Number the Stars



Number the Stars

By: Lois Lowry

The Forgotten Victims of the Holocaust

By: Linda Jacobs Altman

[pic]

“That’s all that brave means – not thinking

about the dangers. Just thinking

about what you must do.”

~Uncle Henrik~

Name: _________________________

Packet created by Hannah Sockwell

Multi-Text Outline

BEFORE READING

Cover prediction activity (just looking at the cover of the book)

- Individual or working in pairs

Basic Background information (mini lecture on WW2 and the Holocaust)

(The Forgotten Victims)

- Individual (taking a few notes)

DURING READING

Character Sketcher

(Number the Stars)

- Possibly used with each assigned reading section.

- Independent work to complete, group work to discuss

Discussion Director

(Number the Stars)

- Possibly used with each assigned reading section.

- Independent work to create questions, group work to discuss

Double-Entry Diary

(Number the Stars)

- Possibly used with each assigned reading section.

- Independent work to find passages, group work to discuss

Vocabulary

(Number the Stars)

- The vocabulary words come from all sections of the book, so this may need to be introduced when that specific section is being covered.

- Independent work

AFTER READING

Letter to a Character

(Number the Stars)

- Students use character traits/thoughts/feelings to write a letter to another character

- Independent work to write the letter, whole class sharing their letters

Author’s Craft

(Number the Stars)

- Students work independently to find passages, whole class or small group to discuss.

Vocabulary Activities

(Number the Stars)

- The vocabulary words come from all sections of the book, so this may need to be introduced when that specific section is being covered.

- Independent work

Internet Workshop

(Internet Websites)

- Students can work independently or in pairs, depending on the amount of available computers.

References

Number the Stars

By: Lois Lowry

ISBN: 0440403278

Published By: Bantam Doubleday Dell Publishing Group, Inc.

New York, NY (1990)

Reading Level (5th grade)

The Forgotten Victims of the Holocaust

By Linda Jacob Altman

ISBN: 0766019934

Published By: Enslow Publishers, Inc.

Berkeley Heights, NJ (2003)

Reading Level (upper elementary and middle school)

I chose Number the Stars because it is an easy read for sixth graders and the book is well written. Lois Lowry created this story based on stories from Annelise Platt. Annelise told Lois the stories from her past, about being a little girl in Copenhagen, whose Danish culture helped Danish Jews survive the Holocaust. Another reason that I chose this book is that this story provides students with a context to read and learn about a time in our world’s history known as World War II and the Holocaust. The trials that Annemarie’s family goes through are the same as many Danish families faced to save Danish Jews from the Nazis. The additional text, The Forgotten Victims of the Holocaust, gives students background as to how the Holocaust occurred and background knowledge to World War II. The Forgotten Victims tells about the millions of other victims that suffered from the Holocaust other than Jewish people. This is important because students learn that not only were the Jewish people in Europe not safe, but also thousands of disabled people, and other ethnic groups such as Gypsies.

These two texts give students a wide variety of information on their level that they can understand and relate to. Lois Lowry’s novel is really personable and students can relate to the main character in that they are also children. European history and US history are important concepts in the sixth grade. By using these two texts, I can integrate Reading and Language Arts together with Social Studies.

Before you read: Look at the front and back covers of the book.

Write down your predictions about the following:

[pic]Setting (time and place)

When and where do you think the story takes place? ___________________________________

______________________________________________________________________________

______________________________________________________________________________

[pic]Characters (the people, animals, or objects around which the action of the story is centered)

Who do you think the main character will be? ________________________________________

______________________________________________________________________________

______________________________________________________________________________

[pic]Problems & Solutions (what happens in the story and how is it resolved)

What do you predict will be the largest and most significant problem in the book? How do you think this problem will be solved? _________________________________________________

______________________________________________________________________________

______________________________________________________________________________

[pic]Write down any other predictions or questions you may have. ____________________

______________________________________________________________________________

______________________________________________________________________________

Character Sketcher

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Your job as a Character Sketcher is to identify a character’s actions (character traits) and explain or prove these traits, identify the character’s goal (which is what the character wants to do or accomplish), identify the problem and solution in the reading, and complete a sketch or illustration of the character.

