1

4th

Grade Literacy Curriculum Guide Module 1

2014-2015

Unit Name:

Number The Stars Module 1: August 18-September 22 (24 days until test)

TLI Reading Focus: Informational/Technical

Unit Overview: In this unit the students will learn about prejudice and how it has impacted the history of our nations. They will explore the issue of prejudice from both sides by learning about the authors’ use of different perspectives. Students will examine a novel (extended text) and several short texts and articles through close reading and other reading strategies. They will cite and collect evidence from various forms of media to inform and explain topics. Students will develop analytical and narrative writing by producing assigned writing tasks, as well as completing a research project.

Performance Tasks: Research and write a new story about a historical event that occurred in Copenhagen, Denmark during the Nazi occupation. Write a detailed analysis of Peter’s influence on the events and other characters in “Number the Stars.” Explain how events of the time impacted his decisions. Write a narrative developing a character who faces a problem and acts bravely.

Essential Questions:

Each individual must make choices and take responsibility for his/her own actions. How does hatred and fear, impact an

individual’s choice to be brave?

Building Background Knowledge Prior to Teaching: Please refer to the North Carolina Unpacked Standards

Explanations and Examples in this document are reference the Arizona, Delaware, North Carolina and Ohio Departments of Education

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PBSD- Grade 4- Common Core- Module 1

Reading Complex Texts

RL/RI.4.10 Writing About Texts W.4.1-2, 4-6, 9-10

Research Project W.4.7-9

RL/RI.4.1-10

Narrative Writing W.4.3-6,10

5-9 Short Texts 1 Extended Text Routine Writing 3-4 Analyses 1 Research Project 2-3 Narratives

Literature Yertle the Turtle and Other

Stories by Dr. Seuss The Butter Battle Book by

Dr. Seuss The Sneetches and Other

Stories by Dr. Seuss

Informational

Number the Stars by Lois Lowry

Develop and Convey Understanding

Journaling: Students will

respond to daily reading and read alouds by writing summaries in journals.

Quick Write: What is

prejudice? Have you ever been a victim of prejudice?

Tell the story. Have you ever shown prejudice toward

others. Tell what happened. What is bravery? Tell about a time when you were brave.

Writer’s workshops: Determine the main idea or theme of the articles and other texts.

Focus on Inform & Explain

Textual Analysis: Students

will write analyses to inform and explain their understanding of the key concepts of prejudice and

bravery in writers’ workshops.

Compare and contrast the points of view from which Number the Stars

and Erika’s Story are narrated. Use specific information from the texts to explain the

difference between the narrations.

Integrate knowledge from sources when composing

Research and write a news

story about a historical event that occurred in Copenhagen, Denmark

during the Nazi Occupation.

Convey Experiences

Writers’ Workshop: Students will develop narratives

describing real or imagined experiences and characters.

Write a about a time in your

life when you were brave.

Literature Terrible Things by

Eve Bunting The Cats in Krasinski

Square by Karen Hesse

Literature

Science

Social Studies Erika’s Story by Ruth

Vander Zee Hitler Youth: Growing Up In

Hitler’s Shadow By Susan Campbell

Bartoletti

Art

For Reading and Writing in Each Module

Cite Evidence RL/RI.4.1

Analyze Content RL/RI.4.2-9, SL.4.2-3

Study and Apply Grammar

L.4.1-3, SL.4.6

Study and Apply Vocabulary

L.4.4-6

Conduct Discussions SL.4.1

Report Findings SL.4.4-6

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Context for Instruction

Reading Workshop Block Schedule

Writing Workshop Block Schedule

Familiar or Independent Reading---15 minutes daily

Word Study—Whole Group---15-20 minutes daily

Book Talk—5 Minutes

Read Aloud—Whole Group---15 minutes

Vocabulary Instruction –5-10 minutes (Tied to Read Aloud)

Strategy based reading mini-lesson—15 minutes

Reading Period

Language Standards (conventions)---Whole Group 10-15 minutes daily

Write Aloud/Modeling ---Whole Group---20 Minutes

Strategy based writing mini-lesson using anchor text or passages

Writing Period

Teachers should follow this guide to plan daily literacy instruction. Students must participate in daily reading and writing.

Guided Reading

• Small group meet with teacher

• Comprehension focus

Literature Discussion

• Student-led literature discussion

• Teacher set purpose for learning and facilitate discussion

Independent Reading

• Students Reading Independently

• Students respond to text in reading response log/notebook

Guided Writing

• Small Group meets with teacher

• Writing focus

Independent Writing

• Teacher sets purpose for writing

• Students write independently for a minimum of 30 minutes

Conferencing

• Teacher holds individual writing conferences for at least 3 students daily

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CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Key Ideas / Details

Explicit explanation is referring directly to the text to explain comprehension. When students are asked to explain their thinking they can respond with either a direct quote from the text, make a connection within the text, or beyond the text. Inference is using information from the text to determine how a character is feeling based on their actions or thoughts even though an emotion may not be explicitly stated or inferring that a stormy setting may lead to rain in the story. Comprehension of the author’s ideas involves:

Making connections

Comparisons and inferences between texts and the larger world

Literary Graphic Organizer As a class, we will keep a chart with the categories listed below of the stories and poems we read. As the chart is filled in, we will use the information to talk about what we learned from literature.

Title and author

Type of literature (story or poem)

Main character(s)

Problem

Solution

Summary (using the “Somebody-Wanted-But-So” strategy)

Post-its Write your own response on a sticky note, on a white board, or in your journal and share it with a partner before each section of the class chart is filled in. (RF.4.3, RL.4.1, RL.4.2, RL.4.5, L.4.4) Becoming a Journalist Teach the four Ws and H (who, what, when, where and how) as a way to simplify summarization. Ask students to answer each of the questions based on what they have read. Once the five questions are answered, have them reduce their answers to a single sentence to produce a concise summary. Sample Questions: • Who finished the race first? How do you know? Use details and/or examples from the story to support your answer. • What is so special about Mario? How do you know? Use details and/or examples from the story to support your answer. • Where does the story take place? How do you know? Use details and/or examples from the story to support your answer. • Why did Tiesha try out for the play? How do you know? Use details and/or examples from the story to support your answer.

