Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Kendra Visser

Date 04/15/2016

Subject/ Topic/ Theme The Diary of Anne Frank Act 1 scene 2/3

Grade ___7_____________

I. Objectives
How does this lesson connect to the unit plan? This lesson is the third day of a 4-5 week unit on the play version of The Diary of
Anne Frank and research papers.
cognitivephysical
socioLearners will be able to:
R U Ap An E C* development emotional

U, An
R
U, Ap, E
An, E

Identify differences and similarities between an original text and a modified version of the text
Remember what happened in Act 1 scene 2
Explain how truth can be discovered in various mediums of writing.
List three or four ways that the play is different than and the same as Annes diary entries.

Common Core standards (or GLCEs if not available in Common Core) addressed:
-Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
-Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
-Analyze how a drama or poems form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
-Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of
fiction use or alter history.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Students will need to have read Act 1 scene 2

Pre-assessment (for learning): Quiz based on the reading

Outline assessment
activities
(applicable to this lesson)

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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Formative (for learning):

Formative (as learning): Completing the activity in which students compare and contrast the diary entry and the
play
Summative (of learning): Activity guide for comparing the diary entry and the play
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
Students will hear both texts read
aloud and be able to read along as
well. Students will then complete
an activity guide to demonstrate
their comprehension of the two
texts.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Students will connect what they
read in the play to what was written
in the diary entry, which will allow
students to be able to see Annes
story from two different points of
view and in two different formats.

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
To minimize threats, students will
work in pairs and small groups
before beginning full-class
discussions.

Provide options for expression and

communication- increase medium
of expression
Students will express themselves
and their learning through writing a
response to the warm-up question,
sharing their responses with the
class, and responding to handout
questions.

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback
-The challenge of a reading quiz
will encourage students to read the
content more carefully.
-Comparing the two texts will
challenge students to think
critically about the validity of the
play version of the text as they
continue to read.

Provide options for comprehensionactivate, apply & highlight

-Students will apply what theyve
read by comparing it to the diary
entry that theyre given.
-Students will be able to apply the
technique of comparing two texts in
their daily lives as well as in
several other content areas like
history and science.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom

be set up for this lesson?

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Reading quiz and diary activity will
allow the teacher to assess the
students reading comprehension
and verify that the students have
completed the reading that was
assigned for today.

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection
Reading quiz and diary activity will
allow the students to monitor and
assess the quality of their own
reading comprehension. These
activities will help students to
notice the most important details
presented in the assigned text.

Pencils, paper, copies of the diary entry (attached), copies of the handout (attached), projector, copies
of the quiz (attached)

Tables will be set up in rows facing the front of the room. Students will turn around to work with the
students sitting behind them during group work time.

III. The Plan

Time
8:008:15

8:158:35

8:358:45

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Components
Motivation
(opening/
introduction/
engagement)

Development
(the largest
component or
main body of
the lesson)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
-Students will quickly review Act 1 scene 2 with
their partner to prepare for the quiz
-Teacher will use the projector to show the quiz
-Students will take a 5 question multiple choice
questions (attached) to the class. Teacher will read
question based on Act 1 scene 2. They will write
each question and each possible answer aloud.
their answers on a blank sheet of paper.
-Teacher will write the warm up question on the
board. Based on the virtual tour activity from the
day before, the warm-up question will be: Did the
Secret Annex look how you imagined that it would
look? Why or why not? (This question will help
students to remember what had been discussed
during Lesson 2 and encourage them to continue to
think about those things during todays lesson.)
-Teacher will collect the quizzes.
-Teacher will review the answers to the quiz
questions with the students.
-Teacher will ask students to share how they
responded to the warm-up question.
-Teacher will give students a copy of an English
translation of Annes first diary entry. Teacher will
also give students a handout that gives students
questions to answer based on the diary entry that
they were given (see attached handout).
-Teacher will lead a discussion to allow the
students to share their responses to the questions
with the larger group. Teacher will assess students
comprehension based on class discussion and on
the quality of the students written responses when
they turn the assignment it.
-If time allows, teacher will ask for volunteers to
read aloud various speaking parts for reading Act 1
scene 3.

-After students finish their quiz, they will write the

response to the warm-up question on the back of
the sheet of paper on which they wrote their
answers to the quiz questions.

