AnneFrankDiaryofaYoungGirlCommonCoreAlignedLiteratureGuide PDF

Anne
Frank:
The Diary of a Young Girl
by
Anne Frank

Common Core Aligned Literature Guide
for Grades 6-8
Written By Angela Frith and Victoria Hamada
for Secondary Solutions

ISBN 10: 1-938913-74-4

ISBN 13: 978-1-938913-74-7

2015 Secondary Solutions. All rights reserved.
An individual, school, district, or similar institution that has purchased this Guide may photocopy or
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Anne Frank: Diary of a Young Girl Literature Guide

Table of Contents
About Secondary Solutions ............................................................................................................... 4
About Our Literature Guides ............................................................................................................ 5
Pre-Reading Ideas and Activities .................................................................................................... 6
Informational Focus ............................................................................................................................. 8
History of Jewish Persecution ............................................................................................................................... 8
Comprehension Check: History of Jewish Persecution ....................................................................................................... 9
Historical Background World War II ......................................................................................................... 10
Comprehension Check: Historical Background World War II ................................................................................... 11
Heroes of the Holocaust ....................................................................................................................................... 12
Comprehension Check: Heroes of the Holocaust ................................................................................................................ 13
Author Biography: Anne Frank ........................................................................................................................ 14
Comprehension Check: Author Biography ............................................................................................................................ 15
Pre-Reading Anticipation/Reaction Guide ............................................................................... 16
Vocabulary List ................................................................................................................................... 18
Vocabulary List with Definitions .................................................................................................. 19
Allusions and Terminology ............................................................................................................ 21
Active Reading Guide: Note-Taking and Summarizing ......................................................... 23
Section One: June 14, 1942 November 28, 1942 .................................................................. 24
Comprehension and Analysis ............................................................................................................................. 24
Diary Prompts .......................................................................................................................................................... 25
Literature Focus: Identifying a Characters Point of View .................................................................... 26
Writing Focus: A Personal Narrative ............................................................................................................. 28
Language Focus: Commas and Coordinate Adjectives ........................................................................... 30
Section Two: December 7, 1942 October 29, 1943 ............................................................. 32
Diary Prompts .......................................................................................................................................................... 33
Literature Focus: Examining Character Traits ......................................................................................... 34
Writing Focus: Writing an Informative Text .............................................................................................. 37
Language Focus: Vocabulary in Context ...................................................................................................... 40
Section Three: November 3, 1943 March 7, 1944 ................................................................ 42
Diary Prompts .......................................................................................................................................................... 43
Literature Focus: Recognizing and Writing About Theme ................................................................... 44
Writing Focus: Supporting Your Writing ..................................................................................................... 46
Language Focus: Synonyms, Antonyms, and Analogies ......................................................................... 48
Section Four: March 12, 1944 May 3, 1944 ............................................................................ 51
2015 Secondary Solutions
Anne Frank: The Diary of a Young Girl Literature Guide

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Diary Prompts .......................................................................................................................................................... 52

Literature Focus: Character Development Chart ..................................................................................... 53
Writing Focus: Examining Character Motivations .................................................................................. 55
Language Focus: Variations from Standard English .............................................................................. 57
Section Five: May 5, 1944 End .................................................................................................... 60
Diary Prompts .......................................................................................................................................................... 61
Literature Focus: Plot and Structure ............................................................................................................. 62
Writing Focus: Narrative Essay ........................................................................................................................ 64
Language Focus: Word Origins Etymology ............................................................................................. 65
Quiz: Section One June 14, 1942 - November 28, 1942 ...................................................... 68
Vocabulary Quiz: Section One ........................................................................................................................... 70
Quiz: Section Two December 7, 1942 - October 29, 1942 ................................................. 71
Vocabulary Quiz: Section Two .......................................................................................................................... 73
Quiz: Section Three November 3, 1943 - March 7, 1944 ................................................... 75
Vocabulary Quiz: Section Three ....................................................................................................................... 76
Quiz: Section Four March 12, 1944 - May 3, 1944 ................................................................ 77
Vocabulary Quiz: Section Four .......................................................................................................................... 78
Quiz: Section Five May 5, 1944 - End ........................................................................................ 79
Vocabulary Quiz: Section Five ........................................................................................................................... 80
Final Exam ............................................................................................................................................ 81
Final Exam: Multiple Choice ........................................................................................................... 84
Final Vocabulary Test ....................................................................................................................... 88
Post-Reading Activities and Alternative Assessment ............................................................ 90
Essay and Writing Ideas .................................................................................................................. 91
Teachers Guide .................................................................................................................................. 92
Sample Agenda ........................................................................................................................................................ 92
Notes to the Teacher ............................................................................................................................................. 94
Supplemental Resource List ............................................................................................................................... 95
Project Rubric A ....................................................................................................................................................... 97
Project Rubric B ....................................................................................................................................................... 98
Response to Literature Rubric .......................................................................................................................... 99
Answer Key ............................................................................................................................................................. 101
Common Core Alignment Documentation ............................................................................... 115


About Secondary Solutions
Secondary Solutions is the endeavor of a high school English teacher who struggled to find
appropriate materials to help her students master the necessary concepts at the secondary level at
the California high school in which she taught. She grew tired of spending countless hours
researching, creating, writing, and revising lesson plans, worksheets, and activities to motivate
and inspire her students, and at the same time, teach her required list of novels, and address the
California English Language Arts standards for each grade she taught! Frustrated and tired of
trying to get by with inappropriate, inane lessons she found online, and sparingly in teacher
stores, she finally decided that if the right materials were going to be available to her and other
teachers, she was going to have to make them herself!
In 2005, Mrs. Bowers set to work to create one of the most comprehensive and innovative
Literature Guide sets on the market. Joined by a middle school teacher with 21 years of
experience, Secondary Solutions began, and has matured into a specialized team of intermediate
and secondary teachers who have developed for you a set of materials unsurpassed by all others.
Before the innovation of Secondary Solutions, materials that were available to help teach novels
were either juvenile in nature, skimpy in content, or were only lists of ideas with little to no
direction to guide teachers on how to implement those ideas. The market offered teachers
separate teacher and student materials, or teacher materials that completely ignored the content
standards. Secondary Solutions has introduced all of the necessary materials for complete
coverage for literature units of study, based upon research, the NCTE/IRA and California State
ELA Standards, and best practices. Since then, with the advent of the Common Core State
Standards in 2010, Secondary Solutions, together with our little sister company, Elementary
Solutions (specializing in grades 3-5), has made certain that every one of our products is of the
highest quality, based upon best practices of teaching, and now, aligned to the Common Core
State Standards. Each Guide is designed to address the unique learning styles and
comprehension levels of the students in your classroom, and is based on time-tested best
practices for teaching as well as extensive coverage of ELA CCSS standards.
As a busy teacher, you dont have time to waste reinventing the wheel. You want to get down to
the business of teaching! With our professionally developed teacher-written Literature Guides,
Secondary Solutions and Elementary Solutions have provided you with the answer to your time
management problems, while saving you hours of tedious and exhausting work. You can be
assured that our materials are fully CCSS aligned, and give you the tools to teach the
understanding and appreciation of literature in your classroom. Our Guides will allow you to
focus on the most important aspects of teachingthe personal, one-on-one, hands-on instruction
you enjoy mostthe reason you became a teacher in the first place.


About Our Literature Guides

Secondary Solutions Literature Guides are based, first and foremost, upon time tested best practices for
teaching, that with the ever-swinging educational pendulum, will remain the standard for helping students
understand and appreciate the literature they read. Based on that fact, our Guides also align to the Common
Core State Standards for English Language Arts, the Texas Essential Knowledge and Skills (TEKS) standards,
and the National Council of Teachers of English English/Language Arts Curriculum and Content Area
Standards. The materials we offer allow you to teach the love and full enjoyment of literature, while still
addressing the essential core concepts upon which your students are assessed.
Our Guides are designed to be used in their sequential entirety, but may be used separately to fit your
classroom needs. Not all activities must be used. We have given you ample material to ensure that you are
teaching your students how to analyze and understand the text, and further, to appreciate the literature, while
fully addressing the standards for which this Guide was written. Most importantly, you now have a variety of
valuable materials to choose from, and you are not forced into hours of extra work!
There are several distinct categories within each of our Literature Guides:
Informational/Historical/Cultural Focus: Articles and corresponding questions, lessons, or activities, designed
to address the exploration and analysis of functional and/or informational materials and the historical and/or
cultural aspects of the text. These activities address numerous CCSS standards.
Comprehension and Analysis: Designed for comprehension and general analysis of the text, these questions are
designed to guide students as they read the text. Questions focus on comprehension and analysis and cover the
first three to four levels of questioning of Blooms Taxonomy, and/or Webbs Depth of Knowledge. Questions
are designed not only to make sure students understand what they are reading, but that they delve into the text
using the terminology and rigor required of many assessments. Addresses numerous CCSS standards.
Literature Focus: Lessons and activities that directly address the CCSS for Reading: Literature and allow
students extensive practice in literary skills and analysis, including determining theme, analyzing the authors
purpose and choices in diction and structure of the text, and articulating direct and indirect nuances of plot,
character, setting, and more. Lessons that focus on teaching a particular CCSS Literature standard are indicated
with RL.
Writing Focus: Lessons and activities that specifically help students improve their writing. These lessons and
activities prepare students for writing argumentative, narrative, and informational essays and research projects
through focused activities designed to help students improve word choice, better their sentence structure, gather
supporting evidence, develop style, integrate transitions, and/or practice general writing skills. Lessons that focus
on teaching a particular CCSS Writing standard are indicated with W.
Language Focus: Lessons and activities that directly address the CCSS for Language, from vocabulary
acquisition, to grammar proficiency exercises, and language conventions practice that specifically prepare
students for testing, while helping them to gain an appreciation of the literatures language and style. These
CCSS lessons are indicated with L.
Speaking and Listening Focus: Lessons and activities that directly address the Speaking and Listening skills.
Lessons that focus on teaching a particular CCSS Speaking and Listening standard are indicated with SL.
Teacher Resources: Teacher Resources include a Sample Teachers Agenda, Summary of the Play or Novel,
Pre- and Post-Reading Ideas and Activities and Alternative Assessment, Essay Prompts and Writing Ideas,
Rubrics, a complete Answer Key and more. Look for the Teacher Resource section at the end of our Guides.
Pre-Reading Ideas and Activities, as well as helpful notes for teaching using each specific Guide, are located at
the beginning of each Guide. Again, specific standards are not indicated because of the wide range and quantity
of standards that are addressed throughout.
Assessment: Quizzes and tests are included for each chapter or designated section near the end of each
Guide. Two final tests are provided; the first designed with a variety of questioning styles that are higher in
rigor and CCSS aligned. The second, all multiple choice, is specifically designed to include more recall and
basic comprehension.

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Anne Frank: The Diary of a Young Girl

Pre-Reading Ideas and Activities
The following are suggested activities to supplement the study of Anne Frank: The Diary of a
Young Girl before you begin reading the novel.
1. Visit the Secret Annex Online. Take a virtual tour of the Secret Annex. This site has a 3-D
virtual tour along with many other interesting facts, movies, pictures, and audio files
associated with Anne Frank and the others who called the Secret Annex home. This is a
good introduction to the book that gives both historical data and a general overview of who
Anne was and what she and her family had to live through.
http://www.annefrank.org/en/Subsites/Home/
2. Learn about World War II. Create a poster or visual display explaining the Axis and Allied
powers, major battles of the war, and the progression of the war.
3. Learn about and create a map of the Netherlands (where the story takes place). Share the
information you learn with your class in an oral presentation.
4. Visit a Jewish synagogue and/or speak with a Jewish person about his/her religious beliefs,
the Jewish culture, and anything else that he/she would like to share. Take notes and share
what you learn with your class.
5. Write a brief narrative in which the main character experiences prejudice because of his/her
religion. Be sure to include how the character handles and copes with this experience.
6. Write a brief dramatization in which the main character struggles with his/her feelings of
loneliness and isolation. Perform the dramatization for the class.
7. Learn about a genocide, other than the Holocaust, that has occurred in the 20th or 21st
centuries: Armenia beginning in 1915, Cambodia beginning in 1975, Bosnia beginning in
1992, Rwanda beginning in 1994, Darfur beginning in 2003. Write a one- to two-page report
about what you learn.
8. Create a plan for how your family would live and survive if you were confined to your house
for a year or more. Include the supplies you would need including food, water, medicine, etc.
9. Make a PowerPoint presentation teaching that not only were the Jews and others persecuted
in Europe, but that other people were mistreated in other parts of the world including in the
United States. Use the Internet to research Japanese internment camps that were present in
the U.S. during WWII. Look especially at how children were treated in these camps. Some
sites that might be helpful are:
http://www.pbs.org/childofcamp/history/
http://www.historyonthenet.com/ww2/japan_internment_camps.htm
http://aasreadingoutline.blogspot.com/2008/11/children-of-camps.html
10. Use the Internet to study the Jewish religion. Make of list of what the basis of the religion
entails and then compare what you learned to your own personal beliefs. Are they different,

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the same, not very different? Also if Jewish students are part of your class, have them
explain what their religion entails and what makes it different from other religions.
11. Create a class timeline on a large poster or bulletin boards. Use the Internet to create a
timeline of the history of Jewish persecution. Examine how far back it goes, and whether it
is still going on today. Assemble your timeline together with the other students who have
done this activity, adding facts as you find them.
12. Create a propaganda poster and advertise the pros of subjects like, artic drilling, fracking,
robotic warfare, abortion, teaching religion in schools, lowering the drinking age, legalizing
certain recreational drugs, or another hot social topic. (Ignore your own personal beliefs as
you work on this project, as propaganda is intended to persuade an audience in favor of a
topic.) Once done, pitch your topic to your classmates and see if you can persuade them to
agree with the topic you are trying to sell.

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Informational Focus
History of Jewish Persecution
The term genocide
sprang into being
during World War II to
describe the Holocaust.
The 1948 United
Nations Convention on
the Prevention and
Punishment of the
Crime of Genocide
describes genocide as
any of the following
acts committed with the
intent to destroy, in
whole or in part, a
national, ethnical, racial
or religious group, as
such: killing members
of the group; causing
serious bodily or mental
harm to members of the
group; deliberately
inflicting on the group
conditions of life
calculated to bring
about its physical
destruction in whole or
in part; imposing
measures intended to
prevent births within
the group; and/or
forcibly transferring
children of the group to
another group.
While it is estimated that over five million Jewsapproximately

67% of Europes Jewish populationwere murdered during the
Holocaust, the persecution of Jews began long before Adolf
Hitlers Nazi regime. In ancient Greece and Rome, the Jews were
viewed differently due to their different language and clothing,
as well as their refusal to worship the pantheon of Greek and
Roman gods. As Christianity gained prominence in the ancient
world, Jews continued to be viewed suspiciously since they did
not believe in Jesuss resurrectiona key tenet of Christianity
and many Christians belief that the Jews crucified Jesus in
Jerusalem. In retaliation, Jewish synagogues were burned and
Christians and the Christian church antagonized Jews for
centuries and treated them as outside the bounds of society.
European Jews were also persecuted. The 13th century saw the
expulsion of Jews from England and France. To avoid being
exiled and/or murdered during the 15th century Spanish
Inquisition, many Spanish Jews tried to appear as Christians and
forsook their beliefs in hopes of preserving their lives. The
Crusades of the 14th and 15th centuries also saw the widespread
massacre of the Jewish people. In the 1600s, Polands Jewish
population was reduced by 200,000 through massacres, while the
Russian pogroms of the early 20th century caused numerous
Jewish families to flee Russia for what they thought would be the
safety of Germany. When Adolf Hitler rose to power, Germany
then had the highest Jewish population of any European country,
making the Jews frequent targets of the Nazi regime, which
strove to eliminate anyone who was not of an Aryan background.
While Jews were the most widely persecuted group during the
Holocaust, the Nazi regime also targeted and put to death any
group they considered inferior, including Slavs, Poles, Gypsies,
the mentally ill, the physically disabled, homosexuals, political
opponents, and religious dissidents.
Resources:
www.ushmm.org
http://www.jewishvirtuallibrary.org/jsource/Holocaust/killedtable.html
http://www.ushmm.org/research/center/church/persecution/persecution.pdf

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Comprehension Check: History of Jewish Persecution
Directions: Using the article about the history of the persecution of the Jews, answer each
question using complete sentences. Do your writing on a separate sheet of paper.
1. In the first sentence the author uses the word murdered to describe what happened to the
Jews during the Holocaust. How does this term set the tone for the rest of the article?
2. List four groups of people, other than the Jews, who were targeted during the Holocaust.
3. Write a short paragraph summarizing how the Jewish people have been persecuted
throughout history.
4. Examine why Adolf Hitler and the Nazi regime murdered Jews and other groups of people
during the Holocaust.
5. Infer why the Jews were easy targets for the Nazi regime. What in their history made that
possible?
6. Rewrite the definition of genocide in your own words.
7. Why do you think the author of this article includes the definition of genocide as she did, as
if to highlight it rather than just embed it within the body of the article? How does doing so
change the importance of the term in relationship to the article?
8. Why do you think the author of this article gave so many examples of times in history where
the Jews were persecuted?
9. Specifically, what key event started the friction between the Jewish and Christian religions?
Why do you think this event was so important?
10. Given the information in the article, if it werent for the clash between the Christians and
Jews, do you believe that the Jewish people would still have been persecuted throughout
history? Why or why not?

