Hidden Like Anne Frank


Hidden Like Anne Frank: A True Story of Survival

Marcel Prins and Peter Henk Steenhuts, Translated by Laura Watkinson

Translation ©2014  Laura Watkinson

Scholastic Inc.

Lexile 790 L

Hidden Like Anne Frank includes a compilation of fourteen different stories told in the firs person about events from the Holocaust.  Between the point of view as a teenager, or that of a young child, all stories alike are chilling, and such an important part of history.  This is a must read when studying the Holocaust in the classroom.


Compare and contrast one author’s presentation of events with that of another

Suggested Delivery: Independent read grade 6

The website found here is an incredible tool for the classroom.  Giving students the opportunity to explore this in small groups would be a great way to foster classroom learning.  Having students click on a dot on the map will bring them to a characters story in which they will hear the character talk about their troubles.  The bottom also includes an English translation as the person talks, making this authentic resource easily accessible for all.

Having students complete a short video book review like the one found here as a concluding activity would be a great way to test for comprehension at the end of the unit.

Teaching Suggestions:

  • Vocabulary is an essential part to reading. A great activity to do with this book to build on vocabulary would be to have students look up the words in the dictionary, write it down, then use it in their own sentence.
    • Defense- The act of defending from or resisting attack
    • Raid- A sudden attack by an enemy
    • Cutlery-Cutting utensils often found in the kitchen
    • Matzos- Flatbread found in Jewish cuisine
    • Nuisance- Something causing annoyance
    • Resistance- The attempt to prevent something by action or argument
  • Comprehension is the goal in reading.  It is important to focus on comprehension before, during, and after reading a story.  The following activities can be done throughout the journey a student takes reading this book in order to support the level of comprehension reached:
    • Before reading the story, a great activity for students to develop schema would be to complete a KWL on what they know about the Holocaust. This would be a great way to gauge where the students are prior to reading.
    • During reading, an activity which will support the comprehension of the students would be to have the students sit in a small group and look at the website link above.  This would let the students hear what the real characters sound like, as well as develop an idea of where they came from on the map.
    • After reading, having students complete a video book review like the one seen above in the second link would be a great activity to conclude the reading of this novel.
  • A conclusive writing activity is a great way to wrap up this novel.  Having students respond to the following question in a short essay would be a great way to finish the reading of this story.  “Why is it important that this book was written now vs in 20 years from now? “

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