ms grade 6 language arts 1 through esol · peter rips the star of david off his coat and burns it....

MS Grade 8 Language Arts Through ESOL: Anne Frank: Lesson 2

MS Grade 8 Language Arts 3 Through ESOL

Anne Frank: Lesson 2: The Diary of Anne Frank: Act 1, Scene 2, by Frances Goodrich and Albert Hackett

FCAT Reading & Writing Focus: Analyzing Validity/Reliability of Primary Sources FCAT Support Skills: Details of Historical Setting, Sequencing, Characterization Language Focus: Adjectives & Verb Forms Used As Adjectives (Participles) Text: Prentice Hall Literature: Silver Level

English Spanish Haitian Creole Portuguese arrange arreglar ranje arrumar branded marcado Kat make marcado carillon tubos o planchas q.

producen sonidos klòch campainha cheerful de buen humor kontan satisfeitos chime campanadas sonnen sinal comforted consoló rekonfòte consolada creak crujido bri ruído curious curiosa kirye curiosa diary diario jounal diário dim atenuar diminye se desvanecem fate destino chatiman destino gay alegres kontan alegres grateful agradecido rekonesan agradecido illegal ilegal- ilegal ilegal lock or bolt candado o cerrojo kadna oswa seri fechadura ou tranca lone wolf lobo solitario moun apa lobo solitário main principal prensipal principal mercurial vivaz vèsatil vivaz mythology mitología mitoloji mitologia Nazis nacional socialista Nazis nazistas necessities necesidades esansyèl coisas necessárias obtain obtener jwenn obter overshoes botas de caucho

impermeables lagòch galochas pasteboard-bound encuadernado con cartón An katon com capa de papelão protect protegerlos pwoteje proteger realizes se da cuenta reyalize compreende reassures asegura bay garanti ankò conforta shy tímido timid tímida silence silencio silans silêncio spit on escupirlo krache sou cuspir em suffer sufrir soufri sofrer survive sobrevivir siviv sobreviver terrified aterra pè aterrorizada thermos termo tèmos garrafa térmica warehouse almacén depo depósito whisper susurro soufle cochichar


English Summary

Lesson 2: The Diary of Anne Frank: Act 1, Scene 2, by Frances Goodrich and Albert Hackett

In Scene 2, the Van Daans and the Franks meet for the first time in the room above the

warehouse. Anne’s sister Margot is eighteen, beautiful and shy. Anne is thirteen, curious and mercurial in her emotions. Helping them to arrange their things, Miep and Mr. Kraler show them the three ration books with false names they will use to obtain food and necessities for their guests. Three ration books for seven people are not enough, but the Franks are grateful. Mrs. Frank is concerned that they have never done anything illegal before. Mr. Kraler reassures her that they are helping hundreds and hundreds of people who are hiding in Amsterdam from the Germans. Miep and Mr. Kraler will bring them food and news each day, but they must be completely quiet when the workers are in the building each day from eight to five thirty. They must not move around unless it is necessary, and they must not speak above a whisper or run any water. Every noise can be heard below them. They must be careful with their trash and burn everything in the stove at night. They must live this way to survive.

After six every evening, they can move about, talk, laugh and play games. Mr. and Mrs. Van Daan take the upstairs room. Mr. Frank is very grateful to Mr. Van Daan, who helped him with the new country and the new language when he came to Holland. Margot and Anne Frank get the little room to the right of the main room, and Mr. and Mrs. Frank will use the main room as their bedroom. Margot and Mrs. Frank go to unpack and rest in the little room. Anne tries to make conversation with Peter Van Daan about his cat Mouschi. Even though Peter had attended the same Jewish Secondary School, he never spoke to Margot and Anne because he was a lone wolf. Peter rips the Star of David off his coat and burns it. Peter says he was branded with it so people could spit on him. Mr. Frank shows Peter and his cat Mouschi to the tiny room on the left. Then he pours Anne her milk from a thermos.

Mr. Frank surprises Anne with a box containing her photographs of movie stars and Queen Wilhelmina, the queen of the Netherlands. Inside the box, she finds a gift of a pasteboard-bound book to use as a diary. She is very happy and runs down the stairs to find a pencil. Catching her by the arm and pulling her back, Mr. Frank tells Anne never to go beyond rooms, or to listen to the radio at night or on Sunday. because it isn’t safe. For the first time, Anne realizes what “going into hiding” really means. Mr. Frank reminds Anne that no one can ever put a lock or bolt on her mind, and he promises her that they will read poetry, history and mythology. Besides, she won’t have to practice the piano or wear her overshoes anymore. When the carillon begins to chime eight o’clock, everyone must be quiet. Anne gives Peter’s cat Mouschi some of her milk, and sits to write in her new diary.

The lights dim, and Anne’s voice can be heard as she writes in silence about her new life. In the night, when Anne hears a creak in the house or a step on the street outside, she is terrified that they are coming to take her family away. Anne is comforted because Mr. Kraler and Miep are downstairs during the day to “protect” them. Anne’s father tells her that if the Nazis find out that Miep and Mr. Kraler are hiding Jews, they will suffer the same fate as the Jews. Knowing this, however, Miep and Mr. Kraler are always cheerful and gay as if they don’t have a care in the world.


Spanish Summary

Lección 2: El Diario de Ana Frank Primer Acto, Escena 2 de Frances Goodrich y Albert Hackett

En la escena 2, los Van Daan y los Frank se encuentran por primera vez en la habitación inmediatamente arriba del almacén. La hermanita de Ana, Margot, tiene dieciocho años, es bella y tímida. Ana, que tiene trece, es curiosa y vivaz. Para ayudarles a arreglar sus cosas, Miep y el señor Kraler les enseñan las tres libretas de racionamiento con nombres falsos que usarán para obtener comida y cubrir otras necesidades de sus invitados. Aunque tres no son suficientes para siete personas, los Frank están agradecidos. La Sra. Frank está preocupada porque nunca antes habían hecho algo ilegal, pero el señor Kraler le asegura que ellos están ayudando a cientos y cientos de personas que se ocultan de los alemanes en Ámsterdam. Miep y el Sr. Kraler les traerán comida y noticias diariamente, pero mientras los trabajadores estén en el edificio, de ocho a cinco y treinta cada día, ellos tienen que permanecer completamente callados. No deben andar por los cuartos a menos que sea necesario, hablar en voz alta, sino con susurros y abrir los grifos del agua, pues cualquier ruido puede ser escuchado en los pisos de abajo. También tienen que ser cuidadosos con la basura y quemar todo en la estufa por la noche. Deben vivir de esta manera para sobrevivir.

Cada noche, después de las seis, pueden andar por los cuartos, hablar, reír y disfrutar de juegos de mesa. El Sr. y la Sra. Van Daan ocupan la habitación de arriba. El Sr. Frank está muy agradecido con Sr. Van Daan, quien le ayudó a adaptarse al nuevo país y a aprender el nuevo idioma cuando vino a Holanda. Margot y Ana Frank tienen la alcoba pequeña a la derecha de la principal, la cual sus padres van a usar como dormitorio. Margot y la Sra. Frank se van a la alcoba pequeña para desempacar y después descansar un poco. Ana trata de entablar conversación con Peter Van Daan acerca de su gato Mouschi. Aunque Peter asistió a la misma escuela secundaria judía, nunca habló con Margot ni con Ana porque andaba como un lobo solitario. Peter arranca de su abrigo la Estrella de David, la quema y dice que estuvo marcado por ella, para que así la gente lo pudiera escupir. El Sr. Frank le indica a Peter y a su gato Mouschi el cuarto pequeñito de la izquierda y luego le sirve a Ana la leche que está en el termo.

