UNIT PLAN: The Diary of a Young Girl by Anne Frank

Literature and Writing Unit Project

Hannah Stewart
ENGLISH 380
Moreau
11/19/12
 Stewart- AnneFrankUnit 2

1. OVERVIEW

Unit: The Diary of a Young Girl by Anne Frank

Theme: Identity through Writing
Grade Level: 9th- 10th grade
Content Area: English- World Literature Class

2. CONCEPTS
The major concepts covered in this unit are: The Holocaust, Identity, Writing to Survive,
Discrimination, Point of View, Historical Non-fiction

3. HANDOUTS

Four Handouts Attached

4. EQUIPMENT and TECHNOLOGY

- Computers will be used to complete interactive web quests where students learn
background information on Anne Frank.
- Projector, Computer, and Internet will be used by the teacher to display visual aids such
as maps, photos, and video clips
- DVD player, projector, and screen: The film The Diary of Anne Frank will be watched in
class
- Speakers & Computer/ CD Player: An audio version of The Diary of a Young Girl will be
played in class a couple times throughout the unit.

5. BIBLIOGRAPHY
1. Frank, Anne, Otto Frank, Mirjam Pressler, and Susan Massotty. The Diary of a Young
Girl: The Definitive Edition. New York: Doubleday, 1995. Print.
2. Kopf, Hedda Rosner. Understanding Anne Frank's The Diary of a Young Girl: A
Student Casebook to Issues, Sources, and Historical Documents. Westport, CT:
Greenwood, 1997. Print.
3. Web Quest: http://foxtara.weebly.com/anne-frank-webquest.html
4. Introduction to the Holocaust animated map:
http://www.ushmm.org/wlc/en/media_nm.php?ModuleId=10005143&MediaId=7827
5. Virtual Tour of the Anne Frank Annex:
http://www.annefrank.org/en/Subsites/Home/Enter-the-3D-house/#/house/20/
6. Poems:
Holocaust by Barbara Sonek
<http://www.auschwitz.dk/id6.htm>.
Evas Diary by Peter Austin
http://www.thehypertexts.com/Peter%20Austin%20Poet%20Poetry%20Picture%20Bi
o.htm
7. Film: The Diary of Anne Frank (1959)
 Stewart- AnneFrankUnit 3

6. ADVANCED PREPARATION
- All prepared handouts need to be printed
- Poems need to be printed
- Make sure all online videos, maps, sources etc. work on the equipment of the classroom
- Create a classroom environment conducive to intimate discussions
- Create all quizzes, tests, prompts, and rubrics and print
7. LONG TERM UNIT GOALS
- To understand the atrocities of discrimination towards the Jews during WWII
- To learn extensively about Anne Frank and her legacy
- To critically think about identity
- To empathize and relate to Anne Frank
- To understand the importance of writing in peoples lives
- To write a clear and concise research paper
8. SHORT TERM LESSON OBJECTIVES
- TLW read the entire book The Diary of a Young Girl by Anne Frank and respond to it
orally and in writing
- TLW make personal connections with Anne Franks writing by completing four diary
entries throughout the unit
- TLW read selected excerpts from Understanding Anne Franks The Diary of a Young
Girl and discuss in class with peers and teacher
- TLW read two poems, Holocaust by Barbara Sonek and Evas Diary by Peter
Austin, and respond by creating their own poem
- TLW complete three reading comprehension quizzes based off of sections of the book
- TLW write a final paper with the choice of a research paper or a creative paper/project;
this will be broken down into steps to complete in the writing process
- TLW complete a final written summative assessment at the end of the unit
- TLW complete an online Web Quest throughout the unit
- TLW participate in class by reading some of Anne Franks book aloud
- TLW create a clear and concise timeline of WWII throughout the unit
9. PROFESSIONAL CONTENT STANDARDS
Common Core Standards for English Language Arts & Literacy in History/Social
Studies, Science, and Technical Subjects
RL, 9-10, 6. Analyze a particular point of view or cultural experience reflected in a work
of literature from outside the United States, drawing on a wide reading of world
literature.
RI, 9-10, 1. Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
W, 9-10, 4. Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience
 Stewart- AnneFrankUnit 4

