May 15, 2017 - May 19, 2017
Post date: May 15, 2017 8:48:31 PM
Current Assignment: The Diary of Anne Frank
Grades:
Completed charts in the packet (formative)
Multiple choice test on the play (summative)
Character map test exactly like the one in the packet (summative)
Vocabulary.com list which I will set up soon (formative)
Quotes challenge creation (formative)
Quotes challenge quiz (summative)
What should you be able to do after reading The Diary of Anne Frank?
Know the background and setting of the play
World War II
How Jews were persecuted and outcome
Know each of the characters:
Physical description
Relationship to others
Personality
Identify important quotes said by each
Explain the conflicts
External- between other characters and world
Internal- Struggles to understand self
Plot the story
Important events that add tension
Identify the climax
Explain the resolution
Be able to explain the theme and its development over the course of the play
Be able to do something like this:
Who said these quotes?
- Burn them. All of them.
- I’ve got to go to the other side of town to get some ration books for you.
- I’m sort of a lone wolf.
- And Anne hasn’t had her milk . . .
- You’ll be all right, Peter? You’re not afraid?
- Mother is unbearable. She insists on treating me like a baby, which I loathe.
- No. No.
Resources:
- Background video #1
- Background video #2
- Listen to the first half of the play
- Listen to the second half of the play
- Here is the Google Doc version I will be marking up.
- Study Guide: What you should be able to do after reading the play.
- Practice we will hopefully get to do.
- Assessment: Test on the characters
Monday 5/15 (Day: A)
We did a warm-up on a new responder device which I have now found out I will not be using. :(
We started the post test. See Tuesday for the requirements.
Tuesday 5/16 (Day: B)
Warm-up:
Log into your Schoology and do the warm-up. (This is the first time I have used Schoology.)
USER: s.firstname.lastname@redclay.k12.de.us
PASS: Student ID
SRI
Take your time and get the best score you can on your SRI. (My evaluation depends on it.)
Finish your Post-Test- (My evaluation depends on it.)
You must have the following:
Clear introduction
Have 3 or 4 examples of how one person can make a difference.
Support your position by referring to the article 5 times
Use either the author's name or the section of the article
Have a conclusion
Hand in
Sections 2 & 3: Work on your Vocabulary.com lists and the orange book.
Section 1: Work on Vocabulary.com
Wednesday 5/17 (Day: C)
Same as Tuesday. My goal is to have all my required district and state assessments done for the year!!!
Thursday 5/18 (Day: F)
Warm-up:
Responders!
Finish reading The Diary of Anne Frank play
We are on page 341 Scene 3
Friday 5/19 (Day: A)
I want to check off your completed packet.
Students must know the following by the end of the play.
- 1. Students should know the basic timeline of events that forced the Frank family to go into hiding.
- 2. Students should know the basic progression of the war, specifically why the Franks needed to take in Mr. Dusell and why they all could never leave the annex.
- Movie packet.
- 3. Students should know the rules of the annex that MUST be followed.
- page 286
- 4. Students should know the characters- their personalities, internal and external conflicts, and how each interacts with the others.
- Complete the charts in the packet, especially the one with all the characters where you draw arrows.
- 5. Students should be able to identify the source of quotes from the play: who said it, why is the quote is important, and what does the quote reveal about the character?
- You should have written one great quote from each character on the chart.
- 6. Students need to be able to identify the exposition, rising action, climax, and resolution in the play.
- 7. Students need to be able to discuss the significance of the bread stealing scene.
- 8. Students should be able to explain the irony of the Hanukkah celebration.
- Really, you must know why the playwrights decided to have the Hanukkah scene at the end of Act I.
- 9. Students should be able to discuss the theme of the play: People are good at heart.
- Can you identify how, through all the conflicts the characters had with each other, each is good at heart?
Quotes Challenge
Students will get into pairs and make a quote challenge that another pair will take.
Here are the three pages the students will be using.
This activity is great practice for the test, which they will be taking WEDNESDAY!
Requirements for Lesson Planning
Small Groups: TESTING
Vocabulary: internal conflict; external conflict; characterization from actions, dialogue, and what others say about the character; irony; exposition; rising action; climax; resolution; theme;
Standards
Standards
CC.8.R.L.1 Key Ideas and Details: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
CC.8.R.L.3 Key Ideas and Details: 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.
CC.8.R.L.7 Integration of Knowledge and Ideas: 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.