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CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Key Ideas / Details

Teachers, Please feel free to write your own notes in this

section.

Pinterest Board Grade 4 Number the Stars- inferencing

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CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

The emphasis of this standard is employing strategies to analyze and apply knowledge of the structure and elements of literature. Guide students to use details to summarize the purpose of the story. Teacher models summarizing from the text to support the theme of a story. The teacher will combine the key points in order to demonstrate generalized meaning or theme (a broader view). Students will practice strategies of inference. Inference is a guess or conclusion based on evidence, clues made by the author plus the reader’s own background knowledge. Students will summarize text from their notes. Theme is the overarching message or universal idea of the text. It is not bound by time or space and is generally true for all people throughout all times (e.g., it’s always better to work together, honesty is the best policy). It requires thinking BEYOND the text to identify the theme. The central message or lesson is now referred to as theme (a unifying idea that is a recurrent element in literary or artistic work.) Teacher will model the process of determining a theme by thinking aloud using a well-known story (e.g., Three Little Pigs: collaboration or working together brings success; The Boy Who Cried Wolf: honesty is the best policy). Making meaning and determining theme gives readers a more complete picture of the text and enables them to summarize and/or describe textural elements.

Informational Text Graphic Organizer As a class, we will keep a chart of information learned about the respiratory, circulatory, and endocrine systems. As the chart is filled in, we will use the information to talk about what we learned from nonfiction books.

The body system

What does it do?

What are its parts?

What are some interesting facts?

What are the words we should know? (e.g., cardiology, pulmonology, etc.)

Post It Write your own response on a sticky note, on a white board, or in your journal and share it with a partner before each section of the class chart is filled in. (RF.4.3, RI.4.1, RL.4.2, RL.4.4, RI.4.9, L.4.4) Main Idea – Supporting Details Sort Write the main idea and three to four supporting details from a selected text, each on its own note card. After students have read or heard the text read aloud, place them in small groups. Give each group a set of note cards. Allow small groups to discuss each note card and determine which of the cards has the main idea and which have supporting details. As students’ comfort level with this activity increases, they can become card developers for their classmates. Sample Questions: • What is the theme of _____ (text title)? What are the details in the story/drama/poem that help the reader determine this theme. • Summarize the story/drama/poem. What details from the story/drama/poem should be included in the summary?

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CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

Teachers, Please feel free to write your own notes in this section.

Pinterest Board with Summary and Theme Anchor Charts and

Ideas

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CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). Story Elements

This standard asks for the student to examine the elements of literature. A graphic organizer may assist students to understand the complexities of the characters, settings (e.g., time of day, year historical period, place), and events through listing details. Students will complete graphic organizers to show the relationship of the main character to others in text, or to show the sequence of emotions connected to events.

Literature Response Jack changes from the beginning to the end of Love That Dog (Sharon Creech). Create a two-column chart in your journal with two headings: "Beginning of school year" and "End of school year.” Under each heading, list examples of the things Jack does, thinks, and says in the beginning of the year compared to the end of the year. What do you think Jack can teach you about yourself? (RL.4.1, RL.4.3) Sample Questions: • Where does the story take place? Why is that important? Which specific details from the story support your answer? • Explain how the girl feels when she learns what happened. Use specific details from the drama in your explanation. • Explain what the dog does to find his owner. Use specific details from the story in your explanation. • Explain why the main character changes during the story. Use specific details from the story in your explanation. • What word best describes Adriana? Which specific details from the story support your answer? • Explain how the girl’s thoughts help the reader understand her. Use specific details from the drama in your explanation. • Explain how the boy’s actions help the reader understand him. Use specific details from the story in your explanation. • Lesson Plans and Activities:

Learn zillion video -explain-how-a-characters-actions-contribute-to-the-sequence-of-events

http://betterlesson.com RL-3-3-describe-characters-in-a-story-

Character Trait Lesson Plan using the book Chrysanthemum with list of character traits Comparing Across Books Lesson Plan

Lesson Plans for RL 2-4 - Great Resource

Character

Thoughts

Actions Quotes

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CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). Story Elements

Teachers, Please feel free to write your own notes in this section.

Pinterest Board for story-elements-character-traits-summary/

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CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). Story Elements

Teachers, Please feel free to write your own notes in this section

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CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

Vocabulary

In order to build background knowledge, teacher may read-aloud common myths, fables, or literary excerpts. Students will draw connections to ‘modern-day’ words or phrases that are used.

Traditional Modern

Pandora’s Box (descriptive phrase of events to follow)

“Pulling that thread”, “Opening a can of worms”

Herculean effort (adjective) Gigantic effort

Achilles heel Weakness , Superman’s kryptonite

Midas Touch Good Luck, ‘Golden Child’

Atlas (Greek god of weightlifting)

World on my shoulders

Nike (goddess of victory) Successful athlete

Poetry Response Not only do poets use a variety of verses, rhyme schemes, and meters, but they use specific techniques to make their poems unique. Find examples of rhyme schemes, alliteration, similes, and metaphors in Love That Dog (Sharon Creech) and other poems read in this unit. As a class, create a T-chart that includes the name of the technique and examples of each. Mark your poems with sticky notes so you can easily reference the examples you found when it’s time for class discussion. Finally, try to write your own poem that imitates a poet of choice. (RL.4.4, L4.5, W.4.4) Sample Questions: • What is meant by the phrase, “Put on your thinking cap,” in paragraph 4? • What is the meaning of ______ on page 2? • Which words help the reader understand the meaning of _____ in paragraph 5? • What does it mean to have the Midas touch? How does this reference help the reader understand the character in the story? • What is meant by a Herculean task? How does this reference help the reader understand the task the character faced?

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CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

Vocabulary

Teachers, Please feel free to write your own notes in this section

Pinterest Board with Anchor Charts and Ideas for Context Clues

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CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about text. Types of Texts Text Features & Structures

Teachers begin by introducing each genre to the students and adding information to a graphic organizer as each genre is introduced. Students will complete a graphic organizer of elements of each genre. Students will be able to use information from the graphic organizer to write or to speak about the text. Students diagram the plot of different selections using a graphic organizer to diagram the structures (e.g., Use the plot diagram to show exposition, rising action, climax, denouement, conclusion; flowchart to show event divisions in chapters).

