Anne Frank by Josephine Poole & Angela Barrett, ill. New York: Alfred A. Knopf, 2005.
Anne Frank is a Jewish girl who flees Germany for Amsterdam with her family during World War II. Hiding in a building for two years, Anne
documents those days in her diary.
-ISBN 0375832424
-Media: Watercolor and pencil
-Rating: 5Q/4P
- Curricular Connections: Grades 5-8, History/Social Studies, Biography
Lesson Plan – Anne Frank
Grade Level: 7 - 8
Objectives:
Students will understand the following:
1. Learn about the brief life of Anne Frank
2. The circumstances in which Frank family had to go into hiding
3. Learn about the life of Simon Wiesenthal and his significance in Anne Frank’s story
4. Geography and the locations where these events took place.
Materials:
• Copies of the book Anne Frank by Josephine Poole (2005)
• Copies of the book The Anne Frank Case: Simon Wiesenthal’s Search for the Truth by Susan Goldman Rubin (2009)
• Copies of the book The Diary Of A Young Girl by Anne Frank (any edition)
• Maps of Germany and The Netherlands during World War II
Procedures:
1. Opener: Read a passage from Anne Frank’s diary, preferably something that Middle School students can relate to.
2. Read the first two books in class (Josephine Poole’s Anne Frank and Rubin’s The Anne Frank Case).
3. Assign the reading of all or certain passages from The Diary Of A Young Girl.
4. Have students fill-out a timeline of events in Anne Frank’s life.
5. Have students draw a floor plan of what they think the annex looked like, based on Anne's descriptions in her diary.
6. Show students a map of the locations where Anne Frank lived and/or was transported: http://www.ushmm.org/wlc/media_nm.php?lang=en&ModuleId=10005210&MediaId=302
7. Show students an interactive map of the Holocaust: http://www.ushmm.org/wlc/media_nm.php?lang=en&ModuleId=10005143&MediaId=3372
8. "What If" Creative Writing Exercise:
Give students the following question to answer: If you had to go into hiding for an indefinite period of time, what objects or materials would you take with you? Have them write on the blank journal page and then display their writing for others to see.
9. Use the following questions to create an in-class discussion or written homework assignment in which the students will analyze each question.
Discussion Questions:
1. What was the Holocaust?
2. What were the historical circumstances that led the Frank family to go into hiding?
3. Why does Anne begin her diary entries with “Dearest Kitty”?
4. Why was Simon Wiesenthal called the “Nazi Hunter”?
5. What incident led Simon Wiesenthal to begin his search for the Gestapo officer who arrested the Frank family?
6. What creative talent kept Simon Wiesenthal alive on more than one occasion in the concentration camps?
7. Who was Miep Gies and what significant action did she take after the Frank family was arrested?
8. What was the name of the Gestapo official who arrested the Frank family in Amsterdam?
9. Which member of the Frank family survived the Holocaust and published Anne’s diary?
10. How long after Anne Frank’s death was Bergen-Belsen Concentration Camp liberated by British troops?
DPower 7/27/09
Anne Frank by Josephine Poole and Angela Barrett, ill. New York: Alfred A. Knopf, 2005. ISBN 978-0-375-83242-0.
A compelling story about the life of Anne Frank. Poole begins the story when Anne is an infant, and gives insight into her personality, and her perilous journey to stay hidden.
Media: Watercolor & Pencil
Q5/P4
5-8th
Curricular Connection: Level 5-8th. Language Arts, Social Studies, History.
D. Balestreri added to PB 7/25/09
Poole, J. (2005). Anne Frank. New York: Alfred A. Knopf.
ISBN: 9780375932427
Illustrator: Barrett, A.
Media: Watercolor, Colored Pencil
5Q/2P
Curriculum Connection: Grades 5-8; History, Language Arts
Annotation: A powerful complement to Anne’s own diary, this page-turner so poignantly illustrates Anne’s life that even the fact of her untimely death does not hinder the truth that her spirit lives on.
Lesson Plan
Title
Dear Anne Frank – Dear Diary
Concept/Topic to Teach
Writing development, Higher Order Thinking Skills/Critical Thinking, Cultural connections
General Goal
Students will learn about the life—and unfortunate death—of Anne Frank. They will learn the concept of journaling and practice doing so on their own, specifically responding to Anne’s life as it relates to their own. (Thus, they will connect with history and other beliefs and cultures, making these concepts less abstract).
Specific Objectives
Students will write responsive journals while reading The Diary of Anne Frank.
Required Materials
Notebooks, pencils/pens, copies of Anne Frank: The Diary of a Young Girl
Anticipatory Set
Instructor asks if any students have heard of Anne Frank, following with a general discussion/round-table about what students already know. Next, the instructor reads Josephine Pool’s Anne Frank aloud to the class; the characters of Anne’s life and Anne herself are introduced via the picture book’s text and illustrations.
Step-By-Step Procedures
After completing the above, the instructor distributes copies of Anne Frank: The Diary of a Young Girl, notebooks and pencils/pens to the class, explaining that students will read Anne’s actual diary and that they will write in their own journals. However, instead of writing to “Dear Diary” they will write to “Dear Anne Frank.” Students will have time to decorate their journals (to claim ownership) and then a discussion of writing will ensue (techniques, etc.) and the questions pertaining to critical thinking are introduced: How does this relate to you? Why do you think ____ ? What about _____? Explain _____?
Students will then silent read entries from Anne’s journal. Reading time is allotted every day class meets but also reading at home is expected.
Plan for Independent Practice
Students are required to write in their journals 3 times a week; they are encouraged to make connections between their lives and Anne’s.
Closure (Reflect Anticipatory Set)
At the unit’s end, students select 11 journal entries to give to the instructor; the students read one of these entries aloud to the class and the others go into the making of a class “book” – assembling 10 journal entries from each student into one document. Copies of the class book are passed out to the class and one copy is distributed to the school library.
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