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Informational Focus
Historical Background World War II
World War II was partially fueled by the settlement of World War I, which handed out harsh
retribution to Germany. Many Germans felt that the demands on Germany to pay penalties of
$31.4 billion for the damage it caused, greatly reduce its military to a small army and only six
ships, remove land from Germanys domain, demilitarize the Rhineland area of southern
Germany, while also forbidding Germany to unite with Austria were too harsh and impossible to
meet. So when a fiery Adolf Hitler began making speeches attacking the rest of Europe, many
Germans felt a kinship with him and his Nazi Party.
After becoming the German chancellor in 1933, Hitler began building warships, forming an air
force, and requiring compulsory military service of German citizens. In 1936, he moved troops
into the Rhine region and, when this remained unchecked by other European countries, he
proceeded to invade Austria in 1938 and Czechoslovakia in 1939. While Hitlers actions made
many other European countries nervous, they wanted to avoid another war and hesitated to direct
forces against Germany. When Hitler invaded Poland on September 1, 1939, however, the
European countries realized that they had to react.
When World War II officially began, the Axis powers of Germany and Italy aligned against the
Allies of the Soviet Union, Great Britain, and France. Throughout 1939, 1940, and 1941,
Germany continued to attempt to expand its borders by invading other countries including
Finland, Denmark, Norway, Belgium, Luxembourg, and the Netherlands, as the Allies tried to
contain the Germany military might. In June 1940, France was invaded and fell to the Axis
powers. While Great Britain never came under Axis control, the country suffered great
destruction due to the German blitzkrieg of air raids and bombing offensives.
Further seeking to expand its domination, Germany drew Japan into an alliance with the Axis
Powers to open up a theatre of war in the Pacific. When Japan bombed the American naval base
at Pearl Harbor, Hawaii, on the morning of December 7, 1941, the United States was drawn into
the war as one of the Allied Powers. The next day the United States declared war on Japan,
which was then countered by Germanys declaration of war on the United States due to the
countrys alliance with Germany. The United States was now part of World War II.
In 1942 and 1943, war raged throughout Europe, North Africa, the Soviet Union, Asia, and the
Pacific. Germany and Italy fought to maintain control of their territory and expand their borders
in North Africa and on two European fronts, while Japan focused on the Asian and Pacific
theaters. The momentum began to shift, however, when the United States and Great Britain
launched the D-Day attacks on the beaches of northern France on June 6, 1944. Following the
offensives success, the United States and Britain invaded from the West, while the Soviet Union
closed in from the East. Knowing that he was about to be defeated, Adolf Hitler committed
suicide in April 1945, with German forces surrendering on May 8, 1945. War still continued in
Asia, however, but was brought to a close when in early August the United States dropped two
atomic bombs on the Japanese cities of Hiroshima and Nagasaki. Japan surrendered on August
15, 1945, and signed the documents officially ending World War II on September 2, 1945.
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Comprehension Check: Historical Background World War II
Directions: Using the article about World War II, answer each question in complete sentences
where appropriate.
1. List the countries that formed the Axis and the Allied Powers in the table below.
Axis Power Countries
Allied Power Countries
2. Summarize how the ambitions of Adolf Hitler led directly to World War II.
3. Explain how the D-Day invasions led to the end of World War II.
4. Infer why the United States did not enter World War II until the bombing of Pearl Harbor.
5. Explain why bombing of Japan by the United States led to the end of World War II in Asia.
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Informational Focus
Heroes of the Holocaust
While Adolf Hitler and his Nazi regime sought to exterminate the Jews and other people they
considered inferior, numerous everyday heroes worked tirelessly to provide safe houses and
assistance to those persecuted people. Just as Miep and the other workers in her office assisted
the Frank and Van Daan families and Dussel, citizens of all backgrounds and faiths fought
against the injustices they saw during the Holocaust. Among these are Corrie Ten Boom, Oscar
Schindler, and the inhabitants of the French village of Le Chambon-sur-Lignon.
Corrie Ten Boom
As immortalized in her autobiography, The Hiding Place, Corrie Ten Boom and her family
opened their home in the Dutch city of Haarlem to Jews during World War II. At one point, the
Ten Booms had six to seven Jews and resistance workers living in their home, in addition to
allowing it to be used as a safe house for individuals traveling as refugees fleeing the Nazis. In
1944, the Ten Boom family was betrayed and arrested by the Nazi secret police. Even though 30
members of the resistance were arrested, all of the Jewish people hiding in the home remained
safe and were not found. After their arrest, members of the Ten Boom family were dispersed to
several prisons and concentration camps. Of her immediate family, only Corrie survived the war
and years and later chose to tell her story through speaking engagements and her autobiography.
Oscar Schindler
At the same time in Germany, industrialist Oscar Schindler did his part to protect the Jews who
worked for him. Schindler, a former Nazi party member known for his extravagant, partying
lifestyle, used his government connections to buy a German munitions factory for which he hired
Jews, the cheapest form of labor, as workers. As the deportation and extermination of the Jews
began, Schindler hired more Jews and designated them as essential workers, thus protecting them
from arrest by the Nazis. Initially motivated by mere profit, Schindler became increasingly
disenchanted with and disturbed by the Nazi treatment of the Jewish people. As Polish Jews were
increasingly arrested and taken to concentration camps, Schindler opened a Polish factory and
designated over 900 Jewish workers as necessary and essential. This list of Jews who worked for
him and were thus saved from concentration camps became known as Schindlers List. For the
year the factory operated, it produced defective bullets for German guns. Even though he was not
of Jewish descent, Oscar Schindler was buried in Israel after he died on October 9, 1974.
The Villagers of Le Chambon-sur-Lignon
From 1940-1944, the villagers of Le Chambon-sur-Lignon provided shelter to Jewish people and
often helped ferry them across the border into neutral Switzerland. Many of the inhabitants of the
Protestant villages recalled the persecution of the Huguenots, Frances Protestant minority, and
identified with the Jews because of it. The villages involvement began when Pastor Andr
Trocm of the Reformed Church of France began corresponding with members of the American
Quaker Church about Jews being held at a camp in southern France. After the church negotiated
the release of numerous Jewish refugee children from the camp, many of the villagers and people
in the surrounding areas took in the children, often passing them off as their own in order to
conceal their ethnic background. It is estimated that the villagers of Le Chambon-sur-Lignon and
the surrounding area provided refuge to about 5,000 Jews which represents one of the few
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instances in which most of an areas populations assisted in the resistance movement during
World War II.
Corrie Ten Boom, Oscar Schindler, and the villagers of Le Chambon-sur-Lignon represent only
a few examples of the courageous individuals who risked their own lives to protect the Jewish
people and others who were persecuted during the Holocaust.
Resources:
http://www.biography.com/people/corrie-ten-boom-21358155
http://tenboom.org/aboutthetenboomsc48.php
http://www.jewishvirtuallibrary.org/jsource/biography/schindler.html
http://www.ushmm.org/wlc/en/article.php?ModuleId=10007518
Comprehension Check: Heroes of the Holocaust
Directions: Using the article about Heroes of the Holocaust, answer each question in complete
sentences on a separate piece of paper.
1. Tell how Corrie Ten Boom and her family helped Jews in their city of Haarlem.
2. Discuss how Oscar Schindlers motivations to help his Jewish employees changed during the
war.
3. Examine how the work of the villagers of Le Chambon-sur-Lignon differed from that of the
Ten Boom family.
4. Analyze one of the main reasons the villagers of Le Chambon-sur-Lignon were motivated to
help the child refugees.
5. Use the Internet, your history textbook, and/or another book to learn about another hero of
the Holocaust such as Raoul Wallenberg, Jan Karski, Carl Lutz, or Giorgio Perlasca, or a
hero of your own choice. Then, create a pamphlet that tells about the persons life and the
role they played in the Holocaust.
Create a pamphlet by folding an 8 by 11 piece of blank paper in half.
On the front: Include an illustration of your hero (either a hand drawn picture or one from
the Internet or another source), his or her name, and birth and death dates.
Inside:
On the left, write a paragraph that tells about who your hero is or was. This will be like a
mini-biography and can include information about his/her job, family, political station, or
other important information about your heros life.
On the right, write another paragraph about the role he or she played specifically during the
Holocaust, and why he/she is considered a hero.
On the back: Write your personal feelings about your hero. Why do you feel he or she is a
hero and how did learning about your hero change or enhance your understanding of the
Holocaust?
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Author Biography: Anne Frank
Anne Frank was born to Otto and Edith Frank in Frankfurt, Germany, on June 12, 1929. At her
birth, Anne became the second child and daughter, after her sister Margot, of the upper middle
class Jewish family. While the family observed many Jewish traditions, they did not specifically
adhere to all Jewish customs. While living in Germany, the family lived in an assimilated
neighborhood in which children of many backgrounds and religions frequently played and
socialized together.
When Adolf Hitlers Nazi party was elected to power in the 1933 German elections, the Franks,
as well as many other Jewish families, began to worry about how the partys anti-Jewish beliefs
and support of anti-Semitic rallies would affect them. Thus, the family fled Germany for the
Netherlands in 1934, becoming a part of the 300,000 Jews who fled Germany between 1933 and
1939.
Between 1934 and 1942, the Franks enjoyed a typical life in Amsterdam. Margot Frank attended
a public school, while Anne attended a Montessori school. Mr. Frank began two companies that
sold fruit products, herbs, salts, and spices. All the while, Mr. Frank and the rest of Europe
watched Adolf Hitlers power heighten as he invaded more and more of the continent.
With Germanys invasion of the Netherlands in May 1940, life for the Jewish community began
to change drastically. All Jews were soon required to register their names and addresses with
authorities. As anti-Semitic discrimination and segregation increased, Jewish individuals were
required to wear a yellow star on their clothes at all times, Jewish children were forced to attend
all-Jewish schools, Jewish people were not allowed to use forms of transportation, Jewish
businesses were confiscated, and Jewish government employees were fired from their jobs. As
tensions and danger grew, Mr. Frank began preparing a hiding place for his family.
On June 29, 1942, German forces began deporting Jews to forced labor camps and concentration
camps across Europe. When Margot Frank received a card on July 5, 1942, ordering her to board
a train for a Nazi labor camp, the Frank family went into hiding in a Secret Annex built in Mr.
Franks former offices. The Frank family, along with the Van Pels family and Fritz Pfeffer
remained in hiding until they were discovered and arrested on August 4, 1944.
After being held in prison for four days, all eight of the former residents of the Annex were
transferred to Westerbork where they remained through the month. On September 3, 1944, they
were all herded onto the last train for Auschwitz, a death camp in Poland. Anne Franks mother,
Edith, died at Auschwitz on January 6, 1945. Anne and her sister, Margot, were sent to the
Bergen-Belsen camp in Germany where they died in March 1945, only a month before the camp
was liberated by British soldiers. Of the Frank family, only Annes father, Otto, survived. After
learning of his familys deaths, Mr. Frank received Annes diary, which had been found by his
assistant and helper, Miep Gies. Over time, Mr. Frank let people read parts of his daughters
diary, which eventually led to it being published. It has since been translated and published in
over 55 languages and sold more than 20 million copies to become one of the most resounding
voices about World War II and the Holocaust.
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Comprehension Check: Author Biography
Directions: After reading the article about Anne Frank, answer each of the following questions
in complete sentences.
1. Explain why the Frank family moved from Germany to the Netherlands.
2. Name three ways that life for the Jewish residents of the Netherlands changed after the
country was invaded by Germany.
3. Using context clues, define the term anti-Semitic in your own words.
4. Describe Anne Franks life before the beginning of World War II.
5. Using your answer from question #2, describe how Annes life changed after WWII began.
6. Examine the Frank family position (status and level of wealth). How did Mr. Frank use his
station to provide for his family, specifically how did he use his resources to create and
maintain the family during their time in hiding?
7. Explain how Anne Franks diary came to be published.
8. Assess why Anne Frank: The Diary of a Young Girl is considered a memoir.
9. Given the information in the article, infer why Annes Diary is so popular.
10. When one begins reading a book, it is not usually desirable to know what happens at the end.
Knowing what you just read in Annes biography, how do you think knowing the ending to
her story will help you comprehend the seriousness of her diary as you read it?
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Pre-Reading Anticipation/Reaction Guide
Examine Your Feelings
Activity
In five different areas of your classroom, your teacher has set up large pieces of paper, each with
one of the following words: Religion, Race, Stereotype, Identity, and Prejudice (one word per
paper). Then without talking you will travel to each paper and write at least one word or draw at
least one picture (classroom appropriate) in reaction to that topic. Try to be unique so as not to
repeat what someone else has already written. You will break into groups or your class will be
organized into a pattern so that you wont miss any of the stations.
When the rotations are over, your teacher will then go over each topic, so that you can see what
your classmates have written. As you do this, think about what your classmates wrote versus
what you wrote and whether your idea about each topic changes because of others word choices.
Discuss
After the activity, you will break into small groups, and discuss the following questions.
Remember to be respectful of people whose opinion may differ from yours.
What is prejudice?
Without referring to anyone by name, tell of a time that you incorrectly made an
assumption about someone based on his or her appearance and/or religion.
What are some common examples of prejudice in our everyday world?
What are some specific ways we can combat prejudice in our everyday lives?
Discuss ways in which you deal with negative feelings or self-doubt. What are some
healthy ways to help yourself feel better when you are having a bad day?
What is one assumption that people sometimes incorrectly make about you?
What are some of the hardest things about being a teenager?
How do you think you would handle living in a tiny apartment with your family, as well
as one other family? What would be the hardest part of doing so?
Further Examination
Once you have finished, examine the following questions. Try to be honest with yourself, as you
dont need to share your answers, but will be examining if and how they change throughout the
reading of Anne Frank: The Diary of a Young Girl.
Do you sometimes make assumptions about people based on their race or religion?
What are some false assumptions you or others make about people regarding their racial
or religious background?
How comfortable do you feel interacting with people who are of a different background
from you?
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Do you feel that people make incorrect assumptions about you based on your appearance,
religion, or some facet of your personality?
Do you ever feel unsure or uncertain of yourself because of some facet of your
personality, your religion, or your appearance?
Do you ever feel a disconnect between your inner and your outer selves?

Diary Prompt
The story of Anne Frank is a true story derived from her personal feelings and observations as
she lived her day-to-day life. She was remarkably observant, and it is because of her unique
insights that we have been given the opportunity to see a small piece of her world. Throughout
the reading of this book, you will be given a similar opportunity to share your thoughts and
feelings about Annes observations by keeping your own diary.
Whenever you see a Diary Prompt, it will be followed by directions to write about a particular
event or circumstance. Some of these will be directly from events in the book, and some will
factor in other information. It will be helpful to have either a spiral bound notebook, an actual
journal/diary, or some other type of booklet where you can keep all your thoughts together in one
place.
Directions: Diary Prompt: For your first prompt, you will react to the activity that you just
completed. You do not need to give information about your specific beliefs, but instead, you will
write about how you felt about the activity and the discussions and the questions that followed.
For example: Did others change your opinion or make you aware of something that you hadnt
thought about before? Did anything make you uncomfortable, or angry, or sad? Why do you
think this is so, and what do you think you could do to change your feelings into more positive
ones?
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Vocabulary List
Directions: Use a dictionary to find the meanings of the following words in Anne Frank: The
Diary of a Young Girl. Your teacher will direct you to do this lesson either as you read each
section or as a pre-reading activity. Whatever method your teacher chooses, be sure to keep this
list and your definitions to use with vocabulary exercises and to study for quizzes and tests.
(Page numbers provided are from ISBN 0-553-296898-1, July 1993 edition.)
Section One: June 14, 1942 November 28, 1942
1. melancholy (2)
2. capitulation (4)
3. ardent (5)
4. somber (13)
5. chattels (16)
6. scullery (18)
7. oppressive (21)
8. monotonous (25)
9. obstinate (27)
10. surreptitiously (30)
11. row (34)
12. saboteur (39)
13. pious (43)
14. congenial (49)
15. fortnight (55)
Section Four: March 12, 1944 May 3, 1944
Section Two: December 7, 1942 October 29, 1943
1. rucksack (63)
2. dejected (64)
3. disdainful (65)
4. emancipation (70)
5. aloof (78)
6. banished (81)
7. wanton (84)
8. pedantic (88)
9. subsided (91)
10. coquetry (94)
11. ado (97)
12. irrevocable (100)
13. incessantly (103)
14. virtuous (111)
15. resounding (112)
Section Three: November 3, 1943 March 7, 1944
1. prospectus (113)
2. reproachfully (119)
3. morale (122)
4. subjectively (127)
5. earnest (133)
6. manifest (135)
7. underhandedness (139)
8. witticisms (145)
9. stagnant (147)
10. hoity-toity (152)
11. intuition (156)
12. solace (158)
13. tiresome (160)
14. scoffingly (167)
15. impertinent (170)
18
1. nonchalance (172)
2. din (177)
3. adroit (179)
4. diligently (185)
5. disparaging (188)
6. salvos (193)
7. precarious (194)
8. perplexed (201)
9. variegated (205)
10. livid (210)
11. tranquility (214)
12. pseudonym (215)
13. jocular (217)
14. succulent (222)
15. privations (223)
Section Five: May 5, 1944 End
1. epistle (225)
2. wheedle (230)
3. grousing (235)
4. explicitly (237)
5. recoil (242)
6. peninsular (246)
7. redoubt (248)
8. cynical (252)
9. inferior (256)
10. orthodox (256)
11. repose (261)
12. absurd (263)
13. tarried (264)
14. predominates (267)
15. supercilious (267)

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Vocabulary List with Definitions
melancholy (2) sad or depressed
capitulation (4) the act of surrendering
ardent (5) passionate; devoted; zealous
somber (13) serious; gloomy
chattels (16) items of personal property
scullery (18) a room for cleaning and storing dishes and doing kitchen work
oppressive (21) uncomfortable; distressing
monotonous (25) tediously unchanging or unvarying
obstinate (27) stubbornly adhering to an opinion, purpose, or course of action despite
reasonable arguments against it
surreptitiously (30) clandestinely; in a sneaky manner
row (34) a noisy disturbance or argument
saboteur (39) one who intentionally hinders the efforts of a person or group or destroys
property belonging to another
pious (43) with reverence for a particular worship or religion
congenial (49) having a pleasant, likable disposition
fortnight (55) two weeks
rucksack (63) bag, similar to a backpack, used to hold supplies or personal belongings
dejected (64) miserable and depressed
disdainful (65) showing contempt or lack of respect
emancipation (70) the act of freeing a person or group from the control of another
aloof (78) physically and/or emotionally distant
banished (81) cleared away; dispelled
wanton (84) reckless; without regard for what is right
pedantic (88) overly concerned with minute details or formalisms; finicky
subsided (91) became quiet; lessened
coquetry (94) flirtatious behavior
ado (97) excess fuss or concern
irrevocable (100) unalterable; unable to take back or change
incessantly (103) without interruption; constantly
virtuous (111) honorable; having a high standard of morality or sense of right and wrong
resounding (112) loud enough to cause reverberation
prospectus (113) a printed statement that describes a plan or enterprise; leaflet
reproachfully (119) with blame or disapproval; judgmentally
morale (122) confidence and enthusiasm of a person or group, especially in the face of
hardship
subjectively (127) in a way that is based on personal point of view or opinion
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earnest (133) serious; intent; zealous
manifest (135) to make evident by showing or displaying
underhandedness (139) sneakiness; dishonesty
witticisms (145) clever, but sometimes biting, remarks
stagnant (147) not flowing in a current or stream
hoity-toity (152) superior; snobbish
intuition (156) the ability to understand something without conscious reasoning; keen insight
solace (158) comfort given in a distressing situation
tiresome (160) dull or fatiguing due to boredom or extent
scoffingly (167) in a manner that expresses scorn, mockery, or contempt
impertinent (170) insolent; rude
nonchalance (172) an air of indifference or lack of concern; casualness
din (177) a loud, continuous noise
adroit (179) skillful at using the hands or mind
diligently (185) with steady and earnest effort
disparaging (188) degrading; negative
salvos (193) simultaneous discharging of weapons in a military action or salute
precarious (194) not secure; uncertain
perplexed (201) confused; puzzled
variegated (205) having markings of different colors
livid (210) very angry; enraged
tranquility (214) calm; freedom from disturbance or turmoil
pseudonym (215) fictitious name
jocular (217) jolly; playful
succulent (222) mouthwatering; tasty
privations (223) lack of comforts and necessities of life
epistle (225) a long, elegant letter
wheedle (230) to influence by flattery; persuade
grousing (235) complaining; grumbling
explicitly (237) without any question about meaning or intent
recoil (242) to shrink back physically or emotionally
peninsular (246) [peninsula] portion of land surrounded by water on three sides and attached to
a larger land mass
redoubt (248) a secure retreat or stronghold; fortress
cynical (252) untrusting; pessimistic; skeptical
inferior (256) of lower quality or importance
orthodox (256) strictly conforming to established religious doctrine
repose (261) peacefulness; tranquility
absurd (263) ridiculously unreasonable or irrational
tarried (264) delayed; waited
predominates (267) prevails; appears more noticeable than others
supercilious (267) proud; arrogant; showing false superiority
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Allusions and Terminology
pogroms (3) organized massacre of Jews
florin (6) a gulden, the basic monetary unit of the Netherlands until 2002
shanks mare (8) walking by foot
Zionist Movement (10) Jewish nationalism that supports upholding a distinct Jewish culture and
Jewish state
call-up notice (13) an order to report for military service or for Jews to be sent to a concentration
camp during the Holocaust
W.C. (18) water closet, a small room containing a toilet
codeine (21) a medication that stops coughing and induces sleep
lumbago (25) chronic pain in the lower back
moth balls (29) strong-smelling balls of naphthalene that repel moths from clothing
urchins (36) poor and raggedly clothed children
Gestapo (38) German secret police who arrested, tortured, and sometimes killed people accused
of disloyalty
fascist (42) political philosophy that supports dictatorship, oppression, and racial segregation
Goethe and Schiller (43) well-known German writers, poets, and playwrights
ration cards (47) government-issued card that allows its owner to obtain food or other items in
short supply during wartime or other emergency situations
charwoman (50) cleaning lady
lorries (53) trucks used for transporting items such as freight
field glasses (56) binoculars used to see things from a long distance
Black Peter (57) In the Netherlands, a companion of St. Nicholas whose feast is celebrated on
December 5th
golden mean middle ground
tit for tat (68) one thing as payback for another
haricot beans (70) small white beans
Fhrer (72) German title meaning leader or guide, now most associated with Adolf Hitler
wireless (73) radio
corsets (79) womans close-fitting undergarments that extend from the bust to below the waist
Benjamin of the family (83) referring to Benjamin, the Biblical Jacobs youngest son, who was
characterized as innocent and nave
very het up (91) wound up; nervous about
Mussolini (92) the fascist dictator of Italy during World War II
Fokkers (92) airplanes made by Dutch manufacturer Fokker, used in World War II
divan (96) large couch without back or arms often used as a small bed
Danadean vessel (101) one possessing a bottomless appetite; a leaky vase that never fills; from
the myth of Danaides, the 50 daughters of Danaus, 49 of whom were condemned to pour water
forever into a leaky vessel for having murdered their husbands
delousing (105) removing lice and bugs
Valerian pills (109) herbs used to treat depression and help with sleep
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diphtheria (117) a contagious disease that inflames the heart and nervous system
fondants (122) a combination of sugar, water, and flavoring used for candies or icing
petticoat (136) a ruffled underskirt worn by women and girls
enfin (137) French for in conclusion
genealogical tables (143) visual representations of how the members of a family are related
English Home Service (143) British national radio station that operated from 1939 1967
furbelows (145) pleated or gathered pieces of material
wood wool (148) slivers of wood cut from logs
Goebbels (149) high-ranking member of the Nazi party
Dutch East Indies (155) Dutch colonies now known as Indonesia and New Guinea
black market (155) illegal trade in goods
skeleton key (162) a key that can be used as a master key to open other locks
Oma (164) grandmother
India-rubber ball (170) ball made of rubbery substance

pommes de terre (173) French word for potatoes
shorthand (179) method of writing that substitutes characters and abbreviations for letters and words
German Wehrmacht (188) combined German armed forces including army, navy, and air force
from 1935 - 1945
English B.B.C. (188) Englands British Broadcasting Corporation for public television and radio
Essen (189) city located in the northwestern part of Germany
M.P. (191) an elected member of Englands Parliament
Stalin (193) Joseph Stalin, the leader of the Soviet Union from the mid-1920s 1953
salsify (195) a European herb with a long edible root
ringing up (203) being hemmed in or caught by the police
greengrocer (205) someone who sells fresh fruit and vegetables
tosh (209) nonsense
narcissus (213) a type of daffodil
grape hyacinths (213) small plants with blue flowers
dungarees (217) denim jeans
piccalilli (221) relish made of chopped vegetables and spices
prefabricated houses (223) buildings that are partly built at a factory and then assembled at the home site

