Marissa Willox

05/04/2020
Grade 5: Number the Stars- Chapter 12 Remote Learning

Lesson Essential Question(s):

How do the details that Lois Lowry includes in Chapter 12 help us understand the
mood?

Standards:
CCSS.ELA-LITERACY.RL.5.2
CCSS.ELA-LITERACY.RL.5.5

Learning Objectives and Assessments:

Learning Objectives Assessments
SWBAT determine how the way Participation; Oral Response;
Lois Lowry describes the events in Chapter 12 HW
Chapter 12 helps them better
understand the mood

Materials:
 Number the Stars by Lois Lowry
 “Mood & Tone” slides
 “Mood Words”
 “Tone & Mood” Graphic Organizer
 Chapter 12 Journal Doc (Google Classroom)
 Mood and Tone BrainPop
Pre-lesson assignments and/or prior knowledge:
 Read chapters 1-11 of Number the Stars
 “Delving into the Main Character” activity- have investigated Annemarie
 Background knowledge on WWII and Holocaust
 SWBS
 Discussed the internal and external traits of Annemarie, Ellen, Kirsti, Mama
and Papa
 NearPod: Chapter 6/9 Discussion Questions, Poll, Collaboration Board, and
Open-Ended Questions
 Geography lesson using Google Earth
Lesson Beginning:
 Review of Chapter 11
o Student responses to SWBS for Thursday’s Chapter 11 HW
o Responses are color coded by similarities
 Red: Baby drops
 Yellow: Clothes/blankets in coffin
 Blue: Package
 Purple: Peter’s plan
 Green: Annemarie wanted to go back to her old life
  Mrs. Stadler will share screen and present Number the Stars pdf
o Ask students to raise their hand on Zoom if they want to be called
upon to read- I will transition between readers so there is enough
time to finish the chapter
 Start at Chapter 12
o Let students read 1-2 paragraphs before calling on another
 Page 96: Imagine leaving your best friend in the world and not knowing
when you will see her/him again.
 Page 100: What do you think happened to her?
Instructional Plan:
1. Present “Mood and Tone” slides
2. Ask students to read definition of mood and tone
a. Point out differences between the two
3. Watch BrainPop
4. Present “Mood Words”
a. Choose 4-5 categories to add rich mood words to
b. “We want to spice up our normal (happy, sad, mad, boring, …)
descriptions of text
5. Present graphic organizer
a. Review definitions of mood and tone
b. Explain that in this chapter of Number the Stars we can analyze the
mood from the setting, Annemarie’s actions, and her internal thinking
c. Setting: guide students to clock scene, outside as sun is setting,
words like “dark”
d. Character: guide students to bedroom scene
e. Internal Thinking: guide students to clock scene; Tone is different
because the punctuation shows a calm tone rather than an
explanation point which would show the author’s worry
f. Remind them to use the richer vocabulary from the previous “Mood
Words” activity
Closure:
 Discuss Chapter 12 HW
o In Reading Google Classroom
o Should be written as a RACE
o Audio link and PDF will be included in assignment
Group 1
Group 2
Sample 1

Feedback: (4/4)
This was awesome, *****! I'm so proud of you (:
Sample 2

Feedback: (4/4)
Great point, *****! We touched on it briefly, but punctuation is often
key in deciding the feeling of the text.
Sample 3
Feedback: (3/4)
Your text evidence and elaborations were spot on, but I'd like for you
to include more of the tone words we discussed in class. How did the
three pieces of text evidence you chose make YOU feel?

Sample 4

Feedback: (2/4)
I'm glad you included text evidence, but you need to add how the
text made you feel using the mood words from class. Also, I need
you to elaborate on what about the text made you feel that way.
Rubric:
1 point given 1 2 3 4
for each 1 of 4 parts 2 of 4 parts 3 of 4 parts Contains all
element of
of R.A.C.E. of R.A.C.E. of R.A.C.E. parts of
R.A.C.E.
Restate the requirement requirement requirement R.A.C.E.
question = 1 s; Not at s; Did not s; Effort is requirement
pt least 4 answer all present s; Goes
Answer with sentences; parts of above and
specific mood Effort is not question beyond
word = 1 pt
present what was
Cite
appropriate discussed in
text evidence lesson
=
1 pt
Elaborate on
which parts of
chosen text
demonstrate
qualities of
mood word =
1 pt
Analysis of Student Progress
Teaching mood and tone is an incredibly difficult content area. Since it
requires a decent amount of analysis and critical thinking, it is challenging for the
highest learner. Having to teach this lesson remotely required including various
ways to engage the students and expose them to the content through Google
Slides, videos, an interactive PDF, an interactive Google Doc and a journal
document for homework. Activities completed during the remote lesson were
done as a whole class. They required guidance for focusing on certain points of
the text when discussing the mood and tone of the setting, Annemarie’s actions,
and Annemarie’s internal thinking. The students applied what they learned to
their R.A.C.E. response assigned for homework. The assignment asked them to
respond to the question, “How does the way Lois Lowry describes the events in
Chapter 12 help you better understand the mood?” 13/20 students earned a 4/4
on their homework, 5/20 earned a 3/4, and 2/20 earned a 2/4. Those who earned
a 4/4 included mood words discussed in class, cited text evidence talked about in
class or new evidence they found on their own, and connected the mood word to
their evidence by elaborating on why the mood word was appropriate for
describing how the text made them feel. Those who earned a 3/4 may not have
included a mood word or may not have elaborated on how the text made them
feel. Those who earned a 2/4 did not answer the question in a complete R.A.C.E
format, were missing mood words, and/or did not elaborate on how the text made
them feel. Based on the results from this assessment, I came to the conclusion
that the lesson was successful since the majority of students could choose an
appropriate mood word and piece of text evidence that had feeling. The
elaboration portion forces students to take their ideas a step further and describe
them and their appropriateness. Students will need to be reminded to not leave
out this important step in the R.A.C.E. A student model of a 4/4 may need to be
shared so that students are presented with the expectations for what their work
should look like, even remotely.