Escolar Documentos
Profissional Documentos
Cultura Documentos
Unit Summary:
Includes: what students will be learning and what you want them to
get out of the unit (objectives).
SS TEKS covered (this is general overall and would go
with the topic/big idea your ELA TEKS go in each mini lesson
5E lesson plan):
Big Idea/Topic/Question:
Also includes a general timeline/how these lessons
correlatefor example:
During week one, the students will first learn what the word
culture means and what its characteristics include. They will look at
their own personal culture through a variety of activities and discover
the characteristics of their own culture. The students will share
information about their culture with their peers and discover that we
are all both similar and different in many ways. The students will create
a found poem as a class that includes bits of everyones culture.
Throughout week two, the students will be taking a look at
various cultures around the world. Since the students already have
background knowledge about what culture is and what their culture
includes, they will have a wealth of knowledge needed for exploring
other countrys cultures. The students will hopefully be able to make
connections and obvious differences to other cultures in our world and
write about this in their culminating activity of week two.
Etc
Day 1 Writing
Legend
Sts =
Students
w/ = with
W= Writing
R= Reading
SS= Social
Studies
Other
Domains
2b: Culture for
Learning
3a: Communicating w/ Sts
3b:Questioning/
Discussion
Techniques
1a: Knowledge of
Content/
Pedagogy
Lesson Component
Objective(s) (what students will learn; a measurable action; not the lesson activity or task):
Sts will be able to identify the countries involved in WWII on a blank map with 90% accuracy.
1a: Knowledge of
Content/
Pedagogy
1b: Knowledge of
Sts
ENGAGEMENT (how to capture students interest; how to connect to prior learning; questions
students should ask themselves after the engagement):
KWL chart of World War II but will only fill out the K and W
Question: What do I want to learn from this lesson?
EXPLORATION (hands-on student activities; big idea conceptual questions to use when
encouraging or focusing students exploration):
Give each student a map and have them locate, label, and color Denmark-yellow, Sweden-red, Germany-blue,
Norway-green, France-orange, Holland-purple, and Belgium-pink. The North and Baltic Seas should be located and
labeled. Locate, label, and place a star at the capital, Copenhagen.
Remind students about the central elements in most literature: character, plot, and setting. Elicit definitions and
examples of each. (Characters are the "actors" in the story; plot is what happens in the story; setting is where and
when the story takes place.) These should be kept in mind as the story unfolds.
journals and keep filling out the learned portion throughout the lessons.
3c: Engaging Sts
in Learning
3b: Questioning/
Discussion
Techniques
1b: Knowledge of
Students
3d: Assessment
Individually students will fill out a blank map of Denmark, Sweden, Germany, Norway, France, Holland, and
Belgium.
1d: Knowledge of
Resources
2c: Classroom
Procedures
1b: Knowledge of
Sts
3c: Engaging
Students in
Learning
1f: Designing
Assessment
1b: Knowledge of
Students
Day 1 Reading
Legend
Sts =
Students
w/ = with
W= Writing
R= Reading
SS= Social
Studies
Other
Domains
2b: Culture for
Learning
3a: Communicating w/ Sts
3b:Questioning/
Discussion
Techniques
1a: Knowledge of
Content/
Pedagogy
Lesson Component
Objective(s) (what students will learn; a measurable action; not the lesson activity or task):
Sts will be able to establish characters and key vocabulary that will be used throughout the text.
1a: Knowledge of
Content/
Pedagogy
1b: Knowledge of
Sts
ENGAGEMENT (how to capture students interest; how to connect to prior learning; questions
students should ask themselves after the engagement):
Tell students the story they are about to read takes place in Denmark, a country 16,639 square miles in size; 20th
Century Denmark has been a peaceful land whose economy is based on farming and fishing. Its government is a
constitutional Monarchy in which there is a ceremonial head of state. During World War II, when the story takes
place, Christian X was the king. This is a country of little disharmony because all people can vote, have guaranteed
political rights, and are entitled to practice any religion. Anti-semitism (hatred of Jews) has never been a problem
here. On April 9, 1940, the German army overran Denmark. The government agreed to surrender provided that
among other things there was no discrimination against Jews. Of a population of 4.5 million people, 8,000 were
Jews, most of whom lived in Copenhagen and had been fully absorbed into Danish life. The Germans tried to poison
Danish minds by producing anti-Semitic newspapers, films, and pamphlets. When they tried to burn down a
synagogue, the Danish police stopped them. A resistance movement engaged in sabotage against the Nazi occupiers
and harassed soldiers. Angered by their actions in early 1942, the German government ordered Jews to wear a yellow
star on their clothes, but the Danish government refused to cooperate with this order. Finally, in August 1942
Germany declared martial law and took direct control of the government. The Germans chose October for mass
arrests of Danish Jews.
EXPLORATION (hands-on student activities; big idea conceptual questions to use when
encouraging or focusing students exploration):
Elicit information about World War II. The class needs to understand that Adolf Hitler, the leader of the Nazi Party in
Germany, believed that the German people (excluding Jews and Gypsies) were superior to all others and that they
deserved not only to rule all of Europe, but that they needed to eliminate those they considered inferior including the
handicapped, gypsies, and Jews. In Germany and throughout German controlled countries, Jews were identified and
ordered to wear the yellow star, forced to obey restrictions of their liberties, and removed from their homes to camps
where they were eventually killed. Not all people agreed with the Nazi plans, and they defied the Nazis through acts
of resistance and rescue.
