Advanced English 8: Periods 1 and 2

56 Minutes
11/8/16
(2 mins) Review Homework
Common Core Standards:

College and Career Readiness Anchor Standards for Language- Conventions of

Standard English: #1: Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.

Objectives:

Students will be able to identify the predicate adjectives in a sentence.

Purpose: We are going to review the grammar homework in preparation for the big grammar test
coming up in a couple of weeks.
Input: Pull out your grammar homework and follow and correct as I read off the answers.
Assessment: Students will correct their own homework and take note of how many sentences
they missed so that they can study for the upcoming grammar test.
(10 mins) Anticipatory Set: Read Background Info.
Common Core Standards:

College and Career Readiness Anchor Standards for Reading: 1. Read closely to
determine what the text says explicitly and to make logical inferences from it; cite
specific textual evidence when writing or speaking to support conclusions drawn from the
text.

Objectives:

Students will be able to listen and follow along as I read aloud the background
information on the Anne Frank play on page 213 from the textbook.

Purpose: We are going to read some background information on Anne Franks life, as well as a
timeline of Anne Franks life, to give us a better understanding of the context of the play that we
are going to read today.
Input: Turn to page 213 in your textbooks and follow along as I read aloud the passage,
Background: A True Story.

Modeling: I will read aloud from the textbook, stopping occasionally to pose critical thinking
questions to the class, such as Why is it important that the text directly quotes Annes actual
diary here? or to make some commentary on the text. This will model good close reading skills
for the students.
Independent Practice: I will then give the students 5 minutes to read all of the information on
the timeline by themselves, and then I will ask some questions about what is on the timeline and
take student answers.
Check for Understanding: I will pose questions about the timeline on p.215, such as Why
does this timeline include world events and juxtapose them with Anne Franks life events?
(10 mins) Acting Warm Up
Objectives:

Students will be able to participate in a group exercise and work together to create a
fluid and well-paced scene.

Purpose: Since we are working with the play version of Anne Frankes story, we are going to be
doing some acting. This will be really helpful for us to understand how Anne Frank and her
family, as well as the other families that they lived and interacted with, felt and acted during a
time of war and fear.
Input: The first thing we need to do is move all of the desks to the edges of the room, so that we
have plenty of space in the middle of the room. Then, we are all going to stand in a large circle in
the center of the room, in the empty space. So move all of the desks back as far as you can and
then get in a circle.
Purpose: Now that we are in a circle, we are going to do a warm up exercise to get us moving in
unison and working together.
Input: Starting with me and then working clockwise, I want everyone to take turns facing the
person next to them, raising their hands, and clapping once, in unison. Then, the next person will
turn, face the person next to them, and clap once in unison again. This will continue all the way
around the circle, like we are gaining a clap from the person in front of us and passing it on.
We want to try to keep it going at a nice steady pace.
Modeling: I will model this clapping exercise for the students. I will turn to the student to my
left, and instruct them to try to clap with me once, in unison, at the same time while facing me.
Once everyone gets the gist of this part, I will have that student turn to the person to the left of
them, and do the same thing we just did. Clap once in unison while facing each other. We will
repeat these two steps as much as needed until everyone understands the concept of passing
the clap along in the circle.

Guided Practice: Then we will begin our clapping exercise. We will go around in a circle and
pass the clapping for one full cycle. Then I will give the students some feedback on their
pacing, and the second time we will try to go a little bit faster. We will do this process two or
three more times until the students have it down.
(22 mins) Story Whoosh Activity
Common Core Standards:

Speaking and Listening Standards: 5. Integrate multimedia and visual displays into
presentations to clarify information, strengthen claims and evidence, and add interest.

Objectives:

Students will be able to work together to enact poses of scenes from the Anne Frank
play.
Students will be able to perform and pose in a way that demonstrates their given
characters emotional state in the context of the scene.

