Anne Frank (20th Century Biographies) - Teacher's Guide

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20th CENTURY BIOGRAPHIES

ANNE FRANK

TEACHER RESOURCE GUIDE Learning Activities for • Vocabulary • Initial Understanding • Developing Interpretation • Personal Reflection and Response • Demonstrating a Critical Stance • Research

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Table of Contents To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Reading Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Vocabulary Word Scramble . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Cloze . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Summarize . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Initial Understanding Concept Web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Draw a Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Interpretation Compare and Contrast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Fact or Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Reflection Write a Diary Entry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Make a Diary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Critical Response Different People, Different Uses . . . . . . . . . . . . . . . . . . . . . . 12

Research Project Research Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Write a Biography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 SADDLEBACK EDUCATIONAL PUBLISHING Three Watson, Irvine, CA 92618-2767 Web site: www.sdlback.com Copyright © 2008 by Saddleback Publishing All rights reserved. No part of this book may be reproduced in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without the written permission of the publisher. ISBN-10: 1-59905-325-X ISBN-13: 978-1-59905-325-7 eBook: 978-60291-633-0 The purchase of this guide entitles the individual teacher to reproduce copies of the student pages for use in his or her classroom exclusively. The reproduction of any part of the work for an entire school or school system is prohibited. Printed in the United States of America

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To the Teacher 20th Century Biographies Organization The 20th Century Biographies series includes ten books. Each covers the life of a prominent world or national figure who lived during the 20th century. Many of the people whose lives are explored in the series contributed to the struggle for human rights that characterized this dynamic period of time. This teacher’s guide provides ideas and reproducible worksheets to support the book and extend students’ reading skills. The answer key at the end of the guide provides answers and example responses.

Different Ways to Present Anne Frank For lower-functioning readers, you may wish to read the entire book together as a class. Students who are more confident may be encouraged to read the book on their own after reading one or two chapters as a class. If this is not the first 20th Century Biographies book your class has studied, you might begin by having students review what they already know about the history of the time and the other characters in the series. Although most activities are designed to be used after reading the book, some should be completed before students read the book, and some can be used during the reading. The Vocabulary and Initial Understanding activities could be used before and during the reading. You may wish to make copies of each separate activity for distribution as needed, or you may wish to give the students their own packets containing copies of all the activities.

How to Build Connections Throughout the Series Many of the people included in the 20th Century Biographies series touched each other’s lives. You may wish to display character webs and have students continue to add to them as you read the series together. To help students remember characters, consider enlarging a picture of each main character to display.

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Reading Strategies The activities in this Teacher’s Resource Guide focus on giving lower-level readers the tools to construct, extend, and examine the meaning of text. Included are essential elements in reading literacy as identified by the National Assessment of Educational Progress. Vocabulary Vocabulary skills include decoding words, using words correctly, understanding meanings, and extending the actual amount of words the students know. Increased competency with vocabulary increases fluency when reading both silently and aloud. As students decode or recognize words more easily, they will be able to determine and extend the meaning of entire passages more easily as well. Initial Understanding Initial understanding of text is the initial impression or unreflected understanding of what was read. Skills include identifying details and facts from text read, and recognizing aspects of literal text, such as sequence of events or main ideas. Without initial understanding, no reader would be able to comprehend the text on a higher level. Developing Interpretation Developing interpretation goes beyond the initial impression to develop a more complete understanding of what was read. The reader must distinguish between and compare separate concepts in a text to extend its meaning. Examples of interpreting skills include differentiating facts from opinions, making comparisons, summarizing, and identifying cause-effect relationships. Personal Reflection and Response Personal reflection and response requires readers to relate topics to their own experience. As students connect their own experiences with text, information becomes more clear. Having internalized ideas, readers can much more easily express their responses as well. Demonstrating a Critical Stance Demonstrating a critical stance requires readers to detach themselves from the text in order to consider and evaluate it. A critical response may include identifying the intended audience and critiquing the text.