1f: Designing
Assessment
1b: Knowledge of
Students
ELABORATION (how students will develop a sophisticated understanding of the concept; what
vocabulary will be introduced and how will it connect students observations; how knowledge is applied in daily
lives):
Teacher will define key terms and add to word wall: equality, Nazi, Holocaust, Jewish, etc.
Do you think this has ever happened in the United States? Class discussion
1d: Knowledge of
Resources
2c: Classroom
Procedures
1b: Knowledge of
Sts
3c: Engaging
Students in
Learning
3c: Engaging Sts
in Learning
1b: Knowledge of
Students
Day 2 Reading
Legend
Sts =
Students
w/ = with
W= Writing
R= Reading
SS= Social
Studies
Other
Domains
Lesson Component
Objective(s) (what students will learn; a measurable action; not the lesson activity or task):
Sts will be able to compare/contrast characters and their experiences, and relate it to their own lives.
3b:Questioning/
Discussion
Techniques
1a: Knowledge of
Content/
Pedagogy
1a: Knowledge of
Content/
Pedagogy
1b: Knowledge of
Sts
ENGAGEMENT (how to capture students interest; how to connect to prior learning; questions
students should ask themselves after the engagement):
Ask students to compare Ellen and Annemarie
Annemarie
Ellen
blond
dark
runner
stocky
11 years old
10 years old
only child
lives upstairs
lives downstairs
Christian
Jewish
EXPLORATION (hands-on student activities; big idea conceptual questions to use when
encouraging or focusing students exploration):
3b: Questioning/
Discussion
Techniques
3c: Engaging Sts
in Learning
1f: Designing
Assessment
3b: Questioning/
Discussion
Techniques
1b: Knowledge of
Students
3d: Assessment
1d: Knowledge of
Resources
2c: Classroom
Procedures
1b: Knowledge of
Sts
3c: Engaging
Students in
Learning
1b: Knowledge of
Students
ELABORATION (how students will develop a sophisticated understanding of the concept; what
vocabulary will be introduced and how will it connect students observations; how knowledge is applied in daily
lives):
Write these questions on the overhead and have students respond in their journals.
Describe the relationship between Mrs. Rosen (Ellen's mother) and Mrs. Johansen (Annemarie's mother.) (They are
friends who have coffee together regularly.)
What advice does Mrs. Rosen give to Annemarie regarding walking to school? (Walk another way so the soldiers
don't notice and remember you; the important thing is to be one of a crowd.) What is the underlying fear for all
Danes? (Not knowing what their fate would be under the Nazis.)
Was surrender to Germany a sensible decision: (Denmark had a very small army, and many people would have died
if she had fought.) Would you want our country to surrender? Have students write a brief speech urging their fellow
citizens to resist the Germans or one accepting the occupation peacefully.
How had the family changed in the three years since the German occupation? (Lise had died in an accident two
weeks before her wedding; father seemed older, tired, and more deflated, Peter was now serious and in a hurry.)
Day 2 Writing
Legend
Sts =
Students
w/ = with
W= Writing
R= Reading
SS= Social
Studies
Other
Domains
2b: Culture for
Learning
3a: Communicating w/ Sts
3b:Questioning/
Discussion
Techniques
1a: Knowledge of
Content/
Pedagogy
1a: Knowledge of
Content/
Pedagogy
1b: Knowledge of
Sts
Lesson Component
Objective(s) (what students will learn; a measurable action; not the lesson activity or task):
Sts will be able to write a flashback memory
ENGAGEMENT (how to capture students interest; how to connect to prior learning; questions
students should ask themselves after the engagement):
Ask students to close their eyes. Tell a story about something that happened last week that all students will
remember.
EXPLORATION (hands-on student activities; big idea conceptual questions to use when
encouraging or focusing students exploration):
In table groups find a flash back from chapters one or two, cite the flashback and discuss with group why this is a
flashback.
ELABORATION (how students will develop a sophisticated understanding of the concept; what
vocabulary will be introduced and how will it connect students observations; how knowledge is applied in daily
lives):
Add flashback to word wall. Discuss why authors use flashbacks.
1f: Designing
Assessment
in Learning
3b: Questioning/
Discussion
Techniques
1b: Knowledge of
Students
3d: Assessment
1d: Knowledge of
Resources
2c: Classroom
Procedures
1b: Knowledge of
Sts
3c: Engaging
Students in
Learning
1b: Knowledge of
Students
Paper
Pencils
Writers Notebook
Number the Stars by Lois Lowry
Imagination
Overhead projector
Differentiation (to meet diverse learner needs):
GT- The GT students will be given the sponge activities to complete if they finish the assignment early.
SPED- Review and restate all directions and questions. Ask multiple questions for comprehension.
ELL- Read slower, follow along words with finger as you are reading. Teaching will be explicit with lots of practice
and images.