El Sr. Frank sorprende a su hija con una caja que contiene sus fotos de actores de cine y de la reina Guillermina de Holanda. Dentro de la caja ella encuentra el regalo que parece un libro encuadernado con cartón para usarlo como diario. Está muy feliz y baja por la escalera corriendo a buscar un lápiz. Entonces, el Sr. Frank la toma por un brazo y halándola hacia atrás, le dice a Ana que jamás puede pasar de los cuartos, escuchar la radio por las noches, o los domingos, porque esto atenta contra la seguridad de todos. Por primera vez, Ana se da cuenta qué quiere decir realmente “vivir en la clandestinidad”. El Sr. Frank le recuerda a Ana que nadie jamás puede poner un candado o un cerrojo a su mente, y le promete que leerán poesía, historia y mitología. Además no tendrá que practicar el piano o usar sus botas impermeables cuando haya mal tiempo. Cuando el reloj de carillón comienza a dar las campanadas de las ocho en punto, todo el mundo tiene que estar tranquilo y callado. Ana le da un poco de su leche a Mouschi, el gato de Peter, y se sienta a escribir en su nuevo diario.

La luz se atenúa, y la voz de Ana puede oírse mientras escribe en silencio acerca de su nueva vida. Cuando escucha un crujido en la casa o pasos afuera en la calle, le aterra que ellos vengan para llevarse a su familia. Ana se siente cómoda porque el Sr. Kraler y Miep están en el piso de abajo durante el día para “protegerlos”. El padre de Ana le dice que si los Nazis descubren que Miep y el Sr. Kraler están escondiendo judíos, sufrirán el mismo destino que ellos. Sin embargo, aunque saben eso, Miep y el Sr. Kraler están siempre de buen humor y alegres como si no tuvieran de qué preocuparse en este mundo.

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

Lesson 2: The Diary of Anne Frank: Ak 1, Sen 2, Dapre Frances Goodrich and Albert Hackett

Nan sèn 2, Fanmi Van Daans ak Franks rankontre pou premyè fwa nan sal ki sou tèt

depo a. Sè Anne nan, Magot gen dizuit an, bèl ak timid. Anne gen trèz an, kirye ak vèsatil nan emosyon l. Pandan l ap ede yo ranje bagaj yo, Miep ak mesye Kraler montre yo twa kanè ak fo non y ap itilize pou yo jwenn manje ak esansyèl pou envite yo. Twa kanè pou sèt moun pa ase, men fanmi Frank yo apresye sa. Madam Frank pè pou si yo te janm fè yon bagay ilegal anvan. Mesye Kraler ba li garanti anko y ap ede plizyè santèn moun ki nan kache pou Alman yo an Amstèdam. Miep ak mesye Kraler ap pote manje ak nouvèl pou yo chak jou men yo dwe rete an silans konplètman lè travayè yo nan bilding nan chak jou soti uit è rive senk è trant. Yo pa dwe bouje sofsi sa nesesè, epi yo pa dwe pale fò ni ouvri okenn dlo. Yo kab tande tout ti bri anba a. Yo fèt pou fè atansyon ak fatra yo epi yo dwe boule tout bagay nan fou a leswa. Yo dwe viv konsa pou yo kab siviv.

Apre sis sware, yo kab bouje, pale, ri ak jwe. Mesye ak madam Van Daan pran sal anle a. Mesye Frank rekonesan anvè mesye Van Daan anpil poutèt li te ede l nan nouvo peyi a ak nouvo lang lan lè l te rive Oland. Margot ak Anne Frank pran ti sal la ki adwat sal prensipal, epi mesye ak madam Frank ap pran sal prensipal la kòm salakouche yo. Margot ak madam Frank al deboure malèt yo pou y al repoze nan ti chanm nan. Anne eseye pale ak Peter Van Daan konsènan chat li a, Mouschi. Menm si Peter te ale nan menm lekol segonde jwif ak li, li pa t janm pale ak Margot ak Anne paske li te yon moun apa. Peter chire Etwal David la sou rad li epi li boule l. Peter di li te yon kat make avek li ki fe moun te konn krache sou li. Mesye Frank montre Peter chat li Mouschi ti sal la sou lamen goch. Ansuit, li vide let ki te nan yon temos pou Anne.

Mesye Frank te fe Anne yon sipriz ak yon bwat ki gen foto l kom vedet sinema ak Ren Wilhelmina, ren peyi Oland. Li jwenn yon liv an katon pat kom kado andedan bwat pou li kab itilize kom yon jounal. Li kontan anpil epi li kouri desann eskalye a pou l al cheche yon kreyon. Pandan l ap anbrase l ak rale l sou li, mesye Frank di Anne pou l pa janm kite chanm yo ni tande radyo lanui oswa dimanch paske li pa pridan. Pou premye fwa Anne reyalize sa “nan kache” vle di vreman. Mesye Frank raple Anne peson pa kab janm kadnase sevo l, epi li pwomet li l ap li powem, ak mitoloji. Anplis, li pa p gen pou l pratike pyano ni mete galoch li yo anko. Le kloch komanse sonnen uit e, tout moun dwe fe silans. Anne bay chat Peter a, Mouschi enpe nan let li a epi li chita pou l ekri nan nouvo jounal li a.

Limye yo diminye, epi ou te kab tande vwa Anne pandan l ap ekri an silans sou nouvel vi li t ap menen an. Lanui, le Anne tande yon ti bri nan kay la oswa bri yon pye nan lari a, li te pe pou yo pa t vin anlve fanmi l. Anne rekonfote paske mesye Kraler ak Miep anba a lajounen pou “pwoteje”yo. Papa Anne di l si Nazis yo konnen Miep ak mesye Kraler ap kache Jwif, y ap sibi menm chatiman ak Jwif yo. Sepandan, Miep and Mr. Kraler te konn sa yo toujou kontan ak ge kom si yo pa t montre yo pataje doule mond lan.

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 2: O Diário de Anne Frank: Ato 1, Cena 2, de Frances Goodrich and Albert Hackett

Na cena 2, a família Van Daan e a família Frank se encontram pela primeira vez nos

aposentos do andar de cima do depósito. Margot, a irmã de Anne, tem dezoito anos e é bela e tímida. Anne tem treze anos e é uma menina curiosa e vivaz. Para ajudá-los a arrumar suas coisas, Miep e o Sr. Kraler os mostram três livros de suprimentos com nomes falsos que eles terão que usar para obter alimentos e outras coisas necessárias. Três livros de suprimentos para sete pessoas não são suficientes mas a família Frank está agradecida. A Sra. Frank está preocupada porque eles nunca haviam feito nada ilegal, antes. O Sr. Kraler a conforta dizendo que eles estão ajudando centenas e centenas de pessoas que estão se escondendo dos alemães, em Amsterdã. Miep e o Sr. Kraler os trarão alimentos e notícias a cada dia, mas eles têm que ficar completamente quietos quando os trabalhadores estiverem no prédio, todos os dias, de oito às cinco e meia. Eles não podem se movimentar no local, a não ser que seja necessário e não podem conversar, só cochichar e nem usar as torneiras. Pode-se ouvir qualquer barulho no andar de baixo. Eles devem ter cuidado com o lixo e queimar tudo no fogão, à noite. Eles têm que viver desta maneira, para sobreviver.

