English: “ Painful
Memories” (Chapters 15-17)
Social Studies: “The
World of Anne Frank”- Part 2
Math- “Numbers are
receives a painful memory. Jonas now understands
the cruelty of war and he gets angry when he
sees his friends playing war because he knows
the pain that war brings.
Students will be able to
use writing as a tool for
Students will understand
the value and emotions that
color bring to a person.
Students will be able to
read with fluency, silently and
aloud, to support comprehension.
“The Giver”—Lois Lowry
Treasure Chest Assignment Sheet—decorating
markers, colored paper, etc
Discuss what the students read
in chapters 12-14
The leaders believed
without sameness the people would make the wrong
I enjoyed the
description of pain Louis Lowry writes about.
Often times we think pain is a curse, in all
reality with no pain there would be no emotions.
chapter 12 Jonas experienced
senses, but could not tell his
family because they would not
the SMART board (or individual
computers) to help the students
gain a better understanding for
Click on the Learn about your
Students then will be able to
explore their five senses
Have students take out their
journals and pick one of the
senses. For instance, smell—have
the student write how they would
explain the smell of something
to someone who cannot smell.
(This is how Jonas may have felt
with his family.)
Have students take out “The
introduce to the students to
what they will be reading ask
the students what they imagine
in war and on a battle field.
Have students discuss with a
partner what they think, then
discuss with the whole class.
Students may imagine: guns,
blood, anger, two armies coming
over a hill, victory.
Pre-read—have students glance
through chapter 15 and 16 and
predict what they are going to
Begin reading Chapter 15 aloud
to the class
Continue to read chapter 16
aloud to the class
Outline—while you read chapter
16 have students outline what is
being read. This will give
students a visual of how to read
Read to the end of Chapter 16
and have students compare their
outlines with a partner and then
write a summary of what was read
in class together.
Walk around the room an look out
the outlines and summaries to
make sure students understand
what was read
Discuss and summarize chapters
Provide time for students to
work on their treasure chest
*Try to meet with
each student individually about their treasure
chests to make sure they are keeping on
track—did the students ask their relatives for
some memories? Did each student bring a box?
Provide materials to decorate the treasure box
(students may bring their own materials if they
Have students hand in their
stories (as far as they are:
typed or written) they have
about each relative. (They wrote
theses stories at home and are
allowed to go to the computer
lab to type them out if they are
satisfied with their stories.)
Remind the students to continue
working on their Treasure Chest
the class all together and
remind the students that pain is
real and every person
experiences various pains. Each
person is unique and special so
we need to be sensitive to
others and their pain.
working on stories and
decorating the shoe box.
Read Chapter 17
Observe the students while
working in class—are they using
their time wisely by working on
their treasure chests?
the students participate in the
participation for each student.
Make sure the students wrote in
their journals—have each student
hand in their journal and review
that they have been working in
The World of Anne Frank
Objectives: After the completion of this lesson,
students will be able to:
Know the liberation of the Jews and the rest of
Europe in relation to Anne Frank.
Understand how WWII persecution was an example
of the human society not understanding God’s
creation of individuals as unique beings.
Iowa State Standards:
Essential Concepts and/or Skills for
Understand the role of culture and cultural
diffusion on the development and maintenance of
The World of Anne Frank (pp. 80-140). London, England: Pan Macmillan
White Sheets, poster size
The teacher and students will take out the book
of Anne Frank and in class they will read
select parts of the book. Usually in each
section it is just about a paragraph describing
what was happening. After each section we will
discuss what this was about, how it affected the
Jews, and how it changed life for Anne Frank and
people like her. After reading this students
will receive an assignment that they must
complete for the next lesson related to the
text. The sections that need to be covered are:
Early Days of Occupation
Anti-Jewish Measures. Pages 80-91
The Noose Tightens. Pages 94-107
The Winter of Hunger. Pages 108-118
The Winter of Hunger
Anne Frank’s Diary. Pages 118-127
Post-War Nazism and the Denial of the Holocaust
In addition to the previous
discussion questions, the class should discuss
what the post WWII situation is today.
Do we still have Nazism? –Yes,
the KKK, small groups even in America, Neo
Who did God create us to be? –
Unique children in his kingdom to serve him.
Since we are all children of
God, we should all love each other. What things
cause this to not happen? –Sin, misunderstanding
of God’s will, pride.
What can we do about it? -
Open answers, along the lines of actually
solving this problem in our communities and
throughout the world.