Gerbrandy (231) Prime Minister of the Netherlands from 1940 1945
ostrich policy (237) ignoring problems, as an ostrich sticks its head in the ground
anti-Semitism (238) hostility or discrimination against Jews
N.S.B. (240) Dutch National Socialist Movement that followed a fascist agenda
Whitsun (241) English name for the Christian festival of Pentecost, which commemorates the Holy
Spirit coming to the disciples
D-Day (244) June 6, 1944, when Allied troops landed on the beaches of Normandy, France
Dwight Eisenhower (244) American general who commanded the European Allied troops during
World War II
squibs (253) small devices used to ignite a charge
Bolshevists (253) political extremists who seized power of Russia during the Russian Revolution of 1917
purgatory (256) in the Catholic religion, a part of the afterlife that exists between heaven and hell
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Active Reading Guide: Note-Taking and Summarizing
Directions: To help you keep track of the events of the Diary as they occur, you take notes using the Diary
below. First, choose three of Annes entries to comment on. Then, fill in the Character, Prediction, and
Theme boxes, indicating the date of Annes entry, your reaction to it, and a short summary of what occurred.
Summary:
Date:
Reflection:
Summary:
Date:
Reflection:
Summary:
Date:
Reflection:
Section:
Themes:
Characters:
Predictions:
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Comprehension and Analysis
Directions: To help you understand what you read, respond to the following prompts about
Section One. Write your responses on a separate piece of paper using complete sentences.
1. When and why does Anne receive her diary?
2. One of the first things Anne says in her diary is that paper is patient. Infer why this
statement is important to how Anne perceives her diary and what she writes in it.
3. Why does Anne choose to write to a fictional friend named Kitty, rather than just writing down
her thoughts? How do you think that writing a letter, even to someone who isnt real, changes
the tone of what Anne shares?
4. Summarize some of the anti-Jewish laws that were put in place after Germany invaded the
Netherlands.
5. Explain the irony in Anne writing an essay about her excessive chattiness. How does this
history of writing and examining her own feelings translate to her need to express herself in her
diary?
6. Assess why Harrys grandparents would not like him attending Zionist Movement meetings.
7. Explain how the Frank family prepares to go into hiding.
8. Who helps the Franks while they are in hiding? Why is it important to have outside help?
9. Anne gives a fairly detailed description of the Annex, how its laid out, and where rooms are
located. After the description however, there is also a floor plan included. What is the purpose
of adding that floor plan to what you already know about the layout of the Annex?
10. Contrast Mrs. Frank and Margots reactions of going into hiding with those of Mr. Frank and
Anne.
11. Think about how Anne describes her relationship with her mother. How do the differences you
examined in question #10 foreshadow what we later learn about Annes relationship with her
mother?
12. Formulate one way the Franks have tried to keep life as close to normal as possible in the
Annex.
13. How does Mrs. Van Daan act at the beginning of their time in hiding? Infer what these actions
tell about her character.
14. Infer why the Franks left their home in disarray with an address written on a notepad.
15. Examine Annes relationship with Peter. How is this relationship different from her
relationships with the other people in the Annex?
16. Analyze what Anne means when she says, Hitler took away our nationality long ago.
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Diary Prompts
1. Imagine how you would handle living in the Secret Annex for an extended period of time.
Write down your thoughts and feelings, including what you believe would be the hardest part
of being in isolation if you were in this situation.
2. At many times throughout the first section, Anne lists different ways in which Jews were
separated from the general population. These include not being allowed to ride trains, wearing
the yellow stars, and being forced under a curfew. Think about how losing these liberties
affected Anne and her family. In your diary, reflect how you would feel in similar situation.
3. Consider Annes voice throughout the book. She is in a terrible situation and is slowly losing
everything, including her freedom. Yet, throughout her diary, she tries to maintain a positive
attitude. Think about a bad day or experience that you have had, and reflect on it. Try to write
about it by putting a humorous or positive spin on what happened or on what you learned from
the experience.
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Literature Focus: Identifying a Characters Point of View
Point of view refers to the viewpoint, or perspective, from which a story is told. The point of view
influences how a reader understands a story and how he/she reacts to the characters and their
actions.
Since Anne Frank: The Diary of a Young Girl is a memoir, or recollections in a diary form, it is
told completely from the point of view of its author, a 13-year-old girl. The reader thus views
Annes daily struggles and experiences only through her eyes and opinions, as opposed to through
the lens of a more impartial observer.
Part I
Directions: By telling her story completely from her point of view, Anne Frank shows the reader
her life before and while living in the Secret Annex. Use your knowledge of Section One of Annes
diary to complete the following graphic organizers and to answer the questions that follow.
Include specific details that show how Anne tells about her life from her own point of view. An
example has been done for you.
Annes
Point of
View
Views her diary as

her best friend and
confidant (p. 3)
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Since Anne tells the story from her own point of view, the reader does not gain a completely
impartial telling of the story. As most people do when telling a story, Anne tends to view herself as
the person in the right in most, but not all, situations.
Part II
Directions: Read each of the following passages from Section One, and then tell how Anne views
herself and the other person(s) discussed in the passage. An example has been done for you.
Example: I still dont like Peter any more, he is so boring; he flops lazily on his bed half the time,
does a bit of carpentry, and then goes back for another snooze. What a fool! (24)
Anne views herself as a hard worker and Peter as lazy; she believes she does more than him.
1. Mrs. Van Daan is unbearable. I get nothing but blow-ups from her for my continuous
chatter. She is always pestering us in some way or other. (27)
2. Am I really so bad-mannered, conceited, headstrong, pushing, stupid, lazy, etc., etc., as they
all say? Oh, of course not. I have my faults, just like everyone else, I know that, but they
thoroughly exaggerate everything. (33)
3. Finally I told Daddy that Im much more fond of him than Mummy, to which he replied that Id
get over that. But I dont believe it. I have to simply force myself to stay calm with her. (38)
4. It wasnt right of Daddy to judge without knowing what the squabble was about. I would have
given Margot the book myself, and much more quickly, if Mummy and Daddy hadnt
interfered. They took Margots part at once, as though she were the victim of some great
injustice. (44)
5. Oh, so many things bubble up inside me as I lie in bed, having to put up with people Im fed
up with, who always misinterpret my intentions. Thats why in the end I always come back to
my diary. That is where I start and finish, because Kitty is always patient. Ill promise her that I
shall persevere, in spite of everything, and find my own way through it all, and swallow my
tears. I only wish I could see the results already or occasionally receive encouragement from
someone who loves me. (46)
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Writing Focus: A Personal Narrative
Anne Frank was not a character in a book, but a real life person with real feeling, real fears, real
emotions, and a real history. Annes story isnt just real, but personal. Although it was never her
intention to share her thoughts and feeling with the world, through her diary, millions have been
privileged to hear her story. Anne was not alone though. There were thousands of Jews and other
ethnicities forced out of their homes, degraded, harmed, and murdered by the Nazi regime.
Through this activity you are going to examine some of those other people, reading other stories of
what happened, especially to children, during this horrifying time in history. You will start your
examination by visiting the Museum of Tolerance at http://www.museumoftolerance.com.
Part I
Once you reach the site, take a few minutes to explore and get a feeling for what the museum
represents. In the space provided below, write about your initial reaction to the museum. What did you
see and how did it make you feel?
Part II
After you familiarize yourself with the site, follow the links for:
Education ! Teacher Resources ! Children of the Holocaust
Once you reach the Children of the Holocaust page, you will see a list of pictures and names. Open
one and read the short story that accompanies it. Remember as you read this, this is the story of
another child like Anne Frank. His or her story isnt as well documented, but that fact doesnt change
that this child went through the similar circumstance of losing everything they knew and somehow
having their lives changed or ended because of the Nazis anti-Semantic views. Notice as you read that
many of these children were killed, and realize that this short biography and the picture that you see
may be the only remaining record that they ever even existed. As you read, also think about the stories
of many more children, mothers, fathers, and others who met a similar fate that were never recorded.
Now that you have familiarized yourself with the layout, look through a few other names and find one
that you can relate to or that interests you. Remember there are several pages of names and it might be
more interesting to move past the first page and search deeper.
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Directions: Once you have chosen someone who interests you, read thorough their story carefully.
You will use the pre-writing form provided to help you outline a narrative essay where you will then
retell your persons story using the first person point of view.
Information:
Persons Name:
Birth Date:
Death Date (Approx.):
Age upon death:
Facts about where your person came from:

Physical location:
Family status (wealth/position) before the Holocaust:
Position in family (oldest, youngest, etc.):

Other family members:
Was your person relocated?
Where?
When?
Why?
Your persons fate:

What happened?
Did he/she survive the war?
If he/she survived, what did your person go on to do?
Part III
Directions: You will now use your notes, your biography, and a separate piece of paper to write your
first person narrative. Remember that means that you will use the words, I, me, and my, and like Anne,
tell your story from the point of view from your person. You may do this in a letter, a diary form, or as
an essay. You may also write post-mortem (as if looking back on your persons life), or at some point
during his/her life. Remember, you may use some artistic license to fill in details, but keep the facts
that your biography gives you intact.
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Language Focus: Commas and Coordinate Adjectives
Coordinate adjectives are adjectives that appear in sequence with each other to modify the same
noun. For example, in the sentence, Our family went to the lake on the bright, sunny day, bright
and sunny are coordinate adjectives. They both describe day and appear in sequence with each
other. Coordinate adjectives are usually separated by a comma or the word and.
Not all adjectives that appear in sequence are coordinate adjectives, however. In the sentence, The
principal gave a stern verbal reprimand, stern and verbal are not coordinate adjectives. In this
sentence, stern describes the phrase verbal reprimand and verbal describes reprimand. It would
not make sense to separate stern and verbal with the word and.
If you are not sure if two adjectives are coordinate adjectives, insert and between them to see if the
sentence makes sense. If using and does make sense, they are coordinate adjectives and should be
separated by a comma.
Directions: Insert commas as needed between the coordinating adjectives. Rewrite each sentence,
correcting the errors you find. If a sentence does not have any mistakes, write no mistakes on
the lines.
1. Before the war, Anne enjoyed riding her bright green bicycle through Amsterdam.
2. I saw a nice-looking brown-haired boy standing by the bike sheds.
3. I know her too, a very soft dull creature.
4. I quickly changed into a lovely blue dress and fixed my hair a bit.
5. Jopie and Anne went for a walk in the brisk night air, returned to Annes house, and then
played board games.
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Part B
Directions: Choose the letter of the best correction for each underlined portion of the sentence.
6.
Moortje, her gray tabby cat, was the only creature to whom Anne said goodbye
before going into hiding.
A. her gray tabby cat
B. her gray, tabby cat
C. her gray, tabby, cat
7.
D. her gray tabby, cat

E. none of the above
Jews were forced to wear gaudy yellow stars on their clothes.

A. gaudy yellow stars
B. gaudy yellow, stars
C. gaudy, yellow-stars
8.
D. gaudy, yellow stars

The Franks and Van Daans moved into the small private Annex above Mr. Franks
office.
A. small, private Annex above
B. small, private, Annex, above
C. small private, Annex above
9.
D. small private Annex, above

Mr. Franks private office contained dark dignified wooden furniture.

A. dark, dignified, wooden, furniture
B. dark, dignified, wooden furniture
C. dark, dignified wooden furniture
10.
D. dark dignified, wooden furniture

According to Anne, the Secret Annex is an ideal hiding place.

A. an ideal hiding place
B. an ideal, hiding, place
C. an ideal, hiding place
D. an ideal, hiding-place

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Directions: To help you understand what you read, respond to the following prompts about Section
Two. Write your responses on a separate piece of paper using complete sentences.
1. What two holidays do the residents of the Annex celebrate?
2. Summarize Mrs. Van Daans reaction when Mr. Dussel touches her teeth.
3. Describe the current state of the Jewish and Dutch people during the war.
4. Examine how Anne views herself in reference to her interactions with other people.
5. Explain why Mrs. Van Daan becomes so frightened when she hears any sounds.
6. Generalize why the government is requiring people to declare where they got 1000-guilder
notes.
7. Assess why Mr. Frank wants to overhear the business meetings taking place below the Annex.
8. Describe how Anne treats her mother.
9. Tell how Mr. Dussel tries to make light of a frightening situation.
10. Infer why it would be dangerous for Anne to go to an eye doctor.
11. Take a side between Anne and Mr. Dussel in their disagreement regarding use of their room.
Argue why he/she should be allowed to have his/her way in the disagreement.
12. What does Anne wish to do after the war? Examine what this says about her.
13. Generalize why the residents of the Annex are having so much trouble getting along with each
other.
14. What is an air raid?
15. Discuss the importance of the wireless to the inhabitants of the Annex.
16. Examine why it was dangerous for Miep to acquire a forbidden book.
17. Analyze why the residents of the Annex must maintain complete quiet at certain times.
18. Formulate why V.M. has been acting suspicious.
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Diary Prompts
1. In the beginning of section two Anne talks about Chanuka and St. Nicolas Day. She has never
celebrated St. Nicolas Day and was delighted at the novelty of it. Think about your own family
traditions and then compare them to a time when you tried something new, or did something
different with a friend. Tell about this time and reflect on what you learned or took away from
it. Note: This doesnt have to be a holiday; it could be something simple like going to another
familys birthday party, church, spending the night away from home, or even sharing a meal
with a friend.
2. Anne often talks about the horrors of the war and what is going on outside the walls of their
Secret Annex. She is grateful, even though they are trapped within the Annex, that they are
safe, knowing that so many others have it harder than she does. Take a moment to think about
what you are grateful for and reflect on that as you write.
3. Another aspect of Annes journal is that she spends a good deal of time describing fear. She is
afraid that they will be discovered, but specifically she writes about the bombing and the
fighting that is going on in the streets right outside their little Annex. The loud noises and
shaking that the bombs produce terrify her, so much that she often ends up in bed with her
parents. Think about a time when you were afraid, perhaps during a storm, or if youve ever
been lost or hurt. Maybe youve had surgery, or have been in a car accident or been bitten by a
dog. Even a trip to the dentist, like the ordeal that Mrs. Van Daan went through, could be scary.
In your entry, tell what happened and tell about how you felt during that time. Did the
experience change you, and if so, in what ways? Think about how you might react differently if
it happened again.
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Literature Focus: Examining Character Traits
A main character is the key figure in a book. The events of a
text typically revolve around the main character, and he/she
may also be the narrator of the book. Other less important or
subordinate characters also appear in a novel, but do not
figure as prominently as the main character. Through
interactions with each other, the main and subordinate
characters frequently shed light on each others motivations,
personalities, and beliefs.
Often an author will provide clues about a character and ask
the reader to draw an inference, or a conclusion based on the
information given about them. These inferences are used to
build and support a characters personality, which an author
ultimately uses to rationalize a characters actions.
Part I: Main Character
Directions: In the organizer below you will find blocks that make up some aspects of Annes
character. In each block you will find an example of something she does or says that defines her
character. On the corresponding label, name the character trait that the action defines. Several
boxes have been done as an example for you.
Mischievous
Anne Frank
Wants to do sneaky
things to Mr. Dussel
(62-63)
Curious
Loves mythology
(75)
Optimistic
Maintains a positive
outlook that the war
will end soon and
they all will survive
it (64)
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Part II: Subordinate Characters
Directions: You will now repeat the exercise and examine two of the subordinate characters in the
same way that you examined Anne.
Mrs. Van Daan
Mr. Frank
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Part III: Making Connections
1. Were the traits that you discovered about Anne mostly positive or negative?
Why do you think this is so?
2. Were the traits that you discovered about Mrs. Van Daan mostly positive or negative?
3. Were the traits that you discovered about Mr. Frank mostly positive or negative?
4. Do you think that Annes personal feelings toward either Mrs. Van Daan or Mr. Frank
swayed your opinion of them? Why do you think this is? Think back on the positive or
negative traits for each subordinate character before you answer this question.
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Writing Focus: Writing an Informative Text
Anne Franks diary was written during World War II, thus Annes diary was completely informed
and dominated by historical events. Researching and learning more about the factual background of
a text often helps the reader understand it more fully and deeply.
Part A: Research
Select an aspect of World War II that Anne addresses in her diary. Then research that topic and
write a 1-2 page research report on it. Some possible topics: Jews in the Netherlands during World
War II, a biography of Anne Frank, a biography of Adolf Hitler, air raids during World War II,
Bergen-Belsen concentration camp. Be sure to only cite relevant information from credible
sources.
Part B: Organizing Your Report
Directions: Use your notes, the Internet, books, or another resource to complete the graphic
organizer. Once the graphic organizer is complete, use it to write a report supporting your
argument. Depending on the claim you make, your report may consist of an introductory
paragraph, two to three body paragraphs, and a concluding paragraph. See what best fits the claim
you want to make. Feel free to alter the graphic organizer to best fit your needs.
Thesis Statement:
Points to use in introductory paragraph:
1st body paragraph:
Claim:
Text evidence to support the claim:
Claim:
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Claim:
2nd body paragraph:
Claim:
Claim:
Claim:
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3rd body paragraph:
Claim:
Claim:
Claim:
Points to use in concluding paragraph:
Part C: Writing Your Report

Use your graphic organizer to help you write your report. It should be a total of 2-3 pages in length.
Be sure to carefully edit and proofread your work.
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Language Focus: Vocabulary in Context
When reading, you must sometimes infer the meaning of a word by looking at context clues.
Context clues are words located within a sentence or paragraph that help the reader figure out the
meaning of unknown words. In addition to looking for context clues, a reader must also look at how
the word is used in a sentence to infer its meaning.
Directions: For each vocabulary word in bold print, first indicate the part of speech in which the
word appears (noun, verb, etc.). Think about which words in the sentence give clues to the words
meaning and write an original definition or synonym for the vocabulary word based upon those
clues. Finally, look up the word and write down the dictionary definition.
Example: Day and night more of those poor miserable people are being dragged off, with nothing
but a rucksack and a little money. (p. 63)
A. Part of Speech (POS): noun
B. Inference: bag
C. Definition: bag, similar to a backpack, used to hold supplies or personal belongings
1.
I could go on for hours about all the suffering the war has brought, but then I would only make myself
more dejected. (p. 64)
A. POS:
B. Inference:
C. Definition:
2.
Id rather choose the golden mean (which is not so golden), keep my thoughts to myself, and try for
once to be just as disdainful to them as they are to me. (p. 65)
A. POS:
B. Inference:
C. Definition:
3. For myself, I remain silent and aloof; and I shall not shrink from the truth any longer, because the longer
it is put off, the more difficult it will be for them when they do hear it. (p. 78)
A. POS:
B. Inference:
C. Definition:
4. The gunfire troubled us no longer, our fear was banished! (p. 81)
A. POS:
B. Inference:
C. Definition:
5. It certainly is a shame to have to hand in our lovely set, but in a house where people are hiding, one
darent, under any circumstances, take wanton risks and so draw the attention of the authorities. (p. 84)
A. POS:
B. Inference:
C. Definition:
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6.
A person of fifty-four who is still so pedantic and small-minded must be so by nature, and will never
improve. (p. 88)
A. POS:
B. Inference:
C. Definition:
7. This one subsided after half an hour, but the activity in the house increased. (p. 91)
A. POS:
B. Inference:
C. Definition:
8. She is well known as being very pushing, selfish, cunning, calculating, and is never content. I can also
add vanity and coquetry to the list. (p. 94)
A. POS:
B. Inference:
C. Definition:
9. First, I hear a sound like a fish gasping for breath, this is repeated nine or ten times, then with much ado
and interchanged with little smacking sounds, the lips are moistened, followed by a lengthy twisting and
turning in bed and rearranging of pillows. (p. 97)
A. POS:
B. Inference:
C. Definition:
10. Usually talks at the same time, always gives his opinion as the only one worth listening to, and once he
has spoken it is irrevocable. (p. 100)
A. POS:
B. Inference:
C. Definition:
11. Mr. Dussel begins, does not always scrape well, but scrapes incessantly, glancing right and left. (p. 103)
A. POS:
B. Inference:
C. Definition:
12. I am dazed by all the abusive exchanges that have taken place in this virtuous house during the past
month. (p. 111)
A. POS:
B. Inference:
C. Definition:
13. There have been resounding rows again between Mr. and Mrs. Van Daan. (p. 112)
A. POS:
B. Inference:
C. Definition:
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Three. Write your responses on a separate piece of paper using complete sentences.
1. What subjects do Margot and Anne study?
2. Summarize what happens to Annes fountain pen.
3. Examine how Anne tries to create some levity on St. Nicholas Day.
4. Explain what Anne means when she says, Paper is patient. (123)
5. Why is Anne concerned about her friend, Lies?
6. Evaluate Annes attitude toward her mother. Do you think Mrs. Frank deserves Annes disdain
or not?
7. Describe how Anne now pictures her grandmothers role in her life.
8. Discuss the meaning of the saying, Time heals all wounds. (134)
9. Examine what Anne wants most in life.
10. Analyze how Anne usually views her role in the disagreements in the Annex.
11. Illustrate how Anne is still a typical teen with an interest in popular culture.
12. Assess why many of the Dutch choose to help people in hiding.
13. Explain why Germany says they may flood Holland.
14. Evaluate what the residents of the Annex should do if Amsterdam is evacuated.
15. How is Anne beginning to feel about Peter?
16. Describe Annes remedy for overcoming lonely or unhappy feelings.
17. Examine the problem of someone having a skeleton key to the building.
18. To whom does Anne positively compare Peter?
19. Describe how Anne believes she has changed while in hiding.
20. Contrast Mrs. Frank and Annes opinions of how to deal with misery.
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Diary Prompts

1. In the beginning of section three, Anne write an Ode to My Fountain Pen: In Memoriam,
telling about her favorite pen and how she lost it. To Anne, her pen was much more than a
writing device it was a gift that had been by her side for a long time, both inside and outside
of the Secret Annex. Think about a favorite object that you own and write about where you got
it, what it means to you, and why it is important. Also, think about how you would feel if you
lost your special object and how and if you could ever replace it.
2. Throughout the diary, Anne spends a great deal of time talking about the other people in her
family and their relationships with each other. In particular, Anne has issues with her mother,
as they seem to be very different and dont understand each other very well. Think about your
own family and tell a bit about the relationships you have with them. Who do you get along
better with or fight the most with? Why do you think this is?
3. Review the short entry on Saturday, 12 February, 1944. In this entry Anne is feeling trapped,
almost in an emotional spiral, as she starts to feel the walls of her Secret Annex closing in
tightly around her. Think about a time where you have felt trapped, lonely, or desperate just to
be alone or get away. Tell about that time and how you dealt with it.
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Literature Focus: Recognizing and Writing About Theme
Theme is the central idea or lesson the author wants the reader to take away from a work of
literature. Themes must often be inferred by carefully examining the characters words and actions,
as well as the plot, setting, and mood of the novel. Themes can be related to concrete objects such
as family and friends, ideas like love and racism, and experiences such as survival and human
condition. A theme is expressed in sentence form.
Directions: Complete each graphic organizer to explore the themes in the novel.
Anne feels that her

mother does not
understand her. (124)
Theme: Growing up
can be filled with new
experiences.
Write an example from
the text in each petal to
show how growing up
has been difficult, at
times, for Anne.
In Anne Frank: The Diary of a

Young Girl, Anne grows up from a
girl into a young woman. During
this time, she experiences
numerous emotional and physical
changes, typical of adolescence.
Using this flowers petals as a
visual aid, list specific examples
from the novel that demonstrate the
theme growing up can be a
difficult experience for some.
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Theme:
Isolation
In this space, write a one-sentence theme based on Isolation.
As the inhabitants of the Secret Annex

stay in hiding, they begin to more
stringently feel the effects of their
isolation from the rest of the world.
Use these bricks to list specific
examples from the novel that
demonstrate this theme.
Anne says she

feels
depressed.
(114)
German Flag
Theme: Wartime
abo
Anne has nightmares

about the war.
(114 - 115)
In this space, write a one-sentence theme based on Wartime.
Flag of the Netherlands
Throughout the novel, the residents of the Secret Annex try to stay abreast of the news of war and
constantly hope for the wars end. The theme of wartime extends throughout the novel. Use these flags
from the Netherlands and Germany to list specific examples from the novel that demonstrate a theme
related to wartime. An example has been completed for you.
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Writing Focus: Supporting Your Writing
In the previous activity you filled out graphic organizers that examined the themes of growing up,
isolation, and wartime from Anne Frank: The Diary of a Young Girl. You expanded upon these
themes by finding several references, citing page numbers, and writing a brief summary of each. In
order to further explore these themes you will now take that information and expand upon it as you
write an informative essay.
1.) The first step in your writing process will be to choose one of the themes.
" Write the theme you chose:
2.) The second step is to organize your essay. Look back at your theme and review the
information that you have already recorded. Use the chart below to expand upon what you have
already discovered, noting further thoughts on each individual example.
Example: (for the theme related to growing up)
Examples of Your Theme
Anne feels that her mother
does not understand her.
Page
124
Expanded Thoughts
Anne often fights with her mother because she believes
that she doesnt understand her. Anne believes that
they are too different and that she is more like her
father while her sister is more like their mother.
Now fill in the chart below with the information for your chosen theme.
Page
Expanded Thoughts
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Page
Expanded Thoughts
Now that you have expanded your thoughts, decide on two of your examples that you particularly
like or think are the most interesting. These should be two that you can expand upon most easily.
Go back to the book and copy an exact quote to support your choice on the lines provided below.
" Quote one:
" Quote two:
3.) The final step is to write your essay. You may want to use the basic outline provided below as a
guide. You may also look back on the writing exercise from section two (pp. 37-39) for a more
detailed format. Note: each bullet point translates to a paragraph.
I.
Introduction introduce your theme and your thesis.
II.
Use the two or three examples (without the actual quotes) to begin your argument. Be
sure to note page numbers as evidence to support your claim.
III.
Use Quote One as specific example and expand on it.
IV.
Use Quote Two as a specific example and expand on it.
V.
Conclusion wrap up your argument and restate your thesis.

