I had come across a 3 minute animation showing extracts from the graphic biography of Anne Frank that I wanted to show students, but I thought that language might be a bit difficult for them. The research, sharing, visually organizing, and writing activities that we first worked on, and that I wrote about in the previous post, paved the ground for stepping smoothly into watching the animation.
The Anne Frank animation – ordering the events
I prepared a worksheet with 10 events from the video and jumbled them up. This is an activity drawn from Kieran Donaghy’s excellent resource Film in Action. Students watched the video twice and they ordered the events as they appeared in the animation.
Representing: my image of Anne Frank’s story
On finishing the lesson, I asked students to choose the most important thing from Anne’s story and communicate their ideas in both verbal and non-verbal ways. A wealth of hand made drawings and digital work was brought in class.
Many students chose to draw Anne’s diary associating it with her life events and her writings about the war. Others drew Anne herself writing in her diary and the importance of what she wrote not only for herself, but also for us, as future generations. A student drew Anne with a “Jew” badge on her chest the moment she was arrested by the Nazis. There was also a group of students who had chosen to work on this collaboratively and came up with a series of 4 portraits of Anne capturing all the important events in her life. These portraits were inspired by the imagery in the animation and were linked to four relevant life moments. Each portrait was related to her state and feelings starting from birth when she was free, moving to her receiving the diary (happy), hiding and writing in the Annex (sad, angry) and finally being arrested (scared).
Sentence-phrase-word: what speaks to me
The last activity on this topic involved being exposed to Anne’s writing. I was lucky enough to trace the definitive edition online and made a worksheet with 3 excerpts. I first read the excerpts to the students and we worked on language they did not know. Then, we worked on the sentence, phrase, word routine. I asked them to choose:
- a sentence
- a phrase
- a word
that were important, meaningful, powerful or moved them. I also encouraged them to justify their choices.
Some students chose their sentence, phrase, word from the first excerpt, some from the second, while some from the third. Some others tried choosing from more than one excerpts and some made one choice from each excerpt. Finally, some students chose only one or two of the stems (sentence or phrase or word). I realize that this activity requires a deep, personal insight into a topic which is not an easy one, let alone when you have to express yourself in another language. Students’ answers were touching and showed an admirable effort to offer their personal interpretations on Anne’s writing.
Some responses for excerpt 1
for excerpt 2
for excerpt 3 and mixed responses
By the time, we reached the end of our work, Anne Frank and her diary had become a topic of everyday discussion whether we had a class together or not. I can even say that I was slighlty surprised by the impact it had on the students. Books bought were brought in class, others had already been ordered, excerpts from their Greek language textbook on Anne Frank were discovered and they asked their Greek language teacher to work on them; students were sharing among themselves youtube addresses where they could watch and find out more about her. It was great to see the resonance of her story with the children. I believe it genuinely touched them.