You need to be aware that the character traits you will choose will be implied character traits. In other words, they are not directly stated in the passage. You really want to use descriptive words for your character traits. You do NOT want to use words like good, bad, nice, and mean. Be sure to use your “Descriptive Character Traits” page for help.

Sometimes the solution to your character’s problem will not be in the section of the book that you are reading. In this case, you will need to come up with a possible solution for your character’s problem. When you begin artistically representing your character, try to use any physical descriptions from the text to help you. Your “artistic impression” of the character will need to be on a separate sheet of paper. The next page gives you an outline to guide you while you are gathering information.

Character’s Name: ________________________________________

Section and title of the book you are reading: _________________________________________

Implied Character Traits (Pick 3)

1. (trait) ____________________ (page) __________ (paragraph) __________

(explanation or proof from the text of trait)

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2. (trait) ____________________ (page) __________ (paragraph) __________

(explanation or proof from the text of trait)

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

3. (trait) ____________________ (page) __________ (paragraph) __________

(explanation or proof from the text of trait)

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Character’s Goal:

____________________’s goal is to _______________________________________________.

Problem:

____________________’s problem is ______________________________________________.

Solution or Possible Solution: ___________________________________________________

_____________________________________________________________________________.

Discussion Director

[pic]

← Your job is to involve the students around you by thinking and talking about the section of the book you have just read. You are going to ask questions that really help the students around you think about the reading. Your questions should require students to discuss their interpretations of the text and connect background experience and knowledge with the text. You want all students involved in the discussion and talking about issues that come up during the reading.

← Your job as the Discussion Director is to come up with 5 thinking questions. I really want you to help the students around you to go back to the book to find the answers if they do not know them. So, to help this run smoothly, you need to write down:

□ your questions

□ your answers to your questions

□ the page number where the answer can be found

← When developing your questions, think about Annemarie’s experiences with her best friend, Ellen; when the Nazi officers come into her home; going to Uncle Henrik’s house; and her journey along the path.

Vocabulary

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Complete the following chart by writing in child-friendly definitions for the following words. Then, complete the next sheets assignments using the same words.

|Word |Meaning |

|dramatically | |

| | |

|page 39 | |

|approached | |

| | |

|page 55 | |

|haze | |

| | |

|page 67 | |

|reluctantly | |

| | |

|page 78 | |

|gestured | |

| | |

|page 79 | |

|rummaging | |

| | |

|page 88 | |

|protruding | |

| | |

|page 91 | |

Vocabulary Activities

WORD NETWORKS

• Write down words (people, things, situations, etc) that come to your mind when you think about the work protrude. (Fill free to add more than four words)

ALIKE & DIFFERENT

• What is alike or different about these words: gestured and rummaging?

______________________________________________________________________________

______________________________________________________________________________

FORMS OF A WORD

• Fill in the missing information.

|Noun |Verb |Adjective |

| | | |

| | |dramatically |

SYNONYMS & ANTONYMS

• Fill in the missing information.

|Synonym |Word |Antonym |

| | | |

| |approach(ed) | |

| | | |

| |hazy | |

SENTENCE STEMS/IDEA COMPLETIONS

• Fill in the blank.

She accepted the gift reluctantly because ____________________________________________

_____________________________________________________________________________.

Double-Entry Diary

[pic]

You will need to complete a Double-Entry Diary for the sections of the book that you will be reading. Remember to write down the quotation or passage and the page number on the left side of your paper, write your response or personal reaction and connections to what was written in the left column.

It should look similar to this: (you must come up with your own example…please do not use mine)

|Quotation/Passage and Page Number |Your response, reaction, and connections to the quotation or passage |

| | |

| | |

| |I chose this passage because it informs the reader as to how the |

| |Danish people risked their lives to resist and delay the German |

| |troops. This passage shows the reader how certain people were willing|

|“And she knew what Resistance meant. Papa had explained, when she |to die to protect their neighbors. That is really special. |

|overheard the word and asked…They were very brave. Sometimes they | |

|were caught and killed.” | |

| | |

|Page 8 | |

|(First indented paragraph) | |

|-you do not have to list the paragraph number, however, it may be | |

|helpful when you need to find it quickly.- | |

| | |

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Press and hold Ctrl and click on the link below.