Todas as noites, após as seis horas, eles podem se movimentar, conversar, rir e brincar. O Sr. e a Sra. Van Daan ficam então com os aposentos do andar de cima. O Sr. Frank é muito agradecido ao Sr. Van Daan, que o ajudou no novo país e com a nova língua, quando ele veio para a Holanda. Margot e Anne Frank ficam com o quarto pequeno à direita do cômodo principal e o Sr. a Sra. Frank ficam com este cômodo como seu quarto de dormir. Margot e a Sra. Frank vão para o quarto pequeno para desfazer as malas e descansar. Anne tenta conversar com Peter Van Daan sobre o seu gato Mouschi. Embora Peter tenha freqüentado a mesma escola judia de ensino fundamental, ele nunca conversou com Margot e Anne, pois se portava como um lobo solitário. Peter rasga a estrela de Davi, tirando-a de seu casaco e queimando-a. Ele diz que foi marcado com a estrela para que as pessoas pudessem cuspir nele. O Sr. Frank mostra a Peter e seu gato Mouschi o pequeno quarto à esquerda. Ele então coloca leite num copo para Anne, de uma garrafa térmica.

O Sr. Frank surpreende Anne com uma caixa contendo suas fotografias de estrelas do cinema e da rainha Wilhelmina, dos Países Baixos. Dentro da caixa ela encontra um presente que lhe foi dado, um caderno com capa de papelão para usar como diário. Ela está muito feliz e desce as escadas correndo para achar um lápis. O Sr. Frank a pega pelo braço e a puxa de volta, dizendo-lhe que não pode nunca sair daqueles aposentos e nem escutar o rádio à noite e aos domingos, pois é perigoso. Pela primeira vez, Anne compreende o que significa realmente “esconder”. O Sr. Frank lembra a Anne que nunca ninguém colocará nenhuma fechadura ou tranca em sua mente e promete ler poesia, história e mitologia para ela. Além disso, ela não terá mais que estudar piano e nem usar galochas. Quando a campainha começar a tocar o sinal de oito horas, todos têm que ficar quietos. Anne dá um pouco de seu leite ao gato Mouschi e se senta para escrever seu novo diário.

As luzes se desvanecem e se escuta a voz de Anne enquanto ela escreve, em silêncio, sobre a sua nova vida. À noite, quando Anne escuta um ruído na casa ou alguém andando na rua, ela fica aterrorizada, achando que eles estão vindo buscar sua família. Anne fica consolada de saber que o Sr. Kraler e Miep estão no andar de baixo durante o dia para “protegê-los”. O pai de Anne diz a ela que se os nazistas descobrirem que Miep e o Sr. Kraler estão escondendo judeus, eles terão o mesmo destino que o seu. Mesmo sabendo disso Miep e o Sr. Kraler estão sempre satisfeitos e alegres, como se não tivessem que se preocupar com nada. 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 2: Minimal Pairs Activity: warehouse/rare house grate/gate lock/rock fate/fade shoes/choose cheer/sheer free/three shy/sigh

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 2 Spelling Activity: Use the following words for the test. arrange, branded, curious, diary, grateful, illegal, overshoes, terrified, warehouse, whisper


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 2 Follow Directions Activity: Provide students with a sheet of drawing paper and a pencil. Students will listen and follow directions to draw the stage set of the play.

Directions: a) Write the title of the play, The Dairy of Anne Frank at the top center of the paper. b) In the middle of the paper, draw a long rectangle. c) Label the rectangle “warehouse and office”. d) Draw a second, shorter rectangle above the first rectangle. e) Divide it into three sections, the middle section larger than the two smaller sections

on the left and on the right. f) Label the middle section, “main room”. g) In the main room, draw two little squares and label them, “sink” and “wood stove”. h) In the main room, write “Mr. Frank”, “Mrs. Frank” and “Margot”. i) In the small room on the left, write “Anne” and “Mr. Dussel”. j) In the small room on the right, write “Peter” and “Mouschi”. k) Draw a sharply peaked roof above the second rectangle. l) In the triangular section under the roof, write “attic”. Now write “Mr. and Mrs. Van

Daan.” m) Behind the sharply peaked roof of the building, draw a “sea of other rooftops

stretching away into the distance”. n) Nearby draw a church tower with a carillon with bells inside


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 2 Dictation Activity:

a) Anne is thirteen, curious and mercurial in her emotions. b) When the carillon begins to chime eight o’clock, everyone must be quiet. c) Anne tries to make conversation with Peter about his cat Mouschi. d) Peter rips the Star of David off his coat and burns it. e) After six every evening, they can move about, talk, laugh and play games.

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

a) Father, why can’t I go downstairs to look for a pencil? b) Why did Peter burn the Star of David? c) Don’t you think Peter is a lone wolf? d) Father, why don’t you and mother sleep upstairs? e) Who will bring us food, books, and the things we need? f) Why can’t we talk or walk around during the day? g) Where will Margot and I sleep? h) Why do we have to burn our trash at night? i) How will I ever graduate from school? j) When can we go back home? Can they put a lock or a bolt on our minds too, father?


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 2 Intentional Intonation Activities: For the first time, Anne realizes what “going into hiding” means. (not from) For the first time, Anne realizes what “going into hiding” means. (not last) For the first time, Anne realizes what “going into hiding” means. (not reason) For the first time, Anne realizes what “going into hiding” means. (not Margot) For the first time, Anne realizes what “going into hiding” means. (not reads) For the first time, Anne realizes what “going into hiding” means. (not playing) For the first time, Anne realizes what “going into hiding” means. (not is)

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 2 Backward Build-up Activity: a) Mr. Frank surprises Anne with a box that contains her photographs of movie stars

and Queen Wilhelmina, the queen of the Netherlands. b) Miep and Mr. Kraler help them to arrange their things and Miep has ration books

using false names so that they can obtain food and necessities. c) Miep and Mr. Kraler will bring them food and news each day, but they must be

completely quiet when the workers are in the building each day from eight to five thirty.

d) Even though Peter had attended the same Jewish Secondary School, he never spoke to Margot and Anne because he was a lone wolf.

e) In the night, when Anne hears a creak in the house or a step on the street outside, she is terrified that they are coming to take her family away.


