Lesson Seed 01
Anticipation Guide / Self-Evaluation on Morality
RL.1, RL.2, RL.5
Unit Essential Question:
How do we find the strength within to overcome a challenge that is beyond our control?
A poem dealing with societal challenges such as “Tears of Darfur” by Mahnaz Badihian.
Introductory Lesson Seeds:
Unit Pre-Assessment/ Knowledge of Societal Challenges/Short Focused Research
Lesson Seed 02
Build Knowledge of Societal Challenges
RL.1, RL.2, RL. 4, RL.5, RL.10
RI.1, RI. 2, RI.4, RI.10
Multiple digital and non-digital texts dealing with societal challenges.
Some suggested topics are Holocaust, Oppression, Sudan, Rwanda, and Armenian Genocide
Lesson Seed 03
Short Focused Research
Develop understanding of the methods used by the Germans to segregate and then murder millions of Jewish people during WW II.
At the conclusion of this seed, students should be introduced to the drama The Diary of Anne Frank and independently read Act 1, Scene 1.
Lesson Plan 01
RL.1, RL.2, RL.4, RL.10
W. 2, W.4, W.10
SL.1, SL.4, SL.6
L.1, L.3 , L.4, L.5, L.6
Close Reading: excerpts from Act 1, Scene 1 of the drama The Diary of Anne Frank and a poem by Andrew Motion, “Anne Frank Huis.”
Through close reading, some of the challenges that will be faced by Anne Frank are examined.
Homework: Students may read/listen to Act 1, Scenes 2 & 3
Lesson Plan 02
RL.1, RL.2, RL.10
W.2, W.4, W.10
L.1, L.3, L.4, L.6
Close reading: Act 1, Scenes 2 & 3 of the drama The Diary of Anne Frank. Students find evidence to support contradicting character traits for Anne Frank and discuss how these traits help Anne find the strength to cope with the challenges beyond her control.
Homework: Students may read specific excerpts from the text of Anne’s actual diary, A Diary of a Young Girl.
Lesson Plan 03
RL.1, RL.2, RL.3, RL.10
SL.1, SL.4, SL.6
L.1, L.3, L.4, L.6
Close reading: Specific excerptsfrom the text of Anne’s actual diary, A Diary of a Young Girl. Students find evidence demonstrating how Anne finds the strength to cope with the challenges beyond her control.
Homework/Class work to be completed prior to next lesson: Students read Act 1, Scenes 4 & 5, as well as the diary, Tues, 10 Nov 1942 – Mon, 7 Dec1942, noting conflicting information.
Lesson Seed 04
RL.1, RL.5, RI.9, W.2, W.9
Compare structures and mark conflicting information between the diary, Tuesday, 10 November 1942 – Monday, 7 December 1942, and Act 1 of the drama. Draw conclusions about the two structures and the purpose of opposing facts or the interpretation of the facts used in the play.
Homework: Students may be assigned Act 2 of the drama to read according to directions in Lesson Seed 6
Lesson Seed 05
Writing Argument/ Routine Writing
RI.1, RI.2, W.1, W .9, SL.1
Analyze the decision to invite Mr. Dussel to stay with the Franks in the annex, according to the diary (10 November 1942). Select strongest pieces of evidence to support your claim.
Lesson Seed 06
Close Reading: Trace the Development of a Central Idea
RL.1, RL.2, W.2, W.9, SL.1
Read Act 2 of Drama, as well as excerpts from other texts, in order to trace the methods used by specific characters to find strength within to overcome the societal challenges of the Holocaust.
