Multi Text Study



Multi Text Study

RE5730

| |Introduction page : World War II with focus on the Holocaust |

| |Outline – Table of Contents |

| |Cover sheet for student packet |

| |Using core books: |

| |Number the Stars by Lois Lowry (historical fiction) |

| |The Butterfly by Patricia Polacco (nonfiction) |

| |Hana’s Suitcase by Karen Levine (nonfiction) |

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| |Introduction to unit: The Butterfly |

| |Before: Predict-O-Gram |

| |During: Pause and Reflect Cards |

| |After: Revise Predict-O-Gram |

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| |Number the Stars: Chunk 1, Chapters 1-5 |

| |Before: Anticipation Guide |

| |During: I Wonder…? |

| |After: Revise Anticipation Guide |

| |Vocabulary: Sentence Stems |

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| |NTS: Chunk 2, Chapters 6-12 |

| |Before: Illustrated Story Map |

| |During: Why did…? |

| |After: Cause and Effect |

| |Vocabulary: PowerPoint Vocab |

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| |NTS: Chunk 3, Chap 13 – Afterword |

| |Before: QAR |

| |During: Critical Thinking question cards |

| |After: Questions / Group Discussion |

| |Vocabulary: For Example: |

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| |Hana’s Suitcase |

| |Before: Sequential Roundtable Alphabet |

| |During: Connections |

| |After: Sequential Roundtable Alphabet |

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| |Internet workshop |

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| |Rubric for student assessment |

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| |Reference list of 8 texts |

| |Table of SCS objectives |

Introduction: World War II and the Holocaust

As part of the North Carolina Standard Course of Study in social studies, I must teach about the various wars of United States involvement, including World War II. Unfortunately, our social studies curriculum is quite compacted, when compared to the time allotted to reading, math, and science. Quickly, I saw the need to incorporate social studies lessons through literature, and to introduce, support, and expand these themes through quality novels and nonfiction works.

I taught Number the Stars by Lois Lowry this year during my leveled reading group time, but I quickly realized that many of the students did not have the background knowledge necessary to grasp the concepts presented in the novel. They didn’t understand the brutal, methodic persecution and annihilation of the Jews during the Holocaust and, thus, could not grasp the intensity and urgency of the character’s actions. When I teach this novel again, I want to establish that background knowledge first, then offer other selections to enhance and expand their view of the Holocaust and the impact it had worldwide.

This topic offers endless expansion of theme, characterization, conflict resolution, and cause and effect. It also encourages discussion about human rights, racism, and prejudice. These themes echo again and again in other works of quality literature.

I chose to begin this unit with a picture book, The Butterfly by Patricia Polacco, giving the student a visual, more concrete idea of what life could be like during the Holocaust. Most of the stories I have chosen, including this one, are told from a child’s perspective. This will help the students relate to the characters’ frame of reference more easily. Polacco’s touching story celebrates the friendship of two young girls as they risk their lives to find freedom from persecution during the war.

The core novel, Number the Stars by Lois Lowry, also tells the story of a young Danish girl and her family who assist their Jewish friends in escaping to Sweden. Ellen is separated from her parents for a time and pretends to be part of the Johansen family until she can be smuggled out of the country by boat and reunited with her parents. Sacrifice and compassion are predominant themes in this selection, and it serves as a reminder that there are good qualities to be found in people of all ages, races, and backgrounds.

Finally, my concluding text is a nonfiction selection called Hana’s Suitcase by Karen Levine. It tells of a young Japanese lady, Fumiko Ishioka, the curator of the Tokyo Holocaust Center. She becomes intrigued by a suitcase from Auschwitz on display at the museum and begins a search for the story of the owner of the suitcase – Hana Brady. The story is filled with pictures of Hana and her family and tells the sad story of her life, cut short at the age of 13 in the furnaces of Auschwitz. I believe that this combination of texts, along with the Internet Workshop, will intrigue and inspire students to learn more about this horror called the Holocaust.