Directions:

Read this page.

Click on the BARBARA RODBELL link at the bottom of the page.

Read all about Barbara Rodbell (you will have to click on “More” at the bottom of each page).

1) What did Barbara do once she left her family’s apartment in Amsterdam? How did she protect herself?

2) Give me some ways that Barbara resisted the Nazi party.

3) What would you have done if you were Barbara Rodbell? Would you have the courage to leave your family knowing that it was possible that you would never see them again?

Click on the SHULAMIT LACK link at the bottom of the page to read about her.

Read all about Shulamit (you will have to click “More” at the bottom of the pages to read everything there is about her).

1) How did Shulamit resist the Nazis?

2) What happened to Shula (short for Shulamit) after the escapee turned her in?

Click on the FAYE SCHULMAN link at the bottom of the page to read about her.

Read all about Faye (you will have to click “More” at the bottom of the pages to read everything there is about her).

1) What skills did Faye have that helped her survive?

2) What did Faye order done to her family’s home? Why?

3) How did Faye resist?

Compare your answers to all the previous questions to answer this final questsion?

In what ways did all three women resist? Were their any similarities? Differences? What became of each of the women? Is it what you would have expected after reading their accounts? What would you have done if you were to swap places with one of these three women? Would you have the courage to do what they did? Answer these questions in a paragraph form.

Check out the Interactive Timeline by clicking on the “timeline” link at the bottom of the page. Then click on the “Daring to Resist Interactive Timeline” to view more information on each of the three women.

At the competition of this Internet Workshop, create an “I” Poem that would describe a survivor of the Holocaust. Be creative and be respectful.

This website might be helpful in writing your “I” Poem.

How to Write an I Am Poem

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When you write your “I Poem” or “I am Poem,” try to get inside your character’s head. You want to remember all that you learned with the Internet Workshop and also what you know from the novel, Number the Stars. Write your poem based on the following format from the perspective of any character from the novel Number the Stars.

I Am

First Stanza

I am (two special characteristics)

I wonder (something you are actually curious about)

I hear (an imaginary sound)

I see (an imaginary sight)

I want (an actual desire)

I am (the first line of the poem restated)

Second Stanza

I pretend (something you actually pretend to do)

I feel (a feeling about something imaginary)

I touch (an imaginary touch)

I worry (something that really bothers you)

I cry (something that makes you very sad)

I am (the first line of the poem repeated)

Third Stanza

I understand (something you know is true)

I say (something you believe in)

I dream (something you actually dream about)

I try (something you really make an effort about)

I hope (something you actually hope for)

I am (the first line of the poem repeated)

Author’s Craft

[pic]

Lois Lowry chooses her words carefully, making use of several literary devices. She appeals to the reader’s senses by using different types of figurative language. Find at least one example of each listed below. Then explain how each passage adds meaning to the story.

|Figurative Language |Page Number and Example |

| |What does this passage add to the story? |

|Simile: a comparison that includes the words like or as. | |

| | |

|Example: The snow was like a blanket covering the earth. | |

|Metaphor: a comparison that does not include the words | |

|like or as. | |

| | |

|Example: The snow was a blanket covering the earth. | |

|Personification: a metaphor in which human characteristics| |

|are given to non-human things (objects, animals, ideas). | |

| | |

|Example: The window winked at me. | |

|Alliteration: a repetition of the same sound, usually of a| |

|consonant, at the beginning of two or more words | |

|immediately following each other or within a sentence. | |

| | |

|Example: Peter Piper picked a peck of pickled peppers. | |

Letter to a Character

[pic]

Pretend that you are Ellen, Annemarie’s best friend. You have been in Sweden for a few weeks and you miss your friend Annemarie terribly. Write a letter to Annemarie telling her all about the boat ride over to Sweden, what life is like here, and any other details you wish to include. Try and be as creative as you can!

Use the following format when writing your letter: Heading, Greeting/Salutation, Body, Closing, Signature, and Postscript (if needed).

