Children's Literature
Tibbetts Lesson Plans & Teaching Reflections

Anne Frank- The Diary of a Young Girl

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Don't forget to check out my Anne Frank page

Lesson Plans 

9/22/08 First Meeting With Reading Group

Objectives

  • Provide background on WWII
  • Become familiar with the book
  • Introduce Characters
  • Vocabulary Overview
  • Discuss how we will read the book

Procedures

Background on WWII-

Discuss what they know about WWII

Visit WWII Timeline linked from Anne Frank web page

Familiarize/ Review Plot- To get the students familiar with the book, I have made a link on my Anne Frank page that will take us to site that gives a summary and history about the book. We will discuss WWII with relation to the setting of the book and what was happening with Jewish communities at this time. We will scroll down and read and discuss the “About the Author” to get an idea of who Anne was and why her diary was so important.

Discussion Questions

Why did you choose this book?

Why do you think this book is important?

What was happening to Jewish communities at this time?

What do you know about WWII that you think will be useful in applying to this story?

Character Introduction-

We will follow another link from my website to view a character list. We will discuss the names themselves, and make predictions on what characters will be most influential in this story. We will read about the characters to prepare for our first reading.

Discussion Questions

Are these names familiar to you?/ Are they common?

Who do you predict will play the biggest part in Anne's story?

Vocabulary Overview

We will talk about the style in which Anne writes in her diary and note that there may be vocabulary that they are unfamiliar with. I will advise them to keep a paper and pen close while reading and jot down any unknown vocabulary so we can talk about it at our next meeting. We will also follow a link from my website that lists vocabulary that they will come across and discuss the words they know, and name synonyms for those they don’t.

Discuss how we will read the book

We will come up with a plan for how we will read the book- at home and in class. We will discuss that there are 283 pages in the book, and that we will have approximately 10 weeks to get through it- an estimated 28 pages a week. We will discuss reading aloud in the classroom and also summarization. We will decide what the reading assignment will be for next week.

Lesson Plan for 09/29/08

Ice breaker!! We all decided that one key element that we missed out on last week was that we didn't really do anything that would make the students feel more comfortable. We want to do an activity that will cut the tension and make them more at ease in hopes they will be more willing to share with the group about the book. I am thinking playing 2 truths and a lie, or something similar.

(Last week we asked the students to think of a question while they were reading)Next, we can have the students write down the question that they were supposed to think of and put them all in a hat, or bag and pull them out and discuss them. I think this is a great way to get the students discussing anything that may be unclear, and also takes the pressure off because no one has to know who wrote what question. They can also feel comfortable in asking any question that they may not other wise ask out loud.

I think a good place to start after this would be to talk about their overall initial perception or opinion of the book. This can include how and if they could relate to Anne, any similarities that they share, anything they found odd or interesting about the book, anything they didn't understand, anything they liked, etc. We can just break into what the book is about. I will ask them how they felt when they were reading about all of the things Anne listed that Jewish people were not allowed to participate in. These discussions will more than likely take up the majority of our time.

We can then discuss the vocabulary from the assigned reading. I asked the students to keep a pen and paper with them while they were reading so they could jot down any words that they were unfamiliar with and that we could discuss.

We could then play a character or plot game if we had enough time. I will prepare in advanced some post-it notes that have characters listed on them. Then each student can draw a post-it out of the hat and name who the character is. (Otto- Anne's father for example)

Finally, we can discuss the assigned reading for next week- relate it to last week (was it too much, too little) and how we can adjust it to fit everyone's needs.

If there is time, we can read aloud to get a jump on our next weeks reading.

Lesson Plan for 10/7/08

We will begin this session with the action name game icebreaker. We will sit in a circle and go around and say our name and an action that we like to do that begins with the first letter in our name. I would say “I am Sarah and I like to Swim”- and I would move my arms like I am swimming. We will go around the circle with each person having to repeat all the names before theirs. This activity will loosen them up and get their minds and bodies working.

We will then discuss any questions they have and give them time to make comments.

Then we will break up into two groups.

Once in our smaller groups, we will discuss the idea of literature circles- what that means to them, past experiences etc- and go over the different roles of literature circle participants and try to give some examples from our past meeting.

Next we will have the students do some journaling. I think this will be a great way to get the conversations rolling. They can then share what they have written and discuss it.

