Grade: 5

Unit: The Diary of Anne Frank/Hanas Suitcase

Class: English Language Arts
Lesson Number: N/A
Length of Lesson: 30 minutes

Stage 1: Desired Results
General & Specific Outcomes (knowledge, skills & attitudes/values):
Students will know the contents of Hanas Suitcase as it relates to the Second
World War, the Holocaust, and the themes present in The Diary of Anne Frank.
Students will know where and why the Holocaust happened.
Students will value their own families, friends, luxuries, safety, and freedom
in comparison to the plight of Jews like Hana Brady and Anne Frank during the
Second World War.
1. Enduring Understandings:
Students will understand: (a) what happened to victims of the Holocaust like
Anne Frank and Hana Brady, (b) why the Holocaust took place, (c) that we are lucky
to live in a safe country in a time of peace, (d) how different our lives would have
been different if we had lived as Jews in Europe during the Second World War.
2. Essential Questions:
The key questions we will answer are: (a) what happened to Jews like Anne
Frank and Hana Brady in Europe during the Second World War? (b) why did these
things happen? (c) how would our lives have been different if we had been Jews in
Europe during the Second World War? (d) why is it important to remember the
Holocaust?
3. Students will know
Students will know: (a) what happened to Jews like Anne Frank and Hana
Brady during the Second World War, (b) why the Holocaust happened, (c) that our
lives would have been extremely different if we had been Jews in Europe during the
Second World War, and (d) why it is important to remember the Holocaust.
4. Students will be able to
Students will be able to: (a) recall the plot of Hanas Suitcase, (b) name the
reasons the Holocaust took place, (c) discuss where the Holocaust took place, (d)
discuss the ways in which their lives would have been different if they had been
Jews in Europe during the Second World War, (e) write a reflection based on their
thoughts and feelings about Hanas Suitcase to be sent to the Tokyo Holocaust
Education Resource Center (holocaust@tokyo.email.ne.jp) as one part of a larger
email that will be sent on behalf of the class.

Stage 2: Assessment Evidence (Assessment As/Of/For Learning)
1. Assessment Strategy:
Students will be observed during the activity. Their effort and willingness to
participate will be monitored. Their reflections, once completed, will also serve as
an assessment product.
2. Assessment Criteria:
Students will hand in their reflections and be assessed based on their effort
and their insight into the topic. The reflections are worth five marks.
3. Formative/Summative:
This would qualify as summative assessment. Though we are not yet
completed Hanas Suitcase we have spoken at great length in many different
scenarios about the Holocaust and what it meant to be a Jew in Europe during the
Second World War. This reflection serves as a means for the students to put into
words the way in which they have come to feel about the Holocaust, the treatment
of people like Anne Frank and Hana Brady at the hands of the Nazis, and the
importance learning about the Holocaust.
4. Considerations of Assessment For I.E.P. Students:
I.E.P. and E.A.L. students will be given a list of pre-written sentences. Though
these students will not be permitted to copy these sentences down word for word,
they will serve as a framework for students to write their own ideas which can/will
be similar in nature.
Stage 3: Learning Plan
1. Activating (5-8 minutes):
Students will discuss the following things as a class: (a) the contents of
Hanas Suitcase, (b) the nature of the Holocaust, (c) why the Holocaust happened,
and (d) the ways in which our lives would have been different if we had been Jews
in Europe during the Second World War.
2. Acquiring (2-4 minutes):
Students will listen as the teacher goes over the Reflection Assignment. The
questions listed on the document, along with the discussion at the beginning of the
class, should serve as a means of inspiring the students to write their reflections.
3. Applying (18-23 minutes):
Students write their reflections.
4. Accommodations/Modifications for Exceptional Learners
I.E.P. and E.A.L. students will be given a list of pre-written sentences. Though
these students will not be permitted to copy these sentences down word for word,
they will serve as a framework for students to write their own ideas which can/will
be similar in nature.
Resources:
Hanas Suitcase, Reflection Assignment.
Learning Materials Required:
Pencil.
Cross-Curricular Integration:
Social Studies (History).