Literary Graphic Organizer As a class, we will keep a chart with the categories listed below of the stories and poems we read. As the chart is filled in, we will use the information to talk about what we learned from literature.

Title and author

Type of literature (story or poem)

Main character(s)

Setting (geography, season and/or weather)

Summary (using the “Somebody-Wanted-But-So” strategy)

Post Its Write your own response on a sticky note, white board, or in your journal and share it with a partner before each section of the class chart is filled in.

Categorizing Structural Elements Create a three-column chart. Label each column with a literary form (i.e., poetry, drama, narrative). Have students brainstorm the structural elements that are common to each. Encourage students to provide examples of each genre from their own reading to include on the chart. Post the chart and revisit it throughout the year to add or refine elements or to add other examples. Have students use the chart to classify pieces of literature and informational text that they read independently. The chart also can be used as a guide for setting up and running a student-led classroom library that is organized by genre. Sample Questions: • Explain the major differences between poems, dramas, and prose. Use examples from your reading in your explanation. • What are the structural elements of a story? How do they contribute to the telling of a story or the relaying of a message? How do they help the reader understand the story or message? • What are the structural elements of a poem? How do they contribute to a poem? How do they help the reader understand the poem or its message?

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Lesson Plans and Activities:

How Reader's Theatre Should Look in a Classroom Lesson Plan

How Parts Fit Together Lesson Plan with Video Share my lesson

Formative Assessment Opportunities: Listen during class discussions of the book. Record observations of students who are able to refer to specific chapters in the book. Also note students who are able to describe how each chapter helps to build the story. Continue to confer with students who are having difficulty with this standard. Performance Task: Have students choose one chapter from the book and describe how that chapter builds on the earlier chapters. For example, if a student chose chapter 2 in My Father’s Dragon by Ruth Stiles Gannett they could describe how they find out how Elmer will be able to fly in this chapter. In chapter 1, the reader only knows that Elmer wants to fly, but not how. In this chapter the cat tells Elmer about the dragon and how the animals on the island have captured the dragon for their own use. “Now, I’m quite sure that if you were able to rescue the dragon, which wouldn’t be the least bit easy, he’d let you ride him most anywhere, provided you were nice to him…” The information in the second chapter builds on the first chapter telling the reader how Elmer can fly. Thinking Stems/Anchor Chart: Poetry • What do you notice about the structure of this poem? • How is the author using stanzas? lines? rhyme? • What do you notice about the rhythm of the poem? • How does the rhyme pattern contribute to the rhythm? • How does this author use “sounds and silence” to create rhythm? • How does the author use repetition (a type of “sound”) within the poem?

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CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about text. Types of Texts Text Features & Structures

Teachers, Please feel free to write your own notes in this section

16

CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. Point of View Narration

The emphasis of this standard is the identification of the techniques used by the author to influence the readers’ feelings and attitudes. The point of view of the narrator can impact the way that events are perceived through the use of techniques of characterization. First person point of view can allow the reader to greater understanding of the emotions and thoughts of the character. This causes the reader to relate and forge a bond with the character or narrator. Third person point of view is more versatile because when the narrator reveals a character, readers will perceive emotions, thoughts, and attitudes based on both the third person narration and their own background knowledge. Teachers may create a focus or word wall to emphasize signal words and phrases used by first person, or narrator. Teachers may provide two sample passages; one written in first person point of view, one written in third person point of view for students to compare. Teachers may ask students to discuss why one point of view would be more effective than the other. Students may complete a graphic organizer (e.g., two-column, t-chart or Venn diagram) for comparing and contrasting the strengths and weaknesses of the two passages. The Craft & Structure helps readers

develop an understanding of the use of figurative language

examine the structure of literary genre

determine point of view

Research Project/Bio-Poem Read a biography and other informational text about famous doctors and scientists. What can you learn about yourself from reading these biographies? Write a bio-poem about the person you read about that includes important facts you think your classmates should know. Include audio or visual displays in your presentation, as appropriate. Share your poem with your class. (RI.4.1, RL.4.6, RI.4.8, RI.4.9, W.4.2, W.4.7, SL.4.4, SL.4.5, L.4.1, L.4.2) Sample Questions: • Why does the author tell the story in the third-person point of view instead of the first-person point of view? • How would the story be different if it had been told in the first-person point of view rather than the third-person point of view? • Is telling the story from the first-person point of view effective? Why or why not? Use examples from the story to support your answer. • Which story is more effective—the one told from the first-person point of view or the one told from the third-person point of view? Why? Use examples from both texts in your answer. • Compare and contrast the point of view from which ____ (text title) and ____ (text title) are narrated. Use examples from both texts in your comparison. Lesson Plans and Activities:

Point of View Lesson and Activities - True Story of the Three Little Pigs

Point of View Activity

17

CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. Point of View Narration

Teachers, Please feel free to write your own notes in this section

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Pinterest Board with Point of View Anchor Charts

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CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. Interpret Visual Clues Compare Book & Movie

Students will use 2-column notes, a Venn diagram, or other graphic organizer to compare notes from the text and notes from a visual or oral presentation to make a connection. Readers who are able to Integrate their Knowledge and Ideas are:

making connections

making comparisons across texts

developing an understanding of themes and topics

The elements of a text, which are illustrations and modes of presentation, enhance the meaning of the text. Students must link the reading of the text in a story to listening and viewing the same story. They should make connections by comparing what they read to what they visualize and hear.