We will come back together as a group and talk about what each group discussed.

Possible journal prompt: Why does Anne keep refering to hiding place as beautiful?

Plan for 10/20/08

We have concluded that ice breaker games really work to help loosen our groups up- so we will start with another for this lesson plan. Perhaps we will play Never Have I Ever- or something similar.

This time we will do the journaling at the begining of class- we always seem to run out of time otherwise and me and the other literary coaches feel that journaling is a very important element of literary circles. I think that we can ask the class for any suggestions on what the prompt could be- this could perhaps spark a good discussion- or haave them choose individual prompts that they want to write about. Next, we will split into our two groups and have our directors lead the discussion about their journal entries.

Then we can come back together as a large group and have a final discussion about what each group wrote and talked about.

Plan for 10/27/08

Start off session with icebreaker of course! We will then go over questions and comments and break up into our seperate groups. Once in my group, we will do a journal entry on a writing prompt of their choice, and share it with the group. We will then talk about the song that each of them chose from the week before. Next, the students will discuss the pages that were assigned from the literary circle perspective (Director, Illustrator, Vocabulary etc.) We will come back together as a class and share with the other group any ahh haa moments, or good discussions that occured. We will then give out the next reading assignment, and perhaps choose new groups for next time.

Monday November 3rd

For today, we will start with a an icebreaker game called Who Am I. For this game, I will put the names of characters from the book on post it notes and put one on each persons back. They will have to ask each other questions about the character to try and figure out "who they are".  This will be a great way to be reminded of the character, and get the students talking. We will then break up into our groups and Glena and I will meet with the boys this time. I am excited to see the differences in the groups. We will discuss what happened in the book and write a journal entry they can share. I will also write, and share. We will then come back together as a large group, discuss any ahh haa's and discuss how to divide up groups.

Lesson plan for November 10

Journal, Journal, Journal. This week we will begin our class with an icebreaker as always, and then we will do a journal entry. The journal will be written during our time in our group and then will be shared with the others. I will encourage the students to write about if Anne Frank would be thei friend if they went to school together or what questions they would ask her if she was alive today. I think this will be a great opportunity for the children to explore a new avenue of the book and be able to make a text to world connection. The other literature coaches and myself will also write and share with the class. My plan is to really think about this for the next couple of days and come up with a great paper (which I will write in class like the students) that will show the group that the book is important and interesting to me. If I am back with my group, (we ran out of time to plan for next week,oops!) I will have them pick a scene from the book and act it out. I think this will be a great way to change up what we have done in the past and will hopefully get them more enthusiastic.

Plans for 11/17/08

Ice Breaker Game- Who am I? For this game each student will get a post- it-note with a character from Anne Frank on it and one of the literary coaches will put it on their backs with out the student seeing what is written on it. They will then have to go around and ask the other students questions to try and figure out who they are.

Discuss last week’s reading- any questions or comments.

Have students share journal entry that was assigned last week- thier own journal entry written from Annes point of view.

Discuss bringing in creative dramatics with the students- is this something they like, they would enjoy doing in class.

Create new groups

Once in new groups discuss reading from different perspectives- what would Otto’s journal be like? -and- Peters and so on.

Come back into large group and share any ahh ha’s.

Discuss reading assignment/ journal assignment for next week. (need to discuss with other literary coaches)

Lesson plan for November 24th
 
Today we will play the ice breaker game from last week- Who am I?- We were unable to play it last week. We will then discuss what is going on in the book and cover any questions that the students may have. We will then have the groups share their schedules that they started last week and are supposed to have finished.
 
We will then talk about finishing the book- make, and share predictions for the ending, and talk about why the diary abruptly ends (they know that Anne is taken to a consentration camp) but I think it is a good thing to discuss for the next journal writing assignment.
 
Assign a journal writing to share in our next meeting- What would Anne's next journal entry be like if she could have written the day she was forced to leave?
 
We will discuss that next class will be our second to last meeting and remind them to finish off the book and have a great thanksgiving!
 