Outline of Student Packet

1. Cover page

2. Introductory Text: The Butterfly by Patricia Polacco, ISBN#0-399-23170-6

a. Method: Read aloud, whole group

b. Before reading: picture walk and students complete Predict-O-Gram Poster using sticky notes, add one element to the chart in the proper place

c. During Reading: Pause and reflect cards: cards are distributed to students before reading begins. They read their question silently. Teacher pauses at selected intervals during reading to allow students to share question and reflections with a partner. (5 minutes)

d. After Reading: Revise Predict-O-Gram. Discuss which predictions were accurate and which need to be revised. Discuss story structure, plot, and resolution. (whole group)

3. Core Text: Number the Stars by Patricia Polacco, ISBN# 0-440-40327-8

A. Chunk One: Chapters 1 through 5

a. Method: Partner reading

b. Before reading: Anticipation Guide, independently

c. During reading: I Wonder… questions. Students use sticky notes while reading to develop a question that begins “I wonder…” Notes are place in the text where questions are developed. Students discuss questions with partners after reading the section.

d. After reading: Revise and discuss Anticipation Guide, whole group. Students cite text to support reasons for change of opinion.

e. Vocabulary: Sentence stems. Students are given a list of vocabulary words from the section before reading and use context clues to determine meaning as they read. They discuss their ideas in small groups, then respond to sentence stems independently.

B. Chunk Two: Chapters 6 through 12

a. Method: Small group, popcorn reading

b. Before reading: Illustrated story map. Students use their knowledge from Chunk One to complete an illustrated map. They illustrate and provide a caption for characters, setting, problem, and predicted solution.

c. During reading: Why did… questions. Students use sticky notes with the question starter “Why did…” and complete a question related to the selection. Students place sticky notes in the appropriate section of the text and then discuss in small groups.

d. After reading: Cause and Effect. Students look for and discuss Cause-Effect relationships in the selection and complete the graphic organizer. Students will share selected responses with the whole group during discussion.

e. Vocabulary: PowerPoint Vocab. Students are given a list of “target words” before reading. As they read, they use context clues, dictionaries, and discussion to develop meaning. Then, the whole group participates in a PowerPoint review of the words.

C. Chunk Three: Chapters 13 through Afterword

a. Method: Individual silent reading

b. Before reading: Review QAR strategies and questions types. Discuss (whole group) how to identify and respond to categorized questions. Distribute critical thinking question cards.

c. During reading: Students have a critical thinking question card. They reflect on this question during reading and identify the type of QAR strategy needed to answer the question.

d. After reading: (whole group) Students read aloud their discussion question, identify the QAR strategy, and then answer the question. Other students participate in discussion and cite text to support answers when applicable.

e. Vocabulary: For Example. Students are given a graphic organizer before reading and select 4 “new” words from the selection while reading. They complete the graphic organizer, giving a textual basis for their definition of the word, and then give a written or graphic example of the word.

D. Concluding Text: Hana’s Suitcase by Karen Levine, ISBN# 0-439-85123-8

a. Method: Small groups

b. Before reading: Sequential Roundtable Alphabet. Students brainstorm as many words as they can concerning the Holocaust and WWII.

c. During reading: Teacher reviews types of connections before reading. Students look for Text-to-Text, Text-to-Self, and Text-to-World connections as they read and complete the graphic organizer.

d. After reading: Students add to Sequential Roundtable Alphabet and discussion takes place as a whole group. Students share terms and how they related to the Holocaust and/or World War II.

4. Internet Workshop: Assignments are distributed and discussed in class before visiting the computer lab. Expectations and requirements are also reviewed. Students use the Internet Workshop Guide and visit designated websites to complete research. Research may be completed individually or with partners for additional support.

5. Rubric for student assessment

Introductory Text: The Butterfly by Patricia Polacco

Method: Read aloud

• BEFORE

• Allow students to take a picture walk through the selection.

• Review Predict-O-Gram and instruct students to make one prediction about the story that will fit a category.

• Students write their prediction on a sticky note and place it in the appropriate category on the graphic organizer. (poster sized Predict-O-Gram)

• Discuss predictions.

• Distribute “Pause and Reflect cards.”

• Students read card silently.

• DURING

• Teacher reads aloud the selection; students follow along, if copies are available.

• Teacher will pause during reading to allow students to discuss and share reflections.

• AFTER

• Discussion and revision of predictions after reading.

