The Diary of Anne Frank

By Frances Goodrich and Albert Hacket

Literature Circle Packet

Common Core Objectives:

RL 2 Determine a theme of a text and analyze its development, including its relationship to the characters, setting, and plot.

RL 10 Read and comprehend dramas.

L 4 Determine and clarify the meaning of unknown and multiple-meaning words or phrases

Directions for this packet:

Most of this packet is designed for you, the reader, to read and acknowledge the concepts listed on the beginning of the packet. You will need to follow the reading schedule provided and work with your group on the discussion questions each day needed within class. The vocabulary correlates with the different parts of the novel, so you will need to complete it as you go along.

The concept pages at the end of the packet are designed for you to fill in as you find evidence of their presence within the text.

Follow along and discuss/answer the discussion questions. You will need to abide by the schedule for the packet.

You will rotate positions, and fulfill the obligations of the positions each of those 3 days. The positions and explanations of each are located on page 233 of your SpringBoard textbooks. (There will not be an artist position for this novel)

Every 3 days you will need to draw and complete your own copy of the graphic organizers on pages 235, 236, 237 of your SpringBoard textbook.

Each member will be responsible of documenting a response to another member’s discussion point each day you are assigned discussion questions. (This is much like a Fishbowl) You will find a graphic organizer that demonstrates this on page 244 of your Springboard textbook.

At the end of the novel you will be responsible for completing and answering the questions on page 247 of your springboard novel.

Please Note: All members of the Literature Circle are responsible for filling out each activity required within the packet. This includes preparing responses to each discussion question. You will need to write all discussion question responses on your own paper. You will need to make sure you include the title of the section of discussion questions you are responding to.

Reading Schedule:

Day 1: Understanding the Elements of Drama

Reading a Drama – read and highlight Read the Diary of Anne Frank Summary Read Act 1, Scene 1 and all introductory material

Day 2: Elements of Drama

Read Act 1, Scenes 2 & 3 Begin Elements of a Drama worksheet

Day 3: Characterization, Understanding Act 1

Read Act 1 Scenes 4 & 5 Characterization worksheet Complete Question Support: Act 1 worksheet

Day 4: Reading a Drama

Read Act 2 Scenes 1 & 2 Complete Reading Strategy: Reading a Drama worksheet

Day 5: Vocabulary,

Read Act 2 Scenes 3 & 4 Vocabulary Study worksheet

Day 6:

Read Act 2, Scene 5 Complete Question Support: Act 2 worksheet

Day 7: Theme

Complete page 566, questions 1-8 Complete Text Analysis: Theme

Day 8: Review and Extension

Choose 3 questions to answer from the Additional Selection Questions worksheet, 1 from each of the 3 categories

Finish all worksheets in packet, and prepare for test.

Day 9:

Final test

THE DIARY OF ANNE FRANK

SummaryTHE DIARY OF ANNE FRANKFrances Goodrich and Albert HackettSetting: Amsterdam, 1942–1945

When Act One begins, it is November of 1945. World War II has ended and Otto Frank returns to the rooms in Amsterdam where he, his family, and some friends hid from the Nazis for two years. Sad and bitter over the events of the war, Frank plans to leave Amsterdam for good. Before he leaves, he finds the diary that his daughter Anne wrote during their two years in hiding. As he begins to read, the point of view shifts, and we see the events of the Franks’ time in hiding through the eyes of thir-teen-year-old Anne.

In July of 1942, Mr. and Mrs. Frank and their daughters Anne and Margot, along with Mr. and Mrs. Van Daan and their son Peter, move into hidden rooms in Mr. Frank’s former office building. Miep Gies and Mr. Kraler, former employees of Mr. Frank, bring food and supplies to the families and protect them from discovery. In the cramped quarters, the families set rules for their daily activities. Eventually the families are joined by Jan Dussel, a friend of Miep’s fiancé. Anne often quarrels with her mother, but she remains close to her father. One night, a thief breaks into the building, and the families know that he has heard them moving about upstairs.