Lesson Plans for December 1

I have printed out several handouts for our next meeting. I found a very interesting article from Time Magazine online about how a reporter set out to find the story of what happened to Anne after her diary ended. He goes around and interviews people who were in the camp with her who survived and gets their perceptions of Anne, and tell about their encounters with them. We will read the articles in class, and discuss them. I have also made a list of books that relate to Anne Frank's story that I will pass out to the students for further reading. I think this will be the perfect way to bring our sessions to an end. We will then write a journal entry in class from Anne’s point of view, and what she would have written if she could have taken her journal with her on the day she was taken from the annex. Last, we will have each student write us two stars and a wish, so we can get some kind of feedback. I think this will be a great way to wrap it all up for the students and the literary coaches.

 
 

Reflections
 
9/22/08 First meeting at Tibbetts
 
Today was our first meeting with Leah Finch's eight grade class at Tibbetts middle school. It started out rocky for me because I couldn't find the classroom right away and was a little late getting there. I was embarrassed! I hate being late to anything! Once I got into the classroom and was able to relax, things went well. My classmates and I read our I am poems to the class and even got to hear a few of theirs. I thought this was a great way to introduce ourselves to the class and let them know a little about who we are- not only as students and future students, but just as human beings! The students seemed to like it. Then Frances magically read off the classes favorite movies from  folded up pieces of paper- a trick that I thought was super nifty and will use in the future! Then it was time for the book sell. Book sell? Oh no! Was I supposed to create a presentation for this book? I knew that I would do a book sell, but not now, not today. What am I going to do?- Those were my initial thoughts. Then I snapped out of it and thought to myself- You read the book, you don't have to worry about anything. Just get up there and tell the students about why it is a good book, and why they should read it. No big deal. So I did. Thankfully, I was not alone. Amber and Elsie went up with me and we each said talked a little about the book. I thought we did a great job of selling our book to the students. Apparently, they didn't! No one chose to read our book, but we concluded it was only because the book appeared to be juvenile and at this age children are doing what ever they can to be mature. Ms. Finch said that she will read the book aloud to the class so at least the children will be exposed to it and boy will they regret not choosing it later! Since I had no takers, I switched to Anne Franks Diary. I am excited to read this book and discuss it with the students.
 
September 29th
Today was our first meeting with our reading groups. It started out a little rocky. The students were each supposed to read their I am poems. I asked if anyone wanted to volunteer, and no one did. Then I kindly asked a student if they would go first and got a "no" followed by three more no's. This was my first mistake. I ASKED! I said "Do you want to read your poem first?" - When I should have said "Okay, we will start here and make our way around the circle" or something similar. I was stuck and didn't know what to do. I asked the first two so I couldn't just TELL then next student. We sat there in silence for a moment or two, then by the grace of God one of the girls volunteered to go first. HALALUAHA!! I was so very thankful. After she read her poem, Elsie ingeniously instructed that girl to choose the next person. GO ELSIE! So, after our introductions and I am poems, Ami discussed the Jewish religion and Elsie brought out a book about Anne Frank and showed them pictures as well as gave a great intro about what the book was about. Things were starting to go fairly well. When it was my turn to give out some of my lesson plan ideas, it seemed to be a little more crazy.  I  had made sure to prepare a lesson plan that I thought would keep us busy in discussion. (I actually over-planned) The problem was that nothing went the way that I thought it was going to. For my lesson plan, I posted links to different websites that I thought would be useful- such as a WWII timeline and a character list for the book. My plan was to go to the predetermined websites, take turns reading through the important info, discuss it, then move on. I brought my laptop and had saved all of the sights in my favorites (so I could get to them without connecting to the internet). The problem was the students were having a hard time pulling up the websites. Then when I had someone volunteer to read, they read so so soft that no one could hear. I asked the students if we could all sit on the floor in a tight circle versus the scattered desks so that we could hear each other better, and they all looked at me like I had suddenly grown a third eyeball. Alrighty then. Once I figured out that my great planning was not great at all, I turned on my impromptu mode. I explained that when Anne Frank had to leave to go into hiding she was not allowed to bring all of her belongings, and that she had to choose the things that were most important to her. I then went around and had each student name five most important things they would bring if they were in the same situation. They seemed to enjoy this discussion. We then talked about the importance of keeping a journal and assigned reading for next week. Over all, I think things went well. I believe it will be better from here on out because they will have read the book and we will all have something in common that we can discuss. I look forward to our next meeting!
 