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Language Focus: Synonyms, Antonyms, and Analogies
Most words have several synonyms, words with similar meanings, as well as antonyms, words
with opposite meanings. Knowing the synonyms or antonyms of an unknown word can often help
you determine the meaning of a word.
An analogy is a shortened way of stating the relationship between a word and another word or an
idea. One type of analogy expresses the relationship between synonyms.
For example:
rare : scarce :: abundant : plentiful
This analogy is read: rare is to scarce as abundant is to plentiful. (The symbol : means is to
and the symbol :: means as.) This means that the relationship between rare and scarce is the
same as the relationship between abundant and plentiful. In this case, both pairs are synonyms. An
analogy may also involve antonyms.
For example:
narrow : wide :: long : short
In addition, there are other types of analogies. The word pairs in an analogy could also be:
descriptive: one describes the other word, as in GREEN : GRASS

part to whole: one word is a part or piece of the other, as TOE : FOOT
item to category: one word names something that falls into the group named by the other
word, as CARROT : VEGETABLE
Directions: Identify the relationship between the first pair of words in the analogy. Then, using a
thesaurus and/or a dictionary, select the best vocabulary word to complete the analogy. Finally,
explain the relationship between the words and how you found the answer. An example has been
done for you.
Ex. sunrise : dawn :: sunset : dusk
Relationship: synonyms Explanation: I know that dawn is when the sun comes up, or sunrise, so
these words are synonyms. I know I need to make a synonym pair again, so I need to find a
synonym for dusk. I know that dusk and dawn are antonyms, so the answer is sunset, a synonym for
dusk.
1. examine : analyze : : disrespectful :
Relationship:
Explanation:
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2. write : letter :: read :
Relationship:
Explanation:
3. wisely : sagaciously :: contemptuously :

Relationship:
Explanation:
4. curious : indifferent :: flowing :

Relationship:
Explanation:
5. judge : objectively :: witness :

Relationship:
Explanation:
6. photos : images :: jokes :

Relationship:
Explanation:
7. man : woman :: humble:

Relationship:
Explanation:
8. insight :
Relationship:
:: comfort : solace
Explanation:
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9. banker : honesty :: crook :
Relationship:
Explanation:
10. exercise : invigorating :: studying :

Relationship:
Explanation:
11. breakup : sorrow :: hug :

Relationship:
Explanation:
12. principal : principle :: moral :

Relationship:
Explanation:
13. reveal :
:: awareness : knowledge
Relationship:
Explanation:
14. & 15.
: frivolous :: approvingly :
Relationship:
Explanation:
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Four. Write your responses on a separate piece of paper using complete sentences.
1. Demonstrate how Anne uses personification in regards to her diary.
2. Analyze why the residents of the Annex listen so attentively to Henks news about life outside
the Annex.
3. Tell why Anne feels that she is more restless than Peter.
4. Describe how Annes relationship with her family has changed since they entered the Secret
Annex.
5. Examine why Margot does not feel that she would enjoy spending time with Peter.
6. Assess Annes opinion of herself. Do you feel that she offers an accurate assessment of herself?
Why or why not?
7. Generalize why the people of Amsterdam were angry with the Germans for shooting at the
airmen.
8. Listening to the radio is an important event for the residents of the Annex. Explain how
listening to the radio acts as a social event for them.
9. Contrast Mr. and Mrs. Franks opinions of Anne visiting Peter.
10. Infer why so many burglaries seem to occur in the city.
11. What does Anne hope to do when she becomes an adult?
12. Describe the hobbies on which Anne spends her free time.
13. Examine what happens when Peter summons Mr. Frank to go downstairs.
14. Explain the difference between the Dutch police and the Gestapo.
15. Tell how and why the greengrocer helped the residents of the Annex during the burglary.
16. Analyze why Anne wants to become a Dutch citizen after the war.
17. Explain Mrs. Franks attitude about relationships between boys and girls.
18. What does Anne experience first with Peter?
19. Summarize why Mr. Frank thinks Anne should not visit Peter so much.
20. Explain Annes frustrations with the money spent on the war.
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Diary Prompts
1. A large portion of Section Four is devoted to Anne describing her relationship with Peter. Peter
is the closest person to her age in the Annex, and it would be logical that they would at least
become friendly, if not romantically involved. Their friendship however is one of circumstance,
and not of their own choosing. In other words they probably wouldnt have grown so close if
they were not trapped in the Annex together. Think about your own life and tell about an
unlikely friend. Perhaps your parents have a friend with children close to your own age, or you
have a cousin or other relative that you dont see every often. Maybe you met someone while
on vacation or at a camp or during a sports activity. Tell about a time where you developed a
friendship with someone you wouldnt have otherwise met if it had not been for that certain
circumstance.
2. Anne doesnt get along very well with her sister, despite the fact that Margot is the closest
female she has to her own age within the Annex. At one point in her diary Anne shares a few
letters that she and Margot have written back and forth. This seems to be a good way for them
to communicate, and through the letters they seem to come to an understanding between
themselves. Try this strategy. Write a letter to someone who is close to you and tell him/her
how you feel about something that is important to you. Remember you do not need to show this
letter to that person, but as you write, think about how it makes you feel about the situation you
wrote about.
3. In the section labeled Tuesday, 11 April, 1944, Anne describes a frightening event in which
burglars break in and the people of the Annex fear that they will be discovered. Toward the end
of this entry however, Anne has a breakthrough in which she writes about becoming
independent of her parents and developing her own thoughts and brand of courage. Think about
this and about how you are growing and becoming different from your parents. By reflecting
on these changes, think about how you and your generation will see the world differently from
how your parents and their generation experienced it.
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Literature Focus: Character Development Chart
An author reveals information about a novels characters in a variety of ways. Characters may
provide information about themselves through their thoughts, words, and actions. Likewise,
characters reactions to each other can provide the reader with insight about a particular character.
Directions: For this activity, you will be creating an interactive flip chart to show how Anne has
grown throughout the course of her story, as told in the diary. Use this chart to study for your
quizzes and tests, and to write an essay about how Anne has developed throughout the course of her
diary.
Materials Needed: 2 pieces of blank or lined notebook paper, 12 square sticky notes, pen, glue, or
tape
Directions for creating the Character Development Chart:
1. Place six sticky notes (or 3 x 3 pieces of paper) in two rows on each page of two sheets of
notebook paper.
2. Copy all of the examples from the page that follows, one per sticky.
3. If you need to, secure each of the sticky notes to the page, either with glue or tape.
4. Then for each sticky, locate a specific quote or description about Anne to show examples of her
behavior or personality throughout the text.
5. Write the textual evidence under the corresponding sticky. Be sure to include page numbers.
6. When you are finished, you will have 12 examples from the text to support the 12 statements
below.
7. To view what a page might look like, see the examples below.
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For the sticky notes:
1. Anne gets in trouble for talking at school (Section 1)
2. Anne helps her family settle in to the Annex (Section 1)
3. Anne feels that her mother usually takes Margots side (Section 1)
4. How Anne views her role in disagreements with other people (Section 2)
5. How Anne reacts when her mother offers to tuck her into bed (Section 2)
6. The kind of life Anne wants to have after the war (Section 2)
7. Anne is concerned about her friend, Lies (Section 3)
8. How Anne prefers to deal with misery (Section 3)
9. Anne believes she has matured while living in the Secret Annex (Section 3)
10. Anne wants to separate herself more from her parents (Section 4)
11. Anne dreams of her life after the war (Section 4)
12. Anne experiences her first kiss (Section 4)
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Writing Focus: Examining Character Motivations
Anne and her family didnt go into hiding alone they had help. They needed to reply on nonJewish friends not only to keep their secret, but also to provide them with everything they needed,
from food, to news, and even to entertainment. Without these helpers, the Frank and Van Daan
families wouldnt have stood a chance of survival.
One of these helpers was Miep Gies. Anne often speaks of their helpers with great appreciation,
but we dont really know what the helpers went through to keep Anne and her family safe. In this
exercise you will take a closer look at Miep Gies and examine her motivations and actions through
a short research project. You will use the Internet (and the given sites) to fill in the boxes and in
the questions below to help you gain a wider view of just one of the many helpers that Anne and her
family relied on.
Directions: Use the websites below and others that you might find on your own to research Miep
Gies and find out who she was and how she fit into the story of Anne Frank. In the boxes you do
not need to write in full sentences; just takes notes that you can change into sentences later.
Suggested Websites:
http://teacher.scholastic.com/frank/miep.htm
http://www.annefrank.org/en/Anne-Frank/All-people/Miep-Gies/
http://www.biography.com/people/miep-gies-21349765#synopsis
Who was Miep Gies?
How did Miep become involved in with

hiding the Franks?
55
What did Miep do for the Franks while

they were in hiding? (What were her job
and responsibilities?)

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Write down three facts that surprised or interested you about Miep Gies.
What happened to Miep after the war?
Find a quote from Miep Gies and write it here:
What was Mieps role with Annes

Diary?
Directions: Now that you have a better idea of who Miep Gies was and her role with the Franks,
use the information that you gathered and a separate piece of paper to write a short essay about
what you learned. In your essay you should use the quote that you found and explain Mieps
motivations in helping the Franks. As you write, think about who she was as a person, why she did
what she did, and ultimately how her actions affected the rest of her life.

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Language Focus: Variations from Standard English
When an author tells a story, he uses his own voice. During the writing process, the author uses
words, phrases, sayings, and connotations that are sometimes different from what the reader is
familiar with. Sometimes this is because the author is from a different region, country, culture, or
time than the reader. When this happens it is a variation from standard or familiar English.
This is the case with Anne Frank. She is from both another country and another culture. She is also
from another time, writing from a past era, and so many of the things she says or implies are
unfamiliar in the modern world.
In this activity you will look at several passages from Anne Frank: The Diary of a Young Girl, and
compare the language that she uses to what you might use if you were writing the same story. This
is a useful skill to help not only understand the authors intentions, but also to make the meaning of
what the author says clearer to the reader.
Directions: Fill in the charts below as noted for the given sections. You may need to read the
sentences around the quote to fully understand Annes thoughts, but try to keep the information that
you retell the same as what you read. An example has been done for you.
Date of Entry: Tuesday, 14 March, 1944
Quote:
As the charwoman is at work downstairs, Im sitting on the Van Danns table at the moment. I
have a handkerchief soaked in some good scent (bought before we came here) over my mouth
and held against my nose.
Unfamiliar Terms with Definitions:
Odd Wording:
charwoman - woman who cleans or does

housework
soaked in some good scent

held against my nose
Rewritten Quote:
I am sitting at the Van Daans table trying to ignore the bad smells coming from where Mrs. Van
Daan is working downstairs. The smell is so horrible that I have put some perfume (which we
bought before we came here) on a handkerchief and I am holding it over my nose in an attempt
to block the smell.
Directions: On the next page, read each the quote and fill in the rest of the information, as in the
example above.
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Date of Entry: Friday, 17 March, 1944
Quote: I know I can discuss things and argue better than Mummy, I know Im not so
prejudiced, I dont exaggerate so much, I am more precise and adroit and because of this you
may laugh I feel superior to her over a great many things.
Odd Wording:
Rewritten Quote:
Date of Entry: Thursday, 23 March, 1944

Quote: I hear a lot from all sides about the sudden friendship. We dont take much notice of all
the parents chatter, their remarks are so feeble. Have the two sets of parents forgotten their own
youth?
Odd Wording:
Rewritten Quote:
Date of Entry: Friday, 14 April, 1944

Quote: I really believe, Kits, that Im slightly bats today, and yet I dont know why.
Everything here is so mixed up, nothings connected any more, and sometimes I very much
doubt whether in the future anyone will be interested in all my tosh.
Odd Wording:
Rewritten Quote:
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Now, find your own quotes and fill in the last two charts.
Date of Entry:
Quote:
Odd Wording:
Rewritten Quote:
Date of Entry:
Quote:
Odd Wording:
Rewritten Quote:
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Five. Write your responses on a separate piece of paper using complete sentences.
1. Summarize Annes assessment of herself at the beginning of this section.
2. Evaluate Annes letter to her father. Do you think she did and said the right things? Why or why
not?
3. Contrast the lives of Mr. and Mrs. Frank as children and now during the war.
4. Explain why it would be a problem for Mrs. B to eat her lunch at the office each day.
5. Infer why Anne prefers to stay busy and keep a schedule while living in the Annex.
6. Generalize why Anne says she has the situation [with Peter] a bit more in hand now. (235)
7. Describe how Anne places some of the blame on England for their role in the war.
8. Discuss some of Annes concerns about the rising anti-Semitism in Holland.
9. Who does Anne believe carries the biggest burden of caring for the residents of the Annex?
10. Generalize Annes attitude toward being in hiding.
11. What occurred during the D-Day invasion?
12. How old does Anne become on her birthday?
13. Describe Annes attitude toward her own faults and shortcomings.
14. Examine Annes frustration with Peters inner and outer selves.
15. Describe Mrs. Van Daans behavior at this point in hiding.
16. Analyze why Anne is disturbed by Peters comments about becoming a criminal.
17. What two food items do the residents receive in great quantity?
18. Tell what trait Anne views as her greatest strength of character.
19. What event involving Hitler has given Anne hope that the war will end soon?
20. Explain why Annes diary ends abruptly.
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Diary Prompts

1. Consider the following quote from Wednesday, 3 May, 1944:
I dont believe that the big men, the politicians and the capitalists alone are guilty of the
war. Oh no, the little man is just as guilty, otherwise the peoples of the world would have
risen in revolt long ago! Theres in people simply an urge to destroy, an urge to kill, to
murder and rage, and until mankind, without exception, undergoes a great change, wars
will be waged, everything that has been built up, cultivated, and grown will be destroyed
and disfigured, after which mankind will have to begin all over again.
Do you agree or disagree with Annes thoughts? Reflect on this quote and think of a
modern day example that you might be able to use in making your argument.
2. In a good portion of Section Five, Anne speaks about how things are getting more expensive
and about how that is stressing the people of the Annex both financially and emotionally. In
our modern world we have seen a recession and have struggled with our own economy.
Think about your own family or someone you may know who has struggled financially or
emotionally, causing them stress that affected their livelihood. How did they deal with the
stress, and how have the problems changed the way they live?
3. In Annes very last entry she lists several things that she considers herself to be or not to be.
It is an interesting way to look at oneself in a brutally honest way, listing strengths as well
as faults. As your last entry, you will now do this for yourself. You may list your talents,
but also list things that youd like to work on or maybe arent as good at.
In your list dont forget to add the ways in which this book has made you more aware of the
greater world around you. For example: Have you become more sensitive to other peoples
feelings and situations? Have you learned to be more open about what people believe and
more accepting or tolerant of those beliefs? Perhaps you are now more aware that other
people have thoughts that are similar to yours and you take some comfort that you are not
alone. Whatever you have pulled from this book, now is your chance to reflect on it and
how it has changed you into being a better you.
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Literature Focus: Plot and Structure
An author typically creates a story so that each passage or chapter builds on the one before it, taking
characters or events and expanding upon them. In Anne Frank: The Diary of a Young Girl, the
author, a teenaged Anne Frank, does not intentionally plan and then execute a particular story. She
merely recounts her time in hiding during World War II. Nevertheless, she does create a coherent
story that demonstrates a progression of events and the development of characters.
Directions: The chart below lists key events or instances from the text. Fill in the graphic organizer
to show how each event and detail in the diary builds and expands on the others. (Some quotes
have been shortened. Go to the diary entry to read the entire quote.)
Date
Quote from the Text
Anne explains the history of

Nazi Germanys anti-Semitic
laws and why the family has to
go into hiding.
1.) Saturday,
20 June, 1942
Anne provides background

information on Mrs. Van Daan
and sets the stage for
additional issues with her.
2.) Sunday,
27 September,
1942
3.) Saturday,
30 January,
1943
Significance
Anne says, Im boiling with rage, and yet I

mustnt show it. Id like to stamp my feet,
scream, give Mummy a good shaking, cry . . .
and which are just as hard to draw from my
body.
This instance shows the

suspicions of people being in
hiding and sets the stage for
the later arrest of the residents
of the Secret Annex.
4.) Thursday,
16 September,
1943
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Date
Quote from the Text
5.) Friday, 24
December,
1943
Still, I really ought not to write this, because it

seems ungrateful and Ive certainly been
exaggerating. . . . Paper is patient.
Anne realizes how much she

has changed and matured
while in hiding.
6.) Tuesday, 7
March, 1944
7.) Friday, 17
March, 1944
Significance
Dont misunderstand me, I cant get on well

with Mummy at the moment . . . you want to be
independent sometimes.
Annes relationship with Peter

progresses to a real kiss.
8.) Friday, 28
April, 1944
9.) Friday, 26
May, 1944
Again and again I ask myself, would it not have

been better for us all if we had not gone into
hiding . . . then at least we shall know whether
we are finally going to win through or go under.
An attempt on Hitlers life

makes Anne hopeful for an
end to the war.
10.) Friday,
21 July, 1944
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Writing Focus: Narrative Essay
Annes Dairy ends abruptly because after Anne and her family were taken into custody, she was not
given the opportunity to continue writing. This was both a terrible and frightening time for the
family, but it wasnt the end to their story or the end of the diary.
In this activity you will take over Annes job and continue her story, but not from her point of view.
You will write a narrative from a source other than Anne. Try to be creative and choose someone
or something that you think you can propose a unique angle for the story. Remember this is not
limited to people, you may choose to use the cat, or some inanimate object (such as the diary itself)
that Anne or another character comes into contact with.
As you write, dont forget to describe what you see or hear and dont be afraid to include emotion,
dialogue, descriptive details, and your imagination.
Remember also, if you chose an object that is in the Annex (such as the diary) your point of view is
limited to what you can see or possibly hear. If you choose a person, you can leave the Annex and
seek out other information or see or hear from a wider variety of sources. Regardless of what or
whom you choose, you must continue the story and explain the rest of Annes story.
Directions: Before you write, plan your writing by answering the following questions.
1.) What person/object did you choose?
2.) Why did you choose this person/object?
3.) What unique spin does this person/object bring to the story that makes them/it well suited to
continue Annes story?
Directions: Now you are ready to write. Use what you know about Annes story and continue it
from your own unique perspective. Dont forget to use your imagination as well as incorporate the
facts and stories about WWII, the Jewish plight that you have learned about since starting the
diary, and the afterword found at the end of the book.

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Language Focus: Word Origins Etymology
Etymology refers to a words originwhere the word came from in the beginningand how its
meaning has changed over time. Understanding a words origin can help you understand how the
word is used and how it is related to other words. Knowing this will help you remember the words
meaning and spelling, and relate it to other words with the same root or base, which will help you
determine the meanings of new words you encounter in context.
Directions: For each of the vocabulary words from Section Five:
A. Read the origin of the word.
B. Draw an inference of the vocabulary words meaning based upon the words origin.
C. Look up the actual meaning in a dictionary.
D. Write a sentence using the vocabulary word with its correct definition.
Follow the model of the following example.
Ex. epistle
A.
B.
C.
D.
Word Origin: from Greek epistol message; letter

My Definition: letter
Dictionary Definition: a long, elegant letter
Sentence: Miles wrote an epistle to Rosemary expressing his love for her.
1. wheedle
A. Word Origin: Old English wdlian to beg
B. My Definition:
C. Dictionary Definition:
D. Sentence:
2.
grousing
A. Word Origin: Greek gru "a grunt," gruzein "to grumble"
B. My Definition:
D. Sentence:
3. explicitly
A. Word Origin: Latin explicates to unfold
B. My Definition:
D. Sentence:
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4. recoil
A. Word Origin: Anglo-French reculer, recuiler, from re- + cul buttocks
B. My Definition:
D. Sentence:
5. peninsular
A. Word Origin: Latin paeninsula, from paene almost + insula island
B. My Definition:
D. Sentence:
6. redoubt
A. Word Origin: Latin, withdrawn, from reducere to lead back
B. My Definition:
D. Sentence:
7. cynical
A. Word Origin: from Greek kynikos snarling; sneering; doglike
B. My Definition:
D. Sentence:
8. inferior
A. Word Origin: Latin inferus lower
B. My Definition:
D. Sentence:
9. orthodox
A. Word Origin: Greek orthodoxos, orth- + doxa opinion
B. My Definition:
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D. Sentence:
10. repose
A. Word Origin: Latin re- + pausare to stop, from Latin pausa pause
B. My Definition:
D. Sentence:
11. absurd
A. Word Origin: Latin absurdus, from ab- + surdus deaf; out of tune; ridiculous
B. My Definition:
D. Sentence:
12. tarried
A. Word Origin: Latin tardare "to delay
B. My Definition:
D. Sentence:
13. predominates
A. Word Origin: Latin prae- + dominari to rule, govern
B. My Definition:
D. Sentence:
14. supercilious
A. Word Origin: Latin super- + -cilium eyelid (akin to celare to hide)
B. My Definition:
D. Sentence:
* Challenge yourself! Think of one or two other words that could have come from the same word
root. Write your words on the line next to the Word Origin.
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Quiz: Section One June 14, 1942 - November 28, 1942
Directions: Fill in the chart below by writing the adjectives and titles below, assigning them to the
character that best describes each individual.
curious
selfish
sweet
modest
introverted
1. Anne Frank
son
youngest
shy
jealous
sister
2. Otto Frank
3. Mrs. Van Daan
Pim
like mother
snobbish
narrator
father
4. Peter Van Daan
5. Margot
Directions: Answer the following questions from Section One using complete sentences. Give as
many details as possible to support your answer.
6. When and why does Anne receive her diary?
7. List three anti-Jewish laws that were put into place after Germany invaded the Netherlands.
8. Why does the Frank family go into hiding sooner than they had originally planned?
9. Where is the Franks hiding place, and who helps the Franks while they are in hiding?
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10. Before going into hiding, what did the Franks do to try to make the authorities think they had
fled the city?
11. Name all the people who end up living in the Secret Annex.
12. How does Mrs. Van Daan treat her belongings at the Annex?
13. How are the residents of the Annex able to get food?
14. Briefly describe the relationships within the Frank family.
15. How do the residents of the Annex learn about outside events?
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Vocabulary Quiz: Section One
Directions: Write the vocabulary word that best matches each definition, choosing from the word
bank below. Write your answer on the line next to the correct definition. Be careful to spell the
words correctly. Not all words will be used.
ardent
melancholy
row
capitulation
monotonous
saboteur
chattels
obstinate
scullery
congenial
oppressive
somber
earnest
pedantic
surreptitiously
fortnight
pious
virtuous
1.
clandestinely; in a sneaky manner
2.
passionate; devoted; zealous
3.
with reverence for a particular worship or religion
4.
uncomfortable; distressing
5.
two weeks
6.
the act of surrendering
7.
stubbornly adhering to an opinion, purpose, or course of

action despite reasonable arguments against it
8.
a room for cleaning and storing dishes and doing kitchen

work
9.
having a pleasant, likable disposition
10.
sad or depressed
11.
a noisy disturbance or argument
12.
tediously unchanging or unvarying
13.
serious; gloomy
14.
one who intentionally hinders the efforts of a person or

group or destroys property belonging to another
15.
items of personal property
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Quiz: Section Two December 7, 1942 - October 29, 1942
Directions: Choose the best answer for each question by filling in the blank with the
corresponding letter.
1. ________The residents of the Annex celebrated
A. Jewish and Christian holidays
B. only Jewish holidays
C. only Christian holidays
D. no holidays for fear that they might

be discovered
2. _______What does Anne mean when she says that she is the put-upon party?
A. that she has too many jobs that are put upon her to do
B. that other people pick on her without reason
C. that she is the go-to girl for everyone to complain to
D. that since she is the youngest she is put out because her needs arent as great as the others
3. ________Mr. Frank, Margot, and Anne eavesdrop on
A. arguments their helpers have about continuing to hide them
B. conversations about selling the business
C. discussions about the childrens education
D. meetings about the business
4. ________Anne treats her mother _____________ when she wants to tuck her into bed.
A. warmly
C. kindly
B. coldly
D. indifferently
5.
________Anne needs to see a doctor because

