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Here students write the story of Anne Frank’s life if she had survived


Language Arts, Social Studies  


4, 5  

Title – Alternate Ending

By – Jacqueline Eich

Primary Subject – Social Studies

Secondary Subjects – Language Arts

Grade Level – 4-5

“Diary of Anne Frank” has been identified as a classic because it’s read the world over. Being that it was published after the end of the war and there were still so many anti-Semitic feelings, it humanized the Jewish people. The book is a primary source, non-fiction first-hand account and a historical document. It is not only popular in the states, but is an incredible piece celebrated in multiple countries.

Objective(s): Knowing the time frame of Anne Frank’s death and the end of the concentration camps, the students will write a story of Anne Frank’s life as if she had survived.

Sunshine State Standards:

    La.a.1.2.2-selects from a variety of simple strategies, including the use of phonics, word structure, context clues, self-questioning, confirming simple predictions, retelling, and using visual cues to identify words and construct meaning from various texts, illustrations, graphics, and charts.

    La.a.1.2.4-clarifies understanding by rereading, self-correction, summarizing, checking other sources, and class or group discussion.

    La.a.2.2.2-identifies the author’s purpose in a simple text.

    La.a.2.2.4-identifies specific personal preferences relative to fiction and nonfiction reading

    l.a.b.1.3.1-organizes information before writing according to the type and purpose of writing.

    La.b.1.3.2-drafts and revises writing that is

    • focused, purposeful, and reflects insight into the writing situation;
    • conveys a sense of completeness and wholeness with adherence to the main idea;
    • has an organizational pattern that provides for a logical progression of ideas;
    • has support that is substantial, specific, relevant, concrete, and/or illustrative;
    • demonstrates a commitment to and an involvement with the subject;
    • has clarity in presentation of ideas;
    • uses creative writing strategies appropriate to the purpose of the paper;
    • demonstrates a command of language (word choice) with freshness of expression;
    • has varied sentence structure and sentences that are complete except when fragments are used purposefully; and
    • has few, if any, convention errors in mechanics, usage, and punctuation.



    Diary of Anne Frank

    2.  pencil and pen

    3.  paper


This lesson should be taught during the period in which history of the Holocaust and World War II are being taught and when writing and literature during Language Arts is relevant



    1.  Have the students read and discuss (whole-group, not teacher lead) the diary and history of Anne Frank and the Holocaust. Encourage them to take notes from the story and ask comprehension and guide discussions throughout the reading of the book.

    2.  Instruct them to write either journal entries as if they were the survived Anne Frank or a story about her surviving from another person from that era’s perspective.

    3.  Allow them to write as much as possible instructing them to use proper grammar, punctuation and spelling. Also allow their creativity to show if they’d like to use different types of paper, a word processor or any other manipulative to enhance the project.


    Provide the time to make a semantic map of the story, if possible get a translated version of the book, but have all students complete the required assignment. Use technology, such as the internet to show pictures of the anything pertaining to Anne Frank and the story (some materials should be monitored).


    Grade based on proper punctuation, grammar and knowledge of the book. You may choose to speak to students to know if they have comprehended the story.


Jacqueline Eich


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