Pause and Reflect Cards: The Butterfly

|How would you feel if you woke up one night and found |Why do you think Monique’s mother seemed angry when |Why do you think that most of the jars in the store |

|a child in your bedroom? |Monique told her about the “ghost” in her room? |are empty now? |

|Would you tell your parents? |How do you connect with this experience? |What happened to their contents? |

|Explain. | | |

|Why are the people of the town afraid to look at the |Why was Monique used to her mother having hushed |Madame Sollilage wants to protect Monique, so she |

|Nazi soldiers? |conversations in the living room since the war? |doesn’t tell her about the secret family living under |

|Have you ever been afraid to look at someone? |Have you ever been worried when adults did not want |the floor. Do you agree with her decision not to tell|

|Explain. |you to hear their conversation? |Monique? |

| | |Explain. |

|What do you think the Nazi soldier said to Monique |Why do the outside things, like dirt, flowers, and a |How do you think Sevrine and Monique felt when they |

|when he crushed the butterfly in his fist? |butterfly mean so much to Sevrine? |saw the neighbor looking at them from the window? |

|Why do you think he did this? |What do you think you would miss the most if you had |Tell about a time when you regretted your actions. |

| |to stay indoors all of the time? | |

|Why did Sevrine’s parents dress as a nun and a priest?|What is the significance of the gifts Sevrine and |How do you think Monique felt when she became |

|How is this different from when you dress up for a |Monique exchange before Sevrine leaves? |separated from her Mother on the train? Have you ever|

|costume party or for fun? |How did each of the girls feel about these items? |been separated from your parents for a time? How did |

| | |you feel? |

|What is the significance of the butterflies coming | | |

|into Monique’s garden? | | |

|How does this affect her? | | |

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Core Text: Number the Stars by Lois Lowry, Historical Fiction

CHUNK 1: CHAPTERS 1-5

Method: Partner reading

• BEFORE

• Complete “Before reading” column of Anticipation Guide, discussing with a partner

• DURING

• Students will read chapters 1 – 5 with a partner.

• Students look for identified vocabulary words as they read and use context clues to determine meaning.

• While reading, students will develop a statement or question that begins “I wonder…”

• “I wonder…” questions are to be written on a sticky note and placed on the corresponding page of the text.

• Students discuss “I wonder…” statements with their partner.

• AFTER

• Students revise and discuss Anticipation guide as a whole group. Students cite text to support reasons for maintaining or changing opinions.

• Students discuss vocabulary words and complete sentence stems.

• Students complete vocabulary assessment.

Core Text: Number the Stars by Lois Lowry, Historical Fiction

CHUNK 2: CHAPTERS 6-12

Method: Small group reading

• BEFORE

• Students complete Illustrated Story Map based on previous readings. Provide a caption for each illustration.

• DURING

• While reading (small group), students formulate a question that begins with “Why did…” Students write this question on a sticky note and place on the corresponding page of the text.

• Discuss “Why did…” questions in small groups.

• Look for identified vocabulary words while reading and use discussion and context clues to determine meaning.

• AFTER

• Students return to text and identify cause/effect relationships from the selection.

• Complete the graphic organizer with 4 cause/effect relationships from the selection.

• Discuss vocabulary words, whole group, and review meanings with PowerPoint presentation.

Illustrated Story Map

Illustrate and write a caption for the following story elements.

|Setting |Characters |

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|Caption: |Caption: |

|Problem |Predicted Solution |

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|Caption: |Caption: |

Cause and Effect

In literature, as in life, actions have consequences. These actions and consequences, whether positive or negative, are tied together in cause/effect relationships. Identify four cause/effect relationships from chapters 6 through 12 of the selection and record them below.

|Cause |Effect |

|example: | |

|The soldiers come to the Johansen’s apartment during the night looking for the |Mama and Papa decide that it is too dangerous for the girls to go to school. |

|Rosens. They believe that Ellen is Lise, but Mama and Papa are worried that they |Mama plans to take the girls to Uncle Henrik’s to get Ellen |

|may be discovered. |out of danger. |

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Core Text: Number the Stars by Lois Lowry, Historical Fiction

CHUNK 3: CHAPTERS 13 – Afterword

Method: Individual, silent reading

• BEFORE

• Review QAR strategies and question types.

• Discuss how to identify and respond to categorized questions.

• Distribute critical thinking question cards.

• DURING

• Students read question cards quietly. Reflect on question while reading.

