Due to computer problems and the possible disruption of snow, this week's assignments are flexible.  We cannot test until we finish the play.  We won't get to vocab until after we finish the play.  We can't finish the project until we finish the play. 

Flexibility is the name of the game.

Review Guide for "Anne Frank"

The Diary of Anne Frank

Study Guide

Test Wednesday: 30 multiple choice

Act I

1.     What is FLASHBACK?  What is an example in the text?

2.     How does Peter feel about Anne in Acts I and II?  How do their characters differ?

3.     How are Anne and Margot’s personalities different?  How do they each relate to their parents?

4.     What leadership qualities does Mr. Frank possess?

5.     What does “I’m the goat around here” mean?  What type of figurative language is it?  Why?

6.     Describe Peter’s relationship with  his parents throughout the play.

7.     What new information do they learn about the outside world from Mr. Dussel?

8.     How does Mrs. VanDaan differ from Mrs. Frank as a wife and mother?

9.     How would you characterize Mr. Frank in the first scene of Act I (when  he returns to Amsterdam after the war)?

10. How does Mr. Dussel feel about Mr. Frank?

11. What is the message about survival and hope in the play?

12. How is a book organized?  How is a play organized?

13. In what condition did the Franks leave their house?  Did they leave anything important?

Act II

14. How is New Year’s Day ruined when Miep brings the cake?

15. How have Mrs. Frank’s feelings about the VanDaans changed?

16. What is the importance of D-Day and how does it impact the group?

17. With what internal conflict does Anne struggle in Act II?

18. Why does Mrs. Frank disapprove of Mr. VanDaan’s fatherly qualities?

19. What are the four examples of conflict (man v. ?) and which are present?

20. What qualities does Peter admire about Anne?

21. How do Anne and Peter’s views of religion differ?

22. How does Anne cope with her feelings of sadness and frustration?

23. Why does Mr. Frank say, “She [Anne] puts me to shame”?

24. What hardships do the protectors face?

25.  How does Margot feel about Anne “having someone”?

Anne Frank's Amsterdam

Pictures of Anne transposed into modern Amsterdam in time line format

Vocabulary Lists (Act II to be distributed next week)

Vocabulary Lists with practice

Some really great stories about being part of the Resistance during the Holocaust

http://jewishpartisans.blogspot.com/2013/12/featured-jewish-partisan-frank.html

Online Play Text

Missed class? Catch up on your reading here.

Animoto

"The Diary of Anne Frank" Animoto

Online Tour of the Annex

Explore the Anne Frank Annex here!

Current Events: Holocaust Survivor Beauty Pageant

Current Events: Holocaust Survivor Beauty Pageant #awesome #timely

"The Book Thief"

As you know after today's lesson, this book is on my list of all-time favorites.  First, pick up the book.  Then, go see the film.

Rubric

	Below 8th Consider re-doing. (18-19) (weakest)	Beginning D-range (20-23 pts.)	Emerging C-range (24-26 pts.)	Proficient B-range (27-29 pts.)	Above 8th A-range (30-33 pts.) (strongest)
Develop Story W.8.3b Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.	The piece reads as an informational text and needs development of character, conflict, plot, setting.	The piece shows some development of setting, plot, conflict, or character, but does not read as an authentic experience.	The piece shows developing inclusion of setting, plot, conflict, or character, but does not read as an authentic experience.	A story and fictional account of the Holocaust includes a variety of elements of plot going beyond just character, conflict, and setting.	A story and fictional account of the Holocaust includes a variety of elements of plot going beyond just character, conflict, and setting to include character motivation, theme, symbolism, and/or figurative language.
Vivid Language & Creativity W.8.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.	Piece needs stronger and more vivid word choice and descriptions throughout. Elementary word choices and many words misused. Writing contains many cliché ideas and an uninspired style.	Piece needs stronger and more vivid word choice and descriptions throughout. Elementary word choices and many words misused. Writing contains many cliché ideas and an uninspired style.	Some strong words and descriptions. Some above average word choices however, many words are used inappropriately. Writing contains a few creative ideas but style is mostly uninspired.	Strong words and descriptions throughout. Many words are above average and used appropriately throughout the work. Writing is somewhat creative. Some new and imaginative ideas. Good writing.	Strong, vivid words and descriptions throughout. Words are above average, and used appropriately throughout the work. Writing is extremely creative. Ideas and style is refreshing and imaginative. Talented writing.
Integrates Setting Elements from Multiple Credible Sources whole document W.8.8 Gather relevant information from multiple print and digital sources.	This piece does not address the elements of setting explored yesterday and does not accurately represent the time period.	This piece shows a lack of connection between elements of setting and the piece. They may seem sort of thrown in.	This piece uses the elements of setting and begins to use them as elements of conflict, characterization, figurative language.	This piece uses the elements of setting to fully develop an authentic writing piece and the elements serve as clear indicators of conflict, characterization, figurative language, and setting	This piece feels authentic, thanks to its integration of both obvious and hidden elements of setting in the piece.

1940s Setting Creative Writing

Life in Amsterdam Setting Creative Writing Piece

Due: Monday, December 9 (Writing grade)

Task: Integrate the station information about the historical context of Amsterdam.  Include four of the six elements of setting in your piece. Highlight or underline exact examples.  Some of the elements may be implied, which the teachers will pick up on.

Perspective:  Assume the identity of an individual living in the time of World War II/Jewish Holocaust in Amsterdam. 

Time Frame: Encompass one of the periods: life before, rumblings of danger/subtle changes, life in ghetto or hiding, transition to camps.

Options:  Your creative writing piece can be in the style of:

·         Diary entry from the perspective of a child or teen

·         Select a picture of one of the shoes confiscated from victims of Auschwitz and Mjadanek.  Write about the person who wore them and their journey to the concentration camp.

·         Select a picture of one of the children or adults pictured in the Auschwitz-Birkenau museum display.  Write about their life in the months leading up to Holland’s occupation by Nazi Germany.

·         Write a narrative about a person involved in the Dutch Resistance who houses and hides Jewish citizens during Nazi occupation.

·         Write from the perspective of a British, American, Dutch, or Belgian soldier as they liberate the people of the Netherlands.

·         Write from the perspective of a Nazi soldier who has to make a tough decision to save a child or person that they discover in hiding.  

·         Write a narrative in which a symbol of hope occurs throughout (butterfly, bird, first flower of spring, a tree with its first fall colors, the changing of seasons, sunrise, etc).

·         Write a narrative about being a bystander and the confusion or shame that the person may feel during the Holocaust.

·         Write a narrative about a Christian child who sees what is happening around him/her.

·         Most people admire those who take risks to help others. They consider them to be heroes.  Write a story about a hero.