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 2 Charades Activity: Suggestions: arrange, cheerful, curious, gay, grateful, mercurial, protect, reassure, shy, silence, spit on, suffer, take away, terrified, whisper

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 2 Twenty Questions Activity: Photo or picture suggestions:

boardinghouse, branded, carillon, chime, cupboard, fountain pen, lock or bolt, lone wolf, overshoes, pasteboard-bound notebook, thermos


FCAT FOCUS READING SKILL: Analyzing the Validity and Reliability of Primary Sources

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

Analyzing the Validity and Reliability of Primary Sources What to do and what to watch for: There are questions on the FCAT that require you to read maps, signs, pictures, diagrams, tables, graphs, and schedules. You will need to be able to understand and study the information. Then you need to decide if it is valid (correct, truthful and appropriate) and reliable (dependable, from a good source). These are important skills because there are many sources in today’s world that are not reliable and do not give valid information. Fact-checking. Be sure to read critically and check your facts from one source with the same facts in at least one other source. If your two sources give different facts that are in conflict, find a third source. The third source will probably agree with one of the other sources. If not, keep checking sources until you find two that agree. The more sources you find that give the same facts, the more reliable and valid your information. Example:

One medium apple has 70 calories (Source: Encyclopedia) One medium apple has 45 calories (Source: Supermarket calorie book) One medium apple has 70 calories (Source: Health textbook)

(In this example, you have found two reliable sources that agree that the apple has 70 calories, the encyclopedia and the health textbook.) Tables. In a table, you read information in columns and rows. Read the title, and read the column and row titles so that you know what you are reading about. Rows go left to right, and columns go up and down. Find the row you’re looking for, and then the appropriate column. Then draw imaginary lines down and across. Where the lines intersect or come together is the answer.

TITLE Column 1 Column 2 Column Row 1 Row 2 Row 3

FUNDRAISING FOR NEEDY CHILDREN

GRADE 9 GRADE 10 GRADE 11 Dollars $1,230. $1578. $2,042. Toys 557 310 129 Outfits 140 200 75

Which grade raised more money? Which grade raised more toys? Which grade raised more outfits?


Look closely at the details on maps.

a) Title. The title of the map tells what location you are viewing. Are you looking at a street map of a city? Is it a continent, country, region, or area? Is it a map that shows a place during a specific period of history?

b) Legend/Key. The legend of a map is also called a key because it is the “key” to unlocking the meaning of the symbols. You cannot unlock the mystery without reading and using the key or legend.

c) Directional Marker. The directional marker shows the orientation of the map. Most of the time, North is at the top of the map. However, sometimes the orientation may be different. Be careful that you are reading the directions according to the directional marker on the map you are reading. North is not necessarily always “up”.

d) Distance Scale. The distance scale helps you to measure distances on the map, and the scale is unique to the map you are reading. Every map measures distance differently, so be sure you find and use the distance scale on the map you are reading.

DOWNTOWN FLORIDA VILLAGE

LEGEND; KEY Ocean & Beaches Directional Marker Hospital Donut Shop Day Care Center Military Base

¼ ½ l l l l l SCALE: 1 INCH=1/4 MILE

Think about the meaning of pictures and symbols. Some symbols or pictures show ideas that are easy to recognize. When you see a picture or symbol you do not recognize, study it carefully and try to figure out what it means by its location or other information that is nearby. Sometimes symbols or pictures are used instead of written words to communicate ideas.

What is the possible meaning and location of each of the symbols or signs? Could any of the signs be used in more than one location for a different purpose?

M A B INTERNATIONAL STREET I A N R 1ST R Y S BEACH AVENUE T. SU

RFE

R S

TREE

T

NO

PARKING FIRST AID

ONE-WAY ONLY

NO


Read signs for information.

a) Public Information. Signs are used to communicate important information to the public. A sign can be a poster, flyer, notice, traffic sign, or advertisement. Signs help to warn us of danger, find public services and facilities, get news about events, and know the rules we must follow in public places.

SUPER-SATURDAY SALE ONE DAY ONLY JULY 17 2-6 PM

EVERYTHING IS 75% OFF Members only.

Under 21 must be accompanied by parent Credit only. All sales are final. No returns

b) Rules, Regulations, Policies, Laws. Reading signs is important so that we do not get

into trouble by breaking the laws or rules. Diagrams. Diagrams label objects so that you know how to use them. A diagram is an illustration. Each part of the diagram is labeled. Read the labels and study the parts of the diagram carefully before answering questions. Try to see what the real object or location is like in your mind.

Public Loitering Prohibited Under FL ST3478.731

$ 500.00 Fine Possible Imprisonment

BATHROOM FLOOR PLAN

2. Bathtub 6. Toilet

4. Vanity &Mirror

5.Seat

3. Sink

8. Linen Closet

1. Doorway

9. Towel Racks

7. Heater What bathroom fixture is located inside fixture #8? What is the location of Fixture #2? Behind fixture #6, what fixture is against the wall?


GRAPHS

Graphs come in several shapes and sizes: circle, bar, and line graphs. Graphs show you what the numbers mean in a visual or picture form. Be sure to read vertical and horizontal titles.

a) Bar Graphs-The size of a bar shows how numbers increase, decrease or stay the same. How many students received a grade of “D” first semester? How many “A’s” did students receive both semesters? What is the largest number of students to receive a grade of “B”? Which grade stayed at the same number both semesters?

b) Line graphs. The data is shown with dots that are connected by a line. The shows how numbers increase, decrease, or stay the same.

What is the total number of points possible each 9 Weeks? What is the overall trend of class points earned? In which marking period did students make the greatest gain?

Class Grades

0

50

100

150

A's B's C's D'sNum

ber o

f Stu

dent

s

Semester 1Semester 2

CLASS POINTS EARNED

523 620859 933

0200400600800

1000

1st 9 Wks 2nd 9 Wks 3rd 9 Wks 4th 9 Wks

Num

ber

of P

oint

s


c) Circle graphs. The circle graph looks just like a pie. The pie graph is used to show what

proportion each number is to the whole. Each piece of the pie shows a percentage or fraction of the whole. Remember that the whole =100%.

What grade did the largest percentage of students receive? What is the combined percentage of students receiving A or B? How many students received a below average grade?

Schedules. Reading a schedule is like reading a table. The schedule, however, shows time. Remember to draw an imaginary line down the column and across the row. Where the lines intersect or meet is your answer.

SCHEDULE OF ARRIVALS: L. A. INTERNATIONAL

9:00am 10:00am 11:00am 12:00pm 1:00pm New York #1024 #567 #320 #748 #351 Chicago #203 #497 #1098 #438 #1653 Miami #42 #1033 #520 #637 #121

When does the first afternoon flight arrive? What time does the last flight arrive from Chicago? What flight would I take from New York to arrive before lunch?

Class Grades

GRADE OF A

17%

GRADE OF B

40%

GRADE OF C

33%

GRADE OF D

10%


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 2 Pre Reading Activity: The Van Daan and Frank families meet in the room above the warehouse. Anne is thirteen, curious and mercurial in her emotions. Miep and Mr. Kraler are helping hundreds of people who are hiding in Amsterdam from the Germans. The families must not move around, speak above a whisper or run any water during the day. Peter rips the Star of David off his coat and burns it because it branded him so people could spit on him. Mr. Frank surprises Anne with a box of photographs of movie stars and a gift of a pasteboard-bound book to use as a diary. Mr. Frank tells Anne never to go beyond the door or listen to the radio at night or on Sunday, because it isn’t safe. Mr. Frank reminds Anne that there are no walls, locks, or bolts anyone can put on her mind. In the night, when Anne hears a creak in the house, she is terrified they are coming to take her family away.