1st Heading

Your address

(this can be on either the left or right side of the page)

2nd Heading

The person you are sending your letter to

Their address

Greeting/Salutation

Dear Billy-Joe-Jim-Bob,

Body

The heart of your letter

Closing

“Sincerely,” or “Your Friend,”

Signature

Your name

Postscript

P.S. (if needed)

Complete Reference List

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1) Title: Survivors: True Stories of Children in the Holocaust

Author: Allan Zullo & Mara Bovsun

Illustrator: None

Copyright Date: 2004

Publisher: Scholastic, Inc.

Description: This book contains the stories of 9 children who retell their account of the horrors of the Holocaust. This book would be a good book for students to read for their self-selected reading. The book contains stories of boys and girls, so every student can read about a person that they are interested in and not just a book about all girls or all boys. There is a map and a brief description of the Holocaust. The stories are relatively short and at the end of each story, there is more information provided about where the individual is living now.

2) Title: Holocaust Poetry

Author: Complied by Hilda Schiff

Illustrator: None

Copyright Date: 1995

Publisher: Harper Collins Publishers

Description: This book contains 119 poems written by 59 different people that are broken into sections dealing with Persecution, destruction, God, Lessons, etc. This book would be a good book for students to read to get a glemse of what people felt during the Holocaust. This book is full of emotion. There are no really adequate words that could be used to describe, and it would be a good book to read to get the students to really think about the people who survived and perished during the Holocaust.

3) Title: The Other Victims: First Person Stories of Non-Jews Persecuted by the Nazis

Author: Ina Friedman

Illustrator: None

Copyright Date: 1990

Publisher: Houghton Mifflin Company

Description: This book contains the personal stories of Christians, Gypsies, the Deaf, Homosexuals, and Blacks who suffered at the hands of the Nazis. This book has five parts and students would need some background information on the variety of people groups mentioned in the stories. Depending on in what area of the state this book would be used to teach with, certain sections would need to be omitted. The parts are not too long and the text is relatively large print, so it would be a pretty easy to read book that students could gain different perspectives by reading about different people’s stories.

4) Title: …I never saw another butterfly…: Children’s Drawings and Poems from Terezin Concentration Camp, 1942-1944

Author: Edited by Hana Volavkova

Illustrator: None

Copyright Date: 1993

Publisher: Schocken Books

Description: This book contains poetry and drawings by children in a concentration camp during World War 2. These poems are remarkable. They are so deep in thought that it is amazing to think that children could have written them. This book is a great poetry book to include with the novel Number the Stars.

5) Title: Memories of the Night

Author: Anita Meinbach and Miriam Kassenoff

Illustrator: Photographs by Sharon Socol

Copyright Date: 2004

Publisher: Gordon Publishers, Inc.

Description: This book contains lessons that a classroom teacher can easily print and use in their classroom when teaching lessons on the Holocaust. This book does not contain much information for students who might choose it for a self-selected reading book.

6) Title: One Yellow Daffodil: A Hanukkah Story

Author: David Adler

Illustrator: Lloyd Bloom

Copyright Date: 1995

Publisher: Voyager Books, Harcourt Brace & Company

Description: This picture book is about an old man who is a Holocaust survivor and how two children help him embrace his religious traditions he has long forgotten. Even though this book has a large picture on each page and would be considered a picture book there is a lot of text and it would be a great book for students who may not read very well to pick up and read, but it would also be good for any student to read.

7) Title: Hitler Youth: Growing up in Hitler’s Shadow

Author: Susan Bartoletti

Illustrator: None

Copyright Date: 2005

Publisher: Scholastic Nonfiction an imprint of Scholastic

Description: This book contains information on Hitler’s rise to power and the children (Hitler Youth or Hitlerjugend) who followed him. This book is a pretty easy read and very interesting. It is amazing the number of young adults who followed Hitler.

8) Title: The Cats in Krasinski Square

Author: Karen Hesse

Illustrator: Wendy Watson

Copyright Date: 2004

Publisher: Scholastic Press

Description: This is a book about a young Jewish girl who escapes from a Ghetto and uses cats to smuggle food into Ghettos. This picture book is another easy reader for students who struggle and it would also be a good book to read aloud to the class.