As Act Two begins, it is January of 1944 and the families have been in hiding for seventeen months. Anne and Peter have become friends. It has become more difficult to get food, and a man in the warehouse sus-pects something and asks for blackmail money to keep quiet. Fear and boredom cause unhappiness and tension in the secret annex. News that the allies have landed in Normandy and the war might soon be over brings some hope, however. Everyone apologizes for past bad behavior, and Anne begins to make plans for returning to normal life. But she never sees this normal life. In August 1944, the inhabitants of the secret annex are arrested and sent off to concentration camps. Anne leaves her diary behind in the hope that someone will find it and keep it safe.

The last scene shifts back to November 1945. Mr. Frank concludes his story. He is the only member of the group to have survived the con-centration camps.

Reading a Drama:What is the best way to go about reading dramatic literature? At first, the student might feel as if she is reading a set of instructions. Most plays contain dialogue along with cold, calculating stage directions. Yet, a play can be a moving literary experience. Dramatic literature presents several challenges to a student, making the reading experience different than poetry or fiction. Here are some tips for students to make the most out of reading a play.

Visualize the CharactersUnlike fiction, a play does not usually offer a lot of vivid detail. Typically, a playwright will briefly describe a character as he or she enters the stage. After that point, the characters might never be described again. Therefore, it is up to the reader to create a lasting mental image. What does this person look like? How do they sound? How do they deliver each line?

Contemplate the SettingBecause many classic dramas are set in a wide range of different eras, it will behoove students to have a clear understanding of the story’s time and place. For one, readers should try to imagine the sets and costumes as they read. They should consider whether or not the historical context is important to the story.

Research the Historical ContextIf the time and place is an essential component, students should learn more about the historic details. Some plays can only be understood when the context is evaluated. The play adaptation of To Kill a Mockingbird takes place in the tumultuous deep South during the 1930s. Tom Stoppard's The Invention of Love deals with the social constraints and academic struggles during England's Victorian Period. Without knowledge of the historical context, much of the story’s significance could be lost.

With a little bit of research into the past, students can generate a new level of appreciation for the play they are studying. (And the internet makes this easier than ever before!)

Sit in the Director’s ChairHere comes the truly fun part. To visualize the play, the student should think like a director.

Some playwrights provide a great deal of specific movement. However, most writers leave that business to the cast and crew.

It begs the question: What are those characters doing? Students should imagine the different possibilities. Does the protagonist rant and rave? Or does she remain eerily calm, delivering the lines with an icy gaze? The reader makes those interpretive choices.

So, get comfortable in that director’s chair. Remember, to appreciate the dramatic literature, a student must imagine the cast, the set, and the movements. That is what makes reading dramatic literature a challenging yet invigorating experience.

Elements of a DramaLiterary Term Definition Textual Examples of how it is used in The Diary of Anne FrankPlot The story line of a play. A

plot must include a complication, rising action, climax, and a resolution.

Costuming Props or clothingused to create a character’s wardrobe.Costuming usuallyfits the personality of the character.

Sets The physical location and description of the play. There are usually many backgrounds used on a set.

Lighting The effects of light on a stage or set of a play

Protagonist The leading character of a drama or play whose rival is the antagonist.

Antagonist The character in conflict with another main character in a drama or play. The antagonist is usually considered the villain.

Elements of a DramaLiterary Term Definition Textual Examples of how it is used in The Diary of Anne FrankConflict A struggle between

opposing forces: usually internal or external conflict.

Internal Conflict A struggle within the character

External Conflict A struggle against another character, idea, organization, etc.

Complications Things that the character must consider before solving or dealing with a conflict

Climax A high point of the story, such as where a character must make a big decision

Motivation The reason characters behave in a certain way.

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Reading StrategyREADING A DRAMAIn a drama, a playwright communicates information about the characters through dialogue, or words spoken by the actors, and stage directions, or directions to the crew and actors.

Directions: Notice how the playwright provides information through dialogue and stage directions in the drama, The Diary of Anne Frank. Use the chart below to note important information about Anne and about the Nazi occupation.