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 2 Indirect Speech Activity: Use the dialog in this lesson written for Presenting Activity “Dialog”. Example: Mr. Frank to Anne:

There are no walls there are no bolts, no locks that anyone can put on your mind. Mr. Frank told Anne that there were no walls, no bolts or no locks that anyone could put on her mind.

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 are most useful in preparing students for exam questions. In fact, framed paragraphs make very good exam 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 2 Framed Paragraphs Activities: Sample #1: (Characterization) Find details in Act I, Scenes - 2 that characterize Anne Frank:

a) Words and Thoughts: Anne is worried about her friends, boys, and school. At first, Anne thinks “going into hiding” is some kind of adventure. Later, she finds out what it really means. (Anne is immature, childish, optimistic, etc.) Anne writes, “Mother is unbearable. She insists on treating me like a baby, which I loathe.” (Anne is a typical teenager, less conservative than her mother, etc.)

b) Actions: friendly and outgoing at school, with her friends, and with adults. c) Goals And Motivation: Anne wants to run and play, but is confined. She admits she

doesn’t know how she feels about her situation yet, and she doesn’t know what will happen.

Find details in Act I, Scenes 1 & 2 to begin a characterization of Mr. Otto Frank: a) Words and Thoughts: Mr. Frank is a man of few words about his real thoughts. We

know he has thought and planned carefully for his family’s safety when they go into hiding. He has made all of the arrangements in advance. (Good provider.)

b) Actions: Mr. Frank remains calm in the face of a terrible situation for his family. He is careful and protective of Anne when she tries to run downstairs. He reassures Anne and encourages her when she is frightened. (Good father.)

c) Goals and Motivation: Mr. Frank’s goal is to keep his family safe and hidden from the Nazis. He organizes the families and helps everyone to get settled. He is a peacemaker and a caretaker for the family. He feels indebted to the Mr. Van Daan and wants to help his and his family the way they helped him.

In Act I, Scene 1 of the play, The Diary of Anne Frank, by Frances Goodrich and Albert Hackett, the reader finds important information that characterizes _____. (Topic Sentence) First, we learn from _____’s words and thoughts that _____. This is evidenced by _____. (Detail #1). Second, because of _____’s actions we learn that _____. An example of this is _____. (Detail #2) Third, _____ has an important goal, which is _____. Examples of _____’s real motivation include _____ and _____. (Detail #2) By the end of the chapter, we learn a great deal about one of the main characters, _____. We learn that she/he _____ and _____. (Conclusion)


Anne Frank: Lesson 2 Framed Paragraphs Activities: Sample #2: (Details of Historical Setting) Refer to the Introduction for details on the historical setting of The Diary of Anne Frank. When: 1942 & 1945 Where: Amsterdam, Netherlands Background & Details:

a) In 1930, the Nazis declared the superiority of the German “master race”, and blamed the Jews for the bad economy and Germany’s defeat in World War I.

b) In 1933, Adolph Hitler who led the National Socialist German Worker’s Party (later named the Nazi Party), became chancellor or head of Germany.

c) In 1933, Germany passed anti-Jewish laws, banning Jews from public employment, and the first concentration camp was built in Dachau, Germany.

d) In 1935, the Nuremberg Laws were passed, denying Jews German citizenship and prohibiting marriage between Jews and non-Jews.

e) In 1938, Germany invaded Austria and part of Czechoslovakia, looting Jewish businesses and burning Jewish synagogues.

f) In 1939, Germany invaded Poland, and England and France declared war on Germany. g) In 1940-1941, Germany invaded Denmark, Norway, the Netherlands, Belgium,

Luxembourg, France and the Soviet Union. The United States entered the war. h) In 1942, the Nazis secretly decide that Jews will be exterminated or murdered.

Concentration camps will be constructed with “gas chambers” and huge incinerators for mass killing and burning of Jews, beginning in Poland. Millions of Jews will die in these camps.

i) In 1944 and 1945, Germany’s enemies invade Western Europe and Germany surrenders.

j) The Diary of Anne Frank is based on the true experiences of Anne and her family recorded by Anne in her diary that was found at the end of the war.

The historical details of the setting of the play, The Diary of Anne Frank, by Frances

Goodrich and Albert Hackett, are vital for understanding the play. (Topic Sentence) The play is set in _____ (where) during _____ (when). The time of the play is important because _____ (Detail #1.) The place the story occurs is also important to understanding the play. The main events take place _____. During this period of time, the people _____ (Detail #2.) Some other important details about the setting include _____ and _____. (Detail #3) The authors use the setting of the story to make the characters real and the reader sympathetic to the real-life experiences of Anne Frank and her family. (Conclusion)

Sample #3: (Sequencing) Here are 5 events from Act I, Scene 2 to sequence for a paragraph:

a) Anne writes in her diary that her mother treats her like a baby. b) The families learn about the rules to follow to keep them safe. c) The Frank family and the Van Daan families meet in the “Secret Annex”. d) Peter rips the Star of David off his clothes and burns it. e) Mr. Frank presents Anne with a gift of a pasteboard bound book to use as a diary.

There is a clear sequence of five main events in Act I, Scene 2 of the play The Diary of Anne Frank. (Topic sentence) First _____ (Detail #1.) Second _____ (Detail #2.) After that _____ (Detail #3.) Next _____. (Detail #4.) Finally _____. (Detail #5.) The five important events in Act I, Scene 2 include _____, _____, _____, _____ 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 2 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 has a close relationship with her father. Proof Mr. Frank calls her by her pet name, Anneke. Anne calls her father by his pet name, Pim. Her father gives remembered to bring her favorite pictures of movie stars. Her father gave her a diary, which he knew she would love. Anne relies on her father to tell her what she needs to know. She is the younger child, and her father tries to protect her. Mr. Frank makes Anne drink her milk, even when the family is fleeing. Anne listens to her father and does what he says. Anne talks openly with her father on the subject of boys. Anne gets along with her father, but thinks her mother treats her like a baby.


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: ANALYZING VALIDITY/RELIABILITY OF PRIMARY SOURCES

In reviewing the information I found on my topic_____, I discovered whether my information is valid and reliable (Topic sentence). I reviewed information from three dependable sources, _____, _____ and _____ (Name your 3 sources here - map, sign, picture, diagram, table, graph, schedule, book, encyclopedia, dictionary, almanac, yearbook, atlas, telephone directory, newspaper, card catalog, computer catalog, website, reference book, Reader’s Guide, etc). I identified three pieces of information that my sources all had in common, _____, _____ and _____ (state three facts to check). Then I drew conclusions about the validity and reliability of the information, which is explained below.

My first fact is _____. I found information in the _____, _____ and _____. (Indicate Sources #1, #2 and #3). When I compared the three to check my facts, I discovered that _____ (all three agreed, 2 of 3 agreed, none agreed). I drew the conclusion that my information was _____ (reliable, unreliable) because I need at least two of my three sources with the same fact to be reliable. I need (do not need) to find another source to verify that my information is correct.