Art Appreciation Look at how doctors are portrayed in the various art selections (see Art, Music, and Media). What adjectives would you use to describe the doctors and patients? Choose your favorite painting and write a conversation that could have occurred between patient and doctor. (RL.4.7, W.4.3) Sample Questions: • How is reading _____ (a drama) the same and different from viewing the drama? Use examples from each version to support your answer. • How does watching a play help a reader understand stage directions? • How is reading ____ (text title) the same and different from viewing a filmed version? Use examples from each version to support your answer. • How is reading _____ (text title) the same and different from hearing an oral presentation of it? Use examples from each version to support your answer. Reciprocal Teaching The purpose of reciprocal teaching is to facilitate group effort between the teacher and students by creating dialogue around specific segments of text. The teacher or a student assumes the role of facilitator. The dialogue is structured around four strategies: summarizing, question generating, clarifying, and predicting. • Summarizing gives participants the opportunity to identify and integrate important information in the text. Text can be summarized across sentences, across paragraphs and/or across the passage. • Question generating requires participants to identify the kind of information significant enough to provide substance for a question. This information is presented in question form and is used to self-test.

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CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. Interpret Visual Clues Compare Book & Movie

Reciprocal Teaching The purpose of reciprocal teaching is to facilitate group effort between the teacher and students by creating dialogue around specific segments of text. The teacher or a student assumes the role of facilitator. The dialogue is structured around four strategies: summarizing, question generating, clarifying, and predicting. • Clarifying text understanding alerts readers to the fact there may be reasons why text is difficult to understand (e.g., new vocabulary, unclear reference words, unfamiliar/difficult concepts). Readers should know the effects of such roadblocks to comprehension and take necessary measures to restore meaning (e.g., reread, ask for help). • Predicting occurs when students hypothesize what might occur next. In order to do this successfully, students must activate relevant background knowledge. The predicting strategy also facilitates use of text structure as students learn that headings, subheadings and questions imbedded in the text are useful means of anticipating what might occur next. Information adapted from www.ncrel.org

Lesson Plans and Activities:

http://learnzillion.com/lessons/1943-explain-how-illustrations-contribute-to-the-meaning-of-a-story - video

Teaching with Illustrations Article and Lesson Plan (author and illustrators explain their books with video link) - see next page

Applying P-QAR to Pictures to Understand their Importance Lesson Plan

Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing

Pedagogy for Teaching Meaning using Words and Visualizing

Target Fundamental Lesson VI002

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CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. Interpret Visual Clues Compare Book & Movie

Teachers, Please feel free to write your own notes in this section

Teaching with Illustrations Article and Lesson Plan (author and illustrators explain their books with video link)

Brian Selznick

The Dinosaurs of Waterhouse Hawkins

Selnick's detailed illustrations provide another

dimension to this biography of a little-known

scientist and his life's work.

Mark Teague

Dear Mrs. LaRue: Letters from Obedience School

In this humorous look at a dog's life behind bars,

Teague uses an interplay between illustrations and

text to tell the whole story.

Ana Juan

The Night Eater

In this picture book, Juan's lush illustrations bring

readers into the fantastical world of The Night Eater,

a creature that gobbles up darkness.

Ana Juan

Frida

In this biography of the famous painter Frida Kahlo,

Juan's whimsical representations of Frida's life both

incorporate and pay homage to Frida's artistic style.

22

CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. Compare/Contrast Stories Compare/Contrast Themes Compare/Contrast Texts

As readers refine their ability to compare and contrasts texts with similar themes, topics, and patterns that cross time and culture, they develop a broader understanding of themselves and the world around them. Post It Write your response on a Sticky note, on a white board, or in your journal and share it with a partner before each section of the class chart is filled in.

Graphic Organizer Students will complete graphic organizers to assist in comparing different structures or details. (RL.4.1, RL.4.2, RL.4.3, RL.4.5, RL.4.6, RL.4.9)

Literary Graphic Organizer As a class, we will keep a chart with the questions and categories listed below of the historical fiction stories and poems we’ve read. As the chart is filled in, we will use the information to talk about what we learned from literature.

Title and author

Text structure(s) used

Type of narration (first-person, third-person)

Character(s) (major and minor)

Does this character remind you of other characters? Who/why?

What information was changed that shows you this is historical fiction?

What did you learn from the major characters?

Summary

Sample Questions: • ______ (text title) and _____ (text title) have similar themes. How are the authors’ treatments of that theme alike and different? Which author is more effective in relaying this theme? Why? Use examples from both texts to support your answer. (Texts selected should be stories, myths, and traditional literature from different cultures.) • ______ (text title) and _____ (text title) have similar topics. How are the authors’ treatments of that topic alike and different? Which text is more interesting? Why? Use examples from both texts to support your answer. (Texts selected should be stories, myths, and traditional literature from different cultures.) • Both ______ (text title) and _____ (text title) are quest tales. How are the patterns of events alike and different? Which text is more interesting? Why? Use examples from both texts to support your answer. (Texts selected should be stories, myths, and traditional literature from different cultures.)

Trickster Tales

African

Trickster Tales

Native American

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CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. Compare/Contrast Stories Compare/Contrast Themes Compare/Contrast Texts

Sample Questions • How are ______ (text title) and ______ (text title) alike and different in their approach to similar themes? Which text is more effective in relaying this theme? Why? Use examples from both texts to support your answer. (Texts should be two stories of the same genre—two mysteries or two adventure stories.) • How are ______ (text title) and ______ (text title) alike and different in their approach to similar topics? Which text is more interesting? Why? Use examples from both texts to support your answer. (Texts should be two stories of the same genre—two mysteries or two adventure stories.) Formative Assessment Opportunities: Students who are unable to think about how the author chose to convey the theme of their story to the reader will need small group instruction and one on one instruction. During instruction and/or conferring, be sure to keep the word “author” in your prompting and questioning. Ask the student, “What is the theme? How did the author convey that theme? How did they use the characters to convey the theme? How did the setting contribute to the author’s approach to the theme?” Students who continue to struggle may benefit from thinking about the author’s approach to stories that have very familiar themes, such as never give up.

Lesson Plans and Activities:

Lesson Plans for RL 9 (p.11,15,17)

Target Fundamental Lesson SE014

24

25

CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. Compare/Contrast Stories Compare/Contrast Themes Compare/Contrast Texts

Teachers, Please feel free to write your own notes in this section

Pinterest Board of Book Collections and Rewards

26

CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

e. Form and use prepositional phrases.