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Name

Vocabulary

Date

•

Word Scramble

Directions: Read the definitions. Unscramble the letters to form a word from the book. Then write a synonym or related word for each. Be creative, if necessary. Unscrambled Word

1.

to tell one’s secret to someone else—difecon

2. 3.

awful or very bad—ribetrle a daily record of a person’s experiences—ryaid

4.

an addition to a building—exnan

5. 6.

a belief system—ginorle to give information to someone’s enemy—tebary

7. 8. 9.

thankfulness—tudgraite to find fault in—ticriezis an occupation or profession—inbusess

Synonym or Related Word

10 a person who leaves an area to find safety—geefure 11. someone who is being held captive—perrsion 12. difficult to mangage—sutbrnbo 13. a strong dislike for something—trhaed 14. not guilty—ocinnent

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Name

Vocabulary

Date

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Cloze

Before You Read: Read the paragraph below about Anne Frank. Write the words in the blanks that make sense in the sentences. Anne Frank was born in (1) ____________ in 1929. Her family was mistreated because they were of the (2) ____________ religion. They had to (3) ____________ to Holland to escape the (4) ____________ . Soon afterwards, they were forced to go into (5) ____________ to avoid being captured. They lived in a tiny (6) ____________ for over two years. During this time, Anne wrote a (7) ____________ that later became very famous.

After You Read: Now write words in the blanks that make sense in the sentences and in the story. Reread or skim the book, if needed. Anne Frank was born in (1) ____________ in 1929. Her family was mistreated because they were of the (2) ____________ religion. They had to (3) ____________ to Holland to escape the (4) ____________ . Soon afterwards, they were forced to go into (5) ____________ to avoid being captured. They lived in a tiny (6) ____________ for over two years. During this time, Anne wrote a (7) ____________ that later became very famous.

Summarize Directions: Write a sentence or two to summarize the paragraph above. ____ ____ ____ ____ ____

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Name

Date

Initial Understanding

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Concept Web

A concept web shows how different things are related to each other. The concept web below illustrates the relationships between the countries that were involved in World War II. Directions: Complete the concept web about the countries involved in World War II. Use the information from the book, and use the Internet or other resources to fill in the information you do not know. There were many other countries involved in the war, list just three here.

Axis Powers

Allied Powers

World War II

Other Countries

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Name

Date

Initial Understanding

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Draw a Map

There are many countries mentioned in Anne Frank. A map of Europe will help you understand where all of the countries are in relation to each other. Directions: Draw a map of Europe, including the countries mentioned in the book. Include as many other countries as possible. Look on the Internet, in an encyclopedia, or in another book to research European geography. Color in the countries with different colors, label the capitals of each country, and label the places associated with Anne Frank.

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Name

Date

Interpretation

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Compare and Contrast

To compare is to tell how things are alike. To contrast is to tell how things are different. Directions: Think about how your life is similar and different to Anne Frank’s. List the ways that your life and her life are alike and how they are different. It may seem as if your lives have been very different, but you may share many things in common, too.

Compare ____ ____ ____ ____ ____ ____ ____ ____

Contrast ____ ____ ____ ____ ____ ____ ____ ____

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Name

Date

Interpretation

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Fact or Opinion

Although you may strongly agree or disagree with an opinion, remember that an opinion is a statement of someone’s feelings or beliefs. A fact is a statement that can be proved or tested. Directions: Read these sentences about events in Anne Frank’s life. On the lines, write F for fact and O for opinion. 1. Anne Frank and her family were very lucky to have the help of their friends. 2. Margot was Anne’s only sister. 3. The Nazis treated Anne Frank’s family horribly. 4. Millions of people died during World War II. 5. It is a good thing that the Allies defeated the Axis powers. 6. Anne wrote a powerful diary. 7. The Franks fled to Holland to escape persecution in Germany. 8. Anne was a difficult and stubborn child. 9. Otto Frank had Anne’s diary published in 1946. 10. Anne wrote that the night she opened her heart to Peter was a wonderful night.

Your Turn Directions: Think of a topic you know a lot about. Then write a fact and an opinion you have about the topic. Fact: ____ ____

Opinion: ____ ____ 10

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Name

Reflection

Date

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Write a Diary Entry

Writing a diary can help you remember past events in the future. If you keep a diary now, you can look back at it years from now to remember different experiences. Also, other people may read your diary someday to learn about your life. Directions: Write a diary entry in the space below. You can write about what you did today or a recent experience that was important to you. You could also write about your feelings about your life or something you have been thinking about recently. ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____

Make a Diary Directions: Make a diary by stapling some sheets of paper together. Make a cover with cardboard or construction paper. You can write in the diary everyday or whenever you get a chance. If you go on a trip, be sure to take your diary with you.

