1. A self-guided introduction to the play adapted by Frances Goodrich and Albert Hackett

2.   Introduce yourself to Anne and the characters  Understand the value of primary sources (images and documents)  Understand how to read a drama (play)  Learn a major theme of the text and how Anne’s writing and the characters’ dialogue influences the theme  Become familiar with the vocabulary words and definitions for the text (in the unit packet) Goals

3.  In the play you are about to read, a young girl doesn’t realize that the thoughts she expresses in her diary will later influence readers all over the world. Anne Frank in school, age 11 Task 2: Quickwrite People of all ages make an important impact on the world. What impact do you have now on others? What impact would you like to have in the future? What Impact Will You Have on the World?

4.  Task 3: Watch the Trailer Note: If video link does not work, open the video file on m website. Search  “video” After watching, write down what you find most interesting about Anne’s story. How do the producers of the trailer engage the audience (you)?

5.   The play is based on the novel, Diary of a Young Girl, published in 1947.  Anne's started writing in her diary in 1942 after receiving it as a gift. Anne is 13 years old--3 weeks before she goes into hiding. Notes on the Holocaust & the play

6.  Task 4: Take a close look at this image of Anne’s diary (a primary source document). What do you notice about her diary? What seems interesting? What seems normal? Why are millions of readers interested in the diary entries of one teenage girl?

7.   Task 5: Look at the picture to the bottom right. Why is this image such an important piece of history? What does it convey about the experience of WWII and the Holocaust? Primary Sources: Images of History

8.   The annex (adapted for play production on a stage) The Diary of Anne Frank

9.  The Diary of Anne Frank (drama) Characters: 1. Anne Frank 2. Margot Frank: her older sister 3. Mr. Frank and Mrs. Frank: mother and father 5. Miep: worker in Mr. Frank’s business; Dutch

10.  6. Peter Van Daan 7. Mr. Van Daan: his father 8. Mrs. Van Daan: his mother 9. Mr. Dussel: a dentist 10. Mr. Kraler: worker in Mr. Frank’s business; Dutch Characters :

11.   Task 6: Looking closely at the images, write down what you notice or any inference you can make for at least 3 characters. Pay attention to the details in these old photos. Initial Character Analysis

12.   In a drama, a playwright must communicate all the information about the characters through dialogue, or words spoken by the actors, and stage directions, or directions to the crew and actors. How to read a drama (play)

13.   Getting the audience to understand feelings can be challenging when the protagonist (the main character) is going through internal changes that are not normally said aloud.  And also when an antagonist (a force in opposition to the protagonist, e.g., the Nazi army) is something other than a character on stage.  (Task 7) So what should a reader do to understand what is happening?  Read carefully the “stage directions”  Pay attention to noises indicated by the playwrights—these will often be used to indicate danger  Pay attention to the physical placement of characters on the stage, as this will indicate to viewers how people are feeling. Challenges of playwriting…

14.   Theme: the general idea or insight about human existence that is revealed in a story, poem, or play. It’s what the writer is saying about life. Literary Focus: Theme

15.   When Anne’s diary was published, readers around the world were profoundly touched that, despite all she had been through, she still believed people were good at heart.  When the playwrights adapted Anne’s diary, they used her belief in the essential goodness of people as one of the work’s themes, or messages about life.  As you read, notice how Anne’s thoughts and feelings, as well as the characters’ relationships with each other, work together to express this theme.  Task 8: Glue the “Theme Chart” after the “EQ Chart” in your journal. After clicking through some of the more memorable quotes on the following slides, answer the prompt: Identify two things you notice about Anne’s personality, attitude, and/or effect on others from her statements. Theme

16. In Anne’s Words…

17.  “ I hope I will be able to confide everything to you [diary], as I have never been able to confide in anyone, and I hope you will be a great source of comfort and support. ”

18.  “ I have more experience than most; I have experienced something almost no one my age ever has. ” “ Up to now our bedroom, with its blank walls, was very bare. Thanks to Father– who brought my entire postcard and movie star collection here beforehand– and to a brush and pot of glue, I was able to plaster the wall with pictures. It looks much more cheerful. ”

19.  “ I…feel like a songbird whose wings have been ripped off and who keeps hurling itself against the bars of its dark cage ” “ I long to ride a bike, dance, whistle, look at the world, feel young and know that I ’ m free. ”

20.  “ …it ’ s not easy being the badly brought-up center of attention of a family of nitpickers. ” “ …sometime I’ll treat others with the same contempt as they treated me…sounds childish, but wait till it happens to you! ” Anne and Margot Frank in 1932

21.  “ Leave me alone, let me have at least one night when I don’t cry myself to sleep with my eyes burning…all day long I hear nothing but what an exasperating child I am ”

22.  “ It ’ s twice as hard for us young people to hold on to our opinions at a time when ideals are being shattered and destroyed, when the worst side of human nature predominates, when everyone has come to doubt truth, justice and God. ”

23. “ …but you have to make sacrifices for a good cause…if we can save even one of our friends, the rest doesn ’ t matter ”

24.  1.Find the play in the textbook’s Table of Contents and go to the correct page number. 1.Copy the part of speech and definition for each of the 12 vocabulary words in your unit packet (the words appear at the beginning of Act I and the beginning of Act II). 1.On the following slide you will find sentences that match with each of the 12 vocabulary words. Match each sentence with its missing vocabulary word and write the sentence (including the missing vocabulary word) in the 4 th column “application: word in a sentence” Vocabulary Terms Task 9: Complete your vocabulary chart (in the unit packet)

25.  Read the sentence. Using your list of vocabulary words (in the packet), match each sentence with the correct missing word and write the sentence in the 4 th column of your vocabulary chart next to the correct word. Make sure you have already recorded definitions for your words, otherwise this task will be difficult. 1.The Nazis required all Jews to wear a ______________ yellow Star of David on their clothing. 2.Being confined in less than 900 square feet with eight people can feel __________. 2.Anne’s ___________ comments sometimes embarrass her mother. 2.His ______________ temperament regularly irritates the others in the annex because his reactions are so unpredictable 2.Peter holds his coat ____________________ to pretend he is hiding his cat there. Vocabulary Terms Task 9: Complete your vocabulary chart (in the unit packet)

26.  6. When Mrs. Van Daan stares at her disapprovingly, Anne ______________ claims she has not been rude and storms off angrily. 7.Peter’s cat creeps _________________ in and out of his room at night unbeknownst to anyone. 8.Despite her best efforts, Anne urges everyone in the annex _______________ to listen to her wild ideas and constant chatter. 9.Mr. Dussel’s _______________ upkeep of the room he shares with Anne drives the messy girl quite bonkers. 10.Mr. Van Daan’s _________________ attitude is quite the opposite of Anne’s more upbeat outlook. 11.Although Peter can read and write quite well, Anne insults him by unfairly calling him _______________________. 12.The occupants of the annex live in a constant state of ____________________, worried they may be caught at any moment and sent to concentration camps. Vocabulary Terms, continued

27.   Be sure you turn in your Task Evidence Sheet by the due date.  Be sure you have the vocabulary chart done (including part of speech, definitions, and sentences).  Be sure you have the two required documents glued in your journal (EQ/Personal Question Chart & Theme Chart)  Next step: We will begin reading Act I, Scene I Thank you for viewing.