Students need regular exposure to grammar and usage through direct instruction. The students will have a variety of opportunities to participate in grammar and usage activities which increase in complexity through the year. Teachers will demonstrate the use of the parts of speech through modeling, identifying use in literature, and providing opportunities for correcting samples. Teachers and students will be aware that grammatical errors such as shifts in verb tense may frequently occur in student writing. Students can practice editing pieces to ensure consistent usage. Students create grammar journals for easy resource. Teachers provide sentences, phrases or passages for students to identify and correct errors. Teachers provide sentence-stems for students to practice correct Standard English grammar orally and in writing. Teachers create word walls/resource walls of common conventions for easy resource.

Class Discussion/Reflective Essay As a class, summarize what was learned in this unit as it relates to the essential question (“How are the earth and sky portrayed in fiction and nonfiction?”). Following the class discussion, write your response in your journal. Work with a partner to edit and strengthen your writing before sharing with your teacher. (W.4.9a,b, W.4.4, W.4.5, L.4.1a,b,c,d,e,f,g, L.4.2a,b,c,d) Convention Mini-Lessons Plan weekly mini-lessons on conventions by focusing on errors found in student-generated writing. Use these lessons to create an accumulated list of conventions and their corresponding uses. This posted list can be used as a prompt for writing (i.e., select one of the statements about ending punctuation and use that tool in your writing today).

27

CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

e. Form and use prepositional phrases.

Teachers, Please feel free to write your own notes in this section

28

CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. A)--Use correct capitalization.

c)---Use a comma before a coordinating conjunction in a compound sentence.

Students need regular exposure to appropriate conventions through direct instruction. The students will have a variety of opportunities to participate in capitalization, punctuation, and spelling activities which increase in complexity through the year. Teachers demonstrate the use of the conventions through modeling, identifying use in literature, and providing opportunities for correcting samples. Students create grammar journals as an easy resource. Teachers may write sentences, phrases or passages for students to identify and correct errors. Teachers provide sentence-stems for students to practice correct Standard English grammar orally and in writing. Teachers create word walls/resource walls of common conventions for easy resource.

Poetry/Literature Response Choose a poem or story and change the point of view from which it is written. In other words, if the story is in first person, rewrite it in third, or if the story is in third person, rewrite it in first. Alternately, choose a story to write in poetic form, or a poem to rewrite in story form. Discuss with a partner style of writing you prefer and why. (RL.4.6, W.4.4, L.4.1a, b, c, d, e, g, L.4.2a, b, c, d) Target Fundamental Lesson: LC033 Use Correct Capitalization LC020 Use Correct Capitalization LC012 Apply Grade-Level Capitalization Rules LC028 Apply Grade-Level Spelling Rules LC027 Apply Grade-Level Punctuation Rules What the Teacher Wrote Prepare a writing sample with grammar and convention errors. Practice editing either in a whole group or in small groups using projection equipment if available. Editing marks can be introduced for student use. This activity can be repeated as often as necessary, with a focus on a particular skill set. Always use teacher-created text rather than student writing for this activity.

29

CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a)--Use correct capitalization.

c)--Use a comma before a coordinating conjunction in a compound sentence.

Teachers, Please feel free to write your own notes in this section

30

CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

LP.4.1.1h Use determiners (e.g., articles, demonstratives)

Teachers, Please feel free to write your own notes in this section

31

CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

LP.4.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts

Teachers, Please feel free to write your own notes in this section

32

CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

* LP.4.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences Conventions: Correctly use frequently confused words (eg, to, too, two, there, their) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing Use commas and quotation marks to mark direct speech and quotations from a text Use a comma before a coordinating conjunction in a compound sentence.

Language conventions are most effective when taught as a part of the writing workshop. Specific mini-lessons may be taught for 10-15 minutes. One suggestion would be to plan a 10-15 minute language lesson prior to beginning writer’s workshop, then connecting to the context of writing during the writer’s workshop and reinforcing during editing mini-lessons or conferencing.

Convention Mini-Lessons Plan weekly mini-lessons on conventions by focusing on errors found in student-generated writing. Use these lessons to create an accumulated list of conventions and their corresponding uses. This posted list can be used as a prompt for writing (i.e., select one of the statements about ending punctuation and use that tool in your writing today). Resources for Reading Foundation and Language Skills Target Fundamental Lesson: LC017 Identifying the Principal Parts of Grade-Level-Appropriate Regular and

Irregular Verbs

33

EXTENDED TEXT

Standards

Extended Text:

Number The Stars

Mini-lessons

Language and Routine Writing in

“My Reading Journal”

Related Resources and

Vocabulary

RL4.4 Determine the meaning of words or phrases as they are used in a text, including those that allude to significant characters found in mythology (i.e., Herculean) Rl.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Before reading the novel Introduce the topics of the Holocaust, Nazi Occupation, concentration camps, and the Danish Resistance. The links to the right will provide you with pictures and background information to share with the students. The following picture books will provide an introduction to these topics as well: *The Yellow Star by Carmen Agra Deedy *Star of Fear, Star of Hope by Jo Hoestlandt *Erika’s Story by Ruth Vander Zee *Hitler’s Youth by Susan Campbell Bartoletti * World War II by John Perritano These texts, along with other readings, are listed in the short text document with suggestions for routine writings and mini-lesson ideas in a text when explaining what the text says explicitly and when drawing inferences from the text.

Throughout the reading of the novel, students will encounter vocabulary and phrases some of which are specific to the time period and circumstances of World War II, others will relate to mythology. Students will: *keep a list of vocabulary words in their Reading Logs *discuss the meaning and use of the vocabulary words Students will keep an ongoing list of conversations between characters that are actually coded messages. Note page numbers from the book where coded conversations are found, the characters that are speaking, and what they were actually meaning in the coded conversations. Use details from the text to explain your response to the meaning of the coded message. Throughout the reading of the novel, students will encounter conversations between characters that are actually coded messages used by members of the Danish Resistance to pass information from member to member as they worked to move Jewish people to safety. Explain how the coded messages allowed the members to have what appeared to be normal conversations when, in fact, they were passing information along right under the noses of the German Army. Model a lesson showing students how to use the secret code attachment and how to respond to the actual meaning of the message using details and examples from the text.