Behavioral- Follow BIP, follow IEP while lesson is happening. Follow through with rules and regulations. Be
specific when giving directions.
Day 3 Writing
Legend
Sts =
Students
w/ = with
W= Writing
R= Reading
SS= Social
Studies
Other
Domains
2b: Culture for
Learning
3a: Communicating w/ Sts
3b:Questioning/
Discussion
Techniques
1a: Knowledge of
Content/
Pedagogy
Lesson Component
Objective(s) (what students will learn; a measurable action; not the lesson activity or task):
Sts will be able to communicate their ideas of equality in a brief composition using a topic sentence,
supporting facts, and concluding statement.
Importance of Objective(s) (value/importance to students; reason for learning) :
As potential future authors, it will help Sts with their writing skills.
1a: Knowledge of
Content/
Pedagogy
1b: Knowledge of
Sts
ENGAGEMENT (how to capture students interest; how to connect to prior learning; questions
students should ask themselves after the engagement):
Elicit how many students have seen TV coverage of when the President or an important entertainment figure arrives
at events. Is he alone or does he have an entourage with him? Is it unusual by today's standards for a king or political
leader to appear daily, ride without escorts and bodyguards, and speak freely with his subjects? What might this say
about the King's character, his leadership, and the times that he moves freely among the Danes? How does
Annemarie correlate the concept that all Danes are protectors of the king to the situation of the Jews? (She realizes
that as all Danes are the bodyguards of the King, so must all Danes be the bodyguards of Jews.) How does the
realization that she is "her brother's keeper" affect her personally? (When told that she must be Ellen's protector, she
realizes that she would die to protect Danish Jews.) How might history have been different if all people felt this way?
EXPLORATION (hands-on student activities; big idea conceptual questions to use when
encouraging or focusing students exploration):
There were additional hardships in daily life. When Danes couldn't get leather for shoes, what substitutes are used?
(Fish skins) Can you understand Kirsti's reaction? Why? Why not? Have you ever reacted in a similar way to
something you have been made to wear? Were you able to change anyone's mind about it? Why was Tivoli gardens
partially destroyed and then closed? (To punish the Danes and impose Nazi authority.) Would these actions make the
Danish people more compliant to Nazi demands or more resentful? Explain in Journal
10
plentiful food is potato; fuel and electricity are rationed resulting in families using candles at night.) Why would the
Nazis impose a curfew on the population? (To prevent action by the resistance and to further make Danes bend to
their will.)
2b: Culture for
Learning
3a: Communicating w/ Sts
1f: Designing
Assessment
1b: Knowledge of
Students
3d: Assessment
1d: Knowledge of
Resources
2c: Classroom
Procedures
1b: Knowledge of
Sts
3c: Engaging
Students in
Learning
1b: Knowledge of
Students
ELABORATION (how students will develop a sophisticated understanding of the concept; what
vocabulary will be introduced and how will it connect students observations; how knowledge is applied in daily
lives):
How does Mrs. Johansen respond when asked how the Hirsch's would manage? How does this illustrate the
underlying values held by the Danes? (She says that friends will take care of them since that's what friends do.)
11
Legend
Sts =
Students
w/ = with
W= Writing
R= Reading
SS= Social
Studies
Day 3 Reading
Other
Domains
2b: Culture for
Learning
3a: Communicating w/ Sts
3b:Questioning/
Discussion
Techniques
1a: Knowledge of
Content/
Pedagogy
Lesson Component
Objective(s) (what students will learn; a measurable action; not the lesson activity or task):
The Sts will be able to identify first and third person stories.
Importance of Objective(s) (value/importance to students; reason for learning) :
Help develop the Sts reading skills for future texts; learn different perspectives that will help improve
their writing skills.
1a: Knowledge of
Content/
Pedagogy
1b: Knowledge of
Sts
ENGAGEMENT (how to capture students interest; how to connect to prior learning; questions
students should ask themselves after the engagement):
Tell a story (make it up) in first person.
Tell a story (make it up) in third person.
Tell students to ponder what the difference between the story is.
EXPLORATION (hands-on student activities; big idea conceptual questions to use when
encouraging or focusing students exploration):
Have students decide if the book is written in first or third person. Have them prove their decision with quotes found
in the book.
ELABORATION (how students will develop a sophisticated understanding of the concept; what
vocabulary will be introduced and how will it connect students observations; how knowledge is applied in daily
lives):
Come up with stories that the class has read in first person point of view.
Come up with stories that the class has read in third person point of view.
Teacher writes these on butcher paper in a T-chart format.
12
in Learning
1f: Designing
Assessment
1b: Knowledge of
Students
3b: Questioning/
Discussion
Techniques
3d: Assessment
1d: Knowledge of
Resources
2c: Classroom
Procedures
1b: Knowledge of
Sts
3c: Engaging
Students in
Learning
1b: Knowledge of
Students
13
Day 4 Reading
Legend
Sts =
Students
w/ = with
W= Writing
R= Reading
SS= Social
Studies
Other
Domains
2b: Culture for
Learning
3a: Communicating w/ Sts
3b:Questioning/
Discussion
Techniques
1a: Knowledge of
Content/
Pedagogy
Lesson Component
Objective(s) (what students will learn; a measurable action; not the lesson activity or task):
Sts will be able to compare and contrast events from the text to current events.