10/7/08

Today was a great day with our Anne Frank literature group! We started the class with an icebreaker game and it really seemed to loosen up the students. We had each person write down something (anything) about themselves on a piece of paper and put it in a paper bag. We then pulled them out one by one and tried to guess which each person wrote. It was a great way to break the ice and we got to learn a little something new about everyone. Good stuff! We then had everyone ask a question about what they read. It was great to hear how each student interpreted things differently- how each one focused on different aspects of the book. I was also very impressed that many of the students were able to relate this story to their own lives. One girl said that she thought Anne Frank reminded her of her sister. Others commented on people they know who keep diaries. I was so happy by the great amount of participation.

This session was different than the last because the kids were actually conversing. It was fantastic! I could tell that they were starting to feel more comfortable, as was I. I know that with each session their trust and confidence will grow and I cant wait to see what comes of it! I think that one thing we can work on is letting the discussions be more student led. This can often be difficult for our group because it seems like no one wants to talk unless they are asked a question, or asked what the think about something. We will continue to strive for student led discussions and know we will get there.

Overall we are progressing immensely! I am not so scared of eighth graders anymoreJ

10/12/08

Another success! Today went incredible well! The students seem to open up and become more and more comfortable with each session. We started with a name game ice breaker that I think made the feel a little silly. I thought it was great because if they do an activity that is a little silly, they will feel much more comfortable participating in a reasonable discussion. And they did! We started off by asking if they had any questions and several were asked and discussed. We then seperated into two smaller groups. We choose the groups Survivor style, where I picked the first one and each person picked the next. I ended up with all girls. Once in our groups, we went over the roles from our literature circle handout and discussed what each person did (director, illustrator etc.) I was pleasently suprised to have volenteers for most of the roles. It was great. Then, we started our first truly student led discussion. The director asked a question and the others gave thier ideas. They continued to look at me and Glenna, as if to make sure they were saying the right thing, but we simply looked at the other students and said "What do you think?" Then the others would chime in. It was GREAT! I cant wait untill next class to see how our literature roles unfold!

October 20th

Overall, today was a great day at Tibbetts. We started our meeting with a warm up game called Never Have I Ever, and the kids really seemed to like it. I am 100% supportive of an ice breaker game starting out our meetings. Since we have started using them, the kids seem to not only enjoy our visits more, but also be more relaxed, and talkative. After our warm up, we went over questions and comments- there were not many. There was however one student that really impressed me. After most of the students asked silly questions (trying to get a candy) this one student opened his book to a place marked with a sticky note and read off a question that he had written down by reading. Can you imagine! I was so very impressed! And come to find out later from another literature coach that had him in their group, he had many more. WOW. Then we split into our groups. We had a fairly good discussion about the changes that we could see in Anne, and interpreting how she felt. The only main issue was that the girls (my group is all girls) kept trying to change the subject. Finally, after numerous comments were made about music, I told them that for the next class I wanted them to find a song that Anne might be able to relate to at this time in her life and be ready to talk about it next class.  The girls got excited about this and that made me very happy. I learned that sometimes if you cant bulldoze the off the subject topic, try to incorporate it. We also assigned new literature cirlce tasks (director, illustrator etc.) and talked about the writing prompt for next class. I enjoyed our discussions.-- After talking with the other literature coaches at the end of class, we decided that it may be best to change up our groups after the next class.

Monday October 27th

Today was a another great day at Tibbetts. We started off by playing the M&M ice breaker game- We passed around two large bags of M&M's and told the students to take as many as they wanted, but they should be aware of being greedy. We then let them know that for each M&M they took, they would have to tell us something about themselves (each color stood for something different- for all the reds they had they had to say a favorite movie, for green they had to name thier hobbies ect.) It was a great way to get the students more comfortable and it was really fun! We then broke up into our groups and discussed the book. My group did a pretty good job of leading the lit circle independently. The only big problem I encountered was keeping them on the subject. I think that because it is all girls, they may be getting too comfortable. Me and the other literary coaches have discussed changing up the groups, but have decided that for next week, we are just going to switch the coaches. I am super excited to switch to the male group so I can see how they do as a group. After we all get together and discuss what happened with the groups, we will decide the best way to divide the groups. Overall, it was a successful day. We met in the library for a short time to plan for next week.

