The Diary of Anne Frank

By Frances Goodrich and Albert Hacket

Literature Circle Packet

Common Core Objectives:

RL 2 Determine a theme of a text and analyze its
development, including its relationship to the characters,
setting, and plot.

RL 10 Read and comprehend dramas.

L 4 Determine and clarify the meaning of unknown and

multiple-meaning words or phrases
Reading Schedule:

Day 1: Understanding the Elements of Drama

Reading a Drama read and highlight

Read the Diary of Anne Frank Summary
Read Act 1, Scene 1 and all introductory material

Day 2: Elements of Drama

Read Act 1, Scenes 2 & 3

Begin Elements of a Drama worksheet

Day 3: Characterization, Understanding Act 1- Monday

Read Act 1 Scenes 4 & 5

Characterization worksheet
Complete Question Support: Act 1 worksheet

Day 4: Reading a Drama- Tuesday/Wed

Read Act 2 Scenes 1 & 2

Complete Reading Strategy: Reading a Drama worksheet

Day 5: Vocabulary, - Wednesday/Thurs

Read Act 2 Scenes 3 & 4

Vocabulary Study worksheet

Day 6: - Thursday/Friday

Read Act 2, Scene 5

Complete Question Support: Act 2 worksheet

Day 7: Theme - Friday/Monday

Complete page 566, questions 1-8

Complete Text Analysis: Theme

Day 8: Review and Extension - Monday

Choose 3 questions to answer from the Additional Selection Questions worksheet, 1 from
each of the 3 categories
Finish all worksheets in packet, and prepare for test.

Day 9: Following Friday?

Final test
THE DIARY OF ANNE FRANK

Summary
THE DIARY OF ANNE FRANK
Frances Goodrich and Albert Hackett
Setting:Amsterdam, 19421945

When Act One begins, it is November of 1945. World War II has ended
and Otto Frank returns to the rooms in Amsterdam where he, his family,
and some friends hid from the Nazis for two years. Sad and bitter over
the events of the war, Frank plans to leave Amsterdam for good. Before
he leaves, he finds the diary that his daughter Anne wrote during their
two years in hiding. As he begins to read, the point of view shifts, and
we see the events of the Franks time in hiding through the eyes of
thirteen-year-old Anne.
In July of 1942, Mr. and Mrs. Frank and their daughters Anne and
Margot, along with Mr. and Mrs. Van Daan and their son Peter, move
into hidden rooms in Mr. Franks former office building. Miep Gies and
Mr. Kraler, former employees of Mr. Frank, bring food and supplies to
the families and protect them from discovery. In the cramped quarters,
the families set rules for their daily activities. Eventually the families are
joined by Jan Dussel, a friend of Mieps fianc. Anne often quarrels with
her mother, but she remains close to her father. One night, a thief breaks
into the building, and the families know that he has heard them moving
about upstairs.
As Act Two begins, it is January of 1944 and the families have been
in hiding for seventeen months. Anne and Peter have become friends. It
has become more difficult to get food, and a man in the warehouse
suspects something and asks for blackmail money to keep quiet. Fear
and boredom cause unhappiness and tension in the secret annex. News
that the allies have landed in Normandy and the war might soon be over
brings some hope, however. Everyone apologizes for past bad behavior,
and Anne begins to make plans for returning to normal life. But she
never sees this normal life. In August 1944, the inhabitants of the secret
annex are arrested and sent off to concentration camps. Anne leaves her
diary behind in the hope that someone will find it and keep it safe.
The last scene shifts back to November 1945. Mr. Frank concludes
his story. He is the only member of the group to have survived the
concentration camps.
Reading a Drama:

What is the best way to go about reading dramatic literature? At first, the student might feel
as if she is reading a set of instructions. Most plays contain dialogue along with cold,
calculating stage directions. Yet, a play can be a moving literary experience. Dramatic
literature presents several challenges to a student, making the reading experience different
than poetry or fiction. Here are some tips for students to make the most out of reading a
play.

