This resource was reviewed using the Curriki Review rubric and received an overall Curriki Review System rating of 3, as of -0001-11-30.
Not Rated Yet.
This should fit into one forty-five minute lesson.
Students should be entirely capable of completing silent discussion independently. Continue to circulate throughout the room as they conduct it, monitoring content and conduct of the discussion and selecting pairs to lead whole-group discussion.
It should go without saying that you should try to choose different pairs from day to day--attempt to give all students a chance to lead off the whole-group discussions.
Desired Learner Outcomes:
Students will be able to…
Students will know…
debate constructively and respectfully with their partners and classmates.
how the Nazis rounded up the Jews for deportation, imprisonment, and murder.
guide their partner's reading of the Diary.
how great a risk the Franks and Van Daans faced by being in hiding.
read the Diary independently.
how Anne's troubled relationships with her mother and sister affected them and their experience in hiding.
Describe Performance Tasks
Explain &/or Reference Criteria
Students will read the section of the book that has been assigned and complete their "diary entries."
Use your own grading scale to assess the completeness and thoughtfulness of each student's response to his/her reading. I use 1-2-3-4 (1 being the lowest, 4 being the highest), where a "4" entry not only summarizes what was read correctly, but engages in questioning and extending what has been read.
Procedures: PART 1:
Students should begin the lesson with their partner (note: an odd number of students in a class may permit the use of a triad, which also works pretty well). Aim for three paper exchanges in this silent discussion. It should be timed as such:
3-5 minutes: Each student writes something to his/her partner. Remind them of the discussion starters referenced in the introductory lesson if they struggle.
While students write, circulate around the room with a notepad or clipboard and note students' discussions that are particularly cogent, thoughtful, or provocative. Make sure to choose students who touch on the most important events or ideas in the reading. You may use this as a formative assessment/classwork grade, or it may give you a good sense of who to "call on" in the whole-group discussion.
Announce "switch!" after 3-5 minutes. Students should switch papers and respond to what his/her partner wrote. Again, remind strugglers of tools for constructive disagreement and extension.
Announce another "switch!" after 3-5 minutes.
Announce a final "switch!" after 3-5 more minutes.
Then conclude the silent discussion. This should take a total of 15-20 minutes, although, since this is the first time, it may take longer.
In the whole-group discussion, I usually choose three pairs of students whose silent discussions were particularly productive. Touch on these points in your whole-group discussion:
What happened to the Jews who were not able to go into hiding? [Rounded up by the Nazis and sent to camps, sometimes gassed or shot.] How must Anne and the other residents of the Secret Annexe have felt, knowing that these people were neighbors and friends?
Why did the residents of the Secret Annexe react as they did when Mr. Koophuis was trying to get in? [They knew a carpenter might be working downstairs and that he might have found their hiding place.]
Why does Anne have such a hard time getting along with Margot and her mother? [Margot is always "good," Mrs. Frank finds it hard to relate to Anne, Anne has an admittedly bad temper, etc.--you may wish to read aloud portions of the entry for 7 November 1942.]
Students may wish to reflect again on the "Secret Annexe" activities they have completed before in light of the challenges the residents of the Secret Annexe have faced.
Also, if you have not been checking student diaries on a daily basis, now might be a good time to look them over to ascertain that students are completing them and comprehending and connecting with the reading.