-Students will turn in their quizzes.

-Students will share.
-Students will get into groups of three or four to
read and discuss the diary entry and to answer the
questions provided for them on the handout.
-Students will share what they wrote. Students will
turn in their completed activity guides to receive a
grade for completion of the assignment.

-Students will volunteer. If no students volunteer,

they will be given the option to read silently
instead.

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Closure
(conclusion,
culmination,
wrap-up)

-Teacher will pace the room to control noise and

help students to clarify what various words mean
that they may not be familiar with.
Teacher will give the students an exit ticket prompt
to which they must respond. The question will be:
Do you think that books always present more truth
than plays? Why or why not? What allows for more
truth to come to the surface in either books or
plays?

-Students will read aloud Act 1 scene 3. Students

who arent reading aloud will listen.
-Students will write down their response to the
question that was posed and turn it in as they leave.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
Students did well with comparing the diary entry to what theyve read. However, a lot of the similarities and differences that
they came up with were quite generic (same characters, same plot, etc.). In the future, a handout for comparing the two
would be helpful. It also might be interesting to hand out a few different diary entries and have groups present what they
found.
When students were given the opportunity to read Act 1 scene 3 aloud in the class of 16 students, I didnt get nearly as many
volunteers to read as I needed (there are 9 characters in this scene). However, I had way too many volunteers to read in the
class of 36 students. I think that reading it aloud was useful for many students, and it allowed for much greater engagement
with the text. It also was helpful for students who struggle with reading to hear it read aloud as they read along in the
textbook. Being able to read aloud in front of a group is a valuable skill for many reasons. For example, it builds confidence,
it encourages engagement with the text, and it allows learners to develop their auditory learning abilities. Therefore, I will
continue to use this technique in the future. I may also try to find a recorded audio version of the text to use when students
not volunteering to read aloud becomes an issue.

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Act 1 scene 2 Reading Quiz

1. True or False: The characters wore yellow stars by choice.
2. The pet that Peter brought into the hiding space was a/an
_______.
a. Mouse
b. Dog
c. Cat
d. Rabbit
3. There are people working downstairs, so the characters must
(choose two of the letters below)
a. Help the people downstairs whenever they can.
b. Be as quiet as possible.
c. Cook them lunch every day.
d. Never go downstairs.
4. The gift that Mr. Frank gives Anne is a/an _____.
a. Diary
b. Cat
c. Magazine.
d. Set of painting supplies.
5. True or false: Anne and Peter were friends before they came to
the hiding space.
Warm-up question: Have you ever written in a diary? How did it go?
If you havent ever written in a diary, why not?

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Anne Franks first diary entry, written June 20, 1942.