A. she broke her arm
B. she has a high fever
6. ________After the war, Anne looks forward to

A. taking a long, hot shower
B. getting a dog for a pet
7.
________Mr. Drussels occupation was

A. cobbler
B. baker
C. her eyesight is worsening

D. she has a growth on her foot
C. traveling to America
D. returning to school
C. dentist
D. lawyer
8. ________What did Anne, ever so politely and with her fathers permission, ask of Mr.
Drussel?
A. if she could use the table in their room
B. if he could find another place to sleep
C. if he was going to finish his chocolate cake
D. if he could help her learn more about mythology
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9. ________What is the usual atmosphere during mealtimes toward the end of Section Two?
A. Everyone is excited and talks, laughs, and shares openly.
B. It is somber and they only talk of the war.
C. No one talks or makes eye contact.
D. Mr. and Mrs. Van Daan do most of the talking while the rest of the residents politely
listen.
10. ________As of the entry on Wednesday, 4 August, 1943, the residents of the Annex have
been inside for approximately
A. six months
C. two years
B. one year
D. sixteen months
Directions: Answer the following questions from Section Two using complete sentences. Give as
many details as possible to support your answer.
11. The residents of the Annex are constantly afraid. Explain why and of what specifically they
are most frightened in the beginning of Section Two.
12. Who is Miep, and why is she important to the residents of the Annex?
13. What significance does the radio play in the story? What is its purpose?
14. What do the residents think about Italy surrendering? What does the fact tell them?
15. Why does Mrs. Van Dann refuse to part with her clothes and coats?
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Vocabulary Quiz: Section Two
Directions: Choose the best vocabulary word for each of the following definitions. Write the
letter of the correct answer on the line provided.
1.
overly concerned with minute details or formalisms; finicky

A. oppressive
B. wheedle
2.
C. repose
D. pedantic
unalterable; unable to take back or change

A. precarious
B. perplexed
3.
C. irrevocable
D. irredeemable
the act of freeing a person or group from the control of another

A. emancipation
B. pseudonym
4.
C. salvo
D. saboteur
miserable and depressed

A. somber
B. pious
5.
C. dejected
D. emancipation
physically and/or emotionally distant

A. virtuous
B. morale
6.
C. aloof
D. obstinate
showing contempt or lack of respect

A. ado
B. pedantic
7.
C. earnest
D. disdainful
reckless; without regard for what is right

A. wanton
B. congenial
8.
C. livid
D. adroit
honorable; having a high standard of morality or sense of right and wrong

A. virtuous
B. livid
9.
C. absurd
D. inferior
cleared away; dispelled

A. obsessively
B. stagnant
C. melancholy
D. banished
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10.
bag, similar to a backpack, used to hold supplies or personal belongings

A. chattel
B. rucksack
11.
C. row
D. vagabond
excess fuss or concern

A. ado
B. whimsy
12.
C. manifest
D. jocular
became quiet; lessened

A. intuition
B. impertinent
13.
C. subsided
D. ado
without interruption; constantly

A. clanging
B. subjective
14.
C. explicitly
D. incessantly
loud enough to cause reverberation

A. witticism
B. resounding
15.
C. monotonous
D. livid
flirtatious behavior
A. coquetry
B. morale
C. hoity-toity
D. diligent
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Quiz: Section Three November 3, 1943 - March 7, 1944
Directions: Choose the best answer for each of the following questions from Section Three.
Write the letter of the correct answer on the line provided.
1. ______What does Mr. Frank want Anne to study and read?
A. Latin
C. New Testament
B. French
D. Old Testament
2. ______ What does Anne do for St. Nicholas Day?
A. put one of everyones shoes in a box
B. make a cake for everyone to share
C. hide everyones shoes in the attic

D. make cards for everyone
3. ______Which friend does Anne worry about?

A. Annika
B. Martine
C. Suzanne
D. Lies
4. ______ Who does Anne picture as her guardian angel?

A. her grandmother
C. her father
B. her mother
D. her aunt
5. ______ What does Anne say she most wants in life?
A. to live the life of a normal teen
B. to marry Peter Van Daan
C. to visit France
D. to move to the United States
6. ______ What aspect of popular culture does Anne most enjoy?

A. music
C. movies
B. books
D. games
7. ______ What do the German forces say they will do if Holland is invaded?
A. burn Hollands windmills
C. bomb Hollands cities
B. flood Hollands land
D. kidnap Hollands residents
8. ______ Who does Anne think she is falling in love with?
A. Peter Dussel
C. Curtis Oostrich
B. Otto Frank
D. Peter Van Daan
9. ______ What do the residents of the Annex fear about their most recent burglar?
A. The burglar will steal most of their food.
C. The burglar has a skeleton key to
B. The burglar knows that people live in
the building.
the building.
D. The burglar will steal their radio.
10. ______ How does Anne prefer to deal with feeling sad?
A. by thinking of others who are less
C. by speaking with her father
fortunate
D. by playing with her cat
B. by spending time outside
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Vocabulary Quiz: Section Three
Directions: Match the vocabulary words with the correct definition. Write the letter of the
definition next to the word it defines.
1. ______ prospectus
A. to make evident by showing or displaying

B. the ability to understand something without
2. ______ reproachfully
conscious reasoning; keen insight

3. ______ morale
C. confidence and enthusiasm of a person or group,
4. ______ subjectively
especially in the face of hardship

D. in a manner that expresses scorn, mockery, or
5. ______ earnest
contempt
6. ______ manifest
E. clever, but sometimes biting, remarks
7. ______ underhandedness
F. in a way that is based on personal point of

view or opinion
8. ______ witticisms
G. not flowing in a current or stream

9. ______ stagnant
H. a printed statement that describes a plan or
10. ______ hoity-toity
enterprise; leaflet
I. dull or fatiguing, due to boredom or extent
11. ______ intuition
J. insolent; rude
12. ______ solace
K. serious; intent; zealous
13. ______ tiresome
L. superior; snobbish
M. with blame or disapproval; judgmentally
14. ______ scoffingly
N. comfort given in a challenging situation

15. ______ impertinent
O. sneakiness; dishonesty
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Quiz: Section Four March 12, 1944 - May 3, 1944
Directions: Answer the following questions from Section Four using complete sentences. Give as
many details as possible to support your answers.
1. How does Anne refer to her diary?
2. What does Anne find most frustrating about her living situation in the Annex?
3. Why does Margot think that she would not enjoy spending time with Peter?
4. What two sources do the residents of the Annex depend on for news and information?
5. What is Mrs. Franks opinion of Anne visiting Peter?
6. What does Anne hope to do when she becomes an adult?
7. Describe the dangerous occurrence that happens during the burglary.
8. What country does Anne hope to become a citizen of after the war?
9. What does Anne first experience with Peter?
10. Why does Mr. Frank think Anne should not visit Peter so much?
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Vocabulary Quiz: Section Four
Directions: Write the vocabulary word that best matches each definition, choosing from the
word bank below. Write your answer on the line next to the definition. Be careful to spell the
word correctly. Not all words will be used.
adroit
jocular
precarious
solace
diligently
livid
privations
succulent
din
nonchalance
pseudonym
variegated
disparaging
perplexed
salvos
tranquility
1. _______________ degrading; negative

2. _______________ confused; puzzled
3. _______________ mouthwatering; tasty
4. _______________ skillful at using the hands or mind
5. _______________ very angry; enraged
6. _______________ simultaneous discharging of weapons in a military action or salute
7. _______________ fictitious name
8. _______________ an air of indifference or lack of concern; casualness
9. _______________ jolly; playful
10. _______________ having markings of different colors
11. _______________ with steady and earnest effort
12. _______________ lack of comforts and necessities of life
13. _______________ a loud, continuous noise
14. _______________ calm; freedom from disturbance or turmoil
15. _______________ not secure; uncertain
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Quiz: Section Five May 5, 1944 - End
Directions: Choose the best answer for each of the following questions from Section Five. Write
the letter of the correct answer on the line provided.
1. ________Anne writes a letter to
A. Mother
B. Father
explaining why she plans to continue visiting Peter.

C. Margot
D. Pim
2. ________Anne keeps herself busy reading about history, making family trees, and studying
A. mythology
C. Greek
B. playwriting
D. Shakespeare
3. ________Anne partially blames
prepare for war.
A. England
B. Holland
for allowing Germany to rearm and

C. the United States
D. God
4. ________Peter discusses going into what profession after the war?

A. military
C. dentistry
B. criminal
D. woodworking
5. Anne turns
A. 14
B. 15
years old on her last birthday in hiding.

C. 13
D. 16
6. ________The residents of the Annex are given large quantities of

A. raspberries and green beans
B. strawberries and peas
C. grapes and chocolate
D. red beans and peanuts
7. ________ Anne dreams of world travel, while her sister Margot wishes to
A. continue to live in Holland and marry to a rich man
B. go to college at Oxford
C. become a midwife in Palestine
D. write childrens books
8. ________Which is the only book that Anne is not upset about being ruined or damaged by
the water from the vase that spilled on them?
A. the Bible
B. the Algebra textbook
C. Mr. Drussels notebook
D. her Latin textbook
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9. ________Anne writes a final conclusion to her diary
A. after being rescued from the death camp
B. the day before she is captured
C. by telling her story to another prisoner who then writes it for her
D. never, because she never has the opportunity to do so
10. ________Annes greatest wish is to become
A. a mother who loves her children
B. a journalist and a famous writer
C. a historian
D. a Hollywood movie star
Vocabulary Quiz: Section Five

definition next to the word it defines.
1. ______ epistle
A. without any question about meaning or intent
2. ______ wheedle
B. ridiculously unreasonable or irrational
3. ______ grousing
C. portion of land surrounded by water on three sides

and attached to a larger land mass
4. ______ explicitly
5. ______ recoil
D. prevails; appears more noticeable than others

E. to influence by flattery; persuade
6. ______ peninsular
F. strictly conforming to established religious doctrine
7. ______ redoubt
G. untrusting; pessimistic; skeptical
8. ______ cynical
H. a long, elegant letter
9. ______ inferior
I. proud; arrogant; showing false superiority
10. ______ orthodox
J. to shrink back physically or emotionally
11. ______ repose
K. delayed; waited
12. ______ absurd

13. ______ tarried
14. ______ predominates
L. a secure retreat or stronghold; fortress

M. complaining; grumbling
N. peacefulness; tranquility
O. of lower importance or quality
15. ______ supercilious
80

Name: ____________________________________________________________ Period: ___________


Final Exam
Part A: Matching
Directions: Match the following characters with the correct description or action. Write the
1. ______ Anne Frank
2. ______ Margot Frank
3. ______ Otto Frank
A. moves his family from Germany to Amsterdam and

then goes into hiding with them
B. shares a kiss with Anne
C. Mr. Franks secretary who finds and keeps the diary
4. ______ Edith Frank
D. Annes mother
5. ______ Mr. Van Daan
E. helps the Franks hide in the Annex
6. ______ Mrs. Van Daan
F. author of the diary
7. ______ Peter Van Daan
G. frequently argues with his wife while living in the

Annex
8. ______ Albert Dussel
H. a dentist who comes to live in the Annex
9. ______ Miep Gies
I. older sister in the Frank family
10. ______ Mr. Kraler
J. frequently complains and refuses to share her things

while living in the Annex
Part B: True/False
Directions: For each of the following statements, decide whether it is true or false. If true, write
true on the line provided; if false, write the word false.
11. __________ The Secret Annex is located in Mr. Franks office building.
12. __________ The residents of the Annex get most of their information from watching
television.
13. __________ Mr. Frank, Margot, and Anne listen to meetings about the Germans bombing
Holland.
14. __________ Anne sprains her ankle and needs to seek medical attention.
15. __________ Anne finds it frustrating that she does not have a room and space to herself.
16. __________ During a break-in, someone shines a flashlight through a hole in the wall and
sees some of the residents of the Annex.
17. __________ Anne turns 15 years old on her last birthday in hiding.
18. __________ Annes conclusion to her diary tells of her life after the war.
81

Name: ____________________________________________________________ Period: ___________


Part C: Multiple Choice
Directions: Choose the letter of the best response. Write the letter of the correct answer on the
line provided
19. ______ Which of the following laws were instituted in Holland after the Nazi invasion?
A.
B.
C.
D.
E.
Jewish people had to wear a yellow star on their clothes.

Jewish people could not drive or use public transportation.
Jewish people could only shop in Jewish stores at certain times.
A&C
all of the above
20. ______Why does the Frank family go into hiding before they had originally planned?
A. Germany invades Holland.
D. A & B
B. Margot receives a call-up notice.
E. all of the above
C. Mr. Frank receives a call-up notice.
21. ______Why does Mr. Frank want Margot and Anne to study Latin and the New Testament?
A. He wants them to have something to do that is also educational.
B. He wants them to be well-educated.
C. He wants them to be able to read the Bible in Latin.
D. A & B
E. B & C
22. ______Why does Anne picture Lies in her dreams?
A. Anne misses her friend, Lies.
B. Anne knows Lies has moved to Switzerland.
C. Lies symbolizes the suffering of the Jewish people.
D. A & B
E. A & C
23. ______How does Anne prefer to deal with feeling sad?
A. by thinking of others who are less fortunate
C. by talking with her father
E. C & D
24. _____Why talk to does Anne her diary as a friend?
A. Anne tends to be very solitary.
D. A & B
B. Anne does not like to talk to people.
E. A & C
C. Anne misses her friends.
82

Name: ____________________________________________________________ Period: ___________


25. ______ Why is Annes comment about what she wants to be when she grows up an
interesting one?
A. Through her diary, Anne does teach a lot of people about the war.
B. Through her diary, Anne does counsel a lot of people about dealing with trauma.
C. Through her diary, Anne does become a famous writer.
D. Through her diary, Anne does become a type of political figure.
E. all of the above
26. ______ How does Anne pass the time in the Annex?
A. reading about history
D. B & C
B. making family trees
E. all of the above
C. studying mythology
Part D: Constructed Response
Directions: Answer the following questions using complete sentences. Give as many details as
possible to support your answers.
27. Why do you think the residents of the Annex celebrate both Christian and Jewish holidays?
28. Infer why Mrs. Van Daan refuses to sell her fur coat.
29. Describe what Anne says she wants most in life and why.
30. Evaluate how Anne communicates her decision to continue visiting Peter. Do you agree or
disagree with Annes approach? Why or why not?
83

Name: ____________________________________________________________ Period: ___________


Final Exam: Multiple Choice
Directions: Write the letter of the best response to each question in the blank OR, if you have a
separate answer sheet, fill in the bubble of the correct response on your answer document.
Part A: Characters
1.
________Anne Frank
A. Mr. Franks secretary
B. older sister in the Frank family
C. author of the diary
D. refuses to share her things while in hiding
2.
________Margot Frank
A. older sister in the Frank family
B. author of the diary
C. Annes mother
D. Mr. Franks secretary
3.
________Otto Frank
A. moves his family from Germany to Amsterdam and then goes into hiding with them
B. a dentist who moves into the Annex
C. brings food to everyone in the Annex
D. tells the police about people hiding in the Annex
4.
________Edith Frank
A. younger child in the Frank family
B. older child in the Frank family
C. mother in the Frank family
D. refuses to share her things while living in the Annex
5. ________Mr. Van Daan

A. a dentist who moves into the Annex
B. brings food to people living in the Annex
C. tries to break into the Annex
D. frequently argues with his wife while living in the Annex
6. ________Mrs. Van Daan
A. Mr. Franks secretary
B. refuses to share her things while living in the Annex
C. grandmother of the Frank family
D. brings food to the people living in the Annex
84

Name: ____________________________________________________________ Period: ___________


7. ________Peter Van Daan
A. wants to be a policeman after the war
B. shares a kiss with Anne
C. shares a kiss with Margot
D. wants to be a teacher after the war
8.
________Albert Dussel
A. a dentist who comes to live in the Annex
B. a pilot who gets shot down
C. argues with his wife while living in the Annex
D. leaves Holland to go to the United States
9. ________Miep Gies
A. refuses to share her things
B. Mr. Franks secretary who helps the people living in the Annex
C. Annes teacher
D. a dentist who comes to live in the Annex
10. ________Mr. Kraler
A. a dentist who comes to live in the Annex
B. moves his family into the Annex
C. helps the Franks hide in the Annex
D. a pilot who is shot down
Part B: Plot
11. ________ Where is the Secret Annex located?
A. over a grocery store
B. over Mr. Franks office building
C. over Mr. Van Daans office building
D. in an underground bunker
12. ________Which of the following laws were instituted in Holland after the Nazi invasion?
A. Jewish people had to wear a yellow star on their clothes.
B. Jewish people could not drive or use public transportation.
C. Jewish people could only shop in Jewish stores at certain times.
D. all of the above
13. ________Why does the Frank family go into hiding before they had originally planned?
A. Germany invades Holland.
B. Margot receives a call-up notice.
C. Mr. Frank receives a call-up notice.
D. Germany imposes strict laws on Jews in the Netherlands.
85

Name: ____________________________________________________________ Period: ___________


14. ________From where do the residents of the Annex get most of their news?
A. television
B. newspapers
C. radio
D. leaflets dropped from airplanes
15. ________What holidays do the residents of the Annex celebrate?
A. no holidays
B. only Jewish holidays
C. only Christian holidays
D. Christian and Jewish holidays
16. ________What is the subject of the meetings that Anne, Margot, and Mr. Frank try to
overhear?
A. German bombings of Holland
B. buying ration cards
C. Mr. Franks business
D. selling the building in which they are living
17. ________Why does Anne almost need to leave the Annex to seek medical attention?
A. the flu
B. her eyesight
C. broken wrist
D. sprained ankle
18. ________Who refuses to part with her clothes and coats?
A. Mrs. Van Daan
B. Margot Frank
C. Edith Frank
D. Miep Gies
19. ________What does Anne find most frustrating about living in the Annex?
A. the bathroom situation
B. not having a room and space to herself
C. the poor selection of food
D. not having books to read
20. ________What does Mr. Frank want Anne to study and read?
A. English
B. French
C. New Testament
D. Old Testament
21. ________Who does Anne picture as her guardian angel?
A. her grandmother
B. her mother
C. her father
D. her aunt
86

Name: ____________________________________________________________ Period: ___________


22. ________What does Anne say she wants most in life?
B. to marry Peter Van Daan
C. to visit France
D. to move to the United States
23. ________How does Anne prefer to deal with feeling sad?
A. by thinking of others who are less fortunate than she
C. by speaking with her father
24. ________What does Anne call her diary?
A. Sophie
B. Margot
C. Kitty
D. Lies
25. ________What does Anne want to be when she grows up?