W, 9-10, 7. Conduct short as well as more sustained research projects to answer a

question (including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
SL, 9-10, 1. Initiate and participate effectively in a range of collaboration discussions
(one-on-one, in groups and teacher-led) with diverse partners on grades 9-10 topics, texts,
and issues, building on others ideas and expressing their own clearly and persuasively.
10. ANTICIPATORY ACTIVITY
The opening of the unit will be the teacher reading their own diary entry from their youth.
The teacher will then lead a discussion on what a diary is and will ask students if they
keep or have kept a diary. When did they seem to write in them? Was a there a pattern?
Would they want other people to read their diary? Why or why not?
Then students will do a quick write on their thoughts on diaries after this discussion.
(This will not be graded, just turned in for credit)
Students will then receive a handout on background information of Anne Franks The
Diary of a Young Girl.

I think that this is a good anticipatory activity to get students thinking about writing,
specifically in a diary. Having a discussion about diaries is a good leeway into reading
Anne Franks own diary.
11. PROCEDURES, ACTIVITIES, QUESTIONS, EXTENSIONS
Students will be engaging with the text through a variety of means:
Visually- they will be watching a film, looking at photographs, virtual tour of the Annex,
and an animated map
Emotionally- Students will be writing their own diary entries throughout the unit and on
certain days the teacher will take away certain privileges from students (like wearing
shoes) to help them get into the mindset of being out of their comfort zone
Orally- Students will be reading parts of the text out loud and students will be engaged in
discussions almost every day
Writing: Students will have several quick writes, diary entry assignments, and a larger
final paper
Aurally: Students will listen to parts of the audio book during class

12. FORMATIVE ASSESSMENT

1. Students will be filling out a web quest throughout the unit
2. Students will partake in full class discussions
3. Students will complete four diary entry assignments
4. Students will complete three comprehension quizzes
5. Students will keep their own timeline of WWII throughout the unit
 Stewart- AnneFrankUnit 5

6. Students will have many mini writing assignments such as quick writes, diary
assignments, and reflection/response essays

13. SUMMATIVE ASSESSMENT

1. Students web quests will be graded
2. Students will be writing their own poem
3. Students will be completing an end of unit test
4. Students will be writing a large research paper/ creative project
14. RUBRICS
Rubric for Summative assessment attached
15. MODIFICATIONS
Extra time will be given for completing all assignments for English Language Learners
and any student with a learning or physical disability. The teacher will also make sure to
give clear and concise directions repeatedly for any assignment or task. Oral and written
instruction will always be given for assignments.
Adequate space will be made in the classroom for wheel chairs.
Students with hearing or visual impairments will be seated near the front of the classroom
and will be allowed to use cleared aids/technology.

*In order for students to better empathize with Anne Frank, some days the teacher will
take away a certain privilege/ give restrictions:

cannot wear shoes, no jewelry allowed, only blue-eyed people can sit at desks, not allowed
to look at each other, brown-eyed people can only ask/answer questions, blue-eyed people
have to wear large blue circles on their shirts and are called by a number, can only use a
small pencil provided by the teacher to write with

*An ongoing timeline of WWII will be made throughout the unit. Each class period we will
add to the timeline depending on what dates we have read from Annes diary. Teacher will
write the upfront for all to see, whether on whiteboard, black board, smart board
 Stewart- AnneFrankUnit 6

Reading Schedule for The Diary of a Young Girl by Anne Frank

Day 1: Forward- Page 25 (Forward-July 10)

Day 2: pgs 25- 41 (July 10- September 27)

Day 3: pgs 41- 58 (September 27- October 20)

Day 4: pgs 59-77 (October 29- September 7)

Day 5: pgs 77-94 (December 10- March 25, 1943)

Day 6: pgs 94- 103 (March 25- May 2)

Day 7: pgs 103- 121 (May 2- August 4)

Day 8: pgs 121- 136 (August 4- September 10)

Day 9: pgs 136- 151 (September 10- December 22)

Day 10: pgs 152-170 (December 22- January 19, 1944)

Day 11: pgs 170- 188 (January 19- February 16)

Day 12: pgs 188- 203 (February 16- March 3)

Day 13: pgs 203- 223 (March 3- March 19)

Day 14: pgs 223- 262 (March 19-April 14)