Visualize the Characters

Unlike fiction, a play does not usually offer a lot of vivid detail. Typically, a playwright will
briefly describe a character as he or she enters the stage. After that point, the characters
might never be described again. Therefore, it is up to the reader to create a lasting mental
image. What does this person look like? How do they sound? How do they deliver each line?

Contemplate the Setting

Because many classic dramas are set in a wide range of different eras, it will behoove
students to have a clear understanding of the storys time and place. For one, readers
should try to imagine the sets and costumes as they read. They should consider whether or
not the historical context is important to the story.

Research the Historical Context

If the time and place is an essential component, students should learn more about the
historic details. Some plays can only be understood when the context is evaluated. The play
adaptation of To Kill a Mockingbird takes place in the tumultuous deep South during the
1930s. Tom Stoppard's The Invention of Love deals with the social constraints and academic
struggles during England's Victorian Period. Without knowledge of the historical context,
much of the storys significance could be lost.

With a little bit of research into the past, students can generate a new level of appreciation
for the play they are studying. (And the internet makes this easier than ever before!)

Sit in the Directors Chair

Here comes the truly fun part. To visualize the play, the student should think like a director.

Some playwrights provide a great deal of specific movement. However, most writers leave
that business to the cast and crew.

It begs the question: What are those characters doing? Students should imagine the
different possibilities. Does the protagonist rant and rave? Or does she remain eerily calm,
delivering the lines with an icy gaze? The reader makes those interpretive choices.

So, get comfortable in that directors chair. Remember, to appreciate the dramatic literature,
a student must imagine the cast, the set, and the movements. That is what makes reading
dramatic literature a challenging yet invigorating experience.
Elements of a Drama
Literary Term Definition Textual Examples of how it is used
Frank
Plot The story line of a
play. A plot must
include a
complication, rising
action, climax, and a
resolution.
Costuming Props or clothing
used to create a
characters
wardrobe.
Costuming usually
fits the personality of
the character.
Sets The physical
location and
description of the
play. There are
usually many
backgrounds used
on a set.
Lighting The effects of
light on a stage or
set of a play
Protagonist The leading
character of a
drama or play
whose rival is the
antagonist.
Antagonist The character in
conflict with
another main
character in a
drama or play.
The antagonist is
usually
Elements of a Drama
Literary Term Definition Textual Examples of how it is used
Frank
considered the
villain.
Conflict A struggle
between
opposing forces:
usually internal or
external conflict.
Internal A struggle within
Conflict the character

External A struggle against

Conflict another
character, idea,
organization, etc.
Complications Things that the
character must
consider before
solving or dealing
with a conflict
Climax A high point of
the story, such as
where a character
must make a big
decision
Motivation The reason
characters
behave in a
certain way.
Name Date

THE DIARY OF ANNE FRANK COPY MASTER

Reading Strategy
READING A DRAMA
In a drama, a playwright communicates information about the characters through dialogue, or
words spoken by the actors, and stage directions, or directions to the crew and actors.
Directions:Notice how the playwright provides information through dialogue and stage directions
in the drama, The Diary of Anne Frank. Use the chart below to note important information about
Anne and about the Nazi occupation.
The Diary of Anne Frank

Information About Anne Information About Nazi Occupation

Cast of Characters

Anne Frank: The central character, a girl in her early teenage years

Otto Frank: Anne and Margot's father Edith Frank: Anne and Margots
mother

Margot Frank: Anne's older sister, in her late teens

Miep Gies: A former employee of Otto Frank, who is the annex residents
link to the outside world

Peter Van Daan: The son of Mr. and Mrs. Van Dann, Annes eventual love
interest.

Mr. Kraler: A former employee of Mr. Frank

Mr. Van Daan: Father of Peter

Mrs Van Dann: Mother of Peter.

Mr. Dussel: An irritable former dentist

Characterization:
Dynamic: a literary or dramatic character that undergoes an
important inner change, as a change in personality or attitude:
Ebeneezer Scrooge is a dynamic character.

