What has been done?
The students gave speeches after they had read the book, worked on their own translations, carried out research and completed worksheets related to Anne Frank.
The lesson was designed to consolidate a month-long project about Anne Frank. The key concerns of the project helped students to reflect on such questions as: Whether a diary helps to know oneself better, whether a person is a creator of the history or its victim, whether an autobiography of the writer is inherently fictional, what helps a person to mature, why historical testimony is important and whether
Anne Frank’s writing is still relevant today.
What kind of dl or sel skills did you cover?
DL:
- The translation method
- Work with different functional styles and registers
- Comprehension of the read text
SEL:
- Critical thinking
- Individual and teamwork
- Tolerance, empathy and understanding
- Dealing with stress during oral presentations
Which authentic text did you choose?
Title: Ana Frank dienoraštis
Description: The text was first published in the United Kingdom in 1952 under the title “Anne Frank: The diary of a Young Girl”. However, Lithuanian students read the book translated into Lithuanian.
Author: Anne Frank / Alma Littera
Which results can you expect?
The students made significant progress and put a lot of effort into the project.
They developed their public speaking skills whilst reflecting on important social, emotional, and historical issues.
What do students say?
“It was a serious project”.
What do teachers say?
“You have finished a special project: I hope you’ve learned many useful things as students.”
Annex: Teacher’s lesson plan. Student-made posters reflecting events in Anne Frank’s diary. Students’ visuals for their presentations.