NC Language Arts Standard Course of Study Chart

(Grade Six)

[pic]

|Unit Activity |NCSCOS Grade Six |

|Students will write a letter to a character given the basic letter |1.01 Narrate an expressive account (e.g., fictional or |

|structure to follow. The students will be using ideas from the novel |autobiographical) which: uses a coherent organizing structure |

|to include in their letters (setting, characters, etc). In their |appropriate to purpose, audience, and context, tells a story or |

|letters they are expected to write from the perspective of an actual |establishes the significance of an event or events, uses remembered |

|character from the novel and reflect the thoughts of that character in|feelings and specific details, and uses a range of appropriate |

|their letters. |strategies (e.g., dialogue, suspense, movement, gestures, |

| |expressions). |

|While reading through the novel, students will be expected to read |1.02 Explore expressive materials that are read, heard, and/or viewed |

|thoroughly. There are activities (Author’s Craft, Discussion |by: monitoring comprehension for understanding of what is read, heard|

|Director, Double-Entry Diary, etc.) to go along with the reading that |and/or viewed, analyzing the characteristics of expressive works, |

|will check for understanding and group work with these activities will|determining the effect of literary devices and/or strategies on the |

|check to see if the student comprehends the novel. |reader/viewer/listener, making connections between works, self and |

| |related topics, comparing and/or contrasting information, and drawing |

| |inferences and/or conclusions. |

|Students will be expected to work appropriately in group settings when|1.03 Interact appropriately in group settings by: listening |

|discussing their work. The Discussion Director, Double-Entry Diary, |attentively, showing empathy, contributing relevant comments |

|Character Sketcher, activities allow students to easily compile their |connecting personal experiences to content, and monitoring own |

|ideas from the novel and share them with their group. |understanding of the discussion and seeking clarification as needed. |

|Students will be completing the Author’s Craft assignment, where they |4.01 Determine the purpose of the author or creator by: monitoring |

|will be required to find at least one example of each of the possible |comprehension for understanding of what is read, heard and/or viewed, |

|four types of figurative language (alliteration, metaphor, |exploring any bias, apparent or hidden messages, emotional factors, |

|personification, and simile). Students will examine the text to find |and/or propaganda techniques, identifying and exploring the underlying|

|the Author’s purpose for writing. |assumptions of the author/creator, and analyzing the effects of |

| |author’s craft on the reader/viewer/listener. |

|Students will have the opportunity to complete an Internet Workshop, |5.01 Increase fluency, comprehension, and insight through a meaningful|

|in addition to working with the activities for the novel. This |and comprehensive literacy program by: using effective reading |

|variety will give students multiple strategies for dealing with |strategies to match type of text, reading self-selected literature and|

|multiple sources. |other materials of individual interest, reading literature and other |

| |materials selected by the teacher, discussing literature in |

| |teacher-student conferences and small group discussions, taking an |

| |active role in whole class seminars, discussing and analyzing the |

| |effects on texts of such literary devices as figurative language, |

| |dialogue, flashback and sarcasm, interpreting text by explaining |

| |elements such as plot, theme, point of view, characterization, mood, |

| |and style, investigating examples of distortion and stereotypes, |

| |recognizing underlying messages in order to identify theme(s) within |

| |and across works, extending understanding by creating products for |

| |different purposes, different audiences and within various contexts, |

| |and exploring relationships between and among characters, ideas, |

| |concepts and/or experiences. |

|The students’ Letter to a Character will reflect how well the students|6.01 Demonstrate an understanding of conventional written and spoken |

|understand written expression and the students will have the |expression by: using a variety of sentence types correctly, |

|opportunity to read their letters aloud and there will be multiple |punctuating them properly, and avoiding fragments and run-ons, using |

|discussions about the novel in class, and this will give students |appropriate subject-verb agreement and verb tense that are appropriate|

|practice with a variety of spoken expression. |for the meaning of the sentence, demonstrating the different roles of |

| |the parts of speech in sentence construction, using pronouns |

| |correctly, including clear antecedents and correct case, using phrases|

| |and clauses correctly (e.g., prepositional phrases, appositives, |

| |dependent and independent clauses), determining the meaning of |

| |unfamiliar vocabulary words by using context clues, a dictionary, a |

| |glossary, a thesaurus, and/or structural analysis (roots, prefixes, |

| |suffixes) of words, extending vocabulary knowledge by learning and |

| |using new words, exploring the role and use of dialects and of |

| |standard English to appreciate appropriate usage in different |

| |contexts, and developing an awareness of language conventions and |

| |usage during oral presentations. |

Rubric

|Activity/Criteria |Total Points Possible |Self-Assessment Points |Actual Points |