Purpose: Now that we have gotten warmed up and practiced working together, we are going to
do a little bit of acting and posing.
Input: I am going to read summaries of some scenes that we will be reading from the Anne
Frank play, and I will have a couple students at a time stand in the center of the circle and try to
strike a still pose that captures what is happening. We will go around the circle and every single
person will have something to act out. If a scene has more than one character in it, I will point to
each subsequent person in the circle, and assign them a character. Some scenes will have one
person posing alone, some scenes will have two or three people. The idea is to get into the center
of the circle, and think of this area like a stage. You want to pose in a way that everyone can see
you, and really use the space that you have. You want to find a strong expression to convey how
your character is feeling in that moment.
Modeling: For example, here is one of the scenes from the play: Anne wakes up in the middle
of the night from a terrifying nightmare. She was dreaming that the secret police finally came for
her, and were taking her to a concentration camp. She was screaming in her sleep, and was
woken by her father. She is awake now, but still cannot shake the fear from the nightmare. She
sits up in bed, still terrified. Now if its my turn to go, and I am Anne in this scene, I will go to
the center of the circle, sit on the floor like Im in bed, and try to look terrified. Really truly
terrified. Then I will hold that pose for a moment, and wait for the teacher (me) to say whoosh
and then the slate is wiped clean. The scene is over, and I go back to my spot in the circle, so the
next person or group can go.
Input: When you are striking your pose, try to be as expressive as you can, and make sure that
you are posing in a way that everyone in the circle can see you. I might give you some feedback

to try to help you pose even better. When we have it, I will say pause. Then when you have
held the pose for a few moments, I will say whoosh and wipe the slate clean, and move onto
the next scene and next group of people.
Guided Practice: We will do the story whoosh activity, and each student will have a chance to
strike a pose and empathize with a character from the play. I will read summaries of scenes that
are particularly emotional, like the arguments between Anne and her mother, the arguments
between Mr. and Mrs. Van Daan and the Frank family, the romance between Ann and Peter, the
moments when everyone has to be utterly silent, and the moment when everyone knows that they
are about to be discovered.
Check for Understanding: As I give instructions on the activity, I will check to make sure
everyone understands what we are doing. If students have questions, I will clarify. During the
whoosh activity, I will give students some suggestions or ask leading questions to get them
thinking harder about how their character would be feeling and acting in that moment.
(2 mins) Input: Now you have two minutes to put the desks back together into the proper groups
of six. We need to work quickly so that we can begin reading. Go!
(10 mins) Begin Reading Anne Frank Play
Common Core Standards:

Reading Standards for Literature:

o 3. 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.
o 4. Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including analogies or allusions to other texts.

Objectives:

Students will be able to perform lines of dialogue by reading aloud from the Anne
Frank play script.
Students will be able to listen and follow along as their peers read aloud.
Students will be able to answer questions about the plot of the play so far.

Purpose: Now we are going to begin reading the play. Everyone will get a part at some point,
and we will try to empathize with the characters and understand how the elements of narrative
are working in this play to tell us a story.
Input: I am projecting the list of parts and students assigned to those parts today up on the
board. Look up and make sure you know who you are playing today, because you will be reading
for that character. If you dont have a chance to read today, dont worry, everyone will get a

chance to read at some point. If you need to, write down your characters name before I remove
this from the projector.
Input: Now, we are going to begin reading. Everyone follow along, and I want my readers to
read nice and loudly, and with emotion. Try not to have awkward pauses between dialogue, but
as the lines switch from one character to the next, keep the flow going, just like we did with the
clapping exercise. I will be the narrator. If you are not reading a part, you should be following
along silently and respectfully.
Guided Practice: Students will read aloud from the play while sitting at their desks. Next time,
we will try to do some stage-like acting, and I will print some scripts so that students can more
easily read while standing and posing.
Check for Understanding: As students read, I will periodically stop and pose questions to the
class. Some of these questions will be designed to make sure that they are following along and
understanding what is happening in the story, and other questions will require more interpretation
of the text and critical thinking about the text.
Closure: We will likely not have time for a closure today, but I will do a five minute review of
what we have covered in the play so far at the beginning of our first lesson next week.