• Students read selection independently.

• Student answers question and identifies QAR strategy applicable to the question.

• Students look for “new or like-new” vocabulary words while reading.

• AFTER

• Students read question, identify QAR strategy, and answer question, whole group.

• Students discuss questions and cite text to support answers, when applicable.

• Students complete vocabulary graphic organizer.

Concluding Text: Hana’s Suitcase by Karen Levine, Nonfiction

Method: Small groups

• BEFORE

• Students brainstorm ideas associated with the Holocaust and World War II and use that information to fill in a Sequential Roundtable Alphabet.

• Teacher reviews types of connections, (Text to Text, Text to Self, Text to World)

• DURING

• Students read in small groups and reflect on connections as they read.

• Students complete connections graphic organizer.

• AFTER

• Students revise Sequential Roundtable Alphabet independently, then discuss whole group, elaborating on terms and how they are associated with the Holocaust and World War II.

As you read today, think about connections you are able to make with the text. Find one connection for each area listed below and tell about your connection.

|[pic] Text to Self [pic] |

|In the book, |In my life, |

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|[pic] Text to Text [pic] |

|In this book, |In another book titled |

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|[pic] Text to World [pic] |

|In the book, |I remember |

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Internet Workshop: The Holocaust and World War II

Method: Individually or with a partner

• BEFORE

• Students will use the internet to visit three sites.

• Review expectations for computer usage and goals for activity.

• DURING

• Activity 1:

o Students visit website and read the story of Krystyna, an 11-year-old girl who lived in a sewer for 14 months with her family during the Holocaust.

o Students respond to the selection by identifying and justifying 3 character traits of Krystyna and the sewer workers who hid, fed, and protected her and her family.

• Activity 2:

o Students visit website

and explore a time line of events associated with the Holocaust. Students find the years of 9 specified events, then create a time line of those events.

• Activity 3:

o Students visit website

and read a brief summary of events and view pictures from the Holocaust. Students then complete a vocabulary matching and short answer question activity. (This activity was taken directly from a link to this site and was created by Jim Cornish. Web address and author’s name are cited on the actual document)

• AFTER

• Students share and discuss their findings in small groups.

o Internet Workshop

Visit Children of the Holocaust at the following address:



[pic]

1. Read Krystyna’s story and respond to the following:

• List 3 character traits of Krystyna and justify them by citing examples from her story.

• List 3 character traits of the sewer workers and justify them by citing examples of their actions.

|Krystyna |Sewer Workers |

|Character trait: ____________________ |Character trait: ____________________ |

|Evidence: |Evidence: |

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|Character trait: ____________________ |Character trait: ____________________ |

|Evidence: |Evidence: |

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|Character trait: ____________________ |Character trait: ____________________ |

|Evidence: |Evidence: |

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Photo from

2. Next, visit the following site to view a timeline of World War II and Holocaust events.



Find the following 9 events on the timeline and record year each happened.

|________Hitler becomes Head of State and |________Germans attack the Soviet Union and begin to |________Kristallnacht (Night of Broken Glass). |

|Commander-in-Chief of the armed forces. |murder all Jews in their path. |Anti-Semitic riots erupt in Germany and Austria. |

| | |Synagogues are burned, shops are damaged and looted. |

| | |Many Jews are arrested and sent to concentration camps.|

|________Japan attacks Pearl Harbor and the United |________Juden Verboten ("NO JEWS") signs appear |________430,000 Jews are deported from Hungary to |

|States enters the War. |everywhere forbidding Jews from public facilities, |Auschwitz death camp. |

| |stores and restaurants. | |

|________Japan surrenders unconditionally; end of |______D-Day, Allied invasion of Nazi- occupied |________Hitler commits suicide in his underground |

|World War II. |Western Europe begins in Normandy, France |bunker in Berlin. |

Use these events to create a timeline on the next page.

Create a timeline of the 9 important events from the chronology.

3. Finally, visit the following website:

View the photographs and read the article about the Holocaust. Complete the vocabulary activity and answer the questions below.

