Anne Frank Play and Video

The video of the play is below.

The quality isn't great, but you can listen as you read if you:

• Click on the video to get it started
• Click on the tab to go to AF Play: Act I

Solutions to possible problems: 

• If the sound on the video turns off when you click the "AF: Act I" tab, you'll have to open a new window in your browser. That way, you'll have the video in one window and the play in another. 

• In most browsers, you can open a new window by going up to the menu at the top and clicking:
• File, then
• New Window

• If the video doesn't work at all, try this link:  http://www.youtube.com/watch?v=r_f9CWmJSuY

• If that doesn't work, you can  go here for a recording, but it might be slightly different from what you're actually reading.     http://archive.org/details/GoodrichHackettTheDiaryOfAnneFrank

Week of Jan. 28-Feb. 1

Due Tuesday, 1/29	No HW, but remind me to stamp your Webquest Work!
Due Wednesday, 1/30	Make flashcards for Anne Vocab. 1-20. (See below.) Scroll down for "Play Notes" powerpoint.
Due Thursday, 1/31	Read Act I, scenes 1-3.  Beware of pop quizzes!
Due Friday, 2/1	Test on Anne Vocab. 1-20.

Notice the tabs at the top of the page for Acts I and II of the play.

• To read Act I, click on tab.
• To navigate to the next scene, scroll down to the bottom and click on the scene you want to read.
• Do the same for Act II,

Basic AF Play Info

More PowerPoint presentations from Constance

Interactive 3D Visit Inside the Secret Annexe

Explore!

http://www.annefrank.org/en/Subsites/Home/

Anne Frank Webquest

Understanding the history and culture that is the setting for the literature we read is very important if we are to understand what we read. Ask yourself the following questions:

• How does learning about the historical period help you understand what you read?
• Can you decide your own destiny?
• Can one person really make a difference?

The time period when Hitler was in power in Germany was a time filled with heartache and many terrible events. There were many reasons why things happened the way they did, and why Hitler and the Nazi party was not stopped sooner. I want you to discover some of the historical setting of the play we are going to read together about Anne Frank.

Visit the following sites, and answer all the questions in complete sentences IN YOUR OWN WORDS  in your journal.

What is genocide?

1. Define "genocide" in your own words. (Make sure to click on slides 1-11.)

2. When we refer to the "holocaust", what time period are we talking about?

Hitler Comes to Power

3. What levels of German society were most drawn to Hitler and the Nazi Party?

Nazi Racism

4. What was Hitler's term for the "master race"? Describe this type of person.

5. What types of German citizens were victims of the Nazi Party?

Antisemitism

6. Define antisemitism.

7. When did it begin?

8. What other nations treated Jews as scapegoats (blamed them for some trouble)?

The Nuremberg Laws

9. According to the Nuremberg Laws of 1935, how did the German government decide if someone was Jewish?

10. What did the German government require of Jews in German society?

Kristallnacht: The Night of Broken Glass

11. What happened on November 9, 1938? What caused the violence?

Refugee Map

12. Many Jews escaped Germany during this time. What countries accepted the most Jewish refugees?

Evian Conference

13. Why did the US not allow entrance to more refugees before WWII?

The Final Solution

14. What was the goal of the "Final Solution?"

Ghettos

15. How many ghettos existed in German occupied territories?

16. Describe the largest ghetto.

Abe's Story: Kutno Ghetto

17. Describe the picture and say how people are treated.

Abe's Story: Conditions Worsen

18. Describe how the conditions worsened.

19. What does Abe do? Where does he go? Why?

Concentration Camps

20. What were the first Nazi concentration camps?
21.  What was the primary purpose of these camps?

Forced Labor Camps

22. Describe what happens to most "workers".

Death Camps

23. What happened at most of these camps?

Death Marches

24. Why were people forced to go on "death marches"?

Family Photograph

25. Create your own caption for this photo. Describe what the family is doing and where they are going.

Remember

26. Choose two images from this site. Include their title and a description of each picture.

Liberation

27. When the Soviet soldiers liberated Auschwitz Death Camp, how many shoes did they find?

Survivors

28. Describe one hardship survivors had to face.

A Survivor's Prayer: A Poem

29. Read the poem, and summarize what it is about in a few sentences.

Importance of teaching about the Holocaust

30. If you were going to teach others about the importance of studying the holocaust, what three pieces of information that you've learned would you make sure to include? Why, for each?