My second fact for fact checking is _____. I found information in the _____, _____ and _____. (Indicate Sources #1, #2 and #3). When I compared the three to check my facts, I discovered that _____ (all three agreed, 2 of 3 agreed, none agreed). I drew the conclusion that my information was _____ (reliable, unreliable) because I need at least two of my three sources with the same fact to be reliable. I need (do not need) to find another source to verify that my information is correct.

The third fact I found that I checked is _____. I found information in the _____, _____ and _____. (Indicate Sources #1, #2 and #3). When I compared the three to check my facts, I discovered that _____ (all three agreed, 2 of 3 agreed, none agreed). I drew the conclusion that my information was _____ (reliable, unreliable) because I need at least two of my three sources with the same fact to be reliable. I need (do not need) to find another source to verify that my information is correct.

My review of primary source information on my topic _____ (restate your topic) proved to be useful to determine how reliable my information is. The three sources I used were _____, _____ and _____ (restate your sources). I checked three facts, including _____, _____ and _____ (restate your facts). At this point in my investigation, I determined that _____ (I have all the information I need, I need to find other sources, I need to look for other information I can verify.)


Anne Frank: Lesson 2 Spool Writing Activities Suggested Topic(s):

a) Jewish History of the Holocaust b) United States Holocaust Memorial Museum c) World Events from 1930 to 1945 d) The Allied Forces versus the Axis Powers e) What does the term “Axis of Evil” mean? How does it relate 2002 to WW II? f) Why did World War II Happen? (Causes) g) The D-Day Invasion at Normandy h) History of the Star of David i) What Happened to Germany after World War II? j) What Happened to Japan after World War II? k) Pearl Harbor l) Life in Germany before World War II m) Hiroshima and Nagasaki n) How World War II Changed Poland (or the Netherlands, Austria, France, Russia,

Germany, Italy, Great Britain, Denmark, Norway, Luxembourg, Puerto Rico, Cuba, etc.)

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

R: Your role as writer is Mr. Otto Frank. A: Your audience is someone you trust. F: The format of your writing is your diary. T: Your topic is to write about what happened in Act I, Scene 2 from your point of view. .


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 2 FCAT Writing Activity (Persuasive Prompt):

Writing Situation: Sometimes we believe very strongly that an injustice has been done. There is a right time and place to stand up for what you believe in, and not compromise. You have been asked to write a personal letter to the President of the United States to persuade him to take action. Directions for Writing: Think of a situation that you think is a terrible injustice. What is the situation? What is unfair or wrong? Can you explain why it is an injustice? Think about how you feel and think in reaction to this injustice. Why do you feel that way? What specific actions can be taken to correct this injustice? How will these actions correct the wrong and make it fair and just? You have the opportunity to persuade the President of the United States to take action to correct the injustice. What action should he take and why? How will this action correct the injustice? Now write to persuade the President of the United States to take action to correct the injustice.


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 2 Dialog Activity: Mr. Frank: I don’t want you ever to go beyond that door. Anne: Never…? Not even at nighttime when everyone is gone? Can’t I listen to the radio? Mr. Frank: Never. I am sorry, Anneke. It isn’t safe. No, you must never go beyond that door. Anne: I see. Mr. Frank: It’ll be hard, but always remember this, Anneke. There are no walls; there are no bolts, no locks that anyone can put on your mind


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 2 Making the News Activities:

Persecution or Murder? Nazi Travesty Must End! Secret Plot to Exterminate Jews!

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 2 Concentration Activity #1: Matching:

carillon bells branded marked, identified, recognized mercurial unpredictable, irregular survive stay alive, continue on suffer endure, go through, put up with grateful thankful, indebted, appreciative reassure comfort, set your mind at ease curious inquisitive, interested, questioning terrified frightened, horrified


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 2 Jeopardy Activity:

Question Answer a) Who comforted Anne Mr. Frank a) Where Anne went to find a pencil down the stairs to the office a) When Anne understood “going into hiding” she could not leave the rooms b) Why the family was quiet all day so the workers wouldn’t hear b) What Anne didn’t have to wear anymore overshoes b) How Miep will get food for the families ration books c) Where Mr. Frank kept Anne’s milk thermos c) What Peter did with his Star of David burned it c) What is another word for “speak softly” whisper

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.

ADJECTIVES AND VERB FORMS USED AS ADJECTIVES (PARTICIPLES) Adjectives: Adjectives describe nouns. They give a different meaning to a noun or improve the meaning of a noun. An adjective is not singular or plural. It uses the same form in English no matter what it is describing. When an adjective is used next to the noun it describes, it comes before its noun.

Examples:

a) We enjoyed the beautiful blue sky (Beautiful and blue describe sky)

b) Bilingual students are better thinkers. (Bilingual describes students)

c) The rich young man saved his money. (Rich and young describe man)

Verb Forms Used As Adjectives (Participles): Verb forms that describe a noun are acting like adjectives, and are called participles. Sometimes a group of words or phrase acts like an adjective. This is an adjective phrase. When the adjective phrase starts with a verb form, it is called a participial phrase. Study the examples below.

a) The developing storm threatened our picnic. (Developing describes storm)

b) I found my sister studying. (Studying describes my sister)

c) An annoying man interrupted our conversation. (Annoying describes man)

d) Angered by the argument, Julie went to her room without a word. (Angered by the argument describes Julie)

e) Thinking Maria really liked him, Ramon invited her on a date. (Thinking Maria really liked him describes Ramon)

f) Frightened by the loud noise, the baby cried. (Frightened by the loud noise describes the baby)

g) Destroyed by a fire, the building remained empty. (Destroyed by a fire describes the building)

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 2 Modified Single Slot Substitution: (a) Mr. Frank (b) surprises (c) Anne (d) with a box containing her photographs of movie stars Possibilities:

a) Anne’s father, Dad, Pim b) provides, amazes, astonishes c) Anneke, his daughter, his little girl d) with her photographs of Queen Wilhelmina, with a her photographs of the queen of

the Netherlands, with a pasteboard-bound book to use as a diary


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 2 Sentence Builders: a) Margot is eighteen. (Anne’s sister)

Anne’s sister Margot is eighteen. (and shy) Anne’s sister Margot, is eighteen, beautiful, and shy (in the play) In the play, Anne’s sister Margot, is eighteen, beautiful, and shy. (The Diary of Anne Frank) In the play, The Diary of Anne Frank), Anne’s sister Margot is eighteen, beautiful, and shy.

