21st

Century Learner Standards Collaboration Planning Sheet

Teacher/Team: Abby Linnerson & Joy Nolting

Grade Level: Grade 8

Planning Date: 3/19, 3/20

Content area(s): Reading

Unit(s) of Study: Anne Frank and the Holocaust
Timeline: 3/27 4/17

Content Standards/Benchmarks/Indicators:
Nebraska Language Arts Standard: 8.1.4, 8.1.6, 8.3, 8.4.1
1. Inquire, think
2. Draw conclusions,
3. Share knowledge
4. Pursue personal
21st Century Learner Standards
critically,
and
gain
make
informed
and
participate
and aesthetic growth.


knowledge.
decisions, apply
ethically and
(Type standard, strand, and indicator in

knowledge to new
productively as
rectangles below, e.g., 1.1.1)
situations,
and
create
members of our

new knowledge.
democratic society.
Strands



Skills
1.1.3, 1.1.6
2.1.4, 2.1.5
3.1.2, 3.1.3
4.1.1, 4.1.3, 4.1.7,
4.1.8
Dispositions in Action
1.2.3
2.2.4
3.2.2, 3.2.3
4.2.1
Responsibilities
1.3.1, 1.3.3, 1.3.5
2.3.1
3.3.2
4.3.1, 4.3.4
Self-Assessment Strategies
1.4.2, 1.4.4
2.4.1, 2.4.3
3.4.2
4.4.1

Learning Activities/Projects:
Materials/Resources Needed:
Person(s) Responsible:
Group reading and discussion of Diary of Diary of Anne Frank books, Scene
Classroom teacher
Anne Frank
summaries




Holocaust research and discussion of time Mural.ly list of resources, images and eye
Classroom teachers with some assistance
period
witness interview videos from daily life
from media specialist with resources on


Mural.




Computers and practice footage to work
Media specialist
iMovie Demonstartion of basic skills
with








Video/ Audio recording equipment, story Classroom teacher and Media specialist
Group work to recreate assigned scenes of board planning sheet, computers, script,
can help in different areas of the project.
Annes Diary
actors, and props


How will we assess learning?

Informal observation

Student scene summary notebook completion

Multiply literacy checkslist

Video Rubric for the recreation of the Diary of Anne Frank

Comments/Evaluation of the Unit:
Abby had this project already in mind and information gathered at the time of planning. She had a rubric developed and a resource
gathered, but she was very uncertain how to carry through with the project.

We had two special education students that needed modifications. The visual needs student easily enlarged the digital resources
without any extra searching for resources. The other reads along with an audio recording of the book. The remainder of the project
did not need any modifying.

We found that the students needed and wanted a longer time line to work. As a result, only one group was completed by the time
this project was due. We found that the spring is a difficult time to do group work because of track. Students were dismissed early
for track meets, making the performance work almost impossible.


Created by Sherry R. Crow Courtesy Colorado Springs District 11; adapted 2008

Multiple Literacies Standards Checklist

Created by Sherry R. Crow 2002 Courtesy of Colorado Springs District # 11

Students:

2.1.5
2.3.1
2.4.1
2.4.3
3.2.2
3.3.2
4.3.1

5. Students will present

their group videos to the
class

1.1.6
1.2.3
2.1.4
3.1.2
4.1.1
4.1.7
4.2.1
4.3.4

4. Student will perform a

scene for Anne Franks
Diary.

3. Students will analyze

and synthesize
information to incorporate
realistic knowledge into
their video.

AASL Standard for the 21st 1.1.3

1.1.6
Century Learner
3.2.3
Addressed:

2.Students will research

the Holocaust time period.

Project: Anne Frank

Skills Tasks:

1. Student groups will

select a scene to recreate.

Class: Reading 8

1.2.3
2.1.5
3.1.3
3.2.3
3.3.2
4.1.8

2.4.3
3.1.3
3.4.2
1.3.1
1.3.3
1.3.5
1.4.2
1.4.4
3.2.3
4.1.8

Resources

Bibliographic information

Professional tool

How to will
be used?

How to
support
diverse
learners

Auerbacher, I., & Bernbaum, I. (1986). I

am a star--child of the Holocaust. New
York: Prentice-Hall Books for Young
Readers.

Titlewave

Reading for
information and
pleasure

Adler, D. A., & Ritz, K. (1993). A

picture book of Anne Frank. New
York: Holiday House.

Fogelman, E. (19951994). Conscience &
courage: rescuers of Jews during the
Holocaust. New York: Anchor Books.