Monday November 3rd

Today was a unique experiance for me at Tibbetts. The other literary coaches and myself decided that we would switch groups. I wanted to experiance the different group and I also wanted to get another perspective about my group. Well........I loved working with the new group. The students were very insightful! Many of them made notes on stickys and had alot to say, and had lots of questions. It was quite a change from my first group. I was happy to see that the students were not only comprehending the book for what it is, but they were also making great text to life connections. I was impressed by the amount of thought that was put into thier ideas. One boy made a comment about how it was kind of boring reading her day to day schedule. Then I was pleasently suprised when another boy pointed out that that was her life then and it was all that she had. After being so impressed, I got home and started thinking. I know that my group could be just as enlightening as the other group, but I must change something. I thought about why the differences may be- my group is all girls- they are more self conscious- maybe they can relate more emotionally to the book then the boys so they are more protective of thier thoughts or perceptions. Then I read over the hand-out that Francis gave us last class and decided that this would be a great way to change the group up and hopefully get more from them. Yeaah! I am excited to get going on change and see what comes from it. Also, after Tibbetts we went back to the classroom and each group talked about what they were doing that was working and not working, and gave an overview of how the day went. One thing that I realized during this discussion was that I really need to start showing authority and stop allowing the students in my group to take advantage of the situation. There is a certain person in my literature circle that is always off subject and drives the conversation off track. I have been struggling with this issue for too long now, and after today have deicided that I will no longer allow it. I realize now that in order for me to be successful as a teacher, and for the students to get the most benefit from this literature cirlce - I have to stop it- like it or not.(I guess that I just dont want to hurt the girls feelings) I must say that while this was not a major subject in our discussion, it was an ahh haa moment for me.

Monday, November 10th, 2008

Our literary circle at Tibbetts went extremely well today. We started our session with the ice breaker game pass the sash and it was super fun! We sat in a circle and picked a volunteer to be “it” and that person had to name five things- like five major characters in Anne Frank- or Five foods that were eaten in the secret annex- before the group was able to pass a sash around the circle. The students had fun and I think it was a great way to get them thinking about the book and just opening up to the group. After our icebreaker, we had each student, (and ourselves) write a journal entry. We told the students that they cold write about anything that they wanted that related to the book, but we also gave them the following prompts: Would you be Anne Frank’s friend if she was a student at this school? And- If Anne was alive today, what questions would you want to ask her. We gave about ten minutes to write and then we all shared our entries. It was really cool to see the differences and similarities between the opinions of the students. All of the students answered one of the optional prompts and most of them discussed whether or not they would be Anne Frank’s friend. All of them that chose this prompt said no, they would not be her friend. Almost all of them said that Anne Frank was too judgmental and talked badly about too many people. After everyone read their entry, I thought that it was important to discuss the idea about Anne being so negative. I asked the students questions like why they thought that Anne was so negative, and if she would be the same person if she was not in the circumstances that she was in. I thought this was very significant and after our discussion, I think that the students understood not only that Anne’s perceptions were effected greatly by her circumstances, but also that this came from her journal- where she didn’t have to hold anything back. I loved hearing the perceptions from each student, and I think they appreciated the fact that we shared ours as well. It was fantastic! We discussed our reading for our next meeting and assigned each student to write journal entry of their own from Anne Frank's perspective. Then time was up! How time flies when you are having fun! We will defiantly be doing more journal writings.

I think that it is very important to dig deeper into this book and make many text to life and text to world connections. Many of the students have been saying that this books is boring, and the same old thing over and over. I think that when we talk about the book, beyond the actual text content, we can relate the text to our lives and expand upon it’s meaning. I believe that this will help the students see beyond the everyday journal entries, and be better able to understand the depth and importance of this text. I want these students to be able to appreciate this book and see why it has made such an impact on cultures around the world.

Monday November 17th

Today I was unable to meet with the students at Tibbetts. I met with Ami and discussed what happened- The students shared their journal entries where they wrote a dear kitty entry. Ami said that they all were very creative and some were funny. Then the students broke up into groups of two and created a schedule for them if they were put in the secret annex. I missed the group today and cant wait to go back next Monday, and see how much they missed me too!

