*The part of the Power of Children exhibit that inspired this lesson was the replica of Ann Frank’s Diary and the detailed recreation of the office space that belonged to Otto Frank. The show in the gallery, held by Otto Frank, gave a great overview of the importance Anne’s Diary and how her memory played in his recovery after he lost his family and how it helped him heal from the effects after the war as well.
Event Title: Anne Frank Institute (Examples of Classroom Event could be; Types of Writing, or Unit specific titles such as Diaries are Living Memories from Our Past)
Activity: The Pages of our Lives
Materials Needed: Binders, writing notebooks, writing utensils, published diaries such as The Diary of Anne Frank.
Grade: 4
Objectives:
• Students will compare and contrast various types of writing.
• Students will learn about personal narratives and memoirs.
• Students will create their own opinion piece or informational text.
Activity Description: Students will explore various types of writing, and how each piece of writing is different.
Introduction:
• Depending on which unit your class is covering and which texts are being showcased, students will be reminded or informed of either; the styles of writing they know or have learned about, or background information of WWII and the Holocaust.
Program Elements:
• When discussing different types of writing, have students give examples of diverse types of writing they know.
Examples may include; personal narratives, essays, or journal entries. *Grade four Common Core standards focuses on informational and opinion styles of writing. Therefore, students in this level could bring these up in their examples.
• Discuss with students how these are similar and how they are different from one another. Create a T chart on the board listing these characteristics. Students may write these down in their notebooks as they will be using them in their activity later on.
• As a group, discuss how a diary is a personal reflection of thoughts, and that it doesn’t necessarily need to follow a certain set of ‘rules’. A diary doesn’t need to have a beginning, middle, and end like our informational texts might, but that it does hold some of the same characteristics such as facts and details.
CCSS.ELA-Literacy.SL.4.1d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
CCSS.ELA-Literacy.SL.4.1a Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
• This will tie back to the idea of Anne Frank’s diary, which is a published book now. Are there any other examples of published diaries? Would you (students) feel comfortable having your diary out for the world to see? Why or why not? Are there any stories in Anne Frank’s diary that are very personal? Examples of this may be when Anne share’s her deep fears in the camp.
CCSS.ELA-Literacy.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
• Lead the class into a discussion about why Anne Frank’s Diary is so important. Possible discussion topics include; Anne’s Diary gave extremely detailed accounts of what life was like for a Jewish child in the Holocaust, Anne’s Diary carries on her story for years to come, or we are able to read about Anne’s bravery and gain inspiration from her story, etc.
• Students will then write a diary/journal entry giving details about two important days in their lives. They can imagine that the pieces that they write will be published for the world to see to carry on the important events. Pictures that are drawn or photographs from the event can be added to their final product. (Expanded; students can place the finished product in a binder and this can be kept throughout the year and showcased at parent night or a similar event)
CCSS.ELA-Literacy.W.4.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
CCSS.ELA-Literacy.SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
Summary:
• Students can reflect on their diary entries. If they would like, students can share their entry. Students can reach a short discussion on how they felt writing them or what they would like their audience to take from their journal entries. Remind students that their words are one of the many ways that they can leave an impact in history, just as Anne Frank did.
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