Lowry, L. (2011). Number the stars.
Boston: Sandpiper.

Melnikoff, P. (20011992). Prisoner in
time: a child of the Holocaust.
Philadelphia, PA: Jewish Publication
Society.

Langer, L. L. (1995). Art from the ashes:
a Holocaust anthology. New York:
Oxford University Press.

Titlewave

Reading for
information and
pleasure

Reading at
4th-6th grade
level and
available as
an audio
book
Reading at
3rd grade
level

Scholastic

Reading for
information and
pleasure

Reading at or
above grade
level

Titlewave

Reading for
pleasure

Titlewave

Fictional book
for pleasure

Reading at or
below grade
level.
Reading at or
above grade
level

Titlewave

Reading
above grade
level

Styron, W. (1979). Sophie's

choice. New York: Random
House.

Nebraska Access;
WorldCat

Bartoletti, S. C. (2005). Hitler

Youth: Growing up in Hitler's
shadow. New York: Scholastic
Nonfiction.

Nebraska Access;
WorldCat

Reading for
information and
the lost
intelligence of
the time
Reading for
pleasure, the
story is fictional
but comparable
to Anne Franks
story
Developing and
growth the Nazi
movement

The Holocaust: America's Response,

1941-1946.(2003). DISCovering U.S.
History. Retrieved from
http://find.galegroup.com/srcx/infomark.d
o?&source=gale&srcprod=SRCJ&userGr
oupName=frem03818&prodId=SRC4&tabID=T001&docId=EJ2104240225&t
ype=retrieve&contentSet=GSRC&versio
n=1.0.

Gale; Student Resource

Center Junior level

Research
information on
U.S. response

Audio
version is
available for
mp3
download

4
5

Reading at or
above grade
level

Reading at
grade level

10 Holocaust Survivor Breaks Silence After

65 Years. (2014, February 28). All Things
Considered. Retrieved from
http://ic.galegroup.com/ic/suic/AudioDeta
ilsPage/AudioDetailsWindow?failOverTy
pe=&query=&prodId=SUIC&windowstat
e=normal&contentModules=&mode=vie
w&displayGroupName=Audio&limiter=
&currPage=&disableHighlighting=true&
displayGroups=&sortBy=&search_within
_results=&p=SUIC&action=e&catId=&a
ctivityType=&scanId=&documentId=GA
LE%7CA361361688&source=Bookmark
&u=frem03818&jsid=5cde7696d7d81158
10e81203d386f02c

11 Holocaust. (2009). In S. Benson, D. E.
Brannen, Jr., & R. Valentine, UXL
Encyclopedia of U.S. History (Vol. 4, pp.
702-703). Detroit: UXL. Retrieved from
http://ic.galegroup.com/ic/suic/Reference
DetailsPage/ReferenceDetailsWindow?fai
lOverType=&query=&prodId=SUIC&wi
ndowstate=normal&contentModules=&m
ode=view&displayGroupName=Referenc
e&limiter=&currPage=&disableHighlight
ing=true&displayGroups=&sortBy=&sea
rch_within_results=&p=SUIC&action=e
&catId=&activityType=&scanId=&docu
mentId=GALE%7CCX3048900280&sou
rce=Bookmark&u=frem03818&jsid=290
e44ce81ac76d6cdaa1248fc0dac06

12 Genocide. (2011). In Gale Student
Resources in Context. Detroit: Gale.
Retrieved from
http://ic.galegroup.com/ic/suic/Reference
DetailsPage/ReferenceDetailsWindow?fai
lOverType=&query=&prodId=SUIC&wi
ndowstate=normal&contentModules=&m
ode=view&displayGroupName=Referenc
e&limiter=&currPage=&disableHighlight
ing=true&displayGroups=&sortBy=&sea
rch_within_results=&p=SUIC&action=e
&catId=&activityType=&scanId=&docu
mentId=GALE%7CEJ2181500096&sour
ce=Bookmark&u=frem03818&jsid=3e7e
a0776f8b3563f0799592c42aa433

13 World Book Online Reference Center |
Online Reference Book| Online
Encyclopedia. (n.d.). World Book.
Retrieved April 5, 2014, from
http://www.worldbookonline.com/wbtime
lines/viewtimelines?source=WB&timelin
eId=52fc5f637fa57cac1bf1b758#