A. a chef
C. a teacher
B. a politician
D. a writer
26. ________Which of the following occurs during a break-in?
A. The records from Mr. Franks business are stolen.
B. The food for the residents is stolen.
C. Someone shines a flashlight into the building and nearly sees some of the residents.
D. Someone steals the radio from the Annex.
27. ________To whom does Anne write a letter explaining why she plans to continue visiting
Peter?
A. her father
B. her mother
C. Margot
D. Mrs. Van Daan
28. ________How does Anne pass the time in the Annex?
A. reading about history
B. making family trees
C. studying mythology
D. all of the above
29. ________What is Annes age on her last birthday in hiding?
A. 13
C. 15
B. 14
D. 16
30. ________What happens to the residents of the Annex?
A. They escape to the United States.
B. They are arrested by the Gestapo.
C. They spend the rest of the war in the Annex.
D. They return to living in the Annex after the war.
87

Name: ____________________________________________________________ Period: ___________


Final Vocabulary Test
Part A: Matching
Directions: Write the vocabulary word that best matches each definition, choosing from the
word bank below. Write your answer on the line by the definition. Be careful to spell the word
correctly. Not all words will be used.
row
precarious
pseudonym
obstinate
monotonous
oppressive
diligently
tranquility
perplexed
congenial
salvos
surreptitiously
1. _______________ clandestinely; by stealth; in a sneaky manner

2. _______________ uncomfortable; distressing
3. _______________ stubbornly adhering to an opinion, purpose, or course of action despite
reasonable arguments against it
4. _______________ having a pleasant, likable disposition
5. _______________ tediously unchanging or unvarying
6. _______________ confused; puzzled
7. _______________ fictitious name
8. _______________ calm; freedom from disturbance or turmoil
9. _______________ not secure; uncertain
10. _______________ with steady and earnest effort
Part B: Multiple Choice
Directions: Choose the best vocabulary word for each of the following definitions. Write the
11. ________ miserable and depressed
A. somber
B. pious
C. dejected
D. emancipation
12. ________showing contempt or lack of respect

A. ado
B. pedantic
C. earnest
D. disdainful
13. ________the act of freeing a person or group from the control of another
A. emancipation
C. salvo
B. pseudonym
D. saboteur
88

Name: ____________________________________________________________ Period: ___________


14. ________ physically and/or emotionally distant
A. virtuous
B. morale
C. aloof
D. obstinate
15. _________cleared away; dispelled

A. variegated
B. dejected
C. subsided
D. banished
16. ________reckless; without regard for what is right

A. wanton
C. livid
B. congenial
D. adroit
17. _________overly concerned with minute details or formalisms; finicky
A. oppressive
C. repose
B. wheedle
D. pedantic
18. ________ became quiet or lessened
A. tarried
B. stagnant
C. subsided
D. livid
19. ________ flirtatious behavior

A. coquetry
B. morale
C. hoity-toity
D. diligent
20. ________ excess fuss or concern

A. ado
B. whimsy
C. manifest
D. grousing
Part C: Matching
definition by the word it defines.
A. insolent or rude
21. ______ reproachfully
B. portion of land surrounded by water on three sides
22. ______earnest
and attached to a larger land mass
23. ______underhandedness
C. with blame or disapproval; judgmentally
24. ______intuition
D. to shrink back physically or emotionally
25. ______impertinent
E. sneakiness; dishonesty
26. ______grousing
F. complaining, grumbling
27. ______recoil
G. proud; arrogant; showing false superiority
H. serious; intent; zealous
28. ______peninsular
I. of lower quality or importance
29. ______inferior
J. the ability to understand something without
30. ______supercilious
conscious reasoning; keen insight
89

Name: ____________________________________________________________ Period: ___________


Post-Reading Activities and Alternative Assessment
The following are suggested activities to supplement the study of Anne Frank.
Cross-Curricular Activities (Multiple Subjects)
1. Research and learn about the people who went into hiding during World War II and the
people who helped them. Find estimates of how many people went into hiding, how many
were arrested, and how many survived the war. Also learn about some people who helped
individuals in hiding and the lengths they went to assist them. Write a report to share the
information you learn, either orally or in written form.
2. You have learned a lot about Anne Frank. Now, learn more about some of the other residents
of the Annex, as well as Miep Gies and Mr. Kraler. Create a PowerPoint presentation to
share what you learn about them.
3. Interview someone who was alive during WWII. Even if they were only a child, they would
have a unique perspective as it would be a firsthand account of what they witnessed and lived
through. Your person would need to be at least 75 years old.
Geography/History/Social Studies
4. Watch a movie about the Holocaust such Schindlers List or The Hiding Place. Create a
graphic organizer comparing and contrasting the movie to Anne Frank. Remember that both
Schindlers List and The Hiding Place are true stories.
5. Create a map of the places discussed in the text. Be sure to include where the Franks lived
before moving to the Netherlands, where they lived in the Netherlands, and the concentration
camps where the residents of the Annex were sent after their arrest.
6. Create a map of the major battles of the European Theater during World War II.
7. Create a Venn diagram comparing and contrasting WWII to a current war (such as the war on
terror or the war in Afghanistan). You can focus on stereotypes and prejudice, world
involvement, or another aspect.
8. Discuss/research how Israel was created.
9. Watch a modern day take on Hitler, such as the Dr. Who episode Lets Kill Hitler, the
Simpsons episode "Bart vs. Australia," the Twilight Zones "He's Alive," or Cradle of
Darkness, one of the many Hitler finds out, videos from YouTube, or some other comical
or satirical look at Hitler. After watching, discuss how media plays a part in portraying
history and how these satirical views are realistic or not in the modern world.
Art/Drama/Music
10. Find several examples of Nazi propaganda from World War II. Write a paragraph or two to
accompany each example that explains the purpose of each piece of propaganda and how
Germany hoped to use it.
11. Imagine that your family has to go into hiding. Decide where you would go into hiding, how
you would design your space, and what you would take with you. Create drawings and
written plans of the location, its design, and what you and your family would take into
hiding.
12. Create a three-dimensional model of the Annex. Try to use the description provided in the
text when creating the inside of the model.
13. Create a one-person monologue in which you portray a character from Anne Frank.
Memorize and rehearse your one-person show, and then perform it for the class.
14. With one or two classmates, reenact an excerpt from the drama.
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Name: ____________________________________________________________ Period: ___________


Essay and Writing Ideas
For this Guide, essay and writing ideas are divided into two different types of writing
assignments. For the essay ideas, be sure to answer the questions in a succinct, comprehensive,
minimum five-paragraph essay. Each answer should be at least 2-3 pages. Below the essay ideas
are writing activities that do not necessarily follow the essay format. For the writing ideas,
follow the directions as given.
Essay Ideas
1. Write an essay discussing how Anne Frank changes and matures, especially emotionally,
while in hiding.
2. Select two characters from the drama. Write an essay discussing how they interact with
each other while living in the Secret Annex.
3. Write an essay analyzing Mr. Frank. What is his role in the drama, and what role do you
think he played in the real-life aspect of the story?
4. While Anne Franks story and life are extraordinary, she is also ordinary in many ways.
Write an essay detailing how Anne Frank is a typical young teenage girl.
5. Evaluate the story of Anne Frank in terms of its message about tolerance and the dignity
of human life.
6. Write an essay providing your opinion of Anne Franks diary. Did you find it plausible?
Did you find Anne likable? Why or why not?
Writing Ideas
7. Think about how a story similar to that of Anne Frank and her family could occur today.
Determine in what region of the world a similar situation could occur and under what
conditions. Write a summary or rewrite a portion of the story adjusting it for the present
day.
8. Rewrite part of Anne Frank from the point of view of another character in the story. Do
your writing in character, including a few details that only that character would relate to.
9. Write several journal entries from the point of view of another resident in the Secret
Annex. Be sure to include that persons feelings and opinions about the other residents of
the Annex.
10. Read Jillian Cantors Margot (2013). After reading the novel, write a summary of it and
evaluate how plausible you believe the story could be.
11. Imagine if Anne had been able to take her diary with her when she was arrested. Write
several journal entries that Anne may have written after her arrest.
91


Teachers Guide
Sample Agenda
The following is a sample unit plan integrating all aspects of this Literature Guide for Anne
Frank: The Diary of a Young Girl for a 45 60 minute class.
Week One
Day One: Begin introducing themes and elements of the novel through Pre-Reading Ideas and
Activities (pp. 6-7). You may want to pick one or two to focus on or allow your students to
choose their own. Assign due dates, being sure to allow students time in class to work on their
projects.
Day Two: Read together Informational Focus: History of Jewish Persecution and assign
Comprehension Check (pp. 8-9). Read Informational Focus: Historical Background World
War II and assign Comprehension Check (pp. 10-11).
Day Three: Work on Informational Focus: Heroes of the Holocaust and Comprehension Check
(pp. 12-13). Begin Author Biography: Anne Frank and Comprehension Check (pp. 14-15).
Day Four: Pre-Reading Anticipation/Reaction Guide (pp. 16-17). Have students complete the
first Diary Prompt activity (p. 17).
Day Five: Review Vocabulary List (pp. 18-20) and Allusions and Terminology (pp. 21-22).
Begin reading Section One of the Diary.
Week Two
Day One: Continue Reading Section One. Review and complete the Active Reading Guide:
Note-Taking and Summarizing (p. 23). Complete Section One: Comprehension and Analysis. (p.
24). Complete a selection from Diary Prompts (p. 25).
Day Two: Finish Note-Taking and Summarizing and Comprehension and Analysis as you finish
reading Section One. Begin Literature Focus: Identifying a Characters Point of View (pp. 2627).
Day Three: Writing Focus: A Personal Narrative (pp. 28-29)
Day Four: Language Focus: Commas and Coordinate Adjectives (pp. 30-31).
Day Five: Distribute Quiz: Section One (pp. 68-69) and Vocabulary Quiz (p. 70). Begin reading
Section Two.
Week Three
Day One: Continue Reading Section Two. Review and complete the Active Reading Guide:
Note-Taking and Summarizing (p. 23). Complete Section Two: Comprehension and Analysis. (p.
reading Section Two. Begin Literature Focus: Examining Character Traits (pp. 34-36).
Day Three: Writing Focus: Writing an Informative Text (pp. 37-39).
Day Four: Language Focus: Vocabulary in Context (pp. 40-41).
Day Five: Distribute Quiz: Section Two (p.71-72) and Vocabulary Quiz (p. 73). Begin reading
Section Three.
92


Week Four
Day One: Continue Reading Section Three. Review and complete the Active Reading Guide:
Note-Taking and Summarizing (p. 23). Complete Section Three: Comprehension and Analysis
(p. 42). Complete a selection from Diary Prompts (p. 43).
reading Section Three. Literature Focus: Recognizing and Writing about Theme (pp. 44-45).
Day Three: Writing Focus: Supporting Your Writing (pp. 46-47)
Day Four: Language Focus: Synonyms, Antonyms, and Analogies (pp. 48-50).
Day Five: Distribute Quiz: Section Three (p. 75) and Vocabulary Quiz (p. 76). Begin reading
Section Four.
Week Five
Day One: Continue Reading Section Four. Review and complete the Active Reading Guide:
Note-Taking and Summarizing (p. 23). Complete Section Four: Comprehension and Analysis (p.
reading Section Four. Literature Focus: Character Development Chart (pp. 53-54).
Day Three: Writing Focus: Examining Character Motivations (pp. 55-56)
Day Four: Language Focus: Variations from Standard English (pp. 57-59).
Day Five: Distribute Quiz: Section Four (p. 77) and Vocabulary Quiz (p. 78). Begin reading
Section Five and Afterword.
Week Six
Day One: Continue Reading Section Five and Afterword. Review and complete the Active
Reading Guide: Note-Taking and Summarizing (p. 23). Complete Section Five: Comprehension
and Analysis. (p. 60). Complete a selection from Diary Prompts (p. 61).
reading Section Five. Literature Focus: Plot and Structure (pp. 62-63).
Day Three: Writing Focus: Narrative Essay (p. 64)
Day Four: Language Focus: Word Origins - Etymology (pp. 65-67).
Day Five: Distribute Quiz: Section Five (p. 79) and Vocabulary Quiz (p. 80).
Week Seven
Day One: Distribute either Final Exam [Mixed Answers] (pp. 81-83) or Final Exam: Multiple
Choice (pp. 84-87) and Final Vocabulary Test (pp. 88-89). If time allows, begin explaining
Post-Reading Activity and Alternative Assessment (p. 90) and Essay and Writing Ideas (p. 91).
Assign due dates, and give students time in class to work on their projects.
Days Two- Five: Continue Post-Reading Activity and Alternative Assessments and Essay and
Writing Ideas. Have students present any oral interpretations.
93


Notes to the Teacher
Not all activities and worksheets in this Guide must be used. They are here to help you, so that
you have some options to use with your students. Feel free to use all or only a few of the
worksheets and activities from this Guide. Here are a few notes about this Guide:
Page numbers referred to in this Literature Guide are from the 1986 Bantam Books Edition
of Anne Frank: The Diary of a Young Girl, ISBN 0-553-29698-1.
Both the Note-Taking and Summarizing and Comprehension Check questions are there to
help your students get the most out of the book. Depending upon your students and their
needs, you may want to have them only take notes, only answer questions, alternate, or do
both.
Depending on your students, you may want to read as a class, in small groups, and/or have
students read on their own.
Post-Reading and Alternative Assessment ideas are located on page 92. Again, these are only
suggestions. These project ideas can be used in addition to a written test or in place of one.
Project Rubrics are located on pages 99-100.
Essay/Writing Ideas are located on page 93. Often, having students choose ONE topic from
2-3 essay topics that you have chosen ahead of time, in addition to their written test, works
well.
Two versions of the Final Exam have been included in this Guide. The multiple formats
exam, located on pages 83-85, includes questions that should provide more of a challenge to
your students. Often, there is more than one correct answer, so students really need to know
the novel in order to succeed on the test. The Final Exam: Multiple Choice, located on pages
86-89, is more of a recall type test. The Final Vocabulary Test, located on pages 90-91, can
be used with both versions of the exam.
Have students visit the USC Shoah Foundation website (http://sfi.usc.edu/clipviewer). Watch
3-4 videos of people discussing their experiences during World War II and the Holocaust.
After watching the clips, have students write a short response recounting their reactions to
the clips. Lead a discussion in class about their questions and concerns.
Each Section has a Diary Prompts page. These are writing prompts that connect to the
reading in each section. These prompts are mostly topics than can be addressed in a short
period of time, so they can start off a period or be inserted as time permits. The prompts are
individual, so as many or few can be used as desired.
The Literature: Focus Point of View activity in this Guide is an exercise in determining how
the character sees the world, what the characters perspective is, what the characters
prejudices are. Although the Common Core does not specifically dictate which interpretation
of Point of View to teach, we feel that it is important to teach both narration (how the story is
narratedfirst, second, third person point of view) and character (characters perspective on
life). Some of our other Guides, Island of the Blue Dolphins, Hatchet, Narrative of the Life
of Frederick Douglass, etc. focus on the narration type of Point of View lessons, while
Number the Stars and My Brother Sam is Dead each include a lesson combining the two
types.
94


Supplemental Resource List
Movies/Documentaries about the Holocaust and/or World War II
Casablanca (1942)
The House on 92nd Street (1945)
The Scarlet and the Black (1983)
Schindlers List (1993)
Varians War (2001)
Historical Fiction about World War II and/or the Holocaust
Markus Zusaks The Book Thief (2006)

John Boynes The Boy in the Striped Pajamas (2006)
Lois Lowrys Number the Stars (1998)
Tatiana de Rosnays Sarahs Key (2007)
Nonfiction books about World War II and/or the Holocaust
Elie Wiesels Night (1982 or 2006)

Corrie Ten Booms The Hiding Place (1984)
Stephen Ambroses Band of Brothers (2002)
Irene Guy Opdykes In My Hands: Memories of a Holocaust Rescuer (2004)
95


Summary of the Novel
Section One: June 14, 1942 November 28, 1942 Anne tells of receiving her diary on her 13th
birthday. She relates that she was born in Germany but left for Holland when Hitler rose to
power. Now that Germany has occupied the Netherlands, Jews must wear yellow stars on their
clothes and must walk instead of using transportation. Anne explains that her family has been
preparing to go into hiding, which the Frank family quickly does when Annes older sister,
Margot, receives a call-up notice. The family then moves into the Secret Annex that has been
prepared for them in Mr. Franks office building. Anne and her mother frequently argue, and
Anne feels distant from her and Margot. The Van Daan family arrives to also live at the Annex.
Anne keeps up her studies while in hiding. The family experiences two scares when they hear
someone in the building during the night and again when Mr. Frank becomes sick and they
cannot call a doctor. Mr. Dussel, a dentist, also moves into the Annex where he shares a room
with Anne.
Section Two: December 7, 1942 October 29, 1943 The inhabitants of the Annex celebrate
Chanukah and St. Nicholas Day. Dussel and Mrs. Van Daan argue with each other. Conditions
for the Jews in the Netherlands are worsening with many of them being deported and separated
from their families. Anne celebrates her 14th birthday. Anne looks forward to returning to school
once it is safe to leave the Annex. Bombs fall on the city, and the inhabitants of the Annex no
longer feel safe listening to their radio. Italy surrenders to the Allied powers.
Section Three: November 3, 1943 March 7, 1944 Margot takes a correspondence course in
Latin, but Anne chooses to not do so. Mr. Dussel and Mrs. Van Daan continue to argue. St.
Nicholas Day comes again, and Anne has the flu. Anne begins maturing as a young woman and
begins spending time talking with Peter Van Daan. Peter admits that he no longer wants to be
Jewish after the war. Morale is at a low due to the length of the war. The inhabitants of the
Annex are shaken when the office building is broken into again. A man who provided the Frank
and Van Daan families with food is arrested.
Section Four: March 12, 1944 May 3, 1944 The people who supply food to the Annex are
arrested, so the family must depend on the black market for food. When Anne and Peter become
closer, Mrs. Frank forbids Anne to visit Peter any more. Anne wonders about publishing her
diary. Someone shines a flashlight through a gap in the wall when the building is broken into
again. Anne vows to be heard if she survives the war. Peter kisses Anne. Mr. Frank asks Anne to
please show restraint in her relationship with Peter.
Section Five: May 5, 1944 End In her diary, Anne discusses the point of war and how people
suffer during war. The residents of the Annex become excited by the D-Day invasion, which
begins to liberate Europe from Germanys hold. Anne continues to discuss her own selfimprovement. Annes diary ends abruptly after her entry of August 1, 1944.
The Afterword summarizes the build-up to World War II, the Holocaust, and Anne Franks life
until she went into hiding. The residents of the Annex were arrested by the Gestapo on August 4,
1944, then sent to several different concentration camps. Only Otto Frank survived the war.
When he returned to his home, Miep gave Mr. Frank Annes diary that she had found in the
Annex. The diary was first published as a book in 1947.
96


Project Rubric A
Category
Score of 5
Score of 4
Score of 3
Score of 2
Score of 1
Required
Elements
Includes all
of the
required
elements as
stated in the
directions.
Includes all but

one or two of
the required
elements as
stated in the
directions.
Missing 3 or 4
of the
required
elements as
stated in the
directions.
Missing 5 or 6 of
the required
elements as
stated in the
directions.
Project does
not follow the
directions.
Graphics,
Pictures
All pictures,
drawings, or
graphics are
appropriate
and add to
the
enjoyment of
the project.
Some pictures,
drawings, or
graphics are
included, are
appropriate,
and add to the
enjoyment of
the project.
A few
pictures,
drawings, or
graphics are
included and
are
appropriate to
the project.
A few pictures,
drawings, or
graphics are
included, but may
not be
appropriate to
the project, or
may be
distracting.
Pictures or
drawings are
not used
and/or are
inappropriate
or distracting
to the project.
Creativity
Exceptionally
clever and
unique;
design and
presentation
enhance the
project.
Clever at times;
thoughtfully
and uniquely
presented.
A few original
or clever
touches
enhance the
project.
Little evidence of
uniqueness,
individuality,
and/or effort.
No evidence
of creativity
or effort.
Project is not
unique.
Neatness,
Appeal
Exceptionally
neat and
attractive;
typed or very
neatly hand-
written,
appropriate
use of color,
particularly
neat in
design and
layout.
Neat and
attractive;
typed or neatly
handwritten,
good use of
color, good
design and
layout.
Generally neat
and attractive;
handwritten,
some use of
color, some
problems in
design and
layout.
Grammar,
Spelling,
Mechanics
Little to no
problems
with
grammar,
spelling, and
mechanics.
Project was
clearly
proofread.
A few
problems with
grammar,
spelling, or
mechanics.
Errors are
minor and do
not distract
from the
project.
Several errors
in grammar,
spelling, or
mechanics.
Errors can be
slightly
distracting at
times.
Score

Distractingly
messy or
disorganized;
handwritten;
little use of color;
several problems
in design and
layout.
Work shows
no pride or
effort. Project
is incomplete,
illegible, or
particularly
messy and
unattractive.
Several problems
with grammar,
spelling, or
mechanics. Errors
are distracting.
Many
problems
with
grammar,
spelling, or
mechanics.
Mistakes
clearly show
project was
not proofread.
Comments:

Final Score: ________ out of 25
97


Project Rubric B

Category
Score of 5
Score of 4
Score of 3
Score of 2
Required
Elements
Includes all
of the
required
elements as
stated in the
directions.
Includes all but

one or two of
the required
elements as
stated in the
directions.
Missing 3 or 4
of the
required
elements as
stated in the
directions.
Missing 5 or 6
of the required
elements as
stated in the
directions.
Creativity
Exceptionally
clever and
unique;
design and
presentation
enhance the
project.
Clever at times;
thoughtfully
and uniquely
presented.
A few original
or clever
touches
enhance the
project.
Neatness,
Appeal
Exceptionally
neat and
attractive;
typed or very
neatly hand-
written,
appropriate
use of color,
particularly
neat in
design and
layout.
Neat and
attractive;
typed or neatly
handwritten,
good use of
color, good
design and
layout.
Generally neat
and attractive;
handwritten,
some use of
color, some
problems in
design and
layout.
Grammar,
Spelling,
Mechanics
Little to no
problems
with
grammar,
spelling, and
mechanics.
Project was
clearly
proofread.
A few
problems with
grammar,
spelling, or
mechanics.
Errors are
minor and do
not distract
from the
project.
Several errors
in grammar,
spelling, or
mechanics.
Errors can be
slightly
distracting at
times.
Citation of
Sources
All graphics,
pictures, and
written work
are original,
or if they
have been
obtained
from an
outside
source, have
been
properly
cited.
All graphics,
pictures, and
written work
that are not
original or
have been
obtained from
an outside
source have
been cited,
with a few
problems.
All graphics,
pictures, and
written work
that are not
original or
have been
obtained from
an outside
source have
been cited,
with several
problems.
Score of 1
Score

Project does
not follow the
directions.

Little evidence
of uniqueness,
individuality,
and/or effort.
No evidence of
creativity or
effort. Project
is not unique.

Distractingly
messy or
disorganized;
handwritten;
little use of
color; several
problems in
design and
layout.
Work shows no
pride or effort.
Project is
incomplete,
illegible, or
particularly
messy and
unattractive.
Several
problems with
grammar,
spelling, or
mechanics.
Errors are
distracting.
Many problems
with grammar,
spelling, or
mechanics.
Mistakes
clearly show
project was not
proofread.
Some attempt
has been made
to give credit
for unoriginal
graphics,
pictures, and
written work.
No attempt has
been made to
give credit for
unoriginal
graphics,
pictures, and
written work.

Comments:

Final Score: ________ out of 25

98


Response to Literature Rubric
Adapted from the California Writing Assessment Rubric
California Department of Education, Standards and Assessment Division

Score of 4
# Clearly addresses all parts of the writing task.
# Provides a meaningful thesis and thoughtfully supports the thesis and main ideas with
facts, details, and/or explanations.
# Maintains a consistent tone and focus and a clear sense of purpose and audience.
# Illustrates control in organization, including effective use of transitions.
# Provides a variety of sentence types and uses precise, descriptive language.
# Contains few, if any, errors in the conventions of the English language (grammar,
punctuation, capitalization, spelling). These errors do not interfere with the readers
understanding of the writing.
# Demonstrates a clear understanding of the ambiguities, nuances, and complexities of
the text.
# Develops interpretations that demonstrate a thoughtful, comprehensive, insightful
grasp of the text, and supports these judgments with specific references to various
texts.
# Draws well-supported inferences about the effects of a literary work on its audience.
# Provides specific textual examples and/or personal knowledge and details to support
the interpretations and inferences.