Importance of Objective(s) (value/importance to students; reason for learning) :
Relating the story to current events in students lives helps them understand and relate to the text better
which then increases their comprehension.
1a: Knowledge of
Content/
Pedagogy
1b: Knowledge of
Sts
ENGAGEMENT (how to capture students interest; how to connect to prior learning; questions
students should ask themselves after the engagement):
Discuss students reactions if someone were to bang on their front door in the middle of the night. Have you ever
experienced this?
EXPLORATION (hands-on student activities; big idea conceptual questions to use when
encouraging or focusing students exploration):
Compare and contrast the soldiers on the street to the soldiers that banged on the Johansens door.
Make a Venn Diagram in groups. Use quotes from Number the Stars.
ELABORATION (how students will develop a sophisticated understanding of the concept; what
vocabulary will be introduced and how will it connect students observations; how knowledge is applied in daily
lives):
What is going on in the news that is similar to this situation? (Baltimore)
14
1f: Designing
Assessment
3b: Questioning/
Discussion
Techniques
1b: Knowledge of
Students
3d: Assessment
1d: Knowledge of
Resources
2c: Classroom
Procedures
1b: Knowledge of
Sts
3c: Engaging
Students in
Learning
1b: Knowledge of
Students
15
Day 4 Writing
Legend
Sts =
Students
w/ = with
W= Writing
R= Reading
SS= Social
Studies
Other
Domains
2b: Culture for
Learning
3a: Communicating w/ Sts
Lesson Component
Objective(s) (what students will learn; a measurable action; not the lesson activity or task):
3b:Questioning/
Discussion
Techniques
1a: Knowledge of
Content/
Pedagogy
1a: Knowledge of
Content/
Pedagogy
1b: Knowledge of
Sts
EXPLORATION (hands-on student activities; big idea conceptual questions to use when
encouraging or focusing students exploration):
Research in groups if this has happened in Texas or the United States.
Have discussion about Japanese Internment camps in Crystal City, Texas.
Research the Japanese Internment camp in Crystal City, Texas
ELABORATION (how students will develop a sophisticated understanding of the concept; what
vocabulary will be introduced and how will it connect students observations; how knowledge is applied in daily
lives):
Discuss as a table the terms used in the lesson. Have groups use words in written sentences correctly to asses
knowledge gained with vocabulary.
Vocabulary: internment camp, Pearl Harbor, Hiroshima, Nagasaki, and atomic bomb.
16
1f: Designing
Assessment
3b: Questioning/
Discussion
Techniques
1b: Knowledge of
Students
3d: Assessment
1d: Knowledge of
Resources
2c: Classroom
Procedures
1b: Knowledge of
Sts
3c: Engaging
Students in
Learning
1b: Knowledge of
Students
17
Day 5 Reading
Legend
Sts =
Students
w/ = with
W= Writing
R= Reading
SS= Social
Studies
Other
Domains
2b: Culture for
Learning
3a: Communicating w/ Sts
Lesson Component
Objective(s) (what students will learn; a measurable action; not the lesson activity or task):
3b:Questioning/
Discussion
Techniques
1a: Knowledge of
Content/
Pedagogy
1a: Knowledge of
Content/
Pedagogy
1b: Knowledge of
Sts
ENGAGEMENT (how to capture students interest; how to connect to prior learning; questions
students should ask themselves after the engagement):
Have you ever heard of Thor? What do you know about him?
As a class do a KWL Chart for Thor.
EXPLORATION (hands-on student activities; big idea conceptual questions to use when
encouraging or focusing students exploration):
Do some research to find out about the Norse God Thor to whom Kirsti alluded when she named her cat in groups.
Present the information found by tables.
After this fill in the L part of the KWL chart.
ELABORATION (how students will develop a sophisticated understanding of the concept; what
vocabulary will be introduced and how will it connect students observations; how knowledge is applied in daily
18
1f: Designing
Assessment
1b: Knowledge of
Students
3d: Assessment
1d: Knowledge of
Resources
2c: Classroom
Procedures
1b: Knowledge of
Sts
3c: Engaging
Students in
Learning
1b: Knowledge of
Students
lives):
Students will be able to use allusions in their own writing and be able to explain why they used that particular
allusion.
Add Allusion, and Thor to word wall.
19
Day 5 Writing
Legend
Sts =
Students
w/ = with
W= Writing
R= Reading
SS= Social
Studies
Other
Domains
2b: Culture for
Learning
3a: Communicating w/ Sts
Lesson Component
Objective(s) (what students will learn; a measurable action; not the lesson activity or task):
3b:Questioning/
Discussion
Techniques
1a: Knowledge of
Content/
Pedagogy
1a: Knowledge of
Content/
Pedagogy
1b: Knowledge of
Sts
ENGAGEMENT (how to capture students interest; how to connect to prior learning; questions
students should ask themselves after the engagement):
On the train why does the soldier ask, "Are you visiting your brother for the New Year?" (If someone answers yes,
the soldier would know that they are Jewish since only Jews celebrate the Jewish New Year which begins with Rosh
Hashanah and ends with Yom Kippur.) Why is Annemarie fearful of her little sister? (She's afraid that Kirsti might
say something to give Ellen away.) Have the students recall incidents in which younger siblings "Spilled the beans."