The Diary of Anne Frank

Information About Anne Information About Nazi Occupation

Cast of Characters

Anne Frank: The central character, a girl in her early teenage years

Otto Frank: Anne and Margot's father Edith Frank: Anne and Margot’s mother

Margot Frank: Anne's older sister, in her late teens

Miep Gies: A former employee of Otto Frank, who is the annex resident‟s link to the outside world

Peter Van Daan: The son of Mr. and Mrs. Van Dann, Anne’s eventual love interest.

Mr. Kraler: A former employee of Mr. Frank

Mr. Van Daan: Father of Peter

Mrs Van Dann: Mother of Peter.

Mr. Dussel: An irritable former dentist

Characterization:

Dynamic: a literary or dramatic character that undergoes an important inner change, as a change in personality or attitude: Ebeneezer Scrooge is a dynamic character.

Static: a literary or dramatic character who undergoes little or no inner change; a character who does not grow or develop.

Round: a character in fiction whose personality, background, motives, and other features are fully delineated by the author.

Flat: an easily recognized character type in fiction who may not be fully delineated but is useful in carrying out some narrative purpose of the author.

Character Analysis: The Diary of Anne FrankCharacter Textual Evidence/Quotation

describing character and page number

Impact that this character has on the novel. In this section name whether the character is a Dynamic or Static Character.

Characterization: Would you consider this character a Round or Flat character? What evidence can you provide that leads you to this conclusion?

Anne Frank

Mr. Frank

Mrs. Frank

Margot Frank

Peter Van Daan

Mr. Van Daan

Mrs. Van Daan

Mr. Dussel

Miep Gies

Mr. Kraler

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Question Support (Act 1)TEXT ANALYSISFor questions 1–3, see page 545 of the Student Edition.

Directions: Answer each question.

4. Interpret a Character’s Words Complete the following sentence.

Anne thinks “paper is more patient than people” because _____________________________

5. Understand Conflicts Name one external conflict and one internal conflict in Act One.

External Conflict: ____________________________________________________________

Internal Conflict: ____________________________________________________________

6. Identify Subplot The main plot of the drama concerns the experiences of the eight inhabitants of the secret annex as they struggle to live together and avoid detection by the Nazis. A subplot is an additional, or secondary, plot with its own conflict. Describe a subplot that is introduced in Act One.

7. Analyze Theme Complete each sentence.

One character who helps to develop the theme that people are good at heart is

. (He/She) helps to develop the theme because

One character who does not support the theme that people are good at heart is

. (He/She) does not support the theme because

8. Analyze a Drama Based on what you’ve learned through dialogue and stage directions, describe Anne’s per-sonality.

What effect has the Nazi occupation had on her family’s life?

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Vocabulary StudyVOCABULARY IN CONTEXTA. Directions: As your teacher reads each sentence, listen for the boldfaced word and clues to its pos-sible meaning.

1. The look on Miep’s face filled Anne with apprehension as she wondered what bad news she was about to hear.

2. Mr. Van Daan was disgruntled over Miep’s failure to bring him what he had requested, and it showed in his unfriendly tone.

3. The inhabitants of the Annex were filled with foreboding when Miep did not turn up as promised.4. Writing in the diary helped Anne fortify herself to handle another difficult day in hiding.5. Peter was indignantly silent when Mr. Dussel suggested that he get rid of his cat.6. When Miep brought news of the invasion, the Annex erupted into pandemonium, with everyone cel-

ebrating at once.7. Anne felt great remorse when she realized she had hurt her mother’s feelings.8. Mrs. Van Daan was unabashed and bold in her attempts to give her husband more of the food.

B. Directions: To determine how well you understand each vocabulary word, fill in the chart. As you read the selection, revise your definitions as needed.

Vocabulary Word New Seen Before Can Use in a Sentence

Possible Mean-ings

1. apprehension

2. disgruntled

3. foreboding

4. fortify

5. indignantly

6. pandemonium

7. remorse

8. unabashed

:

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Text AnalysisTHEMEA theme is the message about life or human nature that a literary work communicates. When the playwrights adapted Anne Frank’s diary, they used her belief in the essential goodness of people as one of the work’s themes.