Building Background: Teachers, some of these links are for you only, some may be used to help students—Please review the links prior to using them in your classroom. Timeline of World War II Denmark Facts Info Please/Country Photos and Maps of World War 2 in the Pacific History Place Target Fundamental Lesson: FO002 Differentiate between Fact and Opinion RI.4.8 HMH Journeys Secret Codes Jewish Holidays Author’s Study Lois Lowry Interview Number the Stars You Tube Interview with Lois Lowry-Learn about the Author Reading Rockets Learning About Lois Lowry

34

Standards

Extended Text: Number the Stars

Mini-lessons

Language and Routine Writing in

“My Writing Journal”

RELATED RESOURCES and Vocabulary

Chapter 1 RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

This link contains chapter by chapter vocabulary and comprehension

questions: Number the Stars\Chapter by Chapter Vocabulary and Comprehension questions.doc

Chapter 1

The following link is a VERY DETAILED and SCRIPTED mini-lesson for Chapter 1. Chapter1 Close Read

Writing Prompts Chapter 1

W.4.9 On page 9, Mrs. Rosen tells Annemarie, “It is important to be one of the crowd, always....Be sure they never have reason to remember your face.” Explain why Mrs. Rosen says this? Why is it so important for the girls to be “one of the crowd”? Support your answer with specific details from the text.

Vocabulary: This link contains chapter by

chapter vocabulary and comprehension questions:

Number the Stars\Chapter by Chapter Vocabulary and Comprehension questions.doc Add these to your word wall:

Chapter 1

contempt (p.3)

Edgy (p.7)

De Frie Danske (p.7)

industrial railroad line (p.8)

sabotage (p.8)

Resistance (p.7-8)

impassive (p.10)

Chapter 2 RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Chapter 2 W.4.9 Explain how Annemarie feels at the end of chapter 2.Describe her feelings toward the king and her feelings about Lise’s death. Compare her feelings regarding the two people. Use specific details from the text to support your answer.

Chapter 2 W.4.9 Explain how Annemarie feels at the end of chapter 2.Describe her feelings toward the king and her feelings about Lise’s death. Compare her feelings regarding the two people. Use specific details from the text to support your answer.

Chapter 2

errand (p.13)

trousseau (p.14)

intricate (p.14)

engagement (p.16)

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Standards

Extended Text: Number the Stars

Mini-lessons

Language and Routine Writing in

“My Writing Journal”

RELATED RESOURCES and Vocabulary

Chapter 3 RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Chapter 3 Have students:

Draw inferences from selected read and provide details that support their predictions

Chapter 3: W.4.2 Citing evidence from the first three chapters of the text, list three ways in which the Nazi occupation changed the lives of the citizens of Copenhagen.

Chapter 3:

unruly (p.20)

sarcastically (p.21)

swastika (p.21)

torment (p.24)

Chapter 4 RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text

Chapter 4 Have students:

Determine the theme of selected read, give details to support that them and tell how each detail supports that theme.

Mini-Lessons 1. Theme 2. Determining theme 3. Supporting details 4. How details support the theme 5. Summarizing

Chapter 4: W.4.3 The Johansens agree to take in Ellen Rosen. Citing evidence from the text, list actions, facts, and events that support this decision.

Chapter 4

Sophisticated (p.27)

Disdainfully (p.29)

Fleet (p.32)

Synagogue (p.33)

36

Standards

Extended Text: Number the Stars

Mini-lessons

Language and Routine Writing in

“My Writing Journal”

RELATED RESOURCES and Vocabulary

Chapter 5 RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text

Chapter 5 Have students:

Determine the theme of selected read, give details to support that them and tell how each detail supports that theme.

Mini-Lessons 1. Theme 2. Determining theme 3. Supporting details 4. How details support the theme 5. Summarizing

Chapter 5: W.4.1 Using details from the text, explain why you think the chapter ends with Annemarie noticing the Star of David imprinted on her hand.

Chapter 5

imperious (p.39)

contentedly (p.43)

rationed (p.43)

Chapter 6 RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text

RL.4.9Compare and contrast the treatment of similar themes and topics and patterns of events in stories, myths, and traditional literature from different cultures.

Chapter 6 Have students:

Determine the theme of selected read, give details to support that them and tell how each detail supports that theme.

Mini-Lessons 1. Theme 2. Determining theme 3. Supporting details 4. How details support the theme 5. Summarizing

Chapter 6 Compare & Contrast the themes of chapters 4, 5, and 6 in Number the Stars. Summarize the first six chapters of Number the Stars. Determine the theme running through the chapters using details from the text to support your answer.

Chapter 6

tentatively (p.50)

distorted (p.55)

exasperation (p.57

37

Standards

Extended Text:

Number the Stars

MINI-LESSON IDEAS

Language and

Routine Writing in

“My Writing Journal”

RELATED

RESOURCES

and Vocabulary Chapter 7

RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

Chapter 7 Have students: Read and think aloud about how it feels to be a young Danish girl stopped by a German soldier during the German occupation in 1943. (Teacher-led discussion) Students take notes on a t-chart while reading about the emotional setting/physical setting. (Teacher can model the t-chart for the students.)

Chapter 7: Using details from the text, describe the Johansen’s home setting in Copenhagen and the setting of Uncle Henrik’s farm.

Guiding Readers and Writers: 317—Summarizing and Synthesizing 361-362 –Theme Templates for Summarizing Resources for Comparing Theme

Chapter 8

RL4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Hercules)

Chapter 8 Determine the meaning of the kitten’s name, Thor, the god of Thunder in the text. Why do you think the author chose this name? (Teacher-led discussion)

Chapter 8: Kirsti named the kitten Thor, the god of Thunder. Using what you know about Thor and the link to the right, explain why she named the kitten after the mythological god. Support your answer with details from the text.