Why does Mrs. Johansen warn the girls about talking to anyone? (Someone might report them to the Nazi authorities
who are on watch for Jews.)
EXPLORATION (hands-on student activities; big idea conceptual questions to use when
encouraging or focusing students exploration):
Research the Jewish New Year and other Jewish traditions in table groups with Ipads.
20
3b: Questioning/
Discussion
Techniques
1b: Knowledge of
Students
3d: Assessment
1d: Knowledge of
Resources
2c: Classroom
Procedures
1b: Knowledge of
Sts
3c: Engaging
Students in
Learning
1b: Knowledge of
Students
ELABORATION (how students will develop a sophisticated understanding of the concept; what
vocabulary will be introduced and how will it connect students observations; how knowledge is applied in daily
lives):
Does this represent equality? Or does it represent the opposite of equality? Why or Why not? Answer in Writers
Notebook.
21
Day 6 Writing
Legend
Sts =
Students
w/ = with
W= Writing
R= Reading
SS= Social
Studies
Teacher: _______ Shelby Knight ________________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/W___
Domain 1:
Planning
1c: Setting
Instructional
Outcomes
1b: Knowledge of
Sts
Other
Domains
2b: Culture for
Learning
3a: Communicating w/ Sts
Lesson Component
Objective(s) (what students will learn; a measurable action; not the lesson activity or task):
3b:Questioning/
Discussion
Techniques
1a: Knowledge of
Content/
Pedagogy
1a: Knowledge of
Content/
Pedagogy
1b: Knowledge of
Sts
ENGAGEMENT (how to capture students interest; how to connect to prior learning; questions
students should ask themselves after the engagement):
Ask students if they have ever been lied to? Has your family ever lied to you to protect you? Have you seen TV
shows where a family has lied to a loved one to protect them? Answer one of these questions in your writers
notebook.
EXPLORATION (hands-on student activities; big idea conceptual questions to use when
encouraging or focusing students exploration):
Research World War II propaganda in table groups on Ipads. Compare WWII propaganda to the lies that Annemaries
family has told her. Do lies make us equal? Are there good lies and bad lies? Or are they all bad?
22
1f: Designing
Assessment
1b: Knowledge of
Students
1d: Knowledge of
Resources
3b: Questioning/
Discussion
Techniques
3d: Assessment
2c: Classroom
Procedures
1b: Knowledge of
Sts
3c: Engaging
Students in
Learning
1b: Knowledge of
Students
ELABORATION (how students will develop a sophisticated understanding of the concept; what
vocabulary will be introduced and how will it connect students observations; how knowledge is applied in daily
lives):
In writers notebook explain why Annemaries families lies were not to put them on different levels of equality but to
protect. Explain how propaganda took away equality.
Vocabulary: propaganda
23
Day 6 Reading
Legend
Sts =
Students
w/ = with
W= Writing
R= Reading
SS= Social
Studies
Teacher: _____ Shelby Knight ______________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/R___
Domain 1:
Planning
1c: Setting
Instructional
Outcomes
1b: Knowledge of
Sts
Other
Domains
2b: Culture for
Learning
3a: Communicating w/ Sts
Lesson Component
Objective(s) (what students will learn; a measurable action; not the lesson activity or task):
3b:Questioning/
Discussion
Techniques
1a: Knowledge of
Content/
Pedagogy
1a: Knowledge of
Content/
Pedagogy
1b: Knowledge of
Sts
ENGAGEMENT (how to capture students interest; how to connect to prior learning; questions
students should ask themselves after the engagement):
Have you had people enter your room while you were doing something you didnt want anyone to see?- respond in
writers notebook.
EXPLORATION (hands-on student activities; big idea conceptual questions to use when
encouraging or focusing students exploration):
Research typhus in table groups. Present information found in groups.
24
deception.)
2b: Culture for
Learning
3a: Communicating w/ Sts
1f: Designing
Assessment
1b: Knowledge of
Students
3d: Assessment
1d: Knowledge of
Resources
2c: Classroom
Procedures
1b: Knowledge of
Sts
3c: Engaging
Students in
Learning
1b: Knowledge of
Students
ELABORATION (how students will develop a sophisticated understanding of the concept; what
vocabulary will be introduced and how will it connect students observations; how knowledge is applied in daily
lives):
Explain what happened to the Jewish people if the Nazi soldiers found them. Explain why the Jewish people were
hiding.
