Our curriculum web on Anne Frank and the Holocaust is a collection of activities to supplement the reading of the dramatic version of The Diary of Anne Frank. These projects will be completed over the course of the six-week unit.
We have chosen the following modules for our curriculum web plan:
· Basic Historical Events and Key Figures of the Holocaust
· In Their Shoes…
· The Diary of Anne Frank author study
· Themes and Symbols of The Diary of Anne Frank
· Remembering Anne
The entire Holocaust unit, including the web, will take approximately 6-7 weeks to complete. The web activities will be spaced out throughout the entire unit, as there is a natural historical progression that must happen before all of the activities can be completed.
A. Timeline Procedure (2 days)
1. Teacher will explain instructions after viewing a website of historical events.
2. Students will form groups of 2 or 3
3. Each group will receive an envelope containing 15 significant people and events from the Holocaust
4. Students will work to put them in chronological order
5. Students will review answers and discuss the significance of each person and event.
6. Students will use Read Write Think’s online timeline maker to create a Holocaust timeline
7. Each timeline must include 8 to 10 events from the list of 20 provided
8. All events must be in chronological order
9. Students will present final projects
B. In Their Shoes: Journal Response Procedure (2 days)
1. Teacher will demonstrate how to access the links being used in this lesson
2. Students will read and discuss five Holocaust poems
3. Students will listen to podcasts of Holocaust survivors’ testimonies
4. Teacher and students will review what was just read
5. Students will use prior knowledge to log into their class journal blog.
6. Students will respond to a writing prompt asking them to reflect on their learning and make personal connections.
7. Students will respond with a well thought out response of at three developed paragraphs and at least one full page.
8. Students will include and discuss at least two quotes
9. Students will publish their comments to the class blog.
10. The class will discuss their thoughts as a group, using their blog posts for reference.
C. The Diary of Anne Frank Author Study: Book Jacket Procedure (4 days)
1. Class will discuss what elements are part of a book jacket, and what type of book jackets make a book seem interesting or attention grabbing.
2. Teacher will review instructions and discuss sample book jackets to give students an idea of what they will create.
3. Students will reflect on the content of Anne Frank’s journal entries and other online materials and brainstorm ideas for their book jacket.
4. Students will have access to paper, rulers, markers, colored pencils, and other art supplies
5. Students will use supplies to create a book jacket for The Diary of Anne Frank
6. Each jacket must include a front cover including the title, author, and cover art
7. Each jacket must include a back cover including two book reviews and the student’s name
8. Each jacket must include two inside flaps including a summary of the story and a brief biography and photograph of the author.
9. Students will present finished projects to the class
D. Themes and Symbols of The Diary of Anne Frank: Glogster Poster (4 Days)
1. Class will review the concepts of themes and symbolism in literature.
2. The class will brainstorm a list of key themes and symbols found in the Diary of Anne Frank.
3. Teacher will review instructions and rubric for creating their online poster using glogster.com
4. Collectively as a class, the teacher will model how to create a poster in glogster by walking through the basics of importing images, text, and audio.
5. Students will create their own online posters, following the requirements found in the scoring rubric. These requirements include at least five thematic elements, three symbols, three images, three direct quotations, and an audio track.
6. Students will complete the self-assessment progress checklist at the end of Day Two.
7. Teacher will use these checklists to briefly conference with each student to address concerns.
8. Students will review proper MLA citation format via a handout.
9. Students will complete Anne Frank posters and share them with the class on Day Four.
E. Remembering Anne: Memorial Tree Project (2 days)
1. Students will watch the documentary “12 Million Paper Clips” to see
how a school in Whitwell, TN collected 12 million paper clips to honor the memory of the victims of the Holocaust.
2. Students will discuss the purpose of the memorial and why it is important to remember Anne Frank and other victims of the Holocaust.
3. Students will visit http://www.annefranktree.com/index.aspx to view the Interactive Anne Frank Tree Memorial.
4. Students will read about what the tree meant to Anne and what their leaf will mean.
5. Students will view at least ten leaves as they appear on the memorial tree and list the state or country of those leaves on a piece of scratch paper. This will demonstrate the universality and variety of locations of people who are honoring Anne’s memory.
6. Students will locate their teacher’s leaf on the virtual tree.
7. Students will add their own memorial leaf to Anne’s tree, including their hometown and a short, inspirational message.
8. Students will copy this information and message on a green construction paper leaf supplied by the teacher.
9. Students will add their leaves to the bulletin board in the back of the room and will be assessed simply on the completion of both the virtual leaf and the leaf on the board. (Name, town, and message must be included on both for complete credit)
Instructional Plan
Our curriculum web on Anne Frank and the Holocaust is a collection of activities to supplement the reading of the dramatic version of The Diary of Anne Frank. These projects will be completed over the course of the six-week unit.
