughout this unit.

Miss DiFlora
Arts

Language

Holocaust Glossary
Allies: A group of 26 nations led by Great Britain, the United States,
and the Soviet Union that opposed Germany, Italy, and Japan (known
as the Axis partners) in World War II.
Anti-Semitism: Prejudice or discrimination against Jews dislike,
fear, and persecution of Jews.
Auschwitz-Birkenau: Largest of the Nazi concentration camps,
located in southwestern Poland. More than one million Jews were
murdered there. All inhabitants of the Secret Annex were sent from
Westerbork to Auschwitz in September 1944.
Bergen-Belsen: A concentration camp in northern Germany.
Epidemics, overcrowding, and planned starvation in this camp led to
the deaths of more than 34,168 people, including Anne and Margot
Frank.
Concentration camps: Prison camps that held Jews, Gypsies, political
and religious opponents of the Nazis, resistance fighters, homosexual
men and women, and others considered enemies of the state. People
died of starvation, slave labor, and disease.
Deportation: Forced removal of Jews in Nazi-occupied countries from
their homes.
Final solution: The Nazi plan for the physical destruction of all of
Europe's Jewish population.

Forced-labor camps: Camps where prisoners were used as slave


labor.
Genocide: Deliberate, systematic murder of an entire political,
cultural, racial, or religious group.
Jaundice: A disease, usually of the liver, that turns the skin yellow.*
Mein Kampf (My Struggle): Adolf Hitler's autobiography, written
during his imprisonment in 1924.Mein Kampf details his plan to make
Europe judenrein or "Jew-free."
Occupation: Control of a country by a foreign military power. The
Netherlands was occupied by the Nazi government of Germany.
Pogrom: Organized violence against Jews, often with the support of
the government.
SS: The abbreviation for Schutzstaffel, the black-shirted elite guard of
Hitler, later the political police in charge of the concentration and
death camps.
Swastika: An ancient religious symbol (a hooked cross) that became
the official symbol of the Nazi Party. Now banned in Germany, the
swastika is still used by neo-Nazis around the world.
Third Reich: The Nazi name for Germany and the occupied territories
from January 1933 to April 1945.
Westerbork: A transit camp in northeastern Holland through which
almost 100,000 Jews were deported between 1942 and 1944 to the
Auschwitz-Birkenau, Sobibor, Theresienstadt, and Bergen-Belsen
concentration and death camps.
Yellow star: The six-pointed Star of David was a Jewish symbol that
the Nazis forced Jews above the age of six to wear as a mark of shame
and to make Jews visible. In the Netherlands the star carried the
word Jood, meaning "Jew," in the middle. From May 1942 until she went
into hiding, Anne Frank wore a yellow star, separating her from the rest
of the Dutch population.

Miss DiFlora
Arts

Language

The Empty Suitcase


During the Holocaust, when victims were being brought to
concentration camps, many were allowed to take only one
suitcase with them. Many put their lives all into a single
suitcase.
What are the things that you would bring with you? List or draw
the items you would take inside of the empty suitcase.