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Below you will find links to IBDM where you will find information about the three movies we are going to watch for The Diary of Anne Frank unit. You will also find a parental permission slip that needs to be signed and returned to school. 

Thank you!


  • Informal
    • Comprehension checks during group reading
    • Study guide for scenes (Participatory points-traded, graded, and discussed)
    • Vocabulary frayer model for key vocabulary (Participatory points-traded, graded, and discussed)
  • Formal Assessment‚Äč
    • Selection test after each Act and at the end of the play. 

Below you will find the essential handouts for The Diary of Anne Frank. Please feel free to print or save as needed. 

Act II work packet
Act II work packet

If you like The Diary of Anne Frank you might want to check out the items below to enrich your learning!

Below you will find links to some ideas for how men and women dressed in the 1940’s style. These are just a few of the sites where you can find ideas for the 1940’s style of dress. Pintrest is a goldmine as well! Ladies, don’t forget to consider your hair style and make up! Have fun!

The Diary of Anne Frank: Drama/play, pg. 484 (Frances Goodrich and Albert Hackett) 48 pages

R.L. 8.1- Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

R.L. 8.2- Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

R.L. 8.3- 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.

R.L. 8.4- 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.

R.L. 8.5-Compare/contrast structure of two or more texts and analyze how differences contribute to meaning/style

R.L. 8.6- Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

R.L. 8.7-Analyze/compare film or live production of a story to a text/script, evaluating choices made by director/actor.

R.L. 8.10-By end of year, independently read and comprehends literature in 6-8 text complexity band proficiently (stories, poems, drama)

L8.1-Recognize and correct inappropriate shifts in verb voice/mood, use a comma, or ellipsis, or dash to indicate a pause or a break, use an ellipsis to indicate an omission, spell correctly. 

L 8.4-a-d- Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

A.           Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

B.           Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, and secede).

C.           Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

D.           Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

L8.5 a-c- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

A.           Interpret figures of speech (e.g. verbal irony, puns) in context.

B.           Use the relationship between particular words to better understand each of the words.

C.           Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

W8.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W8.5-Write with some guidance from peers/adults.

W8.5-Develop and strengthen writing by planning, revising, editing, rewriting, or trying a new approach.

W8.5-Focus on purpose and audience

W8.6-Use technology, including the internet to produce, publish, cite sources, and collaborate with others.

W8.7- Conduct short research projects to answer a question, drawing on several sources, and generating additional related questions for further research.

W8.8- Gather relevant information from multiple print and digital sources, using search terms effectively.

W8.8-  Assess the credibility and accuracy of each source.

W8.8-Quote/paraphrase the data while avoiding plagiarism and following standard citation formatting.

W8.9- Draw evidence from literary or informational texts to support analysis, reflection, and research.

W8.10-Write routinely over extended time frames (as for research, reflection, and revision) for a range of purposes and audiences; write routinely for shorter time frames (a single setting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

W8.2-Explanatory: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

A. Introduce a topic clearly; organize ideas/concepts/information into broader categories; including headings, charts, tables, and multimedia to aid comprehension.

B. Develop topic with relevant facts, definitions, concrete details, quotations, or other information/examples.

C. Use appropriate and varied transitions.

D. Use precise language and domain-specific vocabulary to inform about/explain the topic.

E. Establish and maintain a formal style.

F. Provide a concluding statement or section that supports the information or explanation presented.

SL8.1-Engage effectively in a range of collaborative discussions expressing one’s own ideas and building on others’ ideas.

               One on one, Group, Teacher led

SL8.1-Come to discussions prepared, having read/studied material and able to reflect/probe on issues

SL8.1-Follow rules for collegial discussions, set/track specific goals/deadlines, and define individual roles.

SL8.1-Pose/respond to questions and comments with detail and relevancy.

SL8.1-Acknowledge new information expressed by others and modify own views when warranted.

SL 8.2-Analyze the purpose presented in diverse media and formats

SL 8.2-Evaluate the motive behind diverse media and formats (social, commercial, and political)

SL8.3-Delineate speaker’s argument and specific claims-which are supported by sound reasoning/sufficient evidence- which are not?

SL8.4-Present claims/findings in a focused, coherent manner with relevant evidence, valid reasoning, and well chosen details.

SL8.4-Use appropriate eye contact, adequate volume, and clear pronunciation.

SL8.5-Adapt speech to a variety of contexts and tasks, demonstrating command of formal English