Gale; Student Resource

Center

Survivor story
years later in a
transcript form

Available in
an audio
format

Gale; Student Resource

Center

Encyclopedia
research

Article is
available in
an audio
format

Gale; Student Resource

Center

Genocide
discussion

Article also
available in
audio format

World Book Online

subscription

Interactive
timeline

Hands on
and
interactive

14 United States Holocaust Memorial

Museum. Retrieved April 5, 2014, from
http://www.ushmm.org/

Holocaust Museam
website

Interactive
information

15 MacNeil Lehrer, (2009). The PBS

NewsHour: Francine Prose Unlocks the
Life and Diary of Anne Frank. [Full
Video]. Available from
http://www.discoveryeducation.com/

16 Discovery
Education, (2005). Holocaust Heroes.
[Full Video]. Available from
http://www.discoveryeducation.com/

17 Anne Frank. (n.d.). History.com.
Retrieved April 5, 2014, from
http://www.history.com/topics/world
-war-ii/anne-frank

18 Stories to Remember, (1999). Witness:
Voices from the Holocaust. [Full Video].
Available from
http://www.discoveryeducation.com/


19 IWitness. One Voice at a Time.. (n.d.).
Browse Topics/IWitness:Video
Testimonies from Holocaust survivors
and witnesses. Retrieved April 5, 2014,
from
http://iwitness.usc.edu/SFI/BrowseTopics
.aspx

20 We Remember Anne Frank Home. (n.d.).
We Remember Anne Frank Home.
Retrieved April 5, 2014, from
http://teacher.scholastic.com/frank/index.
htm

Discovery Education

A deeper look
into the talented
writer that Anne
Frank truly was

Discovery Education

Gives more
meaning to the
timeline of
events and the
time period
Gain knowledge
and
understanding of
concentration
camps
Survivors tell
their stories

Audio/
Visual
learners

Survivors tell
their stories of
daily life,
concentration
camps, memories
before, during,
and after the
Holocaust
Timeline and
remembrance of
Anne Frank and
Miep Gies

Audio
learners

The History Channel

Discovery Education

History Channel

Scholastic

Hands on
and
interactive
stories and
articles
Audio/
Visual
learners

Audio/Visual
learners

Audio/Visual
learners

Interactive
website

Reflection of Planning, Teaching, and Assessment

Planning:
I chose to work with Abby, because it would be a chance for me to get into her classroom.
This is her first year and I would like to see more use of technology in her classroom since
the students all have laptops. She was very receptive to trying a project. Planning seemed
relatively easy. She is new to Mural.ly so she wanted to try it, but was very apprehensive
about it. She was set on having large groups to support the performance. Abby had
several great resources, but has agreed that the audio and video resources were great
additions.

Teaching:
Much of the actual Anne Frank readings, discussion, and scene summaries were done
without my assistance. The research and discussion was done using my sample mural.ly
page. This meant that the students didnt really get to the chance to collaborate as much as
I had hoped. They still gained the knowledge of the time period and the Holocaust. That
was the end goal anyway, just not how I had envisioned it. As I suspected, the students
really took notice when the saw the horrific pictures and the retelling of daily life by many
of the survivors. Something about the hearing the speaker and visually seeing the
heartbreak gave the students a better understanding. The resource list was placed into the
on-line course content for students to access as needed.

Students had enough instruction on how to use iMovie that the session that I worked with
them was pretty smooth with little trouble. Students were involved and had many
questions related to carrying out their projects.

We had two special education students that needed modifications. The visual needs
student easily enlarged the digital resources without any extra searching for resources.
The other reads along with an audio recording of the book. The remainder of the project
did not need any modifying.

Assessment:
Abby already had a rubric that she wanted to use, so we including that piece into the video
project. The students had could have been more creative with their work, but we both
agreed that the student knowledge was greater than what was being displayed in their
video projects. The students needed and wanted a longer time line to work. As a result,
only one group was completed by the time this project was due. Student digital citizenship
was good during this project. Abby was concerned about the shared mural wall, but there
was not anything inappropriate posted on the murals.

Sample Projects

The picture represents the mural created for organizing and keeping track of
resources. If the user clicks on each image, it direct the user to the link of the page or
video dropped into the mural. The yellow notes can be made as reminders about the
resource or notes to classmates. Audio files as well as flat pictures can be brought in
and organized as well.

http://youtu.be/_qkZGtHOOm8
This is the first project completed by a group of 6 students in 6th hour class. There were 4
groups in all between the two sections of students. We would have liked to see more
creativity and knowledge shown in the project. However during informal observations
during research and discussion, this group of students were very knowledgeable and
engaged.