Continue with the following: b) Anne is thirteen. (and mercurial) (in her emotions) (curious) c) Miep shows them the books. (Helping them) (to arrange their things) (and Mr. Kraler)

(three) (ration) (with false names) (they will use) (to obtain food) (and necessities) (for their guests)

d) She is terrified. (that they are coming) (to take her family away) (In the night) (when Anne hears a creak) (in the house) (or a step on the street outside)

e) Mr. Frank tells Anne. (she must never go) (beyond the door) (of their rooms) (not even at nighttime) (or to listen to the radio) (on Sunday) (because it isn’t safe) (Catching her by the arm) (and pulling her back)

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 2 Multiple Slot Substitution Activities:

(a) No one (b) can ever put (c) a lock (d) on her mind. Possibilities: on her heart, a padlock, can ever locate, nobody, on her beliefs, a security device, can ever leave, not a soul, on her faith, a bolt, can ever set, not even the Nazis, on the truth, a catch, can ever place, not one human being


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 2 Flesh it Out Activities:

a) Anne/try/make/conversation/Peter/about/cat/Mouschi b) Mrs. Frank/be/concern/they/never/done/anything/illegal/before c) They/must/be/careful/trash/burn/everything/stove/night d) Inside/box/she/find/gift/pasteboard-bound/book/use/diary e) They/must/not/move/around/unless/necessary/or/speak/above/whisper

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 2 Transformation Exercises: Students respond by adding an adjective from the list below to each sentence.

curious, movie, new, cheerful, Jewish, lone, illegal, beautiful, pasteboard-bound

a) Anne’s sister Margot is eighteen and shy. b) Anne is thirteen and mercurial in her emotions. c) Mrs. Frank is concerned that they have never done anything before. d) Mr. Van Daan helped him with the language when he came to Holland. e) Peter had attended the same Secondary School. f) Peter never spoke because he was a wolf. g) Mr. Frank surprises Anne with a box of photographs of stars. h) Inside the box, she finds a gift of a book. i) Miep and Mr. Kraler are always gay.


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

a) Mr. Frank is very grateful to Mr. Van Daan, who helped him with the new country and the new language when he came to Holland. (who, what, when, where, how)

b) After six every evening, they can move about happily, talk, and play games because the workers are gone. (who, what, when, how, why)

c) Peter says he was branded with the yellow Star of David so people could spit on him. (who, what, how, why)

d) If the Nazis find out that Miep and Mr. Kraler are hiding Jews, they will suffer the same fate as the Jews. (who, what, when)

e) Mr. Kraler reassures Mrs. Frank that they are helping hundreds of people who are hiding in Amsterdam from the Germans. (who, what, where)


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 2 Sentence Stretcher: Begin with the sentence: Mr. Frank tells Anne.

Mr. Frank tells Anne. Mr. Frank tells Anne she must never go. Mr. Frank tells Anne she must never go beyond the door. Mr. Frank tells Anne she must never go beyond the door of their rooms. Mr. Frank tells Anne she must never go beyond the door of their rooms, not even at nighttime. Mr. Frank tells Anne she must never go beyond the door of their rooms, not even at nighttime, or to listen to the radio. Mr. Frank tells Anne she must never go beyond the door of their rooms, not even at nighttime, or to listen to the radio. Mr. Frank tells Anne she must never go beyond the door of their rooms, not even at nighttime, on Sunday, or to listen to the radio. Mr. Frank tells Anne she must never go beyond the door of their rooms, not even at nighttime, on Sunday, or to listen to the radio because it isn’t safe. Catching her, Mr. Frank tells Anne she must never go beyond the door of their rooms, not even at nighttime, on Sunday or listen to the radio because it isn’t safe. Catching her by the arm, Mr. Frank tells Anne she must never go beyond the door of their rooms, not even at nighttime, on Sunday or listen to the radio because it isn’t safe. Catching her by the arm and pulling her, Mr. Frank tells Anne she must never go beyond the door of their rooms, not even at nighttime, on Sunday or listen to the radio because it isn’t safe. Catching her by the arm and pulling her back, Mr. Frank tells Anne she must never go beyond the door of their rooms, not even at nighttime, on Sunday or listen to the radio because it isn’t safe.


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 2 Look it Up: Teams locate examples of Adjectives and Verb Forms Used As Adjectives (Participles) 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 2 Rewrite the Paragraph Activity: Teams will rewrite the paragraph in the past. The Van Daan and Frank families meet in the room above the warehouse. Anne is thirteen, curious and mercurial in her emotions. Miep and Mr. Kraler are helping hundreds of people who are hiding in Amsterdam from the Germans. The families must not move around, speak above a whisper or run any water during the day. Peter rips the Star of David off his coat and burns it because it branded him so people could spit on him. Mr. Frank surprises Anne with a box of photographs of movie stars and a gift of a pasteboard-bound book to use as a diary. Mr. Frank tells Anne never to go beyond the door or listen to the radio at night or on Sunday, because it isn’t safe. Mr. Frank reminds Anne that there are no walls, locks, or bolts anyone can put on her mind. In the night, when Anne hears a creak in the house, she is terrified they are coming to take her family away


Name ____________________________ Date __________ Anne Frank: Lesson 2: Exercise 1 Fill in the blanks with the correct word.

spit

whisper

mercurial

safe

terrified

warehouse

mind

Amsterdam

diary

beyond

The Van Daan and Frank families meet for the first time in the room above the

__________. Anne is thirteen, curious and __________ in her emotions. Miep and Mr.

Kraler are helping hundreds of people who are hiding in __________ from the

Germans. The families must not move around, speak above a __________ or run any

water during the day. Peter rips the Star of David off his coat and burns it because it

branded him so people could __________ on him. Mr. Frank surprises Anne with a box

of photographs of movie stars and a gift of a pasteboard-bound book to use as a

__________. Mr. Frank tells Anne she must never go __________ the door of their

rooms, not even at nighttime, on Sunday or to listen to the radio because it isn’t

__________. Mr. Frank reminds Anne that there are no walls locks or bolts anyone can

put on her __________. In the night, when Anne hears a creak in the house or a step

on the street outside, she is __________ that they are coming to take her family away.


Name _____________________________________ Date _____________ Anne Frank: Lesson 2: 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. Peter pours milk from a thermos for Anne and his cat Mouschi.

______________________________________________________________________

2. Mr. Frank reminds Anne that no one can ever put a lock or bolt on her mind.

______________________________________________________________________

3. The Van Daans and the Franks meet for the first time in the room above the library.

______________________________________________________________________

4. Mrs. Frank promises Anne that they will read poetry, history and mythology.

______________________________________________________________________

5. Three ration books for seven people seem too much, so the Franks are grateful.

______________________________________________________________________

6. They must not move around, speak above a whisper or run water during the night.

______________________________________________________________________

7. When Margot and Anne knew Peter at school, he was very friendly to everyone.

______________________________________________________________________

8. Anne won’t have to practice the piano or wear her overshoes anymore.

______________________________________________________________________

9. When the carillon begins to chime four o’clock, everyone must be quiet.

______________________________________________________________________

10. Peter takes the Star of David off his coat and keeps it in a safe place.

______________________________________________________________________


Name ____________________________ Date __________

Anne Frank: Lesson 2: Exercise 3 (FCAT Practice/Reading Comprehension)

Read the “House Rules” sign from Act I, Scene 2 of The Diary of Anne Frank, by Frances Goodrich and Albert Hackett. Decide whether each rule is positive or negative. Complete the bar graph by shading the boxes, and then answer the questions.