Information on Thor http://www.mythicalrealm.com/legends/thor.html Resources for Comparing Theme

38

Standards

Extended Text: Number the Stars

Mini-lessons

Language and Routine Writing in

“My Writing Journal”

RELATED RESOURCES

and Vocabulary Chapter 9

RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third- person narratives.

Chapter 9 After reading Chapter 9, Turn and Talk to a partner. State examples and explain why Mama and Uncle Henrik lied to Annemarie. Describe how Annemarie lies to Ellen.

Chapter 9 Use examples from the text to explain how and why Mama and Uncle Henrik have lied to Annemarie. Describe how Annemarie lies to Ellen. Support your response with details from the text.

Chapter 9 SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grade 4 topics and texts, building on other’s ideas and expressing their own clearly.

Chapter 10 RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

Chapter 10 Students will read the psalm on page 85 of Number the Stars and Erika’s Story. Students will take notes on a T-chart. The teacher may model this for the classroom.

Chapter 10: Using details and examples from the texts, compare and contrast the psalm on page 86 of Number the Stars to Erika’s Story by Ruth Vander Zee.

39

Standards

Extended Text: Number the Stars

Mini-lessons

Language and Routine Writing in

“My Writing Journal”

RELATED RESOURCES

and Vocabulary Chapter 11

RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts,, words, and actions)

Chapter 11 Students will read pages 93 and 94. Discuss in table groups how Annemarie thinks about the war in the beginning and how her thoughts and feelings about pride change at the end. Discuss specific details in the text.

Chapter 11: On pages 93 and 94, Annemarie thinks of the sources of pride. Her thinking has changed from the time before the war to now. Explain how her thoughts and feelings about pride have changed. Use specific details from the text to support your answer

SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grade 4 topics and texts, building on other’s ideas and expressing their own clearly.

Chapters 12-13 RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text

Chapters 12-13 Review summarizing and Theme mini lessons

Chapters 12-13 Have your thoughts about the theme of the text changed? Summarize chapters 12 and 13. Explain what has happened to Mama and the task that lies before nnemarie. Use details from the text to support your answer.

40

Standards

Extended Text: Number the Stars

Mini-lessons

Language and Routine Writing in

“My Writing Journal”

RELATED RESOURCES

and Vocabulary Chapter 14

RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

Chapter 14 Close Read Number The Stars Chapter 14 RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

Chapter 14 Throughout the story, retellings and visions from Little Red Riding Hood crop up. Mama recalls the story when she talks about her childhood, Annemarie tells the story to Kirsti, and Annemarie envisions the story as she takes the path to her Uncle Henrik’s boat in the dark. What event happens in Little Red Riding Hood that mirrors what really happens to Annemarie as she reaches the end of the path? Use details from the text to support your answer.

Chapter 14 Comparison of two texts

Chapters 15-17 RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text

Chapter 15 - 17 How does Annemarie use what her uncle has taught her and her observations of Kirsti’s earlier behavior to deal with the German soldiers? Use details from the text to support your answer. Chapter 17: As a class, discuss possible themes for Number the Stars. Throughout the discussion, have students support their responses with details from the text.

Chapters 15-17 In writing, state what you believe is the theme of the text. Support your answer with details from the text. Although Annemarie is a fictional character, her story is set during an actual time in history. Many of the events in the story actually took place and Annemarie has become very real in our minds as we have read. Describe Annemarie’s character. Use specific details from the text to support your description

Chapters 15-17 Links to Online Mini-

Lessons from the Florida Center for Reading Research

http://www.fcrr.org

story pieces inference innovations

read and respond story element ease answer know-how

monitor and mend

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Support Text for the Novel

STANDARDS SHORT TEXTS

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES

RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.5 Describe the overall structure (e.g., chronology, comparison

Erika’s Story by Ruth Vander Zee Students will: *read the following quote from Erika’s Story: “the Jews were put in cattle cars of trains and brought to extermination camps. Cars that were made to hold 8 horses usually carried 100 people. Many people tucked messages on scraps of paper into the spaces between the boards of the cattle cars. In these messages, people often gave warnings, told of their love to family and friends, and let others know what was really going on.” Refer to the Guiding Readers and Writers for mini-lesson ideas to teach the following: *citing evidence *inferring *details *main idea *summarizing *explaining parts of a text *nonfiction text structures *compare/contrast *firsthand account *secondhand account *focus *interpreting information from nonfiction text features

Consider this quote as you look at the illustrations in the book. Write to explain how the illustrations convey ideas and information from the text expressed in the quote and how they contribute to the reader’s understanding of the text. *determine the main idea or theme of the article Hatred’s Horrors, the poem You Were Selected For the Gas Chambers If..., and Erika’s Story. Summarize each of You Were Selected for the Gas Chamber Poem texts. *compare and contrast the main idea or themes of the three texts, using specific details from the texts to support your response *describe the overall structure of the article, Hatred’s Horrors, and explain the events using specific information from the text *compare and contrast the firsthand and secondhand accounts of being sent to concentration camps from Erika’s Story and Hatred’s Horrors *compare and contrast the points of view from which Number the Stars and Erika’s Story are narrated. Use specific information from the texts to explain the difference between the narrations.

Hatred's Horrors Article You Were Selected for the Gas Chamber Poem

42

STANDARDS SHORT TEXTS

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES

RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of

Hitler Youth: Growing Up in Hitler’s Shadow by Susan Campbell Bartoletti (Ch. 4, “This Thing About the Jews”) Students will: *read chapter 4 of Hitler Youth and watch the video about The Night of the Broken Glass. *identify the main idea of Rescue in Denmark, Hitler’s Youth (chapter 4), and The Night of the Broken Glass. Identify key details used by the authors to support the main idea. Summarize the video and the texts.

*describe the structure of the article Rescue in Denmark and explain the described events of the Danish Resistance using information from the text to support your answer compare and contrast the actions of the

Danish people toward the Jews in Denmark to the German people toward

the Jews in Germany. Cite specific information from Hitler’s Youth, Rescue

in Denmark, and The Night of the Broken Glass to support your response

Students will: *read chapter 4 of Hitler Youth and watch the video about The Night of the Broken Glass. While reading the text and watching the video, students are taking notes in their reading journals. These notes will be used in discussions and writing later in the module. .*explain how the information presented in the video of Kristallnacht contributes to our understanding of that event *in your own words, explain the events of Kristallnacht based on information from the video and the text. . *explain how the author of the article Rescue in Denmark uses reasons and evidence to support his point that “Denmark was the only occupied country that actively resisted the Nazi regime’s attempts to deport its Jewish citizens”. Use specific details from the article to support your response.