November 24th

Today was a challenging day at Tibbetts. The kids were crazy and restless. (I think that it is because Thanksgiving break is coming) In our last session, Ami asked the kids to write a journal entry and bring it in to class for today. To my disappointment, not one single students did the assignment. I was disappointed and I made sure to tell them. I told them that they should feel disappointed in themselves and that they need to step up and take responsibility in their leaning. I was surprised with myself and my authoritativeness. The kids seemed like they felt bad. Then I told them that if they wanted to redeem themselves, then they would all give their input in discussion today, and that they would complete future assignments. The class ran much more smoothly after the lecture. We talked about what happened in the book for the last assigned reading- mostly about the relationship between Anne and Peter. The students brought up the fact that Peter Wessel (Anne’s love before she went into hiding) and the Peter living with her in the attic, had seemed to be one person. I thought this was a very intelligent revelation! We discussed this idea for sometime, and then talked about what they thought the future would bring for Ann and Peters relationship. We then discussed the letters written between Margot and Anne, and how they thought Peter was going to come between them. We had a really great discussion for quite sometime and I could tell that the kids were getting a restless.I had planned for them to write a journal entry about what Anne would say in her diary if she was able to take it with her from the annex. I could tell that the kids were not going to get what they needed from the assignment because they were in no frame of mind to be sitting silently thinking and writing. I then decided this would be a great time to play a game that I had prepared. (The true name of the character game) I read the name of the character and had the kids raise their hands if they thought they knew what character the name belonged to. Most of them were able to guess it fairly easy. The hardest one was Mrs. Van Daan’s name. This was a great way to get the students more familiar with the characters and having fun at the same time. Today, I learned two important things: I can be confrontational when necessary and my lesson plans have to be flexible! I have to go with the feeling of the group for that day. If my students are rowdy, just talking is not going to cut it! I need to have alternative activities ready and ideas in my head for things to do incase what I thought would work does not. I need to be willing and ready to change my plans, and go with vibe from the group- this way I will be able to get he most from my students! Overall, today was a good day. I learned something and the students did too! Mission completed!

December 1st

Today was our last day working with the students at Tibbetts. L It was a very successful day I couldn’t have asked for a better ending. We started off the class by talking about what they thought about the ending of the book. Most of the students said that they didn’t like the way it ended because it just stopped and there wasn’t a real ending. We talked about why the book ended so abruptly and then I passed out handouts I made that discussed research done on what happened to Anne after she left the annex. (see lesson plan) The students really seemed to like the handouts and we all took turns reading through them. Many of the recolections from the article were pretty gruesome. I could see by looking at the facial expressions of the students that they were affected by what they were reading. After we read through the articles, we all wrote a journal entry, writing as Anne’s character and what happened after she left the Annex. We all wrote and then shared. It was fantastic! Their writings were so thoughtful and deep! They made many connections with underlined themes from the book, like how she regretted treating her mother badly. Many of them wrote about what they would have seen at the concentration camp, and how they would have felt being ripped from their family. I could tell by hearing these journal entries that the kids understood the book and felt empathy. It truly was refreshing to see such thought and emotion put into their writings. After journaling was over, we talked about how Anne’s diary has sold more copies than any other book based on these events and why this book was so important. One student said that this book was so important because it allowed us to get to know a real person that went through the Holocaust. Amazing! I could tell that the students connected to the book and realized it’s importance. I was overjoyed and oh so proud! After our discussion of the book ended, we had each student write up two stars and a wish for their experience with us. Many of them said “It sucks we cant meet any more.” I am excited to read through all of the “evaluations” and will post more after I have.

After reading the reflections, I feel even better about our literature groups! Here are some of the Stars:

  • "It was fun becasue you guys were always thinking of new things to do and games to play."
  • "Got to read Anne Frank with college students."
  • "I liked that we reviewed the book everytime."
  • "I liked communicating with other students."
  • "Was a really good, deep book, can really connect with Anne."
  • "I liked how we did Dear Kitty's because it made me feel that I was in the book. It's pretty interesting."
  • "I enjoyed reliving the book every monday."

Some of the wishes

  • "I wish we could do it again."
  • "I wish we got to meet more than once a week."
  • "I wish we could have read in class."
  • "I wish this would not end now."

This was a very great way for me and my literature cirlce group to evalute ourselves and I think the kids' feedback gave me even more confidence.

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