Grade 8: A Character's Perspective:
The Diary of Ann Frank
Instructional Design: Cindy Pereira
Stage 1 - Desired Results
1. Express ideas and develop Understanding -Combine ideas and extend understanding
2. use prior knowledge - use comprehension strategies - use references - use various texts and construct meaning from it
- understand and experiment with language to generate and express ideas
3. gather and access info - use and evaluate a variety of sources - organize, record and evaluate info
4. appraise work, revise and edit it (grammar, spelling, capitalization, punctuation)
- present info using visual and oral communication
5. relate texts to culture - cooperate with others and evaluate each other
Below is a pdf file identifying all of the ICT outcomes touched on throughout this project. Click on the file to download it to your computer.
- Demonstrate knowledge and skills for the study, and interpretation of the book
- Gain a greater understanding of the events that occurred surrounding WWII
- Relate to and identify with the characters in that time period
1. How does your chosen character’s perspective differ from that of Anne Frank’s?
2. What are the similarities and differences between the different perspectives?
Students will know:
- background info to WWII
- historical facts and perspectives
- information on Jewish people/traditions/beliefs
- Students will have read The Diary of Anne Frank and various related texts.
Students will be able to:
- Students will be able to identify with the various characters they have chosen
- Students will be able to expand their knowledge and unsterstanding of the importance of the different points of view in a situation
Stage 2 - Assessment Evidence
1. Students will brainstorm a variety of situation that occur throughout the book
2. Once these situations have been okayed by the teacher they are then to choose three situations and provide three different perspectives. One must be Anne Frank’s, the second must be another person from the Secret Annex and the third is one of their choice. For the third perspective it may be that of a soldier, of a child in another country or so forth. As well, they must do a synthesis for each situation that brings together all the perspectives and compares their similarities and differences.
3. Students are then to transfer their information to a template (on paper) that gives them the visual layout of the final project, so when they get to the computer they have the breakdown done.
4. Once this is done, students will go into Hyperstudio and set up their project. They must set up a title page that has the three links to the situations and a fourth link to the conclusion/synthesis. Each link then explains the situations and has the three link buttons to the three different perspectives. On this page there will be link buttons to bring them back to the title page. On the pages it is required that there also be images and background.
Other Evidence (Quizzes, test, etc)
- Students will do their own self-evaluations (written)
- Students will discuss as a class what they liked and what they could improve on.
Stage 3 - Learning Plan
Teaching and Learning Activities
-Students will receive their specific research assignment prior to beginning their project, with the rubric attached. As well they will have had the opportunity to read the novel in reading groups, where they also discuss a variety of different questions. In addition to the book they will also have read related texts. They will also have background information on the historical perspective of the book.
-Students are then to transfer their information to a template (on paper) that gives them the visual layout of the final project, so when they get to the computer they have the breakdown done.
-Post up diagram from Inspiration outlining links on HyperStudio. Go through the template.
-Students drag HyperStudio Template in personal disk space. Explain that the links of situation 1 are all active. In situation 2 and 3, students are asked to add themselves missing buttons, links and textboxes.
-Show students who do not know, how to create buttons, links and, textboxes.
Additional Teacher Resources
These are documents for teachers and/or students that were developed to support the project. Documents will always be available in pdf format as well as in the original format created (e.g. MS Word, AppleWorks, Inspiration, etc)
Click to download Rubric
The following exemplars represent an excellent and limited student samples. Please click on the exemplar to download a copy. NB - You will need HyperStudio installed on your computer to view.