Writing in a diary is a really strange experience for someone like me. Not only because I've never written
anything before, but also because it seems to me that later on neither I nor anyone else will be interested in the
musings of a thirteen-year-old schoolgirl. Oh well, it doesn't matter. I feel like writing, and I have an even
greater need to get all kinds of things off my chest.
"Paper has more patience than people." I thought of this saying on one of those days when I was feeling a little
depressed and was sitting at home with my chin in my hands, bored and listless, wondering whether to stay in or
go out. I finally stayed where I was, brooding.
Yes, paper does have more patience, and since I'm not planning to let anyone else read this stiff-backed
notebook grandly referred to as a "diary" unless I should ever find a real friend, it probably won't make a bit of
difference.
Now I'm back to the point that prompted me to keep a diary in the first place: I don't have a friend.
Let me put it more clearly, since no one will believe that a thirteen-year-old girl is completely alone in the
world. And I'm not. I have loving parents and a sixteen-year-old sister, and there are about thirty people I can
call friends. I have a throng of admirers who can't keep their adoring eyes off me and who sometimes have to
resort to using a broken pocket mirror to try and catch a glimpse of me in the classroom. I have a family, loving
aunts and a good home.
No, on the surface I seem to have everything, except my one true friend. All I think about when I'm with
friends is having a good time. I can't bring myself to talk about anything but ordinary everyday things. We
don't seem to be able to get any closer, and that's the problem. Maybe it's my fault that we don't confide in each
other. In any case, that's just how things are, and unfortunately they're not liable to change. This is why I've
started the diary.
To enhance the image of this long-awaited friend in my imagination, I don't want to jot down the facts in this
diary the way most people would do, but I want the diary to be my friend, and I'm going to call this friend
Kitty.
Since no one would understand a word of my stories to Kitty if I were to plunge right in, I'd better provide a
brief sketch of my life, much as I dislike doing so.
My father, the most adorable father I've ever seen, didn't marry my mother until he was thirty-six and she was
twenty-five. My sister Margot was born in Frankfurt am Main in Germany in 1926. I was born on June 12,
1929. I lived in Frankfurt until I was four. Because we're Jewish, my father immigrated to Holland in 1933,
when he became the Managing Director of the Dutch Opekta Company, which manufactures products used in
making jam. My mother, Edith Hollnder Frank, went with him to Holland in September, while Margot and I
were sent to Aachen to stay with our grandmother. Margot went to Holland in December, and I followed in
February, when I was plunked down on the table as a birthday present for Margot.
I started right away at the Montessori nursery school. I stayed there until I was six, at which time I started first
grade. In sixth grade my teacher was Mrs. Kuperus, the principal. At the end of the year we were both in tears
as we said a heartbreaking farewell, because I'd been accepted at the Jewish Lyceum, where Margot also went to
school.
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Our lives were not without anxiety, since our relatives in Germany were suffering under Hitlers anti-Jewish
laws. After the pogroms in 1938 my two uncles (my mother's brothers) fled Germany, finding safe refuge in
North America. My elderly grandmother came to live with us. She was seventy-three years old at the time.
After May 1940 the good times were few and far between: first there was the war, then the capitulation and then
the arrival of the Germans, which is when the trouble started for the Jews. Our freedom was severely restricted
by a series of anti-Jewish decrees: Jews were required to wear a yellow star; Jews were required to turn in their
bicycles; Jews were forbidden to use streetcars; Jews were forbidden to ride in cars, even their own; Jews were
required to do their shopping between 3 and 5 P.M.; Jews were required to frequent only Jewish-owned
barbershops and beauty parlors; Jews were forbidden to be out on the streets between 8 P.M. and 6 A.M.; Jews
were forbidden to go to theaters, movies or any other forms of entertainment; Jews were forbidden to go
rowing; Jews were forbidden to take part in any athletic activity in public; Jews were forbidden to sit in their
gardens or those of their friends after 8 P.M.; Jews were forbidden to visit Christians in their homes. Jews were
required to attend Jewish schools, etc. You couldn't do this and you couldn't do that, but life went on. Jacque
always said to me, "I dont dare do anything anymore, 'cause I'm afraid it's not allowed."
In the summer of 1941 Grandma got sick and had to have an operation, so my birthday passed with little
celebration. In the summer of 1940 we didn't do much for my birthday either, since the fighting had just ended
in Holland. Grandma died in January 1942. No one knows how often I think of her and still love her. This
birthday celebration in 1942 was intended to make up for the others, and Grandma's candle was lit along with
the rest.
The four of us are still doing well, and that brings me to the present date of June 20, 1942, and the solemn
dedication of my diary.

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Comparing Act 1 scenes 1-2 with Annes first diary entry

Name:
1. Which characters are included in the play that havent been mentioned in this diary entry? Why do you
think theres a difference in which characters are included?

2. What do you notice about Annes voice in the way that she writes? Does it sound more casual or formal?
Give at least two examples from the diary entry to defend your answer.

3. Were you surprised by Annes tone/voice in her diary? Why or why not?

4. Give three adjectives to describe Anne based on what weve read so far in the play, and then give three
adjectives to describe what we read in the diary entry. Are the words that you chose the same? Why or
why not?

5. On the first day that we discussed this play, we talked about how Anne only wanted to share her diary
with a true friend. Describe how Anne defines a true friend in this diary entry. How is her definition
of a true friend different than or the same as your definition?

6. Which relative of Annes is mentioned in the diary entry, but not in the play? Why do you think that the
writers of the play decided to leave this detail out of their version of Annes story?

7.

Is more historical background provided in the diary or in the play? Why do you think this is the case?

8. So far, weve seen that there are quite a few differences between these two texts. In what ways are they
the same? Name at least two examples of the ways in which theyre the same.
9. Do you think that one of the two texts contains more truth than the other? Why or why not?

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