Vocabulary: Typhus, concentration camps
25
Day 7 Reading
Legend
Sts =
Students
w/ = with
W= Writing
R= Reading
SS= Social
Studies
Teacher: _____ Shelby Knight _______________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/R___
Domain 1:
Planning
1c: Setting
Instructional
Outcomes
1b: Knowledge of
Sts
Other
Domains
2b: Culture for
Learning
3a: Communicating w/ Sts
Lesson Component
Objective(s) (what students will learn; a measurable action; not the lesson activity or task):
3b:Questioning/
Discussion
Techniques
1a: Knowledge of
Content/
Pedagogy
1a: Knowledge of
Content/
Pedagogy
1b: Knowledge of
Sts
ENGAGEMENT (how to capture students interest; how to connect to prior learning; questions
students should ask themselves after the engagement):
What does Annemarie learn that ties all the pieces of the mystery together? (The Rosens and the other Jews are to be
taken to Sweden by Uncle Henrik in his boat.) How have strangers contributed to helping Jews escape from the
Nazis? (People have contributed warm clothing and blankets for the journey; Mrs. Johansen gives Kirstie's red
sweater to provide warmth for the infant; a doctor has provided the sleeping medication so the infant doesn't cry;
Henrik will provide his boat and food from his farm; Peter will guide the Jews to the harbor.)
EXPLORATION (hands-on student activities; big idea conceptual questions to use when
encouraging or focusing students exploration):
Research how people helped the Jewish families during World War II in table groups.
Present findings to class.
ELABORATION (how students will develop a sophisticated understanding of the concept; what
26
Learning
3a: Communicating w/ Sts
vocabulary will be introduced and how will it connect students observations; how knowledge is applied in daily
lives):
In table groups discuss what measures you would take to keep peace in your country.
Vocabulary: citizen, peace, Sweden
3b: Questioning/
Discussion
Techniques
1b: Knowledge of
Students
3d: Assessment
1d: Knowledge of
Resources
2c: Classroom
Procedures
1b: Knowledge of
Sts
3c: Engaging
Students in
Learning
1b: Knowledge of
Students
27
Day 7 Writing
Legend
Sts =
Students
w/ = with
W= Writing
R= Reading
SS= Social
Studies
Teacher: _______ Shelby Knight _____________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/W___
Domain 1:
Planning
1c: Setting
Instructional
Outcomes
1b: Knowledge of
Sts
Other
Domains
2b: Culture for
Learning
3a: Communicating w/ Sts
Lesson Component
Objective(s) (what students will learn; a measurable action; not the lesson activity or task):
3b:Questioning/
Discussion
Techniques
1a: Knowledge of
Content/
Pedagogy
1a: Knowledge of
Content/
Pedagogy
1b: Knowledge of
Sts
ENGAGEMENT (how to capture students interest; how to connect to prior learning; questions
students should ask themselves after the engagement):
Have your parents ever come home late? Have your parents ever picked you up late from something?
Have you ever tried to sneak somewhere you were not supposed to go?
Pick one of these and respond in your writers notebook, this is a snapshot writing.
EXPLORATION (hands-on student activities; big idea conceptual questions to use when
encouraging or focusing students exploration):
Have students research the ways that the Jewish people sneaked out of the Nazi occupied countries.
Was there a better way for the Jewish families in Number the Stars to escape?
ELABORATION (how students will develop a sophisticated understanding of the concept; what
vocabulary will be introduced and how will it connect students observations; how knowledge is applied in daily
lives):
28
1f: Designing
Assessment
1b: Knowledge of
Students
3d: Assessment
1d: Knowledge of
Resources
2c: Classroom
Procedures
1b: Knowledge of
Sts
3c: Engaging
Students in
Learning
1b: Knowledge of
Students
Why do the escapees leave in two separate groups and not have information about the other? (If someone is caught,
they wouldn't jeopardize all.)
Vocabulary: snapshot writing,
29
Day 8 Reading
Legend
Sts =
Students
w/ = with
W= Writing
R= Reading
SS= Social
Studies
Teacher: __________ Shelby Knight ___________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/R___
Domain 1:
Planning
1c: Setting
Instructional
Outcomes
1b: Knowledge of
Sts
Other
Domains
2b: Culture for
Learning
3a: Communicating w/ Sts
Lesson Component
Objective(s) (what students will learn; a measurable action; not the lesson activity or task):
3b:Questioning/
Discussion
Techniques
1a: Knowledge of
Content/
Pedagogy
1a: Knowledge of
Content/
Pedagogy
1b: Knowledge of
Sts
ENGAGEMENT (how to capture students interest; how to connect to prior learning; questions
students should ask themselves after the engagement):
Play a card magic trick with students. Predict which card they drew.
EXPLORATION (hands-on student activities; big idea conceptual questions to use when
encouraging or focusing students exploration):
Research Nostradamus in small groups.
What was he known for? prediction
How is this relevant to the lesson? We are learning about predictions in reading.
ELABORATION (how students will develop a sophisticated understanding of the concept; what
vocabulary will be introduced and how will it connect students observations; how knowledge is applied in daily
lives):
In small groups discuss why it is important to acquire the skill of prediction.
30
cating w/ Sts
Vocabulary: Nostradamus, prediction
1f: Designing
Assessment
1b: Knowledge of
Students
3d: Assessment
1d: Knowledge of
Resources
2c: Classroom
Procedures
1b: Knowledge of
Sts
3c: Engaging
Students in
Learning
1b: Knowledge of
Students
31
Day 8 Writing
Legend
Sts =
Students
w/ = with
W= Writing
R= Reading
SS= Social
Studies
Teacher: ________ Shelby Knight _______________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/W___
Domain 1:
Planning
1c: Setting
Instructional
Outcomes
1b: Knowledge of
Sts
Other
Domains
2b: Culture for
Learning
3a: Communicating w/ Sts
Lesson Component
Objective(s) (what students will learn; a measurable action; not the lesson activity or task):
3b:Questioning/
Discussion
Techniques
1a: Knowledge of
Content/
Pedagogy
1a: Knowledge of
Content/
Pedagogy
1b: Knowledge of
Sts
ENGAGEMENT (how to capture students interest; how to connect to prior learning; questions
students should ask themselves after the engagement):
Have your parents ever read fairy tales to you?