We have chosen the following modules for our curriculum web plan:
· Basic Historical Events and Key Figures of the Holocaust
· In Their Shoes…
· The Diary of Anne Frank author study
· Themes and Symbols of The Diary of Anne Frank
· Remembering Anne
The entire Holocaust unit, including the web, will take approximately 6-7 weeks to complete. The web activities will be spaced out throughout the entire unit, as there is a natural historical progression that must happen before all of the activities can be completed.
A. Timeline Procedure (2 days)
1. Teacher will explain instructions after viewing a website of historical events.
2. Students will form groups of 2 or 3
3. Each group will receive an envelope containing 15 significant people and events from the Holocaust
4. Students will work to put them in chronological order
5. Students will review answers and discuss the significance of each person and event.
6. Students will use Read Write Think’s online timeline maker to create a Holocaust timeline
7. Each timeline must include 8 to 10 events from the list of 20 provided
8. All events must be in chronological order
9. Students will present final projects
Website:
http://library.thinkquest.org/12663/timeline/
B. In Their Shoes: Journal Response Procedure (2 days)
1. Teacher will demonstrate how to access the links being used in this lesson
2. Students will read and discuss five Holocaust poems
3. Students will listen to podcasts of Holocaust survivors’ testimonies
4. Teacher and students will review what was just read
5. Students will use prior knowledge to log into their class journal blog.
6. Students will respond to a writing prompt asking them to reflect on their learning and make personal connections.
7. Students will respond with a well thought out response of at three developed paragraphs and at least one full page.
8. Students will include and discuss at least two quotes
9. Students will publish their comments to the class blog.
10. The class will discuss their thoughts as a group, using their blog posts for reference.
C. The Diary of Anne Frank Author Study: Book Jacket Procedure (4 days)
1. Class will discuss what elements are part of a book jacket, and what type of book jackets make a book seem interesting or attention grabbing.
2. Teacher will review instructions and discuss sample book jackets to give students an idea of what they will create.
3. Students will reflect on the content of Anne Frank’s journal entries and other online materials and brainstorm ideas for their book jacket.
4. Students will have access to paper, rulers, markers, colored pencils, and other art supplies
5. Students will use supplies to create a book jacket for The Diary of Anne Frank
6. Each jacket must include a front cover including the title, author, and cover art
7. Each jacket must include a back cover including two book reviews and the student’s name
8. Each jacket must include two inside flaps including a summary of the story and a brief biography and photograph of the author.
9. Students will present finished projects to the class
Websites: http://www.ushmm.org/wlc/en/article.php?ModuleId=10005210
Rubric: http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1968787&
D. Themes and Symbols of The Diary of Anne Frank: Glogster Poster (4 Days)
1. Class will review the concepts of themes and symbolism in literature.
2. The class will brainstorm a list of key themes and symbols found in the Diary of Anne Frank.
3. Teacher will review instructions and rubric for creating their online poster using glogster.com
4. Collectively as a class, the teacher will model how to create a poster in glogster by walking through the basics of importing images, text, and audio.
5. Students will create their own online posters, following the requirements found in the scoring rubric. These requirements include at least five thematic elements, three symbols, three images, three direct quotations, and an audio track.
6. Students will complete the self-assessment progress checklist at the end of Day Two.
7. Teacher will use these checklists to briefly conference with each student to address concerns.
8. Students will review proper MLA citation format via a handout.
9. Students will complete Anne Frank posters and share them with the class on Day Four.
Rubric:
http://rubric.taskstream.com/rubric/view.asp?rid=fucwc0hbzrhdz6ex&uid=umzsclzrhkzkzrcf
Website:
http://www.glogster.com
E. Remembering Anne: Memorial Tree Project (2 days)
1. Students will watch the documentary “12 Million Paper Clips” to see
how a school in Whitwell, TN collected 12 million paper clips to honor the memory of the victims of the Holocaust.
2. Students will discuss the purpose of the memorial and why it is important to remember Anne Frank and other victims of the Holocaust.
3. Students will visit http://www.annefranktree.com/index.aspx to view the Interactive Anne Frank Tree Memorial.
4. Students will read about what the tree meant to Anne and what their leaf will mean.
5. Students will view at least ten leaves as they appear on the memorial tree and list the state or country of those leaves on a piece of scratch paper. This will demonstrate the universality and variety of locations of people who are honoring Anne’s memory.
6. Students will locate their teacher’s leaf on the virtual tree.
7. Students will add their own memorial leaf to Anne’s tree, including their hometown and a short, inspirational message.
8. Students will copy this information and message on a green construction paper leaf supplied by the teacher.
9. Students will add their leaves to the bulletin board in the back of the room and will be assessed simply on the completion of both the virtual leaf and the leaf on the board. (Name, town, and message must be included on both for complete credit)
Website:
http://www.annefranktree.com/index.aspx