Directions: In the chart, make notes to show how Anne’s thoughts and feelings as well as the characters’ relationships with each other support the theme.

Anne’s thoughts and feelings

Characters’ relationships

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Reading CheckDirections: Recall all characters and events in the selection. Then answer each question in sen-tences or phrases.

1. How do you learn about the events that took place in the Secret Annex from July 1942 through August 1944?

2. Why do the Franks go into hiding in July 1942?

3. Who shares the Secret Annex with the Franks?

4. Describe Anne’s relationship with each of the following people: her mother, her father, Peter Van Daan. Does her relationship with each of these people change or stay the same? Explain your answer.

5. What happens to the inhabitants of the Secret Annex in August 1944? What happens to them after this time?

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Question Support (Act 2)TEXT ANALYSISFor questions 1–2, see page 566 of the Student Edition.

Directions: Answer each question.

3. Make Inferences Why does Mrs. Van Daan react so strongly when Mr. Van Daan wants to sell her fur coat?

4. Analyze Plot The climax is the point of highest action in the plot.

The climax of this drama occurs when ___________________________________________

5. Interpret a Drama Review the chart you made as you read. Anne grew up under the Nazi occu-pation. In your opinion, how did life in the attic affect her personality?

How did life in the attic affect the personality of Mr. Van Daan?

6. Evaluate a Drama Reread lines 73–118 in Act One and 1308–1330 in Act Two. According to the stage directions, what is taking place on the stage at these times?

How does this staging allow the playwrights to convey information that might not be revealed if all dialogue occurred only between characters?

7. Evaluate Theme Complete the following sentence on the back of this paper. Anne’s idea that the world may be “going through a phase” that will pass illustrates the theme of the play because

THE DIARY OF ANNE FRANK

Use to supplement the questions on SE page 545 and 566.

Additional Selection QuestionsDifferentiation Use these questions to provide customized practice with comprehension and criti-cal thinking skills.

Easy1. What IMPACT will you have on the world? 

Reread lines 1107–1111 in Act 2. What kind of impact did Anne hope to have on the world? Has she had that impact? (She wanted to write so well that she would live on after her death. Yes, her diary is a classic that has helped millions better understand the Holocaust.)

2. Identify Theme Is Anne’s belief in the essential goodness of human nature surprising? Why or why not? (It is surprising considering the circumstances under which she was forced to live the last years of her life.)

3. Clarify Why is Anne’s diary found in the Annex? (She is unable to take it with her. She can pack only clothes.)

Average4. Analyze Theme Why is it so important that Anne admits her troubles and faults in her diary? If

Anne had been less honest in her portrayal of herself, would the theme—that people are good at heart—have been conveyed as powerfully? (Probably not. It is because Anne knows how hard it is to show her inner self on the outside that she is able to have faith that others undergo the same struggles to allow their innate goodness to shine through.)

5. Story Mapping In what way does news of the invasion have both a positive and a negative ef-fect on the lives of the Annex inhabitants? (It has a positive effect because it draws them to-gether and helps them forget their conflicts with each other. It gives them strength to keep en-during because they believe that the end is near. News of the invasion also has negative ef-fects. When the invasion is bogged down, it adds to their depression. It makes their discovery at the end bitter because they actually dared to hope.)

Challenging6. What IMPACT will you have on the world? 

If the story of Anne Frank had a happy ending, would its impact have been as great? (Because Anne and the others die, after trying so hard to live, their story stays in readers’ minds longer than if the ending had been a happy one. Readers’ emotions are invested in their survival, so the disappointment is great and the realities of war come through more clearly.)

7. Evaluate Theme This play was performed within a decade of the end of World War II. What messages do you think it conveyed to audiences for whom the war was a fresh memory? (to be grateful for life and freedom, no matter how difficult life might be; to remember the past and learn from it)