The teacher will supply students with paper to
create their own Jewish Liberation news-clipping
article. Students will use the newspaper
clippings at the end of the book they used in
class for examples as well as information about
the liberation that was mentioned in the
Students can address:
Describe the situation as if
they saw it happen. What were the people doing?
What did the situation look
like? Why was this so important?
Draw the scene of what it
might look like.
Students will be given a handout to complete for
the next lesson.
Students will answer the following questions
about the assigned readings thatwere covered in class:
What took place?
What was its affect on the Jews?
What do the pictures in the book say about what
How did this affect the war? (Did it help the
Jews, the Germans? How?)
Answers to these questions will be based
according to the section they address.
here for the class handout.
The evaluation will be based
on participation and discussion in the class
during our reflections related to the
Anne Frank. The teacher will document who is
participating and who is not into the lesson at
all. If this happens, the teacher must find a
way to engage this student.
The second evaluation will be
the completion of the assignment addressing the
questions about the reading.
The third assessment will be
the effort/completion of the poster about the
liberation of the Jews.
They will be graded according to a
Topic: Learning Prime Factorization of
Numbers, with application in Greatest Common
Students will be able to
find the prime factorization of
numbers using a factor tree.
Student will apply their
understanding of prime
factorization to discover the
greatest common factor.
Students will consider
how prime factorization is like
DNA for numbers.
Computer with Internet
We’ve been studying
special characteristics of
numbers, taking a look at the
golden ratio, making sure we
keep the ratio between
ingredients the same. And in
other classes students have been
learning about special
characteristics of people, like
DNA. Ask students what they know
about DNA. What does DNA do for
humans? Remind students that
it’s kind of like a blueprint
telling the cells of the body
what to do, and what to look
Numbers have a sort of
DNA too, it’s called prime
factorization. Ask your students
what they know about prime
numbers. Make sure that it is
clear that prime numbers cannot
be divisible by other numbers.
What do they know about factors?
Factors are numbers that when
multiplied make up another
number. For instance 3 and 5 are
both factors of 15.
If prime numbers are
numbers that cannot be divided,
and factors are the numbers that
make up another number, then
what can we conclude about prime
factorization is finding all of
the prime factors of a number,
breaking it down into its
smallest components. Each number
has a specific prime
factorization, and no two
numbers have the same prime
factorization. Like DNA being a
blueprint for the body, prime
factorization tells us exactly
how the number is built, and
using prime factorization we
will get the same number time
and time again. Watch a video on
Using the Sample
Factorization Sheet, help
students walk through making a
factor tree. After working
together on some of the easier
problems, break students into 4
groups, and assign them each one
of the harder problems (ones
that include 5, 7 and 11 as
factors). After each group comes
up with a solution, have them
come up and write their solution
up on the board, making sure to
write it in the reduced format:
example 24=2*2*2*3 or 23*3.
What is Greatest Common
Factor (GCF)? We know that
factors are the numbers that
make up another number, which is
a multiple. The GCF is the
largest factor that two numbers
(or more) share. For instance
the GCF of 10 and 4 is 2,
because they both share 2 as a
factor. How could knowing the
prime factorization of a number
be beneficial to finding GCF? By
knowing the prime factorization
of numbers we can easily see
which factors they have in
common. For instance 18 and 24.
What do these numbers
share? Each have at least one 2
and one 3. Knowing this we can
deduce that 2*3 will go into
both, meaning that 6 is their
Work with the students
to discover the GCF of the
following sets of numbers
32 and 20 – 4 or 22
100 and 60 – 10 or 2*5
336 and 18 – 6 or 2*3
Have the students try to
find the GCF of two of the
numbers that they have written
up on the board from the
previous exercise of factor
Discuss whether prime
factorization is helpful or not.
What makes it helpful? Are there
any other possible applications?
(Lowest Common Multiple).
What does prime
factorization say about numbers?
Are numbers completely a human
invention or are the patterns
designed? If numbers and DNA
have this very unique blueprint
of how things work, are there
any other things in nature that
have this same characteristic?
Why do you think this is so?
(This is rather open ended, and
it’s mainly to get minds
working, and questioning the
Students will be
evaluated on completion of the
worksheet and accuracy. 5 points
for each problem, 3 points are
based on method (are they using
factor trees, are they finding
the prime factorization, are
they showing their work?). 2
points based on accuracy of
answer, with at least one of
those points being awarded if
there is any answer.