Racine Unified School District:

Understanding by Design and Differentiated Instruction Template

STAGE 1 CURRICULUM: DESIRED RESULTS (SHOULD NOT BE DIFFERENTIATED)*

Unit Title: Diary of Anne Frank Unit
Standards/Targets:

Literacy.RL.8.6 Analyze how differences in point of view of the characters and the audience or reader (e.g., created through
the use of dramatic irony) create such effects as suspense or humor.

Literacy.W.8.1B Support claims with logical reasoning and relevant evidence, using accurate, credible sources
demonstrating an understanding of the topic or text.

Literacy.W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.

Enduring Understandings:

That all people have the same need to feel accepted
and safe.

That inferences can be made about the WWII time
period.

That by reading they can gain insight into the world
around them.

That different people find value in different things
based on time, setting and personal situation.

Essential Questions:

Why do we need to learn about the past?

What impact will you have on the world?

What does it mean to be grown?

What is important to me, and what is important to
others?


Learners will know (Knowledge):

The vocabulary of a drama as well as words to help
understand the play focusing on WWII terms.

General knowledge of WWII

What life in the annex was like

What the Jewish people experienced during the
Holocaust capitulation and concentration camps.

Learners will be able to (Skills):

Read various character parts from the play

Discuss character development

Write in a variety of ways to express understanding






STAGE 2 ASSESSMENT: ACCEPTABLE EVIDENCE (MAY BE DIFFERENTIATED)

Performance Tasks (Always Differentiate):

Menu of mini activities based on the play
Read play in parts with emphasis on inflection and
making connections with the character using Cornell
notes



Other Evidence (Always Differentiate):

Essay comparing and contrasting the student with a
character in the play
Write their own one page play


Key Criteria (Never Differentiate):

Incorporate basic knowledge of the Holocaust and Anne Franks experience into their creations
To develop tolerance and empathy of individuals and other cultures.
Follow appropriate formats for an essay, drama and other menu choices.



2
STAGE 3 INSTRUCTION: LEARNING PLAN (SHOULD BE DIFFERENTIATED)
Summary of Learning Activities:

Journal Activities for connecting to students lives (M)
Learn about WWII using the iPads and United Streaming (A)
Anticipation guide KWL (M)
Google Maps to learn about Amsterdam and Germany and Concentration Camps (A)
Cornell Notes during the play (symbols, their reaction, what happened) (M)
Vocabulary squares - Use recently learned words in various speaking and writing situations. (T)
Foldable with a variety of activities that could be done in stations map, them and me poem, ABC chart, analysis
of two inhabitants (M)
Snippets from Freedom Writers starting with field trip on a Saturday and ending with celebration next year. Write
about connections (M
Stations with task cards for all with rotation throughout the week Writing Center, Book Nook (with additional
readings about the Holocaust), Spelling Center, Listening Center, Word Study, Meet with the Teacher (M)
Menu project creation (T)
Essay compare and contrast between self and Anne or other inhabitant
Character
Differentiation Menu tic-tac-toe board (T)
Poems as Assessment Biopoem
Design Your Own Postcard
I Wonder Who Game for Assessment (T)
Puzzle Pieces about each character and student with traits matched up showing connections. (T)

On-Line Sites

http://rmorton5.wix.com/annefrank#!her-perspective/c1rgq - Differentiation site for Anne Frank

www.annefrankhouse.org - virtual tour of the Anne Frank house

www.classzone.com - On-line textbook

www.Quizlet.com - site for learning vocabulary

google earth

World Book


Product Cube
All six sides of the cube must be
filled with information
Neatly written or typed
Starbuck heading on the bottom
of one of the sides
Should be submitted flat for
grading.
Graphic Novel
Should use color
Must tell a story
Should be at least 10 pages in
length

News Report
Must address the 5Ws and H
Script of report must be turned
in with project.
Must be performed live or
recorded

Diorama
Must be at least 4x5x8
Must be self-standing
All interior space must be
covered with relevant pictures
and information
Starbuck heading on back
Informational/Title card must
be attached to diorama
$1.00 contract must be signed


Mind Map
Must be 8.5 x 11
Uses unlined paper
Must have one central idea
Follows the no more than 4 rule
Should be neatly written or
developed using technology.

Quiz Board
Must have at least 10 questions
Each question must have an
answer.
Should be no larger than a poster
board
One dollar contract signed
3

Song/Rap
Words must make sense
Can be presented to an audience
or taped
Written words must be turned
in before performance or with
taped song.
Should be at least two minutes
in length.
Must be presented in an
appropriate manner.
Play/Skit
Must be 4-5 minutes in length
Script must be turned in before
the play is presented.
May be presented to an
audience for a future showing
Should have props or some form
of costume
Can include more than one
person
Crossword Puzzle (NOT WORDSEARCH!)
At least 25 significant words or
phrases should be included.
Develop appropriate clues
across and down
Needs an answer key


Adapted from: Tomlinson, C. & McTighe, J., 2006 & ASCD, Wiggins, G. & McTighe, J (2003).

*NOTE: The only circumstance in which it is acceptable to differentiate Stage 1 Curriculum: Desired Results is if an
individual education plan (IEP) for a particular student indicates that the Wisconsin Alternative Assessment and its
standards are to be used in place of the Wisconsin Model Academic Standards.