Children of the Holocaust

A. Vocabulary: Match the words with their meanings.

|smuggle |ordeal |exterminate |inferior |ridiculed |

|cremated |elderly |victims |suffocation |starvation |

|concealed |fate |exposure |possessions |ammunition |

a. hardship, difficulty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . __________________

b. belongings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... __________________

c. worthless . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . __________________

d. destiny, what is likely to happen . . . . . . . . . . . . . . . . . . . __________________

e. old of age . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . __________________

f. move from one place to another illegally . . . . . . . . . . . . ..__________________

g. humiliated, mocked, teased . . . . . . . . . . . . . . . . . . . . . . . .__________________

h. death due to not enough air . . . . . . . . . . . . . . . . . . . . . . . .__________________

i. hidden . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . __________________

j. ones who suffer loss from a crime . . . . . . . . . . . . . . . . . ..__________________

Long Answer Questions

2. How were each of the following groups of Jews treated by the Nazis?

A. sick and elderly

_____________________________________________________________________________________________________________________________________________________________________________________________________________________

B. healthy adults and teenagers

_____________________________________________________________________________________________________________________________________________________________________________________________________________________

C. school aged children

_____________________________________________________________________________________________________________________________________________________________________________________________________________________

D. mothers with infant children

_____________________________________________________________________________________________________________________________________________________________________________________________________________________

3. What was life like in the concentration camps?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

4. Why were the Jews required to wear the Star of David?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

5. What does the word Holocaust mean?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

6. How were the Jews transported to the concentration camps? What were

conditions like on the trip?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

© Prepared by Jim Cornish, Gander, Newfoundland, Canada



Rubric for Student Assessment

|Activity or |Possible |Points |

|Assignment |Points |Earned |

|The Butterfly | | |

|Predict-O-Gram |5 | |

|Pause and reflect cards |5 | |

|Number the Stars | | |

|Chapters 1-5, Anticipation Guide |5 | |

|Vocabulary: sentence stems |5 | |

|Vocabulary assessment |5 | |

|Chapters 6-12, Illustrated Story Map |5 | |

|Cause and Effect |5 | |

|Vocabulary |5 | |

|Chapters 13-Afterword, Critical Thinking Questions |5 | |

|Vocabulary: For example |5 | |

|Hana’s Suitcase | | |

|Sequential Roundtable Alphabet |5 | |

|Connections |5 | |

|Internet Workshop | | |

|Investigation Guide |15 | |

|Participation, Work Ethic |25 | |

|Total Score |100 | |

Reference List of Supporting Texts

Nonfiction:

Bishop, C. H. (1952). Twenty and ten. New York: Scholastic.

Illustrated by William Pene DuBois. Twenty French children help hide and protect ten

Jewish children during the Holocaust.

Cretzmeyer, S. (1999). Hidden child of the holocaust. New York: Scholastic.

The story of Ruth Hartz, a five year old child who is hidden in a Catholic orphanage during

the Holocaust.

Fox, A. L., & Abraham-Podietz, E. (1999). Ten thousand children. New Jersey: Behrman House.

First hand accounts of children who escaped the Holocaust on the Kindertransport.

Frank, A. (1952). Anne Frank: The diary of a young girl. New York: Doubleday.

The notorious diary of a young Jewish girl in hiding with her family during Nazi occupation .

Frank, A. (1985). Anne Frank in the world. New York: Scholastic.

A book of photographs of the state of the world at the time of Anne Frank.

Reiss, J. (1972). The upstairs room. New York: Scholastic.

The true account of the author’s experiences while hiding during the Holocaust.

Sawyer, K. K. (2004). Anne Frank: A photographic story of a life. London: DK Publishing.

A photographic biography of Anne Frank.

Sullivan, G. (1988). Great escapes of world war II. New York: Scholastic.

The true stories of seven courageous escapes by prisoners during World War II.

Taylor, T. (1991). Air raid – Pearl Harbor! New York: Scholastic.

A factual account of December 7, 1941 and the Japanese attack on Pearl Harbor.

Zullo, A., & Bovsun, M. (2005). Heroes of the holocaust. New York: Scholastic.

True stories of teens who participated in daring underground rescue activities during the

Holocaust.

Zullo, A.,& Bovsun, M. (2004). Survivors: True stories of children in the holocaust. New York:

Scholastic.

Nine true life accounts of children who survived the Holocaust and their experiences.

Fiction:

French, J. (1999). Hitler’s daughter. New York: Scholastic.

