ALEX Lesson Plan


Teaching Tolerance and DiversityThe Diary of Anne Frank

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  This lesson provided by:  
Author:Shawnta Fleming
System: Decatur City
School: Cedar Ridge Middle School
  General Lesson Information  
Lesson Plan ID: 29403


Teaching Tolerance and DiversityThe Diary of Anne Frank


The aims of this unit are to develop an altruistic attitude which enriches the life of the student through enhanced insight into different social patterns and ways of life. I want my students to be reflective thinkers who are principled, open-minded, caring, and balanced communicators. Students will be given the opportunity to use a multimedia tool of their choice to illustrate the knowledge gained through the reading of Anne Frank. Topics for the project will include, but are not limited to; modern day genocide, discrimination of any group of people, diversity in the community and the attitudes presented by the community, and how different cultures impact varying social patterns.

 Associated Standards and Objectives 
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 8
3 ) Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. [RL.8.3]

English Language Arts
ELA2015 (2015)
Grade: 8
7 ) Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. [RL.8.7]

English Language Arts
ELA2015 (2015)
Grade: 8
9 ) By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of Grades 6-8 text complexity band independently and proficiently. [RL.8.10]

English Language Arts
ELA2015 (2015)
Grade: 8
22 ) Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. [W.8.3]

a. Engage and orient the reader by establishing a context and point of view and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally and logically. [W.8.3a]

b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. [W.8.3b]

c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. [W.8.3c]

d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. [W.8.3d]

e. Provide a conclusion that follows from and reflects on the narrated experiences or events. [W.8.3e]

English Language Arts
ELA2015 (2015)
Grade: 8
30 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. [SL.8.1]

a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. [SL.8.1a]

b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. [SL.8.1b]

c. Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas. [SL.8.1c]

d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. [SL.8.1d]

Local/National Standards:


Primary Learning Objective(s):

1. Demonstrate a critical awareness of a range of written and visual texts.

2. Express an informed personal response to literary and non-literary texts and demonstrate the ability to approach works independently.

3. Structure ideas and arguments, both orally and in writing, in a sustained and logical way, and support them with relevant examples.

4. Use and understand an appropriate and varied range of vocabulary and idiom.

5. Use correct grammar with appropriate and varied sentence structure.


Additional Learning Objective(s):

1. What did you find compelling?

2. Were your disciplinary knowledge/skills challenged in any way?

3. What inquiries arose during the learning?

4. What, if any, extension activities arose?

5. How did you reflect - both on the unit and on your own learning?


 Preparation Information 

Total Duration:

Greater than 120 Minutes

Materials and Resources:

Text: The Diary of Anne Frank

Folders/notebooks to keep reading logs

Students daily will access reading (The Diary of Anne Frank), vocabulary, grammar, writing (literature logs/journals), collaboration, and technology skills (web quests) to complete this unit.

All lessons will correlate with the Alabama Course of Study and the Decatur City Pacing Guide to achieve mastery on state standardized testing.

Students will access resources in our classroom including text books, LCD projectors, ELMO, Computers, printers,  maps, and various trade materials.

We will also utilize our library and computer labs to access research.

Students will be encouraged to attend a "Dinner and a Movie" to make a clear connection to the understanding of diversity.


Technology Resources Needed:

Students will access resources in our classroom including LCD projectors, ELMO, Computers, printers,  and various trade materials.

We will also utilize our computer labs to access research.

Students will be given the opportunity to create a power point, photo story, and/or podcast to demonstrate their knowledge of Anne Frank, the Holocaust and other related events and information.



Students will use reading strategies based on Alabama Reading Initiative which employs activities utilizing graphic organizers to help student think about their thinking. KWL charts (What I Know, What I Want to Know, What I Learned) can be used at the beginning of the unit to access background information on the Holocaust students may have. Teachers will model writing skills and use rubrics as necessary per assignment.

Initial activities will supply an overview of the history of World War II and develop map skills to make a direct connection to the literature studied.

Writing in their literature logs/daily journals, based on written prompts, will provide students opportunity to reflect on what they have read and learned so that they can make text connections to self, text, and the world. This can be done in the format of diary entries to help the students better relate to Anne Frank.

Formative assessment should range from using questioning and discussion to written reflection.

I have include a Unit Plan based in the principles of the International Baccalaureate (IB) Programme in case you have this program in place at your school.



Day 1- Handout a KWL chart, or use bulletin board paper in the front of the room and have students put sticky notes in each section containing information they already know about the Holocaust and Anne Frank. Take students to the computer lab and have them access the readwritethink website Students can peruse this website or you can preview and pick certain areas for them to visit for a Holocaust introduction.

Day 2- Introduce elements of drama and The Diary of Anne Frank including vocabulary for the play. Also talk to students about diversity and tolerance. Students enjoy having parts assigned and reading aloud when reading a play. Show the short podcast attached as a brief introduction.

Days 3-10 Plan to spend about two weeks reading depending on how often you read aloud, how much discussion you have in class, and your choice to assess throughout the reading. For some groups this will go faster and for other they will need more time to process.

Day 11- You may choose to give a written test or have students write an analytical essay. (See attached)

Day 12- My students agree to come after school (you could do this during school) and bring an Italian dish and popcorn and we watch the movie "Life is Beautiful." It is an Italian movie about the Holocaust and my students love it.

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Assessment Strategies

Assessment will be both summative and formative. Students will use strategies such as; talk -discuss; write- respond to written prompts concerning the novel to make text to self, text, and world connections; read- the original text and related materials; investigate- using best practice for research; listen- collaborate and share what is learned. Students will utilize and be assessed using graphic organizers and presentations to help them focus. Teacher and standardized tests also will be utilized to assess unit objectives.

There is an attached rubric for an analytical essay.


Advanced students will read an additional novel related to the same subject matter. They may choose a culture or group that has been persecuted in the past with which to relate the content. They will draw connections to the real world and research a current event going on somewhere in the world today. Some suggestions for additional reading include: Night, Number the Stars, and The Devil's Arithmetic.

Additional Web-Links that may be helpful:

Drama Map

Holocaust Introduction

Elie Weisel

Facts about Darfur




Students in the class may include both ELL and special needs students. If possible, you should utilize team teaching with a special education teacher and pair/share strategies to accommodate those students who need help learning the English language. You will also learn from these students as you include them to help you make text to world connections with their cultures. Moreover, students should work in small groups with the ESL teacher when possible.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.