Static: a literary or dramatic character who undergoes little or no

inner change; a character who does not grow or develop.

Round: a character in fiction whose personality, background, motives,

and other features are fully delineated by the author.

Flat: an easily recognized character type in fiction who may not be

fully delineated but is useful in carrying out some narrative purpose of
the author.
Character Analysis: The Diary of Anne Frank
Character Textual Impact that this Characterization:
Evidence/Quotation character has on the Would you consider
describing character and novel. In this section this character a
page number name whether the Round or Flat
character is a Dynamic character? What
or Static Character. evidence can you
provide that leads
you to this
conclusion?
Anne Frank

Mr. Frank

Mrs. Frank

Margot Frank

Peter Van
Daan

Mr. Van Daan

Mrs. Van Daan

Mr. Dussel

Miep Gies
Character Analysis: The Diary of Anne Frank
Character Textual Impact that this Characterization:
Evidence/Quotation character has on the Would you consider
describing character and novel. In this section this character a
page number name whether the Round or Flat
character is a Dynamic character? What
or Static Character. evidence can you
provide that leads
you to this
conclusion?

Mr. Kraler
Name Date

THE DIARY OF ANNE FRANK COPY MASTER

Question Support (Act 1)

TEXT ANALYSIS
For questions 13, see page 545 of the Student Edition.
Directions:Answer each question.
4. Interpret a Characters WordsComplete the following sentence.
_____________________________Anne thinks paper is more patient than people because

5. Understand ConflictsName one external conflict and one internal conflict in Act One.
____________________________________________________________External Conflict:

____________________________________________________________Internal Conflict:

6. Identify SubplotThe main plot of the drama concerns the experiences of the eight inhabitants of
the secret annex as they struggle to live together and avoid detection by the Nazis. A subplot is
an additional, or secondary, plot with its own conflict. Describe a subplot that is introduced in
Act One.

7. Analyze ThemeComplete each sentence.

One character who helps to develop the theme that people are good at heart is
. (He/She) helps to develop the theme because

One character who does not support the theme that people are good at heart is
. (He/She) does not support the theme because

8.Analyze a DramaBased on what youve learned through dialogue and stage directions, describe Annes
personality.

What effect has the Nazi occupation had on her familys life?
Day 1 Name Date
THE DIARY OF ANNE FRANK COPY MASTER
Vocabulary Study
VOCABULARY IN CONTEXT
A.Directions: As your teacher reads each sentence, listen for the boldfaced word and clues to its
possible meaning.
1. The look on Mieps face filled Anne with apprehension as she wondered what bad news she was
about to hear.
2. Mr. Van Daan was disgruntled over Mieps failure to bring him what he had requested, and it
showed in his unfriendly tone.
3. The inhabitants of the Annex were filled with foreboding when Miep did not turn up as promised.
4. Writing in the diary helped Anne fortify herself to handle another difficult day in hiding.
5. Peter was indignantly silent when Mr. Dussel suggested that he get rid of his cat.
6. When Miep brought news of the invasion, the Annex erupted into pandemonium, with everyone
celebrating at once.
7. Anne felt great remorse when she realized she had hurt her mothers feelings.
8. Mrs. Van Daan was unabashed and bold in her attempts to give her husband more of the food.
B.Directions: To determine how well you understand each vocabulary word, fill in the chart. As you
read the selection, revise your definitions as needed.

Vocabulary Word New Seen Before Can Use in a Possible

Sentence Meanings

1. apprehension

2. disgruntled

3. foreboding

4. fortify

5. indignantly

6. pandemonium

7. remorse

8. unabashed

:
Name Date

THE DIARY OF ANNE FRANK COPY MASTER

Text Analysis
THEME
A theme is the message about life or human nature that a literary work communicates. When the
playwrights adapted Anne Franks diary, they used her belief in the essential goodness of people as
one of the works themes.
Directions:In the chart, make notes to show how Annes thoughts and feelings as well as the
characters relationships with each other support the theme.

