Differences across the curriculum: Part 2

This set of lessons can be used with "Differences across the curriculum: Part 1" as an integrated approach to exploring diversity with eighth graders. The unit will revolve around the use of the drama version of "The Diary of Anne Frank." Students will learn how diversity creates bias, which leads to conflict, where students confront their bias and practice tolerance. These parts reflect the four core curricula in an interwoven approach to teaching students to confront their biases, learn tolerance, and infer the impact of these on today's society. This activity, Part 2, is meant to augment the pre-reading activities completed in Part 1 in a Social Studies class.

A lesson plan for grade 8 English Language Arts and Theater Arts Education

By Lynn Carter

Learn more

• Differences across the curriculum: Part 1 Part of a set of lessons offering an integrated approach to exploring diversity with eighth graders, this lesson serves as a pre-reading activity for the drama version of "The Diary of Anne Frank." Students will learn how diversity creates bias which leads to conflict, where students confront their bias and practice tolerance.

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Related topics

• Learn more about Diary of Anne Frank, character traits, graphic organizers, journaling, language arts, and plays.

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Learning outcomes

The students will learn tolerance and acceptance of the diversity in the society of the classroom, the school, and the greater community of the world. They will read “The Diary of Anne Frank” in play form after researching the effects of Nazism and Hitler and his prejudice towards the Jewish population in their social studies class. This will lead them to explore diversity within themselves and the world at large in today’s society. In terms of language arts, the students will practice writing and reading from various points of view. They will also enhance their own understanding of the levels of tolerance and acceptance among their peers.

Teacher planning

Time required for lesson

4 weeks

Materials/resources

• copies of “Diary of Anne Frank” in play form
• current newspapers, magazines, etc.
• learning/writing logs
• graphic organizers (see attachment)

Technology resources

Computers with Internet access (optional)

Pre-activities

The students should have completed their study of the factors leading up to and involving Hitler, his rise to power, and the resultant effects in Germany and the rest of the world’s involvement in World War II. A working knowledge of the techniques of persuasive language would be helpful in understanding Hitler’s appeal to the public.

Activities

1. Several activities could be used to lead into this reading exercise. I would recommend with telling the students that they are to think about what they would take with them if they had to flee their house immediately and could only take with them what would fit into a shoe box. This would be their writing assignment for the first night, even before they begin reading the play.
2. The next day, generate a discussion about the articles that the students chose to take.
3. Move on to the introductory material appropriate to the play. Most textbooks offer a suitable introduction. The teacher may wish to research additional facts to share with the students, or have a student(s) give oral presentations of the facts leading up to the beginning of the play.
4. As the students read the play, use the reader’s theater approach where the students take turns reading aloud the various parts of the play. Typically, I assign a particular scene to be read. At the same time, I assign the parts that will be read by certain students the next day. That night they can prepare and practice the part they will be reading the next day. As the scenes progress, help the students to learn to read expressively so as to accurately reflect the character they are reading.
5. Within the first scene or two, the teacher should give the students the opportunity to practice a “quiet and still” activity where they sit absolutely still in the classroom for at least 15 minutes. During this time, they must adhere to the rules as set forth by Mr. Frank during his instructions to the group in Act 1, Scene 2. The teacher should monitor this activity to ensure that the students follow his directions. At the end of this time, the teacher should assign the students an additional time at home where they will strive to make themselves absolutely still and unnoticeable. When this activity is complete, the students are to use their journals to reflect on their feelings and reactions to this activity. These entries can be shared in class the next day.
6. As students continue to read, different assignments can be made for journal writing/reflecting. For instance, at the end of Act I, one of my favorite activities is to have the students write about their least favorite character and discuss the reasons for this. Also, they are to write about their favorite character. They should cite examples from the text to support both of these opinions. This activity is great to repeat at the end of Act II or at the end of the play, to examine how the students are changing in their perspectives about the characters and the changes in the characters themselves.
7. Most literature texts have graphic organizers that involve character mapping (see Character Map example). Use one of these or make your own, using one of those as an example. Be sure to include synonyms and antonyms for words that describe the different characteristics of the chosen character(s). Recognizing character traits is important in the eighth grade curriculum. Also, use this character map to trace character change, development, growth, etc. Students should be made familiar with the terms “static’ and “dynamic”, “round” and “flat” characters, and should use these terms on their character maps.
8. Another activity that works well is to give the students a piece of the actual diary that was used in the play form. Then give the students another piece of the diary that was not included in the play. Have the students create a dialogue that looks and reads like the play that would depict the events in that diary entry.
9. Students could be asked to write about one of the scenes from the point of view of another character involved in that scene. One of the more obvious choices would be to have the students assume the following roles:
   