Positive and Negative House Rules Positive __ Total Negative __ Total 1 2 3 4 5 6 7 8 9

How many negative rules did you find? ________________

How many positive rules did you find? ________________

How many more negative rules are there than positive rules? ________________

How many fewer positive rules are there than negative rules? ________________

Why is there a rule about leaving the rooms? ________________

Which rule is the most difficult to follow? _____________________________________

Why? _________________________________________________________________

Which rule is the easiest to follow? _________________________________________

Why? _________________________________________________________________

Overall, is living in the house a negative or positive experience? ________________

Why? _________________________________________________________________

HOUSE RULES

Must Be Followed At All Times. Your Life Depends On It. From 8:00 a.m. to 5:30 p. m. (Workmen are in the building)

• You must be completely quiet. (Carillon chimes at eight o’clock) • You must not move around unless absolutely necessary. • You must not speak above a whisper. • You must not wear your shoes. • You must not run any water.

General Rules: • You must be careful with your trash. Burn it in the stove at night. • You must never go beyond the door of the rooms, not even at

nighttime, on Sunday or to listen to the radio. (It isn’t safe.) • You can move, talk, laugh and play games after six every evening. • You can read poetry, history and mythology. • You don’t have to practice the piano or wear your overshoes anymore.


Name ____________________________ Date __________ Anne Frank: Lesson 2: Exercise 4 (FCAT Practice/Reading Comprehension) Read the adjectives that describe each character from Act I, Scene 2 of The Diary of Anne Frank, by Frances Goodrich and Albert Hackett.

Anne young curious emotional Margot beautiful studious quiet Mr. Frank responsible gentle confident Mrs. Frank reserved concerned maternal Peter shy awkward isolated Mr. Van Daan wealthy impatient large Mrs. Van Daan pretty irritable nervous Miep brave generous caring Mr. Kraler organized kind fearless

Complete the chart below using a dictionary and the synonyms in the list below.

accountable annoyed big calm compassionate conservative courageous cross expressive giving heroic inquisitive intellectual jumpy kind-hearted lonely lovely methodical motherly nice-looking rich self-assured tender timid uncomfortable worried youthful

Character Synonyms to Describe the Character Anne

Margot

Mr. Frank

Mrs. Frank

Peter

Mr. Van Daan

Mrs. Van Daan

Miep

Mr. Kraler


Name ____________________________ Date __________ Anne Frank: Lesson 2: Exercise 5 Fill in the blanks.

In Scene 2, the __________ and the Franks meet __________ the first time in

__________ room above the warehouse. __________ sister Margot is eighteen,

__________ and shy. Anne is __________, curious and mercurial in __________

emotions. Helping them to __________ their things, Miep and __________. Kraler show

them the __________ ration books with false __________ they will use to __________

food and necessities for __________ guests. Three ration books __________ seven

people are not __________, but the Franks are __________. Mrs. Frank is concerned

__________ they have never done __________ illegal before. Mr. Kraler __________

her that they are __________ hundreds and hundreds of __________ who are hiding in

__________ from the Germans. Miep __________ Mr. Kraler will bring __________

food and news each __________, but they must be __________ quiet when the

workers __________ in the building each __________ from eight to five __________.

They must not move __________ unless it is necessary, __________ they must not

speak __________ a whisper or run __________ water. Every noise can __________

heard below them. They __________ be careful with their __________ and burn

everything in __________ stove at night. This __________ the way they must

__________ in order to survive.

__________ six every evening, they __________ move about, talk, laugh

__________ play games. Mr. and __________ Van Daan take the upstairs

__________. Mr. Frank is very __________ to Mr. Van Daan, who __________ him


with the new __________ and the new language __________ he came to Holland.

__________ and Anne Frank get __________ little room to the __________ of the main

room, __________ Mr. and Mrs. Frank __________ use the main room __________

their bedroom. Margot and __________ Frank go to unpack __________ rest in the

little __________. Anne tries to make __________ with Peter Van Daan about

__________ cat Mouschi. Even though __________ had attended the same

__________ Secondary School, he never __________ to Margot and Anne

__________ he was a lone __________. Peter rips the Star __________ David off his

coat __________ burns it. Peter says __________ was branded with it __________

people could spit on __________. Mr. Frank shows Peter __________ his cat Mouschi

to __________ tiny room on the __________. Then he pours Anne __________ milk

from a thermos.

__________ Frank surprises Anne with __________ box containing her

photographs __________ movie stars and Queen __________, the queen of the

__________. Inside the box she __________ a gift of a __________ book to use as

__________ diary. She is very __________ and runs down the __________ to find a

pencil. __________ her by the arm __________ pulling her back, Mr. __________ tells

Anne she must __________ go beyond the door __________ their rooms, not even

__________ nighttime, on Sunday or __________ listen to the radio __________ it isn’t

safe. For __________ first time, Anne realizes __________ “going into hiding” really

__________. Mr. Frank reminds Anne __________ no one can ever __________ a lock

or bolt __________ her mind, and he __________ her that they will __________ poetry,

history and mythology. __________, she won’t have to __________ the piano or wear


__________ overshoes anymore. When the __________ begins to chime eight

__________, everyone must be quiet. __________ gives Peter’s cat Mouschi

__________ of her milk, and __________ to write in her __________ diary.

The lights dim, __________ Anne’s voice can be __________ as she writes in

__________ about her new life. __________ the night, when Anne __________ a creak

in the __________ or a step on __________ street outside, she is __________ that

they are coming __________ take her family away. __________ is comforted because

Mr. __________ and Miep are downstairs __________ the day to “protect”

__________. Anne’s father tells her __________ if the Nazis find __________ that Miep

and Mr. __________ are hiding Jews, they __________ suffer the same fate

__________ the Jews. Knowing this, __________, Miep and Mr. Kraler __________

always cheerful and gay __________ if they don’t have __________ care in the world.


Name ____________________________ Date __________ Anne Frank: Lesson 2: Exercise 6 Combine the two sentences into one sentence by using a participial (verb) phrase as an adjective. Follow the example.

Example: Mr. Frank surprises Anne with a box. The box contains photographs of movie stars. Mr. Frank surprises Anne with a box containing photographs of movie stars.

1. Miep knows they will suffer the same fate as the Jews. Miep is always cheerful.

______________________________________________________________________

2. Mrs. Frank is concerned the ration books are illegal. Mrs. Frank asks about them.

______________________________________________________________________

3. Mr. Kraler helps them to arrange their things. Mr. Kraler shows them their rooms.

______________________________________________________________________

4. Mr. Frank pulls Anne back. Mr. Frank tells Anne not to go beyond the door.

______________________________________________________________________

5. Anne is terrified that they will take her family away. Anne listens nervously to noises in the night.

______________________________________________________________________

______________________________________________________________________ Rewrite the sentences adding the words in parentheses.

Example: They entered the rooms for the first time. (bare, clean, orderly) They entered the bare, clean, orderly rooms for the first time.

1. There was a Star of David on all of their clothes. (large, yellow, conspicuous)

______________________________________________________________________

2. Mr. Van Daan is a man in his early forties. (tall, portly, well-dressed)

______________________________________________________________________

3. Anne is a thirteen-year-old girl. (curious, mercurial, emotional)

______________________________________________________________________

4. Mrs. Van Daan is a woman of means. (pretty, well-dressed, nervous)

______________________________________________________________________

5. Peter is a boy of sixteen. (tall, shy, awkward)

______________________________________________________________________

ms grade 6 language arts 1 through esol · peter rips the star of david off his coat and burns it....

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