Score of 3
# Addresses all parts of the writing task.
# Provides a thesis and supports the thesis and main ideas with mostly relevant facts,
details, and/or explanations.
# Maintains a generally consistent tone and focus and a general sense of purpose and
audience.
# Illustrates control in organization, including some use of transitions.
# Includes a variety of sentence types and some descriptive language.
# Contains some errors in the conventions of the English language. These errors do not
interfere with the readers understanding of the writing.
# Develops interpretations that demonstrate a comprehensive grasp of the text and
supports these interpretations with references to various texts.
# Draws supported inferences about the effects of a literary work on its audience.
# Supports judgments with some specific references to various texts and/or personal
knowledge.
# Provides textual examples and details to support the interpretations.

99


Score of 2
#
#
#
#
#
#
#
#
#
Addresses only parts of the writing task.

Suggests a central idea with limited facts, details, and/or explanation.
Demonstrates little understanding of purpose and audience.
Maintains an inconsistent point of view, focus, and/or organizational structure, which
may include ineffective or awkward transitions that do not unify important ideas.
Contains several errors in the conventions of the English language. These errors may
Develops interpretations that demonstrate a limited grasp of the text.
Includes interpretations that lack accuracy or coherence as related to ideas, premises,
or images from the literary work.
Draws few inferences about the effects of a literary work on its audience.
Supports judgments with few, if any, references to various text and/or personal
knowledge.

Score of 1
# Addresses only one part of the writing task.
# Lacks a thesis or central idea but may contain marginally related facts, details, and/or
explanations.
# Demonstrates no understanding of purpose and audience.
# Lacks a clear point of view, focus, organizational structure, and transitions that unify
important ideas.
# Includes no sentence variety; sentences are simple.
# Contains serious errors in the conventions of the English language. These errors
# Develops interpretations that demonstrate little grasp of the text.
# Lacks an interpretation or may be a simple retelling of the text.
# Lacks inferences about the effects of a literary work on its audience.
# Fails to support judgments with references to various text and/or personal knowledge.
# Lacks textual examples and details.
100


Answer Key
Student answers will vary. Sample answers are provided.
Pages 8-9: Comprehension Check: History of Jewish Persecution
1. The term murdered has a very strong connotation. It sets the tone by telling the reader straight away that these
peoples lives were taken purposely, unjustly, violently.
2. Slavs, Poles, Gypsies, the mentally ill, the physically disabled, homosexuals, political opponents, and religious
dissidents
3. Students paragraphs should encapsulate the main ideas of the text, while also including a few details from it.
4. Hitler targeted these groups because they were not of an Aryan background and/or were considered to be flawed
in some way.
5. The Jews were easy targets because they already had a long history of persecution. It was easy to target them
because they were already targets who had been chased out of their homes before. It was nothing new to
continue to target them.
6. Answers will vary, but should have a basis in the definition given in the article.
7. Highlighting genocide brings special attention to the term, making it more important than just mentioning it
within the article itself.
8. The author wanted to show that the Nazis werent the only ones that targeted Jews. There was a long history,
for many different reasons that others also targeted them.
9. The key event was that the Christians blamed the Jews for the death of Jesus. The answers to the second part of
this question may vary as it is personal opinion.
10. Answers may vary due to personal opinion, but the article does state that the Jews were persecuted for other
things such as their language, clothing, and beliefs that varied from the norm.
Pages 10-11: Comprehension Check: Historical Background - World War II
1. Axis: Germany, Italy, Japan; Allied: Great Britain, France, United States, Soviet Union
2. Hitler, as chancellor of Germany, continued to push the boundaries of the settlement of World War I. He then
invaded Austria, Czechoslovakia, and Poland, which led to the outbreak of World War II.
3. With success in the D-Day invasions, the Allied forces gained a foothold on the European continent from which
to push against the Axis forces.
4. The United States did not want to get involved in the war unless deemed necessary. Since the United States was
not attacked until Pearl Harbor, we chose to stay out of the war until that time.
5. The atomic bombs dropped by the United States caused destruction from which Japan could not recover. Japan
did not possess atomic bombs to use to counter the United States and did not want the U.S. to bomb their
country again.
Pages 12-13: Comprehension Check: Heroes of the Holocaust
1. Corrie Ten Boom and her family kept Jewish families hidden in their home and provided a safe house for
traveling refugees.
2. At first, Oscar Schindler was motivated by the profit of keeping his factory running. As the war progressed,
Schindler began to personally care about his employees and wanted to help them as people.
3. The villagers of Le Chambon-sur-Lignon represented a large population group helping another large group of
people, while the Ten Boom family worked mainly within their own home helping the people who came to
them.
4. The villagers identified with the Jewish people because the villagers had been persecuted for their religious
beliefs, much as the Jews were persecuted for theirs.
5. Students paragraphs should include substantive information about the person they researched.
Pages 14-15: Comprehension Check: Author Biography
1. The Franks feared the rising anti-Semitism associated with Adolf Hitler and the Nazi party and they felt very
uncomfortable living in Germany. The Franks thought that by leaving Germany they would be safe from harm
and persecution. They left to escape persecution, as did 300,000 others.
2. All Jews were then required to register their names and addresses with authorities. Jewish individuals were
required to wear a yellow star on their clothes at all times. Jewish children were forced to attend all-Jewish
schools. Jewish individuals were not allowed to use forms of transportation. Jewish businesses were
confiscated. Jewish government employees were fired from their jobs.
101


3.
The dictionary definition is prejudice or hatred against Jews, a Semitic race, but to the definition from context
clues would be anti-Jewish, or a discriminatory word used toward Jews in reference to the laws or attitudes of a
majority population.
4. Anne lived a rather normal life. She went to school and played with children from many different backgrounds.
Her family lived a regular upper middle class existence.
5. Anne and her familys personal liberties were slowly taken away. She was forced to go to an all Jewish school,
wear a yellow star to advertise that she was Jewish, and eventually had to flee with her family into hiding to
protect themselves.
6. The Frank family was upper middle class, and lived in a mixed (both Jewish and other religions/cultures)
neighborhood. He used his wealth and his status by hiding in his old office building, and allowed their nonJewish friends to help support them through their time in hiding.
7. After the residents of the Annex were arrested, Miep Gies found Annes diary in the Annex. She kept it and
gave it to Annes father after the war. Mr. Frank let some people read the diary and they encouraged him to
have it published.
8. By definition, a memoir is a history, narrative, or biography.
9. Answers may vary. Annes story is genuine and brutal truth of what Anne and the rest of her family lived
though. It is popular because it shows the human side to a tragedy, and reminds those who have read it that
examining that human side is whats really important.
10. Knowing that Anne dies in a German camp just makes her story all the more tragic. When she refers to her
friends dying or some of the other horrible news that reaches them, it puts a more realistic light on her own
plight. Its not just a fictional story; its a real story of a real person.
Pages 16-17: Pre-Reading Anticipation/Reaction Guide
Answers will vary. Check for completion.

Page 23: Note-Taking and Summarizing
Setting: Frank family home; Secret Annex in Otto Franks office building
Characters: Frank family: Anne, Margot, Otto, Edith; Van Daan family: Mr. and Mrs. Van Daan, Peter; Mr. Dussel
General Summary: Anne receives her diary as a birthday gift. Anne tells of how Jews are being treated during World
War II. The Frank family goes into hiding after Margot receives a call-up notice. The Van Daan family and Mr.
Dussel join the Frank family at the Secret Annex.
Themes: fear, persecution of the Jews, wartime
Prediction: The families will argue and have issues while living together in the Annex.
Page 24: Comprehension and Analysis
Answers may vary.
1. Anne receives her diary for her 13th birthday.
2. Anne means that she can take the time to think about what she wants to write. The paper will always be there if
she needs to stop and shift though her emotions.
3. Anne chooses to write to someone in letter form so that she might explain what is happening to her. Its a way
that Anne chooses to organize her thoughts and progress through her experience. It sets a more personal tone.
4. Jews had to wear a yellow star, could not drive or use public transportation, could only shop in Jewish stores at
certain times, had to go to separate schools, and could not go to public places of entertainment.
5. The essay about chattiness is ironic for two reasons: one, she was a very chatty person, although she never felt
she talked to excess, and two, the only way that Anne is known today is though her writing, which was a branch
off her chattiness. The essay is an example of her humor and personality, which shines though in her writing
and was likely a positive experience that she carried though to her diary.
6. The Zionist Movement was viewed as a radical group that wanted to create a separate Jewish state.
7. Over time, the Frank family sends some of their clothes, food, and furniture to where they will be living.
8. Mr. Franks employees (Mr. Kraler, Koophuis, Miep, and Elli Vossen) all help the Franks while in hiding. It
was important to have outside help because the family needs to eat and get rid of waste, and needed information
from the outside.
9. It is helpful to have a picture that makes Annes descriptions more clear. Its also handy to have it as a
reference to look back on to further understand what Anne is referring to.
10. Mrs. Frank and Margot cried and were sad, while Mr. Frank and Anne set to organizing the Annex.
102


11. Anne often confides in and identifies with her father, and often says that Margot is more like her mother. The
scene from question #10 foreshadows how Anne sees herself (and therefore reacts) more like her father than
like her mother.
12. Margot and Anne are still doing school lessons while in hiding.
13. Mrs. Van Daan is very critical of others, hides her things, and refuses to share. One can infer that she is selfish,
perhaps scared, and having problems coming to grips with her situation and losing the things she sees as
valuable.
14. The Franks hoped to make the authorities think they had fled to Maastricht.
15. Peter is closest to Anne in age, and although hes a boy they have similar interests and try to become friends.
An example is when Peter and Anne dress-up and perform silly skits.
16. Even though the Franks are German, Hitlers actions have caused them to flee Germany and refuse to be
associated with it.
Pages 26-27: Literature Focus: Point of View
Students answers will vary. Sample answers are provided.
Part I
How Grannys death affected her (4); tells of riding bicycles home with boys (5); finds it amusing that she talks so
much in class (6-7); Anne says that Harry is in love with her (11); Anne portrays herself as a hard worker in school
(12); sadness of leaving behind her home and cat (15); Anne shows herself and her father as the ones who work to
organize their home in the Annex (19)
Part II
1. Anne does not think that she has talked excessively or done anything else to deserve Mrs. Van Daans blowups.
2. Anne views herself as being put upon by everyone else.
3. Anne thinks that her mother is being completely unreasonable, and that she, Anne, is the innocent party.
4. Anne feels that her parents wrongly took Margots side in the quarrel.
5. Like many adolescents, Anne feels that she is misunderstood by everyone and, thus, chooses to confide in her
diary.
Pages 28-29: Writing Focus: A Personal Story
Answers and writing will vary widely.
Pages 30-31: Language Focus: Commas and Coordinate Adjectives
1. no mistakes
2. I saw a nice-looking, brown-haired boy standing by the bike sheds.
3. I know her too, a very soft, dull creature.
4. no mistakes
5. no mistakes
6. A. her gray tabby cat
7. D. gaudy yellow stars
8. A. small, private Annex above
9. C. dark, dignified wooden furniture
10. A. an ideal hiding place
Section Two: December 1942 October 1943

Characters: Frank family (Anne, Margot, Mr. and Mrs. Frank), Van Daan family, Mr. Dussel, Miep, Mr. Koophius
General Summary: The residents of the Annex celebrate Chanukah and St. Nicholas Day and make sausages. Mr.
Dussel attempts to look at Mrs. Van Daans teeth until she cries and screams. The residents are constantly frightened
by the sounds of gunfire and air raids, as well as burglaries in the office below the Annex. Italy withdraws from the
war, and the residents are hopeful that an end is in sight.
Themes: adolescence, dealing with others, wartime, fear
Predictions: Students answers will vary, but should make logical sense within the framework of the text.
Page 32: Section Two: Comprehension and Analysis
1. They celebrate Chanuka and St. Nicholas Day.
103


2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Mrs. Van Daan yelled, screamed, and moved so much that a dental instrument got stuck in her tooth.
The people are very poor and dirty with little food. People are often dragged off and separated from their
families without warning.
Anne views herself as the put-upon party that other people pick on without reason to do so.
Any sound could be a burglar who might discover the Secret Annex or it could be bombs or bullets that pierce
the house.
People must declare large notes because these are the types of bills that people would have hoarded and/or taken
into hiding.
The meetings concern Mr. Franks business that other people are running in his absence.
Anne treats her mother rather coldly by refusing to let her tuck her into bed.
Mr. Dussel jokes that Mrs. Van Daan can come to his bed when she is frightened.
Anne could be picked up for being Jewish, or it could be discovered that Anne has been in hiding. Someone
who has not seen her in a long while may see Anne and ask questions about where she has been.
Students answers will vary, but should give reasonable support to either side.
Anne just wants to experience a normal life after the war.
They have all been living cramped together in a small area for an extended period of time. No one is trying to
be on his/her best behavior any more.
An air raid occurs when planes fly over and drop bombs.
The radio provides their link to news of the war and acts as a lifeline to the outside world.
Miep would have been arrested if she had been caught with the book.
They must be completely quiet when people who do not know they are in hiding are in the building.
V.M. may be trying to figure out if people are living in the building so he can turn them in to the police. He may
also just be curious about something he suspects.
Pages 34-36: Literature Focus: Examining Character Traits

Student answers will vary. Sample answers are provided.
Part I
Anne Frank: Mischievous - wants to do sneaky things to Mr. Dussel (62-63); Optimistic - maintains a positive
outlook that the war will end soon and they all will survive it (64); Suppressed - feels put-upon by everyone (64-65);
Curious - loves mythology (75); Daddys girl - prefers her father to her mother (77-78); Visually impaired - having
problems with her eyesight (85); Self-reliant - tries to handle negotiations with Mr. Dussel herself (87); Familyorientated - values normal family time (108)
Part II
Mrs. Van Daan: has a low pain tolerance (59-60); Petty - makes snide remarks about Anne and Margot (66); Selfish
- takes more of everything for herself (68); Fearful - afraid of the noises she hears (69); Gluttonous - enjoys eating
too much (90); Judgmental - critical of the books Anne and Margot read (93); Flirt - flirtatious with men (94);
Troublemaker - stirs up trouble (100)
Mr. Frank: Protective - I crawled into Daddys bed almost every night for comfort (61); Brave - investigating noises
from downstairs (65); Nervous - trembling with anxiety (68); Reflective - poem he wrote to Anne (73-74);
Defender - standing up for Anne against Dussel (79); Studious - studying Dickens with a dictionary (96)
Part III
1. Both, Anne is both critical and kind to herself. She admits her faults and her positive attributes.
2. Negative. Anne doesnt care for Mrs. Van Daan, and so tends to see negative things about her. She would be
less likely to point out any positives.
3. Positive. Anne adores her father, and in her eyes, he can do no wrong. Even when he scolds her, she cant be
angry with him and only reflects it back on herself.
4. Annes point of view rules what the reader sees, so the reader sees Mrs. Van Daan as negative and Mr. Frank as
positive.
Pages 37-39: Writing Focus: Writing an Informative Text
Answers and writing will vary.
Pages 40-41: Language Focus: Vocabulary in Context
Students inferences will always vary. Suggested answers are provided.
1. a. adjective; b. sad; c. feeling miserable and depressed
2. a. adjective; b. rude; c. showing contempt or lack of respect
104


3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
a. adjective; b. emotionally cold; c. physically and/or emotionally distant

a. adjective; b. gone; c. cleared away; dispelled
a. adjective; b. dangerous; c. reckless; without regard for what is right
a. adjective; b. difficult; c. overly concerned with minute details or formalisms; finicky
a. verb; b. stopped; c. became quiet or lessened
a. noun; b. flirtatiousness; c. flirtatious behavior
a. noun; b. ceremony; c. excess fuss or concern
a. adjective; b. permanent; c. unalterable; unable to take back or change
a. adverb; b. constantly; c. without interruption; constantly
a. adjective; b. well-behaved; c. honorable; having a high standard of morality or sense of right and wrong
a. adjective; b. loud; c. loud enough to cause reverberation

Characters: Frank family (Anne, Margot, Mr. and Mrs. Frank), Mr. Dussel, Van Daan family (Peter, Mr. and Mrs.
Van Daan)
General Summary: Margot takes a Latin correspondence course, while Anne learns about the New Testament.
Annes fountain pen is destroyed when it mistakenly gets in the oven. Anne feels melancholy due to her isolation
from others and wondering about the fates of her friends. She longs for a normal life outside of the Annex. Anne
starts her period and feels rather grown up. She begins to develop feelings for Peter and spends time with him in his
room.
Theme: isolation, adolescence, wartime
Predictions: Students answers will vary, but should be consistent with the books previous events.
Page 42: Section Three: Comprehension and Analysis
1. Margot begins studying Latin, and Anne starts reading the New Testament.
2. Annes pen gets mixed up with beans and accidentally put in the oven.
3. Anne took a shoe from each person and put it in a box with a poem about St. Nicholas Day.
4. Anne means that by writing she has time and space to write about her feelings without the judgment of another
person.
5. Anne does not know where Lies is. She does not know if Lies if safe, dead, or in a concentration camp.
6. Students answers will vary. There does not seem to be enough evidence of Mrs. Franks behavior to merit
Annes disdain of her, however teenaged girls and their mothers often tangle for no apparent reason.
7. Anne pictures her grandmother as her guardian angel.
8. With time, emotional slights and hurts tend to fade and feel less painful.
9. Anne most wants the opportunity to live the normal life of a young woman.
10. Anne usually blames others rather than herself for the issues.
11. Anne likes to read about the current movies and knows who stars in them.
12. The Dutch view it as helping their fellow man; they disagree with the German plan to exterminate the Jews;
they do not support Germany in the war.
13. Germany prefers to destroy Holland rather than lose it in useable condition.
14. Students answers will vary, but should present logical support.
15. Anne thinks she is falling in love with Peter Van Daan.
16. Annes remedy is to spend some time outside.
17. The person could come or go at any time without warning.
18. Anne compares Peter to her father.
19. Anne believes she has matured from a superficial girl to one with more depth.
20. Mrs. Frank says to think of those who are worse off than you, while Anne prefers to think of the beauty in the
world.
Pages 44-45: Literature Focus: Recognizing and Writing About Theme
1. (One-sentence Theme: Growing up can be filled with new experiences.) in the bricks: Anne sometimes views her
diary as her only friend (127); Anne notices boys more now (132); Anne acts rather dramatic about Peter (135);
Anne wants her mother but also wants independence at same time (137); Anne is curious about sex (143); Anne is
interested in movie stars and popular culture (144); Anne catches herself looking at and thinking about Peter (154155)
105


2. One-sentence theme for Isolation: Living in isolation has so many disadvantages. in the bricks: cannot get medical
care when sick (121); jealous of Mr. Koophiuss daughter enjoying normal activities (123); Anne misses smelling
fresh air (123); Anne misses having girl friends to talk to (131); Anne longs for freedom (151); Anne enjoys
having Peter as a companion, where she might otherwise not if they were not in isolation (153); The radio is a
lifeline for the residents of the Annex.
3. One-sentence theme for Wartime: Wartime is a time of hardship and sacrifice. in the bricks: wiping mold off
beans so as not to waste anything (117); Anne worries about the fates of her friends (119); rationing bread and
potatoes (138); underground movement that helps people in hiding (146); concerned about what to do if Holland
is invaded (147); thinking about what to do if the city is evacuated (148); People keep breaking into the office in
hopes of finding something of value. (162)
Pages 46-47: Writing Focus: Expanding Themes
Answers will vary widely.
Pages 48-50: Language Focus: Synonyms and Antonyms
1. impertinent
2. prospectus
3. scoffingly
4. stagnant
5. subjectively
6. witticisms
7. hoity-toity
8. intuition
9. underhandedness
10. tiresome
11. solace
12. morale
13. manifest
14. earnest; reproachfully

Van Daan)
General Summary: Anne and Margot exchange letters about Annes blossoming friendship with Peter. Mrs. Frank
and Mr. and Mrs. Van Daan are not pleased about Anne visiting Peter in his room. During a burglary, someone
shines a flashlight through a hole in the wall. Food becomes scarce, and the city is repeatedly bombed. Anne
experiences her first kiss.
Theme: young love, wartime, adolescence
Predictions: Students answers will vary, but should be consistent with the books previous events.
Page 51: Section Four: Comprehension and Analysis
1. Anne treats her diary as a real person with feelings, as though it can respond to her. (172)
2. Since the residents of the Annex have had only each other for such a long time, any news from the outside holds
appeal and distraction. (175)
3. Peter has his own room and his own space, whereas Anne must share her space with Mr. Dussel. (176)
4. Anne has matured into a teen and now wants more physical and emotional space for herself. (178)
5. Margot feels that she is intellectually superior to Peter. (182)
6. Students answers will vary. Some students will like Annes honesty, while others may find that Anne flatters
herself too much. (185)
7. The Dutch do not like or support the Germans who have invaded their country. (186)
8. They all gather around to listen to the radio together, much as modern-day people watch TV. (188)
9. Mrs. Frank does not like Anne visiting Peter, while Mr. Frank seems to have no opinion and/or wants to stay
out of it. (190)
10. People have nothing and need to steal things that they can sell for money. People may also be looking for food.
(192)
106