Extra Credit:

• Choose one of the topics below, research it, and write a brief summary (50 words max). 
• Write the information on an index card in your own words. 
• At the end of the summary, make sure to write the URL (web address) of the source of your research.

Topics:

• D-Day (June 6, 1944)
• Resistance Fighters (Jewish and non-Jewish)
• The tragedy of the German ocean liner, the St. Louis (1939)

 

Week of Jan. 22-28

Due Tues., Jan. 22	-----
Due Wed., Jan 23	Completed Anne Frank Timeline; symbols in color
Due Thurs., Jan. 24	Webquest Answers #1-10
Due Fri., Jan. 25 Due Mon., Jan. 28	Webquest Answers #11-20;  Webquest Answers #21-30

Want Extra Credit? Explore Anne's Life...

.Below is some basic information about Anne.
Check out the links on the left hand side of the page (Anne Frank Links) for more specific information.

Scroll down to the bottom of this post (under Miep's pictures) for Extra Credit opportunities.

Anne Frank (1929-1945)

Visit the Anne Frank Museum. Explore her history, the Secret Annexe, and find out who's who.http://www.annefrank.org/en/Anne-Franks-History/

Go to the US Holocaust Memorial Museum in Washington, D. C. and visit the virtual exhibition on Anne's Writing. . Click on "Launch the Exhibition."  You need Adobe Flash Player.

.http://www.ushmm.org/museum/exhibit/online/af/htmlsite/

Anne's story could have never been told if Miep had not risked her life to help the people in hiding. Read more about Miep's story at:
http://teacher.scholastic.com/frank/tscripts/miep.htm

http://teacher.scholastic.com/frank/miep.htm

For Extra Credit: 

• Visit at least three links and investigate Anne's and/or Miep Gies's life.
• You can visit the the links on this page or choose from the left hand column under "Anne Frank Links."
• Write down one fact from each site. Be sure to let me know which facts are from which site.
• Email your list to me at : cware@ojaiusd.org.
• Write "Anne Frank" in the subject line.

Writing Conclusions

Your conclusion should achieve three goals:

1.  Refer back to the hook, if possible, to bring the essay full circle. 
2.  Reinforce the thesis statement without repeating it exactly.
3. Leave a strong impression on the reader.

No!!!!!!	Yes! Yes! Yes!
Intro paragraph: Friends, family, and love:  Ponyboy had all three, but  he didn't realize it until tragedy struck.In The Outsiders, by S.E. Hinton, Ponyboy goes through many changes during the course of the story. He became more appreciative of what he had, more comfortable with himself, and less self-centered.	Intro paragraph Friends, family, and love:  Ponyboy had all three, but he didn't realize it until tragedy struck. In The Outsiders, by S.E. Hinton, Ponyboy goes through many changes during the course of the story. He became more appreciative of what he had, more comfortable with himself, and less self-centered.
This is the end of my essay. I hope you liked it. You should definitely give me an "A." Did you like the book?	From his experiences with death and loss, Pony gained more appreciation for friends and family. (This refers directly back to the hook.) He embraces his changes. Pony's experiences were difficult, but he learned from them and became a more mature individual as a result.

What's wrong with the example on the left?

• The use of I/You
• The last sentence is preachy and tells your reader what to do.
• For the purposes of this essay, avoid ending with a question (especially this one). It's the easy way out, and it sounds unsophisticated. 

For more help, try this link:
http://leo.stcloudstate.edu/acadwrite/conclude.html

Prewriting Help; Writing Hooks

To clarify today's assigment:

• Choose one prompt (either about PB's changes or why The Outsiders is still so timeless).
• Complete one side of the prewriting chart for that prompt.
• The completed prewriting chart is due tomorrow (Thursday, 1/17). So is your FD Dinner Party.
• Tomorrow in class, we'll begin the RD.
• The RD is due Friday.

If you're writing about how PB changes, here are some ideas we came up with in class.

• more tolerant of others, esp. Socs
• more grateful for family, friends, his life, his possibilities (esp. compared to Johnny, Dally)
• relationships w/both Soda and Darry change
• more comfortable w/who he is (bright, sensitive, etc.)
• more heroic and willing to take risks
• more compassionate
• less self-centered and more willing to help others

Ideas for Writing Hooks

Keep in mind these are not about your prompt; they're just examples.