Day 15: pgs 262- 281 (April 14- May 5)

Day 16: pgs 281-296 (May 5- May 13)

Day 17: Test Day- No Reading

Day 18: pgs 296- End (May 13- Afterward)

Day 19: No reading scheduled

Day 20: No reading scheduled

 Stewart- AnneFrankUnit 7

Class Period:

Date:

Name:

ANNE FRANK UNIT DAY 1

Handout for day one: Introduction to The Diary of a Young Girl by Anne
Frank

The following excerpt is from a book titled Understanding Anne Franks The
Diary of a Young Girl: A Student Casebook to Issues, Sources, and Historical
Documents by Hedda Rosner Kopf. Please read on your own and highlight or
underline any parts that you think are important. Use this for in class
discussion.
 Stewart- AnneFrankUnit 8

WEBSITES USED:
INTRODUCTION TO THE HOLOCAUST ANIMATED MAP

http://www.ushmm.org/wlc/en/media_nm.php?ModuleId=10005143&MediaI
d=7827 (6:34)

ANNE FRANK MAP

http://www.ushmm.org/wlc/en/media_nm.php?ModuleId=10005210&MediaI
d=302

Anne Frank Web Quest:

http://foxtara.weebly.com/anne-frank-webquest.html

Virtual Tour of Secret Annex:

http://www.annefrank.org/en/Subsites/Home/Enter-the-3D-
house/#/house/20/

Vocabulary list: http://www.vocabulary.com/lists/24704#view=notes

 Stewart- AnneFrankUnit 9

Poems to Use:

Holocaust

by Barbara Sonek

We played, we laughed

we were loved.

We were ripped from the arms of our

parents and thrown into the fire.

We were nothing more than children.

We had a future. We were going to be lawyers, rabbis, wives, teachers,

mothers. We had dreams, then we had no hope. We were taken away in

the dead of night like cattle in cars, no air to breathe smothering, crying,

starving, dying. Separated from the world to be no more. From the ashes,

hear our plea. This atrocity to mankind cannot happen again. Remember

us, for we were the children whose dreams and lives were stolen away.

(http://www.auschwitz.dk/id6.htm)
 Stewart- AnneFrankUnit 10

Evas Diary
by Peter Austin

One is famous, one forgotten;

Both, however, had to sup
Hegemonys sauerbraten
And to drain its bitter cup

Though the least enlightened layman

Knows that Ann belongs with Frank,
Should you mention Eva Heyman
Hell reply you with a blank

If its framed as an enquiry,

You can answer that, like Anne,
She confided in a diary
When her holocaust began,

Though she didnt find an attic

In Varad (near Budapest)
So her life was less dramatic,
Less surprising her arrest.

Her opinionsso observant

Of a world so inhumane
Shed entrusted to a servant
From a window on the train;

Theyd be thought of as a treasure

Not forgotten in a drawer,
If shed only had the leisure
To record a hundred more

[Eva Heyman began her diary in February, 1944. Less than four months
later, she was departed to Auschwitz and put to death.]

(http://www.thehypertexts.com/Peter%20Austin%20Poet%20Poetry%20Pict
ure%20Bio.htm)

Class Period:
 Stewart- AnneFrankUnit 11

Date:

Name:

ANNE FRANK UNIT:

Children of the Holocaust Handout

Read the attached essay and with a partner choose one person highlighted
in the text. Respond by comparing and contrasting this person with Anne
Frank.

1. Who is the person you are comparing with Anne?

2. Where are they from?
3. Why is this person they significant?
4. How is this person similar to Anne?
5. How is this person different than Anne?
6. How does it make you feel knowing that there were thousands more
people, besides Anne, who experienced similar things?
 Stewart- AnneFrankUnit 12

Class Period:

Date:

Name:

Poetry Assignment

Directions: Write a poem from Anne Franks point of view. You can choose
the topic of your poem, but be sure to make some sort of textual reference
(refer to people, places, the time periodsomething that shows me you have
reading and comprehending) and try to mimic Annes own thoughts that you
read in her diary.
 Stewart- AnneFrankUnit 13

Writing Prompts/Thought Questions:

1. Interview someone who was a teenager during WWII. Ask your subject
to describe what he or she knew about the war, about the Jews, about
the concentration camps. How did they know about these things? How
did you personal react to this interview experience?
2. In Anne Franks diary we can see her identity being shaped as she
questions and describes her life. Write about your identity. What are
the major events and influences in your life that have formed it? How
do you think youll grow and change as you grow older?
3. Imagine that Anne Frank was able to leave the annex and go outdoors
once again. Write a diary entry describing her feelings. Where does
she go? What makes her happiest?
4. Write about the relationship between Anne and her Mother. Do you
consider her mother a good mother? Why or Why not?
5. Compare three of Annes entries: one written at the beginning, in the
middle, and at the end of her time in the annex. Are there differences
in subject? In style? Are there similarities?
6. Research a present-day situation where there is war or turmoil where
people are in a similar situation to Annes. For example, Sudan, Egypt,
Afghanistan, Palestine Write about the situation and then create a
fictional diary of a youth who is placed in such an environment. What
do they write in their diary? Who are they living with? What are their
hopes and dreams?
7. Write a comparison on the film version of the book The Diary of Anne
Frank. Was it true to Annes entries? Did the characters act like you
imagined? Likes, dislikes?
8. Creative Project- Based off of Anne Franks Diary create either a:
slideshow presentation, Youtube video, visual poem, artwork,
photography project, dance, song, play
9. Research Hitler and the Nazis. How did they gain so much power? Why
did people accept them as leaders? Or did they? How does this relate
to Anne Frank?
10. Why writing? Why did Anne Frank keep a diary? What was its
importance? If Anne wasnt able to write, how do you think she would
have coped? Carefully think about writing and its significance. Do you
think keeping a diary is beneficial for everyone? Or does writing not
matter at all? Should writing be deleted off of the face of the earth?
Why or why not?
 Stewart- AnneFrankUnit 14

Rubric for Thought Questions of final writing assignment

Category 3 2 1
Connections to Clear and Some connections No connections are
the text strong are made with the made with the text.
connections text. Textual support
are made with is cited, but not
the text and completely/correctly.
textual
support is
properly cited.
Prompt The writing The prompt was not The prompt was
prompt is completely hardly
completely answered. The addressed/answered.
addressed. writers voice and The writer has no
The writers tone of writing interest or passion in
voice and tone exists. their writing
of writing is whatsoever.
strong.
Content The content of The content of The topic/thesis is
the writing writing somewhat unclear. The content
clearly supports the is confusing or
supports the thesis/topic of illogical.
thesis/topic of paper.
paper.
Mechanics Writing is Writing is clear. Writing is confusing
clear and There are quite a and unorganized.
concise. few grammatical and The writing is full of
Grammatical spelling errors. grammatical,
and spelling Capitalization is spelling, and
errors are sometimes correct. capitalization errors.
minimal. The paper meets the The paper does not
Capitalization 500 minimum word meet the minimum
is correctly count. word count.
done. The
paper is at
least exceeds
the 500
minimum
word count.
 Stewart- AnneFrankUnit 15

Class Period:

Date:

Name:

READING CHECK

(Sections 1-5)

Directions: Answer the following questions to the best of your ability. I am

looking for short answers that are at least 2-3 sentences long.

1. Who is Anne Frank and where is she from? When does Anne receive
her diary?

2. Is this writing fiction or nonfiction? What era does is take place during?

3. Describe at least three main events that happen in Annes life at this
point.
 Stewart- AnneFrankUnit 16

ANNE FRANK UNIT

Common Core Standards for English Language Arts & Literacy in

History/Social Studies, Science, and Technical Subjects

RL, 9-10, 6. Analyze a particular point of view or cultural experience

reflected in a work of literature from outside the United States,
drawing on a wide reading of world literature.
RI, 9-10, 1. Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn
from the text.
W, 9-10, 4. Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose,
and audience
W, 9-10, 7. Conduct short as well as more sustained research
projects to answer a question (including a self-generated question) or
solve a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
SL, 9-10, 1. Initiate and participate effectively in a range of
collaboration discussions (one-on-one, in groups and teacher-led) with
diverse partners on grades 9-10 topics, texts, and issues, building on
others ideas and expressing their own clearly and persuasively.