A boring morning at the bus stop prompts a young girl to weave a fascinating tale supposing

that Hitler had a daughter.

Mazer, H. (2004). A boy no more. New York: Scholastic.

A historical fiction account of a fourteen-year-old boy who experiences the attack on Pearl

Harbor.

Pressler, M. (2002) Malka. New York: Scholastic.

A fictional account of a Jewish family in Poland and Hungary during the Holocaust.

Spinelli, J. (2003). Milkweed. New York: Scholastic.

The story of a young Jewish orphan in the ghettos of Warsaw.

Yolen, J. (1988). The devil’s arithmetic. New York: Scholastic.

A young Jewish girl is transported through time and learns to appreciate the sacrifices of

her ancestors during the Holocaust.

I believe that these books will expand the understanding of the global effect of the Holocaust. I want the students to be able to see the incredible impact of the Holocaust through the eyes of the young and old, the Jew and Gentile, the brave and the faint of heart. I believe that by providing access to these varying view points and first hand accounts, students’ hearts will be touched. They will make connections with the characters, both real and fictional, and be able to bond with them on some personal level. I also want them to put a face to a few of the millions of names of those who were persecuted and killed during this heinous part of world history. It will also help students realize that they are never too young to be in control of their own destiny, even in the bleakest of circumstances. When I teach this unit, I will continue to build on the harsh ugliness and brutality of racism and bigotry. This unit would be a wonderful precursor to studying the United States’ struggle for civil rights and those who struggled and sacrificed for equality in America.

North Carolina Standard Course of Study Objectives

Language Arts, Grade 5

|2.02 Interact with the text before, during, and after reading, listening and |Students will preview and predict before reading The Butterfly by Patricia |

|viewing by: |Polacco, using a Predict-O-Gram graphic organizer. They will revise predictions |

|Making predictions |at the conclusion of the selection. |

|formulating questions |Students will formulate “I wonder” and “Why did” questions while reading Number |

|Supporting answers from textual information, previous experience, and/or other |the Stars and cite text to support answers. |

|sources |Students will make text-to-text, text-to-self, and text-to-world connections |

|Drawing on personal, literary, and cultural understandings. |while reading. |

|Seeking additional information |Students will make connections between texts. |

|Making connections with previous experiences, information, and ideas. | |

|2.03 Read a variety of texts, such as: |Students read a wide variety of fiction and nonfiction texts. |

|fiction | |

|nonfiction | |

|2.05 Evaluate inferences, conclusions, and generalizations and provide evidence |Students will support inferences and opinions as indicated in the Anticipation |

|by referencing the texts. |Guides and cite text to support opinions. |

|2.08 Explain and evaluate relationships that are: |Students will identify cause – effect relationships from the text. |

|causal | |

|3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, |Students will discover and discuss themes across the selected texts. |

|critical, and evaluative processes by: |Students will compare events and characters within and between texts. |

|making and evaluating inferences and conclusions about characters, events, and | |

|themes. | |

|3.02 Make connections within and between texts by recognizing similarities and |Students will discover and discuss themes across the selected texts. |

|differences based on a common, lesson, theme or message. | |

North Carolina Standard Course of Study Objectives

Social Studies, Grade 5

|4.02 Explain when, where, why, and how groups of people settled in different |Students will discuss how and why Jews and other ethnic groups immigrated to the |

|regions of the United States. |United States and where they settled. |

|4.03 Describe the contributions of people of diverse cultures throughout the |Students will discuss the customs, traditions, and cultural contributions made by|

|history of the United States. |Jewish immigrants. |

|4.05 Describe the impact of wars and conflicts on United States citizens, |Students will discuss events that prompted US involvement in World War II and how|

|including, but not limited to, the Civil War, World War I, World War II, the |our involvement affected the lives of others. |

|Korean War, the Vietnam War, Persian Gulf War, and the twenty-first century war | |

|on terrorism. | |

|4.06 Evaluate the effectiveness of civil rights and social movements throughout |Students will make connections between the social movements preceding the |

|the United States’ history that reflect the struggle for equality and |Holocaust and the injustice suffered by Jewish citizens and other ethnic groups |

|constitutional rights for all citizens. |and compare this with the civil rights struggles and controversies within the |

| |United States. |

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