1. Rebekah May
CI-350 – Assure Method/Anne Frank Unit Plan
A – This particular Anne Frank Unit Plan will be taught to a diverse group of sixth grade
students. This particular class is a general education English class with 13 girls and 8
boys. Two students have mild ADHD, 3 students have visual impairments (not too
severe), and one student has Asperger’s Syndrome. This Anne Frank Unit Plan will be
engaging and technology-driven in order to keep all students interested and involved.
This particular class has little to no prior knowledge to World War 2 and the Holocaust.
This will be addressed before the reading of The Diary of Anne Frank. Because boys tend
to be more aggressive and competitive than girls, there will be mixing of genders for
group activities. A special eye will be kept on the student’s with ADHD or Asperger’s.
For group assessment, I will pair these students with strong academic/socially inclined
peers. Day three of the unit plan is one of my favorites. This is the day that student’s will
participate in an interactive WebQuest activity that will take them through a virtual tour
of Anne Frank’s Secret Annex. For this activity I will pair students off into groups of
two. This allows for two brains to be working and collaborating together. I will give
points for good teamwork and group work. There will also be some time at the end of the
class period for students to work on their diary project.
S – Every student will discover the story of Anne Frank and relate to the historical
context of her story. There will be a 95% accuracy level over a five day period. This is
the main objective of this overall unit plan. Day three is all about group work. Can the
students get through the WebQuest task as a team? I will be interested in observing their

2. progress and keeping a strong eye on my special needs students. I’m particularly excited
about day three.
S – Day three will have to predominately have to take place in a computer lab within my
school (minus the last twenty minutes in the classroom for students to work on their diary
project). This means I need to make sure I have access to a lab and that all the computers
are running and in working order. I will double check these things before students arrive
for the class period.
U – There will not be assigned seating in the lab, however I will encourage my students
with ADHD and Asperger’s to sit close to the front of the lab, so that I can help them
when needed. Student’s with visual impairments will have the brightness turned up on
their computer screens.
R – Each student will be observed during this lab activity. There will be no formal
assessment on day three, however I will take participation points for involvement and
enthusiasm.
E – Day three will tell me a lot about how the rest of the week will go. The focus of day
three will absolutely be on the WebQuest. I will pay close attention to my student’s
reactions and how they seem to “like” the different forms of instruction. The same
questions apply as on day one!
 How did my special needs students respond?

3.  Did the class seem genuinely interested in the instruction?
 Are they grasping the story of Anne Frank?
 Do modifications need to be made to the rest of my unit plan?
These are all questions I will ask myself at the end of day two.