Unit Plan Template

UNIT: The Diary of Anne Frank

TIME FRAME: December 6th January 21st
TEACHER: Allie
GRADE: 9TH

Unit Summary and Rationale:

Students will be reading The Diary of a Young Girl by Anne Frank and
analyzing the cultural and historical contexts of that time period.

Unit Standards:
Reading

1.Cite strong and thorough textual evidence to support analysis of

what the text says explicitly as well as inferences drawn from the text.
4.Determine the meaning of words and phrases as they are used in a
text, including figurative, connotative, and technical meanings; analyze
the cumulative impact of specific word choices on meaning and tone
(e.g., how the language of a court opinion differs from that of a
newspaper).

Writing

3. Write narratives to develop real or imagined experiences or events

using effective technique, well-chosen details, and well-structured
event sequences.
d. Use precise words and phrases, telling details, and sensory
language to convey
a vivid picture of the experiences, events, setting, and/or
characters.
6. Use technology, including the Internet, to produce, publish, and
update individual or shared writing products, taking advantage of
technologys capacity to link to other information and to display
information flexibly and dynamically.

Essential Questions:

Is Anna Frank a reliable

narrator?
What role does the diary

Big Ideas:
Content: Autobiographies can portray
biased perspectives
Inquiry: Primary sources contain different

play in Annes life?

Do you think Annes
experience of the
Holocaust was more
favorable than other
victims?
How would or
understanding of the
Holocaust be different if
Annes diary was never
uncovered?

Learning Tasks:

Key

Writing: Students will

write periodic reflective
journal writing in response
to each chapter.
Reading: Students will
gather information about
the Holocaust (periodicals,
scholarly articles, etc.) In
an open class discussion,
students will share findings
and apply them to the
autobiography.
Listening: Students will
read aloud in various
systems of organization
(small groups, large group)
Speaking: Students gain
understanding of
unfamiliar language and
terminology using the text.

Terms / Vocabulary:
The Holocaust
Anne Frank
Allies
Aryan
Concentration Camp
Kristallnacht

historical insights and viewpoints than

those found in history textbooks
Nature of the Field: There are cultural
stereotypes and prejudices about specific
ethnic/religious groups.

Skills:
SWBAT:
Become familiar with important events
in world history.
Build strong content knowledge.
Critique as well as comprehend.
Utilize technology and digital media
strategically and capably.
Develop an understanding of other
perspectives and cultures other than their
own.

Ghetto
Gestapo
Final Solution
Nazi
Swastika
Third Reich

Assessments:

Summative: Intermittent Personal Journal

Vocabulary Quizzes

Diagnostic: Pretest evaluation of students prior knowledge of the

Holocaust

Formative: Class Discussions

Group Reading
Scholarly Articles and Other Resources

Learning Activities:

Student will create a shoebox

panorama of the layout of the
Annex
Students will read, recall and
record five facts about the
Holocaust during library
research time
Students participate in daily
discussions that will allow them
to recognize how a point of
view can affect historical
accounts

Resources / Text Selections:

The Diary of a Young Girl

Anne Frank

https://fcit.usf.edu/holocaust/re
sources/resource.htm
(A Teachers Guide to the
Holocaust)

School Library- online