   • Mrs. Van Daan during the fur coat scene
   • Mr. Van Daan during the stolen food scene
   • Dr. Dussell during Anne’s nightmare
   • Anne’s mother during one of Anne’s rampages about Peter, Margot, etc.

   These scenes offer a great opportunity to discuss point of view and its effect on the translation of the text.

10. At some point during the reading of the play, tell the students that they are to plan a dinner party. A good time to assign this could be after the Hanukkah celebration, Act 1, Scene 5. They are to invite one of the characters to the dinner party. They must list the reasons for inviting this character. Then they are to list the friends they would invite, probably limiting them to five or six friends, plus the character and themselves. They must list a rationale for inviting each of their friends. Next, they are to make the menu and justify/explain each of the items on the menu. Additional items could be to include possible topics of conversation or conversations starters. Also, they could include table decorations, proper attire for the evening, music to be played, etc. (of course with a rationale for each item). An extension of this could be to have the students dramatize this dinner party for the classroom with a classmate playing the invited character. I could even visualize this evolving in to the class offering comments for conversation starters, much like a studio audience would do.
11. A culminating activity that would tie all of the pieces together would be to make a plexiglass quilt. The students could assemble a plexiglass cube in their technology (shop) class. A 4″ cube would be suitable. In the cube, the students should insert items that represent what/who they are at this time in their life - approximately the same age as Anne at the time she started her diary. Since the size is quite limiting, the students should take snippets of items that are momentous to them, such as fur from a favorite teddy bear, clippings of hair, etc. These cubes would then be glued or bound together to make a three-dimensional “quilt” that represents the entire team. Have each student explain to the class what they have included in their cube. Then generate a discussion of the uniqueness of each cube, but also how all together they make a single quilt. If one cube were removed, then the quilt would have a hole in it. Relate this to how students (and adults) sometimes make individuals or groups of people feel “left out” of our class, our community, etc. and how this affects all of us eventually. Also relate this to our initial theme of diversity and acceptance.

Assessment

Assessment could occur by having the students compile a collage of pictures that represent each of the characters to them. They would search magazines, newspapers, etc. and clip those pictures that seem to represent each of the characters. They would then present this collage to the class, explaining why they chose each of these pictures and what they represent to them. Of course, this could be extended to a discussion of how each student perceives the characters in a different way.

As another option, the students could choose to make a poster for the movie “The Diary of Anne Frank” using pictures of modern day stars or prominent figures to portray each of the characters. As the poster is presented to the class, the student would explain his rationale for his choices which could involve the movie star playing a similar part in a television sit-com, etc.

I also give the students an evaluation which involves factual information gathered during the reading of the play. This evaluation also would include essay questions that include character analysis, understanding of the historical context of the play, and understanding the lack of tolerance that led to the conflict of the Frank family against society. Other pertinent questions should deal with the impact of that intolerance and conflict on our society today. Good anthologies usually include examples for evaluation.

Supplemental information

A good short story to read with this is “Coming Home” by BJ Chute, which might be found in an old copy of Enjoying Literature. This story is told from the perspective of a young American boy whose older brother is away fighting in WWII.

Comments

Obviously, this lesson could be adapted to fit the needs of the individual teacher or classroom. All of the above activities do not have to be used, but a sampling of these will enrich the reading and understanding of this work. As stated in the objectives, the play can be used to improve the tolerance of eighth graders and make them more accepting of the diversity of their world.

Teachers may also be interested in the drama/guidance unit in the LEARN NC lesson plan database entitled “Respecting Differences”, which was created by Daryl Walker and Judy Peele.