This unit plan will teach sixth grade students about Anne Frank and the Holocaust. It includes five days of activities to engage a diverse class of boys and girls with different needs and abilities. Students will learn about World War 2 and develop their own diaries reflecting on Anne Frank's story. On the fourth day, students will present passages from their diaries to their classmates. The final day will involve students presenting their completed diaries and receiving feedback to assess their understanding of Anne Frank's experience.

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 four is about presenting the diaries that student’s have been working on for
four consecutive days. As a teacher, this is terribly exciting for me! I can’t wait to assess
my students, but more importantly hear their innermost thoughts and reflections on the
story of Anne Frank.
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 four will need to be focused on making
sure that each student feels confident and secure in presenting a passage/day from their
diary. They will present in front of the class and feed questions from either me or their
peers.

2. S – Day five will take place in my classroom. Students will politely listen from their seats
as their classmate’s present their projects. Students will be encouraged to speak up and
make solid eye contact while presenting.
U – All student’s need to be able to see the front of the room.
R – These journals will be graded. Once students present their project, they will hand
them into me. They will be judged on effort, writing protocol, and creativity. The
students will be given a rubric at the beginning of the week.
E –Day five is about student creativity and reflection on the week. 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?
 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 five. Additionally, this is where
I will reflect over the five day unit plan and decide what I will keep and what I will
modify for future classes.