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Critical Response

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Different People, Different Uses

A book may have different meanings to different people. For example, a book about President John F. Kennedy would be meaningful to many people, but in different ways. To someone who was alive during his presidency, it would have a different meaning than it would for a person who was born after his death. Directions: For each person below, write how the person might view or use the information from Anne Frank. 1. A 15-year-old Jewish girl 2. A man from Germany

_ _

3. Someone who is writing a diary 4. A history teacher 5. A 15-year-old American boy

Who Else? Directions: Think of someone else who might find the information in Anne Frank interesting or useful. Write a sentence or two telling who this person is, and why he or she would be interested in Anne Frank’s story. ____ ____ ____ ____ ____

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Research Project •

Research Tips

Directions: Anne Frank and her diary became very famous after World War II. The diary became an important historical document as the words of a young Jewish girl. There have been many other influential Jewish authors in recent history. Choose another Jewish author from the list below, or think of someone else. • Elie Wiesel survived the Holocaust in Europe. His most famous book is Night, and he was awarded the Nobel Peace Prize in 1986. • Neil Simon is a playwright and screenwriter, having written many Broadway plays. His works include Come Blow Your Horn, Biloxi Blues, and Brighton Beach Memoirs. • Carl Sagan was an astronomer, astrobiologist, and science writer. His works include the book Contact and the television series Cosmos: A Personal Voyage. • Emma Lazarus was a 19th century poet. She is most famous for writing “The New Colossus.” This poem is engraved on a wall at the base of the Statue of Liberty. • Shel Silverstein is a famous poet, author, and musician. He has written many books. The most well known are A Light in the Attic, Where the Sidewalk Ends, and The Giving Tree. • Judy Blume has written many novels for young people. Among her most famous books are Iggie’s House, Blubber, and Are You There God? It’s Me, Margaret. Use newspaper or magazine articles, documentary films, books, and the Internet to learn about the person about whom you will write. You may want to read one or two of the author’s works to learn more about him or her. Use at least two sources, such as a book and a Web site. Be sure to cite your sources. How to find information on the Internet… The Internet can be a very good place to start your research. Once you locate information online, you can look at the sources used by the author. Then, you can go look for those sources. Photographs, maps, diagrams, charts, and displays always make research projects more interesting. Download these visual aids to print and use with your report. Remember, not everything on the Internet is correct! Try to find information on a site that ends with .edu, .org, or .gov. If you find a piece of information on a .com site, try to confirm the information by locating it on an .edu, .org, or .gov site as well. Or, find the same information in three separate places. To cite a Web site, list the name of the site, the author of the site, if you can find it, and the year it was written. How to use books, newspaper or magazine articles, and documentary films… Newspapers and magazines, books, and documentary films provide excellent primary information about people and events. Using your library’s catalog, do a subject or title search for the person about whom you are writing. Take notes about the information that you find in these sources. Remember that, when you write your report, you will want to use your own words. If you use a direct quote, use quotation marks and state the source.

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Name

Date

Research Project

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Write a Biography

Directions: Answer the questions below about your research subject. 1. When and where was the person born? 2. List some background information about the person’s family including parents and siblings. 3. What were the person’s interests as a child and young adult? 4. Who influenced the person throughout his or her life?

5. What were some of this person’s accomplishments as an author?

6. List some other things that this person did.

7. List other important details about the person’s life

Directions: Use the facts below to write a short biography of the person you have chosen. Use the book Anne Frank as a model. Start with a short introduction about the person. Then, you can write about the beginning of the person’s life, and move on from there. Add visual aids, such as maps or photographs. Proofread and edit the biography. List your sources at the end.

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Answer Key p. 5 Word Scramble Answers will vary 1. confide; trust 2. terrible; horrible 3. diary; journal 4. annex; wing, extension 5. religion; synagogue, church 6. betray; turn in 7. gratitude; gratefulness 8. criticize; put down 9. business; livelihood 10. refugee; emigrant, escapee 11. prisoner; captive 12. stubborn; difficult, strong-minded 13. hatred; prejudice 14. innocent; lawful

p. 10 Fact or Opinion? 1. O, 2. F, 3. O, 4. F, 5. O, 6. O, 7. F, 8. O, 9. F, 10. F p. 11 Write a Diary Entry Answers will vary. p. 11 Make a Diary Answers will vary. p. 12 Different People, Different Uses Answers will vary. p. 12 Who Else? Answers will vary. p. 14 Write a Biography Answers will vary.

p. 6 Cloze 1. Germany 2. Jewish 3. flee 4. Nazis 5. hiding 6. annex 7. diary p. 7 Concept Web Allied Powers: The United States, the Union of Soviet Socialist Republics, and the United Kingdom; France and China also joined with the Allies at different times. Axis Powers: Germany, Italy, and Japan. Other countries involved: Poland, Holland, Switzerland, and many, many more. p. 8 Draw a Map Answers will vary p. 9 Compare and Contrast Answers will vary

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