11. Anne hopes to become a writer. (197)
12. Anne writes, works on family trees of royal families, reads history books, reads Greek and Roman mythology,
and reads about film stars. (198)
13. Burglars knock a hole in the door, and someone shines a flashlight through the hole. They scare off the burglars
by shouting Police! As they patch up the hole, a married couple with a torch sees into the warehouse. (200)
14. The Dutch police are Dutch citizens who may be sympathetic to the residents of the Annex. The Gestapo is the
Nazi secret police that rounds up people and sends them to concentration camps. (203)
15. The greengrocer didnt call the police since he suspected that people were in hiding in the building. (205-206)
16. Anne has spent most of her life in the Netherlands, where she has experienced great kindness as opposed to
having to leave her home country in fear. (208)
17. Mrs. Frank is very conservative and feels that no physical contact should occur before marriage. (212)
18. Anne experiences her first kiss. (211, 218)
19. Mr. Frank thinks disagreements will inevitably occur which could cause problems in the Annex. (220)
20. Anne is frustrated that so much money is spent on destruction and war, as opposed to medical services and food
for starving people. (223)
Pages 53-54: Section Four: Literature Focus: Character Development
1. Mr. Keptor, the old math master was very annoyed with me . . . in fact Keptor always jokes about it. (6-7)
2. Our living room and all the other rooms were chock-full of rubbish . . . what was still going to happen. (19-20)
3. Is it just chance that Daddy and Mummy never rebuke Margot . . . but for meAnne, myself. (43-45)
4. Im boiling with rage, and I mustnt show it . . . Oh, if only I could! (64-65)
5. Oh dear: Ive got another terrible black mark against my name . . . it will be for them when they do hear it. (7778)
6. But most of all, I long for a home of our own . . . in other wordsschool. (90)
7. And Lies, is she still alive? . . . And I hope that I am doing that enough! (126-127)
8. The best remedy for those who are afraid, lonely, or unhappy is to go outside . . . And I firmly believe that
nature brings solace in all troubles. (158)
9. How did I appear at school? . . . I cant just only enjoy myself as my serious side is always there. (168-169)
10. So everything is all right again . . . I feel superior to her over a great many things. (178-179)
11. And now its all over . . . my thoughts, my ideals and my fantasies. (197)
12. He came towards me . . . and this is what it has come to . . . (217-218)
Pages 55-56: Writing Focus: Examining Character Motivations
Pages 57-59: Language Focus: Variations from Standard English
Students answer will vary, the answers given below are reasonable suggestions.
Friday, 17 March, 1944
Unfamiliar Terms with Definitions: adroit able/skillful
Odd wording: Mummy; I am not so prejudiced; I feel superior
Rewritten Quote: I feel that I am better at debating than my mother. I know Im not so narrow-minded, I dont
exaggerate, and I am more careful in my arguments. You may find it funny, but this is just one reason why I feel
like Im better than her at so many other things.
Thursday, 23 March, 1944
Unfamiliar Terms with Definitions: feeble weak, thin
Odd wording: from all sides; their remarks so feeble; two sets of parents; their own youth
Rewritten Quote: Our parents bug us a lot about all the time we are suddenly spending together, but their arguments
are weak. You would think they had forgotten that they were young once, too.
Friday, 14 April, 1944
Unfamiliar Terms with Definitions: bats crazy, tosh rubbish/nonsense
Odd wording: slightly bats today, all my tosh
Rewritten Quote: I think, Kitty, that I am going crazy. Everything here is so mixed up and disconnected that
sometimes I wonder if anyone in the future will care about all my ramblings and other nonsense.
107


Van Daan)
General Summary: Anne writes her father a letter explaining that she continues to keep visiting Peter. The D-Day
invasion brings hope for a quick end to the war. Annes diary ends on August 1, 1944. The Afterword explains that
everyone in the Secret Annex was arrested by the Gestapo on August 4, 1944, after which they were all sent to
concentration camps. Only Mr. Frank survived the war. When he returned home, Miep gave him Annes diary that
she had found in the Secret Annex. He later had it published.
Theme: wartime, adolescence
Predictions: None needed, although some students may predict what will happen to the Franks, etc. after the war,
before reading the Afterword. Predictions will vary widely.
Page 60: Section Five: Comprehension and Analysis
1. Anne views herself as an independent young woman who can take care of herself. (225)
2. Students answers will vary. Some students may agree with Anne, while others may find the letter to be
disrespectful. (226-227)
3. Mr. and Mrs. Frank both grew up in wealthy households. Now they live in poverty in the Annex. (228-229)
4. Since Mrs. B must not know about the people in the Annex, they would not be able to make noise or walk
around while she was there. Miep and others would also not be able to come upstairs during that time. (230)
5. Students answers will vary. Perhaps keeping busy and having a schedule makes the time pass more quickly.
(232)
6. The novelty of a new relationship has passed, and Anne and Peter have settled into things a bit more. (235)
7. Anne believes that England allowed Germany to rearm and move toward war. (237)
8. Anne is concerned that Jews who immigrated to Holland may be forced to return to Germany and that the level
of anti-Jewish sentiment has risen with fewer people being willing to help Jews. (238-239)
9. Anne believes Miep and Kraler carry the biggest burden of caring for the residents of the Annex. (240-241)
10. Anne has wearied of being in hiding. Some days she just wants it to end regardless, and other days she thinks it
is worth it to be safe. (240, 242)
11. American and British forces began an invasion on the coast of northern France. (244)
12. Anne turns 15 on her birthday. (247)
13. Anne wants to try to improve upon her faults and shortcomings. (248)
14. Anne is frustrated that Peter keeps so much of his inner self to himself and will not share it with her. (250)
15. Mrs. Van Daan has grown increasingly challenging now, talking about death. She has become increasingly
irritable and difficult to deal with. (251)
16. Anne sees things in black and white, right and wrong, and does not understand Peters motives behind his
comments. (254-255)
17. The residents of the Annex receive a lot of strawberries and peas. (257-258)
18. Anne views her ability to watch herself as an outsider as her greatest strength of character. (260)
19. A German general made an attempt on Hitlers life. (264)
20. Anne and everyone in the Annex is arrested after her last entry. (268)
Pages 62-63: Literature Focus: Plot and Structure
Students answers may vary. Suggested answers are provided.
1. The rest of our family, however, felt the full impact of Hitlers anti-Jewish laws, so life was filled with anxiety
. . . Jews must go to Jewish schools, and many more restrictions of a similar kind.
2. Mrs. Van Daan had another tantrum. She is terribly moody . . . The Van Daans are that kind.
3. This is one of the first instances in which Anne sees herself as the wronged party whom everyone else in the
Annex picks on.
4. We really wouldnt mind what V.M. thought of the situation if he wasnt so exceptionally inquisitive . . . he
was still on the staircase with his shoes off.
5. Anne proposes that her diary is her best and most patient friend. This is repeatedly proven by Anne telling her
diary things she does not tell anyone else.
6. It was quite a different Anne who enjoyed that heavenly existence from the Anne who has grown wise within
these walls . . . Alone I had to face the difficult task of changing myself, to stop the everlasting reproaches,
which were so oppressive and which reduced me to such terrible despondency.
108


7.
Anne describes her emotional maturity from a child dependent on her parents to a young woman who is ready
to be more independent.
8. At half past eight I stood up and went to the window, where we always say good-by . . . Now we have found
each other.
9. Anne has grown weary of being in hiding and wishes for an end to it, whatever it may be.
10. Now I am getting really hopeful, now things are going well at last . . . would like to see Hitler descend into a
bottomless pit.
Page 64: Writing Focus: Narrative Essay
Pages 65-67: Language Focus: Word Origins Etymology
Students definitions and sentences will always vary. Answers are provided for the dictionary definitions.
1. to influence by flattery
2. complaining; grumbling
3. expressed without any question about meaning or intent
4. to shrink back physically or emotionally
5. portion of land surrounded by water on three sides and attached to a larger land mass
6. a secure retreat or stronghold
7. untrusting; pessimistic
8. of lower importance or quality
9. strictly conforming to established religious doctrine
10. peace; tranquility
11. ridiculously unreasonable or irrational
12. delayed; waited
13. prevails; appears more noticeable than others
14. proud; arrogant
Pages 68-69: Quiz: Section One
1. Anne curious, narrator, youngest
2. Otto Frank modest, father, Pim
3. Mrs. Van Daan snobbish, selfish, jealous
4. Peter Van Daan son, introverted, shy
5. Margot sister, sweet, more like mother
6. Anne receives her diary for her 13th birthday.
7. Jews had to wear a yellow star, could not drive or use public transportation, could only shop in Jewish stores at
certain times, had to go to separate schools, and could not go to public places of entertainment.
8. Margot receives a call-up notice.
9. The Franks hide in Mr. Franks office building. Mr. Franks employees (Mr. Kraler, Koophuis, Miep, and Elli
Vossen) all help the Franks while in hiding.
10. The Franks left their house in disarray and left an address in Maastricht written on a notepad at their house.
11. Mr. and Mrs. Frank, Margot Frank, Anne Frank, Mr. and Mrs. Van Daan, Peter Van Daan, and Mr. Dussel end
up living in the Annex.
12. Mrs. Van Daan hides many of her belongings and refuses to share them with others.
13. The people in the office help the Annex residents get extra ration cards that can be used for food.
14. Mrs. Frank and Margot are similar, while Anne and Mr. Frank are similar. Anne feels that her mother prefers
Margot to her.
15. They gain information by listening to the radio and from what the office employees tell them.
Page 70: Vocabulary Quiz: Section One
1. surreptitiously
2. ardent
3. pious
4. oppressive
5. fortnight
6. capitulation
109


7.
8.
9.
10.
11.
12.
13.
14.
15.
obstinate
scullery
congenial
melancholy
row
monotonous
somber
saboteur
chattels
Pages 71-72: Quiz: Section Two

1. A. Jewish and Christian holidays
2. B. that other people pick on her without reason
3. D. meetings about the business
4. B. coldly
5. C. her eyesight is worsening
6. D. returning to school
7. C. dentist
8. A. if she could use the table in their room
9. C. No one talks or makes eye contact.
10. B. one year
Answers may vary slightly
11. The residents are afraid of being discovered, but specifically they are afraid of the air raids, bombing, and
fighting that has begun in the streets around them.
12. Miep is one of the helpers, the wife of Mr. Franks business associate, and is often asked by the residents to get
them specific supplies, such as helping with the gifts for St. Nicolas Day and getting Mr. Dussel a new pair of
shoes.
13. The radio is the only instant source of information that the residents of the Annex have. It gives them news,
entertainment, and hope that the world is making progress in ending the war.
14. The residents believe that Italy (an Axis poweror an ally to the Germans) falling is a sign that the war will be
ending soon.
15. Mrs. Van Daan does not want to give up her things because she thinks she will need them again. She has also
lost everything and is reluctant to give up the last few things of value that she owns.
Pages 73-74: Vocabulary Quiz: Section Two
1. D. pedantic
2. C. irrevocable
3. A. emancipation
4. C. dejected
5. C. aloof
6. D. disdainful
7. A. wanton
8. A. virtuous
9. D. banished
10. B. rucksack
11. A. ado
12. C. subsided
13. D. incessantly
14. B. resounding
15. A. coquetry
Page 75: Quiz: Section Three
1. C. New Testament
2. A. put one of everyones shoes in a box
3. D. Lies
4. A. her grandmother
110


5.
6.
7.
8.
9.
10.

C. movies
B. flood Hollands land
D. Peter Van Daan
C. The burglar has a skeleton key to the building.
Page 76: Vocabulary Quiz: Section Three

1. H. a printed statement that describes a plan or enterprise; leaflet
2. M. with blame or disapproval; judgmentally
3. C. confidence and enthusiasm of a person or group, especially in the face of hardship
4. F. in a way that is based on personal point of view or opinion
5. K. serious; intent; zealous
6. A. to make evident by showing or displaying
7. O. sneakiness; dishonesty
8. E. clever, but sometimes biting, remarks
9. G. not flowing in a current or stream
10. L. superior; snobbish
11. B. the ability to understand something without conscious reasoning; keen insight
12. N. comfort given in a distressing situation
13. I. dull or fatiguing, due to boredom or extent
14. D. in a manner that expresses scorn, mockery, or contempt
15. J. insolent; rude
Page 77: Quiz: Section Four
1. Anne calls her diary Kitty.
2. Anne finds it frustrating that she does not have a room and space to herself.
3. Margot views herself as Peters intellectual superior.
4. They depend on the radio and information from Miep and Henk.
5. Mrs. Frank does not think Anne should visit Peter.
6. Anne hopes to become a writer.
7. Someone shines a flashlight through a hole in the wall, nearly seeing some of the residents of the Annex.
8. Anne hopes to become a Dutch citizen.
9. Anne experiences her first kiss.
10. Mr. Frank thinks disagreements will occur between them, which could cause problems in the Annex.
Page 78: Vocabulary Quiz: Section Four
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
disparaging
perplexed
succulent
adroit
livid
salvos
pseudonym
nonchalance
jocular
variegated
diligently
privations
din
tranquility
precarious
111


Page 79: Quiz: Section Five
1. C. Margot
2. A. mythology
3. A. England
4. B. criminal
5. B. 15
6. B. strawberries and peas
7. C. become a midwife in Palestine
8. B. the Algebra textbook
9. D. never, because she never has the opportunity to do so
10. B. a journalist and famous writer
Page 80: Vocabulary Quiz: Section Five
1. H. a long, elegant letter
2. E. to influence by flattery; persuade
3. M. complaining; grumbling
4. A. without any question about meaning or intent
5. J. to shrink back physically or emotionally
6. C. portion of land surrounded by water on three sides and attached to a larger land mass
7. L. a secure retreat or stronghold; fortress
8. G. untrusting; pessimistic; skeptical
9. O. of lower importance or quality
10. F. strictly conforming to established religious doctrine
11. N. peacefulness; tranquility
12. B. ridiculously unreasonable or irrational
13. K. delayed; waited
14. D. prevails; appears more noticeable than others
15. I. proud; arrogant; showing false superiority
Pages 81-83: Final Exam
Part A
1. F. author of the diary
2. I. older sister in the Frank family
3. A. moves his family from Germany to Amsterdam and then goes into hiding with them
4. D. Annes mother
5. G. frequently argues with his wife while living in the Annex
6. J frequently complains and refuses to share her things while living in the Annex
7. B. shares a kiss with Anne
8. H. a dentist who comes to live in the Annex
9. C. Mr. Franks secretary who finds and keeps the diary
10. E. helps the Franks hide in the Annex
Part B
11. True
12. False
13. False
14. False
15. True
16. False
17. True
18. False
Part C
19. E. all of the above
20. B. Margot receives a call-up notice.
21. D. A & B
22. E. A & C
23. B. by spending time outside
112


24. C. Anne misses her friends.
25. C. Through her diary, Anne does become a famous writer.
26. E. all of the above
Part D
27. The residents celebrate Jewish holidays because of their religious background as Jews. The Christian holiday of
St. Nicholas Day is a popular holiday and celebration in the Netherlands. They also celebrate it for the
distraction and to break up the monotony of being in the Annex.
28. Mrs. Van Daan sees the coat as a symbol of her previous social status and holds on to it in hopes that her life
will revert to that after the war. Since her father gave her the coat, the coat also represents a tie to him.
29. Anne says she most wants to live the life of a normal teen. She had previously experienced and enjoyed the life
of a normal teenager and has been denied it since living in the Annex. Thus, Anne does not want anything
grand, just a normal life.
30. Anne writes a letter to her father saying she plans to continue visiting Peter regardless of anyone elses opinion
of her doing so. Some students may agree with and support Anne standing up for herself. Some students may
believe that Annes idea is okay but she should have discussed it instead of writing a letter. Some students may
think Anne should have been more sensitive to the opinions of the adults in the Annex.
Pages 84-87: Final Exam: Multiple Choice
1. C. author of the diary
2. A. older sister in the Frank family
3. A. moves his family from Germany to Amsterdam and then goes into hiding with them
4. C. mother in the Frank family
5. D. frequently argues with his wife while living in the Annex
6. B. refuses to share her things while living in the Annex
7. B. shares a kiss with Anne
8. A. a dentist who comes to live in the Annex
9. B. Mr. Franks secretary who helps the people living in the Annex
10. C. helps the Franks hide in the Annex
11. B. in Mr. Franks office building
12. D. all of the above
13. B. Margot receives a call-up notice.
14. C. radio
15. D. Christian and Jewish holidays
16. C. Mr. Franks business
17. B. her eyesight
18. A. Mrs. Van Daan
19. B. not having a room and space to herself
20. C. New Testament
21. A. her grandmother
22. A. to live the life of a normal teen
23. B. by spending time outside
24. C. Kitty
25. D. a writer
26. C. Someone shines a flashlight into the building and nearly sees some of the residents.
27. A. her father
28. D. all of the above
29. C. 15
30. B. They are arrested by the Gestapo.
Pages 88-89: Final Vocabulary Test
Part A
1. surreptitiously
2. oppressive
3. obstinate
4. congenial
5. monotonous
113


6. perplexed
7. pseudonym
8. tranquility
9. precarious
10. diligently
Part B
11. c. dejected
12. d. disdainful
13. a. emancipation
14. c. aloof
15. d. banished
16. a. wanton
17. d. pedantic
18. c. subsided
19. a. coquetry
20. a. ado
Part C
21. C. with blame or disapproval; judgmentally
22. H. serious; intent; zealous
23. E. sneakiness; dishonesty
24. J. the ability to understand something without conscious reasoning; keen insight
25. A. insolent or rude
26. F. complaining; grumbling
27. D. to shrink back physically or emotionally
28. B. portion of land surrounded by water on three sides and attached to a larger land mass
29. I. of lower quality or importance
30. G. proud; arrogant; showing false superiority
114


Common Core Alignment Documentation
This Anne Frank: The Diary of a Young Girl Literature Guide has been written to focus on timetested best practices for teaching, and is aligned to the Common Core State Standards, the
NCTE/IRA English Language Arts Standards, and the Texas TEKS for grades 6, 7, and 8.
Please see About Our Literature Guides on page 5 for more detailed information on how our
Literature Guides are designed to align with the Common Core State Standards.
The activities/lessons mentioned in this section cover numerous and varied CCSS. To list them
all would be excessive and redundant, therefore no standards numbers have been noted here.
List of Pre-Reading Ideas and Activities

Active Reading Guide: Note-Taking and Summarizing
Comprehension and Analysis questions for each set of chapters
Post-Reading and Extension Ideas
Essay and Writing Prompts
Reading: Informational Focus article and corresponding CCSS-aligned Comprehension

Check questions on The History of Jewish Persecution (RI.6.1, RI.6.2; RI.7.1, RI.7.2; RI.8.1,
RI.8.2)
Check questions on Historical Background World War II (RI.6.1, RI.6.2; RI.7.1, RI.7.2;
RI.8.1, RI.8.2)
Check questions on Heroes of the Holocaust (RI.6.1, RI.6.2; RI.7.1, RI.7.2; RI.8.1, RI.8.2)
Author Biography and corresponding CCSS-aligned Comprehension Check questions about
S.E. Hinton (RI.6.1, RI.6.2; RI.7.1, RI.7.2; RI.8.1, RI.8.2)
Pre-Reading Anticipation/Reaction Guide (SL.6.1; SL.7.1; SL.8.1)
Vocabulary Lists: one with, and one without definitions (L.6.6; L.7.6; L.8.6)
Comprehensive defined list of Allusions and Terminology (L.6.6; L.7.6; L.8.6)
CCSS Reading: Literature Focus activities and lessons on
- Identifying a Characters Point of View (RL.6.6; RL.7.6; RL.8.6)
- Examining Character Traits (RL.6.2; RL.7.2; RL.8.2)
- Recognizing and Writing About Theme (RL.6.2, RL.6.5; RL.7.2; RL.8.2)
- Character Development (RL.6.3; RL.7.3; RL.8.2, RL.8.3)
- Plot and Structure (RL.6.3, RL.6.5; RL.7.3; RL.8.2)
CCSS Writing Focus activities and lessons, including
- Diary Prompts for each Section (W.6.4; W.7.4; W.8.4)
- A Personal Narrative (W.6.3, W.6.3.B; W.7.3, W.7.3.B, W.8.3, W.8.3.B)
- Writing an Informative Text (W.6.7, W.6.8, W.6.9; W.7.7, W.7.8, W.7.9; W.8.7,
W.8.8, W.8.9)
115


-
Supporting Your Writing (W.6.1, W.6.1.B, W.6.2, W.6.2.A; W.7.1, W.7.1.A,

W.7.2, W.7.2.A; W.8.1, W.8.1.B, W.8.2, W.8.2.A)
Examining Character Motivations (W.6.7, W.6.9.A; W.7.7, W.7.9.B; W.8.7)
Narrative Essay (W.6.3, W.6.3.A, W.6.3.B; W.7.3, W.7.3.A, W.7.3.B; W.8.3,
W.8.3.A, W.8.3.B)
CCSS Language Focus activities and lessons, including

- Commas and Coordinate Adjectives (L.7.2.A)
- Vocabulary in Context (L.6.4.A, L.6.4.C, L.6.4.D; L.7.4.A, L.7.4.C, L.7.4.D;
L.8.4.A, L.8.4.C, L.8.4.D)
- Synonyms, Antonyms, and Analogies (L.6.5.B; L.7.5.B; L.8.5.B)
- Variations from Standard English (L.6.4.A; L.7.4.A; L.8.4.A)
- Word Origins - Etymology (L.6.4.B, L.6.4.C; L.7.4.B, L.7.4.C; L.8.4.B, L.8.4.C)
116


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Anne Frank: Diary of a Young Girl Literature Guide

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Diary Prompts .......................................................................................................................................................... 52

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Anne Frank: The Diary of a Young Girl

2015 Secondary Solutions

Anne Frank: The Diary of a Young Girl Literature Guide

Anne Frank: The Diary of a Young Girl

Allied Power Countries

2015 Secondary Solutions

Anne Frank: The Diary of a Young Girl Literature Guide

Anne Frank: The Diary of a Young Girl

Anne Frank: The Diary of a Young Girl Literature Guide

Anne Frank: The Diary of a Young Girl

Anne Frank: The Diary of a Young Girl Literature Guide

Anne Frank: The Diary of a Young Girl

2015 Secondary Solutions

Anne Frank: The Diary of a Young Girl Literature Guide

Anne Frank: The Diary of a Young Girl

2015 Secondary Solutions

Anne Frank: The Diary of a Young Girl Literature Guide

Anne Frank: The Diary of a Young Girl

2015 Secondary Solutions

Anne Frank: The Diary of a Young Girl Literature Guide

Anne Frank: The Diary of a Young Girl

2015 Secondary Solutions

Anne Frank: The Diary of a Young Girl Literature Guide

Anne Frank: The Diary of a Young Girl

Section Four: March 12, 1944 May 3, 1944

Section Two: December 7, 1942 October 29, 1943

Anne Frank: The Diary of a Young Girl Literature Guide

Anne Frank: The Diary of a Young Girl

Anne Frank: The Diary of a Young Girl Literature Guide

Anne Frank: The Diary of a Young Girl

Anne Frank: The Diary of a Young Girl Literature Guide

Anne Frank: The Diary of a Young Girl

Anne Frank: The Diary of a Young Girl Literature Guide

Anne Frank: The Diary of a Young Girl

Section Four: March 12, 1944 May 3, 1944

Section Five: May 5, 1944 End

Anne Frank: The Diary of a Young Girl Literature Guide