Liceul Teoretic “Gheorghe Sincai”

Profesor: Kiss Kinga

Data: 05.06.2014

LESSON PLAN

Class: IX F
General theme: Domeniul educational
Title of the lesson: Portrait of Anne Frank
Type of the lesson: raising cultural awareness and saying no to discrimination.
Competente specifice: 1.2, 1.4, 3.1, 4.3
Objectives: To study the character, to develop communicative competence (verbal).
Focus: Physical description, making assumptions, adjectives, (moods, colours)
Interaction: group work, pair work, frontal work
Material: picture, flipchart, handouts, internet resources
Methods: -prediction.
- brainstorming
-debate
-presentation
- role on the Wall
- character study.

Activities:
WARM UP 8’
Aim: to introduce the topic of the lesson.
Competenta specifica: 1.2, 1.3, 3.1.
Method: frontal work, Role on the Wall technique.
Material: picture.
Interaction: S-S, S-T, All students sit in the circle.
Description: Teacher: This lesson will show us how it feels to be different and it will also take us to one
specific and very important point in the history. Students are given a picture and they study the character
in it. First, students describe her physically (Questions: How old is she?) and then, they try to see behind the

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 Liceul Teoretic “Gheorghe Sincai”
Profesor: Kiss Kinga
Data: 05.06.2014
picture and think of the questions like: What does she like doing? What colour does he like? What kind of
person is she? What nationality is she? When and where was the picture taken?
Aim: to arise interest and help SS. familiarize with the topic of the lesson.

Follow-up activity:
All the facts and assumptions will be written down as in the Role on the Wall technique. (On a flipchart).

Activity 1
Time: 8’
Aim: To get to know Anne's background, to investigate material, to select material, to develop communicative
competence (verbal), to encourage team work.
Competente specifica: 1.2, 2.6, 3.1, 4.3
Method: Mantle of the Expert, Examination of archive material /investigative journalists
Material: 2 boxes containing geographical, historical, and personal material (for example Anne’s toy, stocking,
earring, her picture, her Jewish star, summary of her biography, etc.)
Interaction: teams of 4, frontal work.
Description: Students imagine that they are contemporary investigative journalists and their publisher asked
them to write a complex article about Anne. That is why students do not want to find out things just about
Anne, but also about her whole background. There are 2 boxes on the tables containing different kinds of
material that they should investigate (geographical, historical, and personal). Each team will closely investigate
one box.

Follow-up activity: Students/journalists report to their colleagues what they have found out.
They should concentrate especially on facts, names, dates and events from Anne's background.
Students/journalists report to their colleagues what they have found out. They should concentrate especially on
facts, names, dates and events from Anne's background.
Variations: 1 Again, Role on the Wall technique can be used to summarize the reports.

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 Liceul Teoretic “Gheorghe Sincai”
Profesor: Kiss Kinga
Data: 05.06.2014

Activity 2
Time: 5’
Aim: To submerge students into fiction and get them interested in the topic, to develop imagination.
Competente specifica: 1.3, 1.5
Method: Work with Diary Entry (reading).
Material: Diary sheets
Interaction: pair work, all students sit in a circle.
Description: Teacher says “Now we have learnt a lot about Anne and about the social and political background
she lived in. I have got some terrific news for you – some ripped off sheets from her original diary were found,
so we can investigate even this authentic material. Read one of her introduction passages where she writes why
she actually started to write a diary”

Follow up activity: SS. find out more information such as the reason why Anne started a diary, that the diary’s
name is Kitty, etc.

Activity 3:
Time: 15’
Aim: To develop empathy, to develop communicative competence (verbal and non-verbal), to encourage team
work, to develop group sensitivity and creativity. Prohibitions, modals, imperatives, listening, discussion
language in teams.
Competenta specifica: 1.4, 1.5
Method: pair work
Material: Diary sheets, Jewish restrictions
Interaction: 4 teams of 5, Work with Diary Entry (reading), Still Image, Animation of Still Image,
Voices in the Head.
Description: 1 Teacher connects the drama and tells the students: “As your colleagues have already informed us
the Jews during WWII were undergoing many restrictions before Nazi started to transport them to the
concentration camps. Anne describes some of the restrictions she and all the Jews had to undergo before she
was forced to go into hiding.”

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 Liceul Teoretic “Gheorghe Sincai”
Profesor: Kiss Kinga
Data: 05.06.2014
2 Teacher asks students to read very carefully to the restrictions for Jews and in their teams create a still image
representing one of the restrictions. In the still image, one of the characters will be Anne and the still image will
show how that particular restriction affects her.
3 When a still image is finished, each character will think of a phrase he or she impersonates. (Teacher gives an
example: Jews are not allowed to use public transport, so Ann walks on the street in the winter. People from the
tram observe her saying: You cannot go here. You filthy Jew. I am so sorry for you, etc.)

Follow up activity: A short discussion about how students felt can follow, teacher should ask especially the
student acting Anne, as it was very emotional for her and teacher should help her step out of the role and
express her feelings.

Follow-up activity: 14’

Write a one page diary of Anne Frank including relevant information they have acquired throughout the lesson.
Some of the SS. will be asked to read a few lines.

Diary entry 1
SATURDAY, JUNE 20, 1942
Now I'm back to the point that prompted me to keep a diary in the first place: I don't have a friend. Let me put it
more clearly, since no one will believe that a thirteen year-old girl is completely alone in the world. And I'm
not. I have loving parents and a sixteen-year-old sister, and there are about thirty people I can call friends. No,

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 Liceul Teoretic “Gheorghe Sincai”
Profesor: Kiss Kinga
Data: 05.06.2014
on the surface I seem to have everything, except my one true friend. This is why I've started the diary. To
enhance the image of this long-awaited friend in my imagination, I don't want to jot down the facts in this diary
the way most people would do, but I want the diary to be my friend, and I'm going to call this friend Kitty.
(Frank: 10)
Diary entry 2
SUNDAY, JUNE 21, 1942
Our lives were not without anxiety, since our relatives in Germany were suffering under Hitler's anti-Jewish
laws. After the pogroms in 1938 my two uncles fled Germany, finding safe refuge in North America. After May
1940 the good times were few and far between: first there was the war, then the capitulation of Holland and
then the arrival of the Germans, which is when the trouble started for the Jews. Our freedom was severely
restricted by a series of anti-Jewish decrees: Jews were required to wear a yellow star; Jews were required to
turn in their bicycles; Jews were forbidden to use street-cars; Jews were forbidden to ride in cars, even their
own; Jews were required to do their shopping between 3 and 5 P.M.; Jews were forbidden to be out on the
streets between 8 P.M. and 6 A.M.; Jews were forbidden to attend theatres, movies or any other forms of
entertainment; Jews were forbidden to use swimming pools, tennis courts, hockey fields or any other athletic
fields; Jews were forbidden to take part in any athletic activity in public; Jews were forbidden to sit in their
gardens or those of their friends after 8 P.M.; Jews were forbidden to visit Christians in their homes; Jews
were required to attend Jewish schools, etc. You couldn't do this and you couldn't do that, but life went on. My
friend Jacque always said to me, "I don't dare do anything anymore, 'cause I'm afraid it's not
allowed." (Frank: 11)