Dramatic Statement (can be a fact or not)	The dramatic statement about your topic is designed to elicit  an emotional response from the reader. Take care to keep it connected to your topic; don't just use this for shock value. Example: A life without family or friends would be unbearable.
Definition	Open with a definition of a word strongly related to the topic you are discussing. It can be your own or come from a dictionary or textbook. If you take it from a dictionary or textbook, be sure to use quotation marks and give credit to the source. Example: According to Webster's Dictionary, the defintion of "friend" is: etc. .
Well Known Quotation or Quotation from a Famous Person	Open with a quotation that is well known or from a famous person. Be sure to put quotations around the quotation and give credit to the person who said it. Of course, the quotation must be directly related to your topic. Example: President John F. Kennedy once said, "Ask not what your country can do for you, ask what you can do for your country."
Figurative Language	Begin with one of these that relates to your topic: ·        metaphor                      ·        simile ·        hyperbole ·        personification ·        idiom ·        alliteration
Three Single Words	Use three strong words related to your topic. Example: Friendship. Love. Family. Without them, a person is lost in the world.

Week of Jan. 14-18

Due Tues., Jan. 15	Lit Letter (RD ok)
Due Wed., Jan. 16	Journals for Journal Grading! Really!
Due Thurs., Jan. 17	1. Prewriting Chart 2. FD Dinner Party: Invitation Menu, Seating Chart Narrative (at least 200 words
Due Fri., Jan. 18	RD Essay

Before you even start writing an essay, try doing RAFT to figure out what you're supposed to write about:

Role: Who are you as you write? Usually, it's just you, the student

Audience: Who will be reading your essay?

Format: What kind of essay is it?

Topic: In one sentence, what is the topic you're essay will be about?

Today in class we discussed writing a five paragraph essay.

A five-paragraph essay is like a hamburger: top bun, three layers, bottom bun.

Paragraph #1 = Introduction

• Hook: Grab your reader's attention, but avoid questions. See below for other ways to write hooks.
• Thesis Statement = TOPIC   +    YOUR POSITION ON THE TOPIC
• Brief Preview = a brief indication of what's to come in each body paragraph

Paragraphs #2-#3-#4 = Body Paragraphs

• Topic sentence 
• At least three examples from the text, details, facts, etc. that support your topic sentence

Paragaraph #5  = Conclusion

• Refer back to the thesis statement, but use different words!
• Add one strong, final thought. Avoid questions or "You should..."

Journal #4 Grading: Friday, Jan. 11

Journal #4 Checklist

• Is each item where it's supposed to be according to the table of contents?
• Is my table of contents neat and complete?
• Is each page titled?
• Is my table of contents EXACTLY like the one below?
• Is every assignment complete?
• Is every single page  numbered (1L/1R, 2L/2R, etc.?
• Did I make corrections and edits in a bright color?
• Does my journal reflect pride of ownership? In other words, am I proud of the work I've done in my journal?

Journal #4 Table of Contents

We may do the TBA's before Friday, so don't forget to update T. of C.

JE	Left	Right
31	Compound/Complex WS	Comic Strip 1-3
32	Comic Strip  4-6	FD Interview Info
33	"Nothing Gold...:"	Book vs. Movie (List of 10)
34	Comic Strip 7-9	Comic Strip 10-12
35	PB Letter info (blue sheet)	Cont'd
	RD Letter
36	Open Mind (color)	13/13
37	Love Letter (Egore & Zelda)	TBA
38	RD Map Info (tiny white sheet)	Cont'd
	RD Map
39	RD Dinner Party !	Cont'd
40	RD Dinner Party !	Cont'd

Week of Jan. 7-11

Due Tuesday, Jan. 8	In JE #37/left, rewrite the love letter from Zelda to Egore (below, in blue) letter correctly. There aren't any spelling errors, just punctuation problems.
Due Wednesday, Jan. 9	RD Map due in Journal
Due Thursday, Jan. 10	RD Dinner Party due in Journal
Due Friday, Jan. 11	FD Map is due in color and ink Journal Grading for Journal #4!

dear egore i want a boyfriend who knows what love is all about you are generous kind  and thoughtful people who are not like you admit to being silly and immature you have ruined me for other boyfriends I yearn for you I have no feelings whatsoever when we're apart I can be forever happy will you let me be yours gloria

Week of Jan. 2-4

Due Wed., Jan.  2	RD Ponyboy Letter
Due Thurs., Jan. 3	Open Mind; 13/13
Due Fri., Jan. 4	Have "Nothing Gold Can Stay" memorized for oral test.
Due Mon., Jan. 7	FD Ponyboy Letter