|Pre-reading Activity (Prediction Activity) | | | |

|Predictions are complete; thought and effort is demonstrated. |5 | | |

|Character Sketcher | | | |

|Sketch includes thoughtfully selected information about the character, | | | |

|including 3 implied character traits, problem and solution, and character| | | |

|goal. | | | |

|Artistic Impression is creative and demonstrates knowledge of information| | | |

|given in text regarding character’s physical appearance. |10 | | |

|Discussion Director | | | |

|Questions display insights into novel’s main events and themes; questions| | | |

|are “higher-level.” | | | |

|Answers are provided and when appropriate page numbers. |10 | | |

|Vocabulary Definitions & Activities | | | |

|Definitions are “child-friendly.” |15 | | |

|Activities are correct and complete. | | | |

|Double-Entry Diary | | | |

|Examples are well chosen, well explained, and thoughtfully crafted. | | | |

|Provides more than one thoughtful idea or supporting reasons. | | | |

| |15 | | |

|Internet Workshop & “I Poem” | | | |

|Notes reveal thoughtful preparation for participation. | | | |

|Information in graphic organizer. | | | |

|“I Poem” is correct and well organized. | | | |

|Visual Representation is present. | | | |

|“I Poem” is in the required format. | | | |

|Includes appropriate words and also includes alliteration, simile, or |15 | | |

|metaphor. | | | |

|Author’s Craft | | | |

|Chart includes at least one chosen example of a simile, metaphor, | | | |

|alliteration, and personification from the novel. | | | |

|Explanations are provided on how figurative language adds meaning to | | | |

|text. | | | |

|Artistic representation is thoughtful and creative. |15 | | |

|Letter to a Character | | | |

|Letter is in the given format. | | | |

|Letter includes accurate information from text. |15 | | |

|Creative and interesting. | | | |

|Grammar and Overall Appearance | | | |

|Work has little to no grammatical errors. | | | |

|Work is neat and well organized. |Yes or No | | |

|Grand Total: |100 | | |

Taken from Dr. Trathen

RE 4030-432

Multi-Text Study

Context:

I created this multi-text study in RE 4030 under the advisement of Dr. Woodrow Trathen in the fall of 2005 as a Block II requirement. The study is geared toward the sixth grade and was created around the fiction and non-fiction books entitled Number the Stars, by Lois Lowry and The Forgotten Victims of the Holocaust, by Linda Altman. In addition an Internet Workshop focusing on personal accounts of three survivors was created to promote self-confidence and endurance. This unit is a language arts unit which integrates social studies by reading a novel that deals with World War 2 and the Holocaust.

The references for my unit are as follows:

Number the Stars, by Lois Lowry. Published in 1989, by Yearling Books. ISBN: 0440403278

The Forgotten Victims of the Holocaust, by Linda Altman. Published in 2003, by Enslow Publishers, Inc. ISBN: 0766019934

Dr. Woodrow Trathen



Impact:

This multi-text study is a great way to integrate both fiction and non-fiction texts through very creative and engaging formats. Through reading Number the Stars and The Forgotten Victims of the Holocaust text, students are given the opportunity to think critically about what they read while completing a variety of engaging language arts activities that connect to the multi-texts. I chose to develop this unit because a major aspect of the sixth grade social studies curriculum deals with Europe, and students need to know about the Holocaust to prevent mass genocide from ever occurring again. I was able to implement sections of the following parts of this unit in Mrs. Farthing’s sixth grade Language Arts classes and Mr. Hiatt’s sixth grade social studies classes at Valle Crucis School.