Annes thoughts and feelings

Characters relationships
Name Date

THE DIARY OF ANNE FRANK COPY MASTER

Reading Check
Directions:Recall all characters and events in the selection. Then answer each question in
sentences or phrases.
1. How do you learn about the events that took place in the Secret Annex from July 1942 through
August 1944?

2. Why do the Franks go into hiding in July 1942?

3. Who shares the Secret Annex with the Franks?

4. Describe Annes relationship with each of the following people: her mother, her father, Peter
Van Daan. Does her relationship with each of these people change or stay the same? Explain
your answer.

5. What happens to the inhabitants of the Secret Annex in August 1944? What happens to them
after this time?
Name Date

THE DIARY OF ANNE FRANK COPY MASTER

Question Support (Act 2)

TEXT ANALYSIS
For questions 12, see page 566 of the Student Edition.
Directions:Answer each question.
3. Make InferencesWhy does Mrs. Van Daan react so strongly when Mr. Van Daan wants to sell
her fur coat?

4. Analyze PlotThe climax is the point of highest action in the plot.

The climax of this drama occurs when ___________________________________________

5. Interpret a DramaReview the chart you made as you read. Anne grew up under the Nazi
occupation. In your opinion, how did life in the attic affect her personality?

How did life in the attic affect the personality of Mr. Van Daan?

6. Evaluate a DramaReread lines 73118 in Act One and 13081330 in Act Two. According to the
stage directions, what is taking place on the stage at these times?

How does this staging allow the playwrights to convey information that might not be revealed
if all dialogue occurred only between characters?

7. Evaluate ThemeComplete the following sentence on the back of this paper.

Annes idea that the world may be going through a phase that will pass
illustrates the theme of the play because
THE DIARY OF ANNE FRANK
Use to supplement the questions on SE page 545 and 566.

Additional Selection Questions

DifferentiationUse these questions to provide customized practice with comprehension and
critical thinking skills.
Easy
1. What IMPACT will you have on the world?
Reread lines 11071111 in Act 2. What kind of impact did Anne hope to have on the world?
Has she had that impact? (She wanted to write so well that she would live on after her death.
Yes, her diary is a classic that has helped millions better understand the Holocaust.)
2. Identify ThemeIs Annes belief in the essential goodness of human nature surprising? Why or
why not? (It is surprising considering the circumstances under which she was forced to live
the last years of her life.)
3. ClarifyWhy is Annes diary found in the Annex? (She is unable to take it with her. She can
pack only clothes.)
Average
4. Analyze ThemeWhy is it so important that Anne admits her troubles and faults in her diary? If
Anne had been less honest in her portrayal of herself, would the themethat people are good
at hearthave been conveyed as powerfully? (Probably not. It is because Anne knows how
hard it is to show her inner self on the outside that she is able to have faith that others undergo
the same struggles to allow their innate goodness to shine through.)
5. Story MappingIn what way does news of the invasion have both a positive and a negative
effect on the lives of the Annex inhabitants? (It has a positive effect because it draws them
together and helps them forget their conflicts with each other. It gives them strength to keep
enduring because they believe that the end is near. News of the invasion also has negative
effects. When the invasion is bogged down, it adds to their depression. It makes their discovery
at the end bitter because they actually dared to hope.)
Challenging
6. What IMPACT will you have on the world?
If the story of Anne Frank had a happy ending, would its impact have been as great? (Because
Anne and the others die, after trying so hard to live, their story stays in readers minds longer
than if the ending had been a happy one. Readers emotions are invested in their survival, so
the disappointment is great and the realities of war come through more clearly.)
7. Evaluate ThemeThis play was performed within a decade of the end of World
War II. What messages do you think it conveyed to audiences for whom the
war was a fresh memory? (to be grateful for life and freedom, no matter how difficult
life might be; to remember the past and learn from it)