Quarter 3, Week 3

TeacherElizabeth Savory
Subject AreaELA
Grade Level8th
Week #1/22/2018-1/26/2018
Unit of InstructionAnne Frank's Legacy
Standard(s) Taught

LAFS.8.RL.1.1 Cite textual evidence that supports inferences

LAFS.8.RL.1.3 Analyze how dialogue or incidents in a drama propel the action, reveal character, or provoke a decision

LAFS.8.RL.2.4 Determine the meaning of words and phrases as they are used in a text

LAFS.8.RL.2.6 Analyze how differences in points of view create suspense

LAFS.8.W.1.2 Write informative/explanatory texts to examine a topic through the selection, organization, and analysis of relevant content

LAFS.8.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection

LAFS.8.SL.1.1 Engage effectively in a range of collaborative discussions

Learning Targets and Learning Criteria
  • To analyze stage directions of a drama, including its effect on plot and character
  • Cite strong textual evidence to support inferences
  • Analyze how particular lines of dialogue propel the action and reveal aspects of a character
  • Determine the meaning of words and phrases as used in the text using context clues
  • To compare and contrast the play and the film
  • To write an effective informative essay
  • To read independently and conduct discussions
Classroom Activities

bell-ringers: thinkCERCA, free writing, reflection

Read and discuss Act 2, scene 1 of ‘The Diary of Anne Frank’ play


Watch Anne Frank: The Whole Story and compare to the play

Practice for informative writing VLT on ThinkCERCA

Informative writing VLT

Literature circles week 3

Assignments Due

Act 2, scene 1 questions

ThinkCERCA quiz “Transport that Changed History” or “France Considers Reparations for Holocaust Survivors in US”

Informative Writing VLT

Additional Resources


Collections textbook, ‘The Diary of Anne Frank’ play

Discussion questions

Power Point

Youtube: Anne Frank, The Whole Story

Informative Writing VLT