How does Annemarie keep herself calm while going through the woods? (She recounts the story of Little Red Riding
Hood that she tells to Kirsti.)
EXPLORATION (hands-on student activities; big idea conceptual questions to use when
encouraging or focusing students exploration):
Have students find quotes in the book telling a fairy tale. In table groups compare and contrast how the stories are
told and talked about.
Where the fairy tales told to calm characters?
Who were the fairy tales told to?
What was the purpose of the fairy tales being told?
ELABORATION (how students will develop a sophisticated understanding of the concept; what
32
Learning
3a: Communicating w/ Sts
1f: Designing
Assessment
1b: Knowledge of
Students
3d: Assessment
1d: Knowledge of
Resources
2c: Classroom
Procedures
1b: Knowledge of
Sts
3c: Engaging
Students in
Learning
1b: Knowledge of
Students
vocabulary will be introduced and how will it connect students observations; how knowledge is applied in daily
lives):
Go to library as a class and find different versions of fairy tales.
Vocabulary: Fairy Tales
Lon Po Po by Ed Young
Paper
Pencils
Overhead projector
Writers notebook
Number the Stars by Lois Lowry
Differentiation (to meet diverse learner needs):
GT- The GT students will be given the sponge activities to complete if they finish the assignment early.
SPED- Review and restate all directions and questions. Ask multiple questions for comprehension.
ELL- Read slower, follow along words with finger as you are reading. Teaching will be explicit with lots of practice
and images.
Behavioral- Follow BIP, follow IEP while lesson is happening. Follow through with rules and regulations. Be
specific when giving directions.
33
Day 9 Reading
Legend
Sts =
Students
w/ = with
W= Writing
R= Reading
SS= Social
Studies
Teacher: ________ Shelby Knight _______________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/R___
Domain 1:
Planning
1c: Setting
Instructional
Outcomes
1b: Knowledge of
Sts
Other
Domains
2b: Culture for
Learning
3a: Communicating w/ Sts
Lesson Component
Objective(s) (what students will learn; a measurable action; not the lesson activity or task):
3b:Questioning/
Discussion
Techniques
1a: Knowledge of
Content/
Pedagogy
1a: Knowledge of
Content/
Pedagogy
1b: Knowledge of
Sts
ENGAGEMENT (how to capture students interest; how to connect to prior learning; questions
students should ask themselves after the engagement):
Read I Will Come Back for You: A Family in Hiding During World War II by Marisabina Russo.
How does this story portray bravery?
EXPLORATION (hands-on student activities; big idea conceptual questions to use when
encouraging or focusing students exploration):
In small groups research the Handkerchief that is mentioned in the book.
What purpose did it serve?
When Annemarie is stopped, how does she act? (She models her behavior after Kirsti; she rambles and is very
chatty.) What is found in the basket in addition to food? (A handkerchief.) Does this surprise you? What did you
expect them to find?
34
Is there a difference between bravery and courage? Would you describe the Danes as courageous? Why? Why do you
think the Danes acted as they did? What choices did the rescuers have to make?
2b: Culture for
Learning
3a: Communicating w/ Sts
3c: Engaging Sts
in Learning
1f: Designing
Assessment
3b: Questioning/
Discussion
Techniques
1b: Knowledge of
Students
3d: Assessment
1d: Knowledge of
Resources
2c: Classroom
Procedures
1b: Knowledge of
Sts
3c: Engaging
Students in
Learning
1b: Knowledge of
Students
ELABORATION (how students will develop a sophisticated understanding of the concept; what
vocabulary will be introduced and how will it connect students observations; how knowledge is applied in daily
lives):
When her uncle tells her about all that took place, did this make her his equal?
Do you think the Jewish people will be treated with equality in Sweden?
Discuss with table groups.
Vocabulary: Bravery, courage
EVALUATION (how students demonstrate achievement of objective; embodied throughout lesson
and at lessons closure):
Have you been brave? Write a story about a time when you were brave in your writers notebook.
35
Day 9 Writing
Legend
Sts =
Students
w/ = with
W=Writing
R= Reading
SS= Social
Studies
Teacher: _________ Shelby Knight ____________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/W___
Domain 1:
Planning
1c: Setting
Instructional
Outcomes
1b: Knowledge of
Sts
Other
Domains
2b: Culture for
Learning
3a: Communicating w/ Sts
Lesson Component
Objective(s) (what students will learn; a measurable action; not the lesson activity or task):
3b:Questioning/
Discussion
Techniques
1a: Knowledge of
Content/
Pedagogy
1a: Knowledge of
Content/
Pedagogy
1b: Knowledge of
Sts
ENGAGEMENT (how to capture students interest; how to connect to prior learning; questions
students should ask themselves after the engagement):
Have students get underneath their desks for 5 minutes. See if they can hold still.