Lesson Seed 07
Novel Study/Literature Circles
RL.1, RL.2, RL.4, RL.5, RL.10, W.4, W.10, SL.1, SL 5, L.1
After students have completed the reading of the Anne Frank diary/ drama, they read an independent novel, historical fiction, memoir, or biography dealing with a different (not WWII Holocaust) societal challenge. If students read the Anne Frank diary/drama in class, the independent novel can start earlier in the unit. The societal challenge that is the focus of the literature circle will become the fodder for the research project and topic. Suggested literature circle topics are:
On-going Lesson Seed:
Lesson Plan 04
RI.1, RI.2, RI.3, RI.8, RI.9, RI.10
W.1, W.2, W.4, W.5, W.6, W.7, W.9, W.10
SL.2, SL.3, SL.4, SL.5, SL.6, L.1, L.2, L.3, L.4, L.5, L.6
This lesson focuses on students researching a societal challenge related to the independent reading of the text used for the literature circles. The length of the research will cover one or more weeks and will be dependent up how much of the research is completed in class or as homework. It is suggested that students complete some research and writing steps independently at home.
Lesson Seed 09
Close Reading: Characterization and Point of View; Writing Argument
RI.1, RI.3, W.1, W.4, W.9, S.1
Students read the excerpts from various Anne Frank texts to identify the differing points of view about Anne, herself. (The way Anne views herself as contrasted to the way others view her.)
Homework: Independent reading/ preparation of literature circles/research
Close Reading/Writing Argument
Lesson Seed 10
Point of View and Mood
RI.1, RI.3, RI.6, W.2, W.4, W.5, W.9 SL.1
Students read and annotate an excerpt from We All Wore Stars: Memories of Anne Frank From Her Classmates by Theo Coster, pp. 14- 16 “A New School: Age Thirteen” in order to determine point of view and how it affects the reader’s mood through the use of textual evidence.
Close Reading/Point of View and Mood
Lesson Seed 11
RI.1, RI.3, RI.6, W.2, W.4, W.5, W.9, SL.1
Students read and analyze an excerpt from Anne Frank Remembered: The Story of the Woman Who Helped to Hide the Frank Family by Meip Gies ” in order to determine point of view and how it affects the reader’s mood through the use of textual evidence.
Lesson Seed 12
Close Reading: Trace the Development of a Theme
RL.1, RL.2, W.2, W.9
Students write an explanatory text tracing the development of the theme and using the strongest evidence to support their ideas
Lesson Seed 13
Comparing Text to Film
RL.1, RL.7, W.1, W.2, W.9, SL.1, SL.3
After viewing clips from the film Life is Beautiful (chapters 15, 18, 19, 20), students will analyze the impact of different techniques employed that are unique to each medium; assess effects of the changes on the mood, tone, theme, and on meaning; and evaluate the purpose and the motives behind the changes in the creation of the film presentation
Lesson Seed 14
Short Literary Non-Fiction (excerpts, short stories, poems, speeches, photographs, etc.)
RL.5, RL.7, W.2, W.9, SL.1
Students read multiple texts of differing structure connected to the unit theme, Overcoming Societal Challenges. They analyze the effect the structures have on the meaning and style, supporting their analysis with evidence from the texts
Homework: Independent reading and preparation of literature circles
Short Literary Non-Fiction
Lesson Seed 15
RL.1, RL/I 2, W2, W4, W9, SL1
Students will read multiple texts of non-fictional accounts of individuals enduring challenges during the Holocaust, analyzing how the challenge was endured. They will write a generalization about how individuals endured challenges during the Holocaust. Generalizations will be supported with quotations and specific examples from the selections read.
Lesson Seed 16
Short Piece Literary Non-Fiction (excerpts, short stories, poems, speeches, photographs, etc.)
R.5, R.10, W.9, SL.1
Students will participate in a close reading of an excerpt from “Hope, Despair, Memory” Wiesel’s Nobel Prize Lecture and collaborate in small groups to .share their thoughts regarding the implications of hope and memory in Wiesel’s Nobel Prize Lecture.
Lesson Seed 17
Unit Summative Assessment
RI.1, RI.2, RI.3, RI.10
W.2, W.4, W.5, W.6, W.10
SL.1, SL.6, L.1, L .2, L.3, L.4, L.5, L.6
Students retake the unit’s anticipation guide; compare and contrast responses; and reflect on their views regarding facing societal challenges beyond their control.
Students synthesize evidence from 3 or more texts (digital and non-digital) that they examined throughout the unit, in order to write an argument about the way individuals address societal challenges beyond their control.