Alignment:

This multi-text study unit aligns with the Department of Public Instruction standard 1, indicator 3. In this study, I have included not only a fictional text, but I have also included non-fictional texts which addresses diversity through introducing students to actual accounts of what the Nazi party did to many innocent people during the Holocaust. This unit also aligns with the Department of Public Instruction standard 1, indicator 4. This indicator is met through addressing the needs of students by providing a variety of instructional activities in which students are able to exercise their communication skills through a multitude of reading, writing, listening, and speaking activities that cater to a multitude of learning styles. This study aligns with standard 1, indicator 5. Throughout the multi-text study, I ask students questions in order to activate prior knowledge that they have about the books they are reading. Students are provided with individual and small group activities in which they are able to interact with the text in order to increase their reading and comprehension skills. This lesson also meets standard 1, indicator 6. As a teacher, it is my job to encourage the development of literacy in each of my students. It is also my job to cater to the individual needs of the students in my class by providing developmentally appropriate activities that will help and not hinder the development of literacy. Standard 7, indicator 2 is met through integrating language arts, social studies and technology into this unit. Students are reading, writing, learning about the Holocaust and the stories of some of the survivors, and participating in an internet workshop. Standard 7, indicator 3 is met by activating the prior knowledge of students through having them make predictions about their reading. Standard 7, indicator 5 is met by providing the students with activities that cater to a variety of different learning styles. As a part of this study, students will be artistically representing similes, participating in a character sketcher activity, and working in small groups in a discussion director activity. Standard 7, indicator 7 is met by assessing students both informally and formally through observations and a written vocabulary assessment at the end of the vocabulary activities section of the multi-text study. Standard 8, indicator 3 is met by encouraging students to use critical thinking skills when reading or writing through the use of positive feedback and guidance. Standard 8, indicator 4 is met through providing students with exciting and interesting literature such as the novel Number the Stars and the non-fiction text The Forgotten Victims of the Holocaust. Standard 8, indicator 5 is met by providing students with a variety of different writing activities such as writing an “I am” poem, or writing entries in a double-entry diary. Students are encouraged to share their products in both small and large group settings. Standard 8, indicator 6 is met by making sure that I, as the teacher, use proper English when working with students so that I will serve as a good model for them as they continue to develop their use of the English language.

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|[pic] NC- North Carolina DPI Elementary Education Specialty Area Standards |

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|[pic] Standard : Standard 1: Elementary teachers have a broad knowledge and understanding of the major concepts in English Language Arts |

|and Literacy. |

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|Indicator : Indicator 3: Teachers know and understand a diverse range of historical and contemporary literatures, including various |

|genres of American, British, and World, as well as literatures written by women and authors of colors and works written for children and |

|young adults. |

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|Indicator : Indicator 4: Teachers understand the elementary school child’s social, cultural, linguistic, cognitive, and affective |

|backgrounds as they relate to the ability to develop effective communication processes (listening, speaking, reading, and writing). |

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|Indicator : Indicator 5: Teachers know and understand that reading is taught as a process of constructing meaning through the interaction|

|of the reader’s existing knowledge, the information suggested by the written language, and the context of the reading situation. |

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|Indicator : Indicator 6: Teachers understand the importance of literacy for personal and social growth. |

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|[pic] Standard : Standard 7 : Elementary teachers use developmentally appropriate strategies to design and deliver instruction in all |

|areas of the elementary curriculum. |

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|Indicator : Indicator 2: Teachers understand and use an interdisciplinary approach to teaching by connecting and integrating language |

|arts, mathematics, science, social studies, healthful living, and arts concepts and processes, with appropriate technologies to enhance |

|their teaching. |

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|Indicator : Indicator 3: Teachers promote new learning by using students’ prior knowledge, misconceptions, and interests when designing |

|lessons. |

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|Indicator : Indicator 5: Teachers assist students in developing multiple learning strategies to address discipline specific content, |

|critical thinking, and problem solving skills. |

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|Indicator : Indicator 7: Teachers develop and use a variety of formal and alternative assessment strategies as an integral part of |

|instruction and learning appropriate for assessing individual, peer, team, and collaborative skills. |

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|[pic] Standard : Standard 8: Teachers design instructional programs and strategies that build on students’ experiences and existing |

|language skills to help students become competent, effective users of language. |

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|Indicator : Indicator 3: Teachers guide and encourage students to think critically about what they write and read. |

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|Indicator : Indicator 4: Teachers encourage students’ enjoyment of reading. |

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|Indicator : Indicator 5: Teachers provide students opportunities to explore the use of different genres of writing and speaking to a |

|variety of audiences. |

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|Indicator : Indicator 6: Teachers model Standard English. |

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