EXPLORATION (hands-on student activities; big idea conceptual questions to use when
encouraging or focusing students exploration):
Have students explore the following website in table groups.
http://www.ushmm.org/information/exhibitions/permanent/resistance
Could you have sat still on the boat, silent, for that long? How do you think you would have felt?
36
1f: Designing
Assessment
ELABORATION (how students will develop a sophisticated understanding of the concept; what
vocabulary will be introduced and how will it connect students observations; how knowledge is applied in daily
lives):
Think about what the Rosens life was like in Sweden. Speculate with your table group.
Vocabulary: Speculate
3b: Questioning/
Discussion
Techniques
1b: Knowledge of
Students
3d: Assessment
1d: Knowledge of
Resources
2c: Classroom
Procedures
1b: Knowledge of
Sts
3c: Engaging
Students in
Learning
1b: Knowledge of
Students
37
Day 10 Reading
Legend
Sts =
Students
w/ = with
W= Writing
R= Reading
SS= Social
Studies
Teacher: __________ Shelby Knight ___________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/R___
Domain 1:
Planning
1c: Setting
Instructional
Outcomes
1b: Knowledge of
Sts
Other
Domains
2b: Culture for
Learning
3a: Communicating w/ Sts
Lesson Component
Objective(s) (what students will learn; a measurable action; not the lesson activity or task):
3b:Questioning/
Discussion
Techniques
1a: Knowledge of
Content/
Pedagogy
1a: Knowledge of
Content/
Pedagogy
1b: Knowledge of
Sts
ENGAGEMENT (how to capture students interest; how to connect to prior learning; questions
students should ask themselves after the engagement):
Place Edmund Burke's words on the board: "The only thing necessary for evil to triumph is for good men to do
nothing."
What do you think this means?
EXPLORATION (hands-on student activities; big idea conceptual questions to use when
encouraging or focusing students exploration):
Discuss whether this novel proves or disproves that quote. Use specific situations to back up your position.
ELABORATION (how students will develop a sophisticated understanding of the concept; what
vocabulary will be introduced and how will it connect students observations; how knowledge is applied in daily
lives):
38
Research information on Edmund Birk. Who was he? What did he do?
Vocabulary: evil, triumph, Edmund Birk
1f: Designing
Assessment
1b: Knowledge of
Students
3d: Assessment
1d: Knowledge of
Resources
2c: Classroom
Procedures
1b: Knowledge of
Sts
3c: Engaging
Students in
Learning
1b: Knowledge of
Students
Pencil
Paper
Computer or Ipads
Internet
Overhead projector
Writers notebook
Number the Stars by Lois Lowry
Differentiation (to meet diverse learner needs):
GT- The GT students will be given the sponge activities to complete if they finish the assignment early.
SPED- Review and restate all directions and questions. Ask multiple questions for comprehension.
ELL- Read slower, follow along words with finger as you are reading. Teaching will be explicit with lots of practice
and images.
Behavioral- Follow BIP, follow IEP while lesson is happening. Follow through with rules and regulations. Be
specific when giving directions.
39
Day 10 Writing
Legend
Sts =
Students
w/ = with
W= Writing
R= Reading
SS= Social
Studies
Teacher: _______ Shelby Knight _______________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/W___
Domain 1:
Planning
1c: Setting
Instructional
Outcomes
1b: Knowledge of
Sts
Other
Domains
2b: Culture for
Learning
3a: Communicating w/ Sts
Lesson Component
Objective(s) (what students will learn; a measurable action; not the lesson activity or task):
3b:Questioning/
Discussion
Techniques
1a: Knowledge of
Content/
Pedagogy
1a: Knowledge of
Content/
Pedagogy
1b: Knowledge of
Sts
ENGAGEMENT (how to capture students interest; how to connect to prior learning; questions
students should ask themselves after the engagement):
http://nypost.com/2014/03/15/man-in-famous-wwii-kiss-photo-dies/
Read article to class. The man in the kissing in times square lived in Texas.
Do you think Annemarie and Ellen were this excited when the war ended?
EXPLORATION (hands-on student activities; big idea conceptual questions to use when
encouraging or focusing students exploration):
Discuss the development of the character of Annemarie from the beginning to the end of the novel. How does she
change? How does she feel about herself?
Write thoughts in writers notebook.
ELABORATION (how students will develop a sophisticated understanding of the concept; what
40
Learning
3a: Communicating w/ Sts
3c: Engaging Sts
in Learning
1f: Designing
Assessment
3b: Questioning/
Discussion
Techniques
1b: Knowledge of
Students
3d: Assessment
1d: Knowledge of
Resources
2c: Classroom
Procedures
1b: Knowledge of
Sts
3c: Engaging
Students in
Learning
1b: Knowledge of
Students
vocabulary will be introduced and how will it connect students observations; how knowledge is applied in daily
lives):
Have students select two characters from the story. Draw their pictures. Under the picture have them use descriptive
language and tell about the characters, make sure that they compare and contrast.
Vocabulary: prevalent, ecstatic
41
42