The Legacy of Anne Frank
What do we owe the past? This quarter we perform the stage play of Anne Frank’s years in hiding, read her own diary, and hear a survivor speak, then write about an object and a memory that matter to us.
- Essential Question IWhat can we learn from tragic events?
- Essential Question IIWhat can we learn from reading about people who experience tragedy?
By the end of this quarter, you will be able to…
These goals come from our curriculum guide. Every lesson in this quarter moves you toward at least one of them.
Your path through the quarter.
Each lesson is one 45-minute class period. Find each text in your literature textbook on the pages shown. Tap a lesson number to open that lesson. Numbers with dashed borders are coming soon.
The Diary of Anne Frank
Frances Goodrich and Albert Hackett
from The Diary of a Young Girl
Anne Frank
Midterm Checkpoint
Assessment Practice (p. 537) and Create a Graphic Novel (p. 539): retell Anne’s fountain pen story from her November 11, 1943, entry in illustrated panels. Everyone completes this checkpoint.
“After Auschwitz”
Elie Wiesel
Text-Dependent Writing: Personal Narrative
Optional practice before the SC READY Text-Dependent Writing (pp. 566-575). Mentor text: The Diary of a Young Girl. Grammar focus: capitalization.
Where the quarter is headed.
Read this now. Every lesson before it gives you a piece of what you will need.
A Treasured Object
Using ideas, information, and examples from multiple texts in this unit, including the November 11, 1943, entry from The Diary of a Young Girl, in which Anne Frank writes about a pen she values, write a personal narrative about an experience involving a treasured object.
- Manage your time: review the unit’s texts, plan your narrative, write it, then revise and edit.
- Engage readers: establish a context and develop a logical sequence of events.
- Bring it to life: include descriptive details, sensory language, and narrative techniques such as dialogue and pacing.
- Connect ideas: use transitions to clarify the sequence.
The SC READY Text-Dependent Writing is the official state writing assessment this quarter. This narrative is optional practice. The quarter closes with the Unit Test on HMH Ed.
Choose your own read.
Alongside our class texts, pick one Reader’s Choice title to read on your own this quarter. Summaries are in your textbook on pp. 564-565.
- Peace Can HappenKristene Kingery
- The Butterfly / On a Sunny EveningPavel Friedmann / Anonymous
- The Singing WomenRebecca Makkai
- from Tragedy Revealed: A Heroine’s Last DaysErnst Schnabel
- Nobel Prize Acceptance SpeechElie Wiesel
- The GiverLois Lowry
- Beethoven in ParadiseBarbara O’Connor
- Brown Girl DreamingJacqueline Woodson
- Pick one of the texts and annotate the Notice and Note signposts you find.
- Use the Notice and Note Writing Frames to write about why the signposts matter.
- Compare your findings with classmates who read the same text.
Novels aligned to this unitThe Book Thief (Markus Zusak) · The Diary of a Young Girl (Anne Frank) · Tropical Secrets (Margarita Engle) · Number the Stars (Lois Lowry)
Go further.
Optional enrichment from our curriculum guide. Your teacher may assign one, or you may choose one to go deeper.
Write a Persuasive Essay
Take a position on the best way for people to avoid repeating tragic events of the past. State your claim, support it with evidence from this unit and other sources, and end with a call to action.
Create a Theme Song
Work with your class to create a theme song for a television version of The Diary of Anne Frank. Which moments will the lyrics reflect? What message and mood will the melody carry?
Standards this quarter.
South Carolina College and Career Ready ELA Standards (2023), Grade 8, as listed in the Quarter 4 curriculum guide.
View all 16 standards
- SC.ELA.AOR.9
- Build and apply a range of academic vocabulary, as well as grade-level appropriate morphology to apply to reading, writing, and speaking.
- SC.ELA.8.AOR.1.1
- Analyze how key elements contribute to the meaning of the text as a whole.
- SC.ELA.8.AOR.4.1
- Analyze an author’s perspective or purpose in a text and analyze how an author uses rhetoric to advance that perspective or purpose.
- SC.ELA.8.AOR.5.1
- Determine and explain how an author’s choices in structuring a text, including the manipulation of time (e.g., flashback and foreshadowing), create effects such as mystery or suspense.
- SC.ELA.8.AOR.7.1.b
- Use background or prior knowledge to determine or clarify the meanings of words.
- SC.ELA.8.AOR.9.1
- Apply knowledge of affixes and Greek and Latin roots to determine or clarify precise meanings of words and phrases.
- SC.ELA.8.R.1.1
- Conduct short and more sustained research.
- SC.ELA.8.R.1.1.b
- Use a variety of print and multimedia sources to refine the scope of inquiry as relevant to the topic and purpose.
- SC.ELA.8.C.1.1
- Write arguments to support a claim(s) with clear reasons and relevant evidence.
- SC.ELA.8.C.2.1.c
- Use varied transitions to clarify the relationships between ideas and concepts.
- SC.ELA.8.C.3.1.a
- Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience.
- SC.ELA.8.C.3.1.d
- Use narrative techniques such as dialogue, pacing, and description to develop experiences, events, setting, and/or characters.
- SC.ELA.8.C.4.1.a
- Apply knowledge of rules for capitalization.
- SC.ELA.8.C.4.1.e
- Use appropriate parallel structure in words, phrases, and clauses.
- SC.ELA.8.C.8.1
- Initiate and participate in structured discussions and collaborations about grade-appropriate topics and texts.
- SC.ELA.C.9
- Evaluate and critique ideas and concepts interactively through listening and speaking.
Overarching expectations practiced all year: read and write for many purposes, learn through multimedia, make inferences, collaborate and listen, cite evidence, and create quality work in an accepted format.