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Subject: Language Arts

Grade Level: 8

State Standard(s):

1.2.8.D: Draw inferences and conclusions based on a variety of

information sources, citing evidence from multiple texts to support
--R8.A.1.3.2: Cite evidence from text to support generalizations.
--R8.B.2.2: Identify, interpret, describe, and analyze the point of
view of the narrator in fictional and nonfictional text.
1.9.8.A: Use media and technology resources to support personal
productivity, group collaboration, and learning throughout the

NETS-S (ISTE) Standard(s):

Creativity and Innovation

c. use models and simulations to explore complex
systems and issues

Communication and Collaboration

a. interact, collaborate, and publish with peers, experts,
or others employing a variety of digital environments and

Objectives: Students will be able to interpret and analyze Anne Frank’s point of view
through a variety of “texts” (entries from Anne Frank: The Diary of a Young Girl as well
as exploring the 3-D “online hiding place” on the Anne Frank House website). Students
will examine and communicate their perspectives s to peers through personal blog posts
and responses.


Internet Access
Anne Frank: The Diary of a Young Girl


1. Beginning

Begin class by asking students:

From what you already know about Anne Frank, how do you think she felt when
she first had to go into hiding? How would you feel if you had to leave your
home and live as she did in the secret annex? What would you take with you?
Tell students that: today we are going to work hard to take on Anne’s perspective
of what it was like to adjust to living in hiding. We will read three diary entries
together as a group and then we will explore the secret annex through an
interactive website. We are going to think about the similarities and differences
between reading about and viewing the annex. Inform students that they will be
blogging about their reactions at the end of the lesson.

2. Middle

Direct students to Anne’s diary entry of “Wed, 8 July, 1942. Ask for volunteers
to read, switching after each paragraph. Read through the entry for “Friday, 10
July, 1942.” Stop after each entry and ask students to sum up the most important
information from the entry.

Now move students to computers. Student can work individually or in pairs.

Direct them to the Anne Frank House “Secret Annex Online” section: Give students 15 minutes to explore the
“Secret Annex Online.”

Next have students post blog reflections about their experience reading about and
then viewing the annex on the website. Students may respond to any or all of the
following questions:

Could you “see” the annex in your mind, when reading Anne’s
description? Did the 3-D website line up with what you imagined the
annex was like from hearing Anne’s description? Was it more powerful to
hear Anne’s description or explore the annex through the website? How
do you feel now about the questions that we answered at the beginning of
class? How well do you think you would you adjust to living in the

Give students ten minutes to complete a post on their blogs. Next assign students
a classmate’s blog to respond to. (If time runs out, this last part can be assigned
for homework—if students have computer access at home—or can be completed
at the start of the next class).

3. Ending

Bring students attention back to the group and ask them to share which mode of
experiencing the annex was more powerful for them. Was it helpful to utilize
both the diary and the website? Remind students that texts can be accessed in
many ways to get the full picture of an experience.
4. Evaluation

Student blog posts and responses can be assessed and graded for class

5. Differentiated Activities

Anne Frank: The Anne Frank House Graphic Biography can be substituted for
reading entries from the diary (since this book has sections that recreate “scenes”
described in the diary in illustrated, narrative panels).

Additionally, brief quotes or excerpts of the diary can be substituted in place of

reading the three entries, depending on the needs/ability level of the class.

Students who have trouble with the blog posting can be asked to generate a list of
words describing how Anne felt or how they would feel if placed in her shoes.
Or: students could be given the option of creating an illustration or some other
nonverbal depiction as their response/reflection.

Plan B & C

If the technology fails I would have students write responses in their journals,
instead of using their blogs. Students could trade journals with a peer to do the
response portion.

Additionally, if access to the Anne Frank House website failed, I would have a
backup of printed out pictures of each room within the annex. I would show these
to the students to give them a visual sense of the space.