The Night of the Broken Glass Link said this video is private

Rescue in Denmark Article

Faithful Elephants By Yukio Tsuchiya

The Candy Bomber by Michael O. Tunnell Baseball Saved Us by Ken Mochizuki

Star of Fear, Star of Hope by Jo Hoestlandt

Mercedes and the Chocolate Pilot by Margot Theis Raven

43

STANDARDS SHORT TEXTS

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES

RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

. Attach at Pearl Harbor Japanese View of Attack at Pearl Harbor Reader's Theatre Pearl Harbor

Students will: *read the two articles and determine the main idea of each, using key details from the text to support your answer *summarize the two articles *explain the events of the two articles and the reader’s theater, including what happened and why. Use specific information from the texts in your explanations.

Students will: *compare and contrast the accounts of the attack on Pearl Harbor (the American account and the Japanese account). Describe the differences in focus of the two accounts. Use information from the texts to support your response. *compare and contrast the reader’s theater account of the attack on Pearl Harbor with the accounts of the two articles. Explain how the information from the reader’s theater contributed to a deeper understanding of the events of the attack. Use specific details from the texts to support your answer. *explain the major differences between the two articles and the reader’s theater in terms of the structure of the reader’s theater and the support it offered you as a reader.

44

STANDARDS SHORT TEXTS

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES

RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. RL 4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text. RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. RL.4.9 -Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. W.4.1 Write opinion pieces on topics or texts supporting a point of view with reasons and information.

The Yellow Star by Carmen Agra Deedy The Yellow Star-lesson The link to the left will provide a lesson to use with The Yellow Star to introduce King Christian, who is mentioned in Number the Stars. Refer to the Standards Resource document for mini-lesson ideas to teach the following: *citing evidence *details *inferring *theme *summarizing *description *compare/contrast *point of view first person narration third person narration *opinion writing structure *supporting reasons Students will: *determine the theme of The Yellow Star and support their answer with details from the text *summarize the story

Students will: *write their opinion of King Christian at different points in the story and support their opinion with reasons and information from the text *compare the point of view regarding King Christian in Number the Stars with King Christian in The Yellow Star. Support your response with details from the texts *compare and contrast the themes of Number the Stars and The Yellow Star. Use specific details from the text to support your response

45

STANDARDS SHORT TEXTS

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES

RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

Star of Fear, Star of Hope by Jo Hoestlandt “The Star of David” poem from The Yellow Star by Jennifer Roy Refer to the Standards Resource document for mini-lesson ideas to teach the following: *citing evidence *details *inferring *theme *summarizing *structural elements of poetry *structural elements of prose *compare/contrast *patterns of events Students will: *determine the theme of Star of Fear, Star of Hope and use specific details from the text to support your answer *summarize Star of Fear, Star of Hope *determine the theme of the poem Star of David and use specific details from the text to support your answer *summarize the poem Star of David

Students will: *compare and contrast the themes of the two texts. Use specific details from the texts to support your answer. *explain the major structural differences between the poem and the story and how those structural differences support the understanding of the reader

Star of David

Elements of Prose

Elements of Prose Elements of Poetry

Basic Elements of Poetry

RL.4.1

RL.4.2

RL.4.5

RL.4.9

46

STANDARDS SHORT TEXTS

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES

RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

Explanation of Dr. Suess Books

The Butter Battle Book by Dr. Seuss

The Sneetches by Dr. Seuss,

Yertle the Turtle by Dr. Seuss

Students will:

*compare and contrast the themes of the four texts using details and examples from the texts to support their responses. As students share their information, create a class chart *compare and contrast what is the same and what is different about characters, problems and solutions in each of the texts using details and examples from the text to support their answers. As students share their findings, create a class chart.

Students will: *divide into four groups and each group will choose one of the short texts. Each group will summarize their book, and work together to determine the theme of their text, using details and examples from the text to support their answers.

RL.4.3

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STANDARDS SHORT TEXTS

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES

RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

Terrible Things by Eve Bunting Refer to the Standards Resource document for mini-lesson ideas to teach the following: *citing evidence *details *inferring *theme *summarizing *compare/contrast *patterns of events Students will: *determine the theme of Terrible Things and use details from the text to support your answer *summarize Terrible Things *determine the theme of the poem First They Came and use details from the text to support your answer *summarize the poem First They Came

Students will: *consider the quote from Terrible Things: “Standing up for what you know is right is not always easy. Especially if the one you face is bigger and stronger than you. It is easier to look the other way. But if you do, terrible things can happen.” Eve Bunting After reading both texts, explain Eve Bunting’s statement above and how this applies to the Holocaust. Use specific details and examples from the two texts to support your response. *explain the major structural differences between the poem and the story and how those structural differences support the understanding of the reader *compare and contrast the themes of the two texts using specific details from the texts to support your answer

Holocaust Poem

48

STANDARDS SHORT TEXTS

MINI-LESSON IDEAS

ROUTINE WRITING RELATED

RESOURCES RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. RI.4.1, RI.4.3, RI.4.6, RI.4.9 W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Candy Bombers: A True Story of the Berlin Airlift and the Candy That Dropped from the Sky by Michael O. Tunnell Refer to the Standards Resource document for mini-lesson ideas to teach the following: * citing evidence *details *inferring *theme *summarizing *compare/ contrast *firsthand account *secondhand account *focus Students will: *compare and contrast the points of view (first hand/second hand accounts) from which these two stories are narrated.

● Determine which clues/key words

provide information about the point

of view.

● How are the narratives different?

● Determine the historical significance

of this event and cite specific lines or

paragraphs to find explicit details

from the text that support how the

differences in point of view affect

our understanding of the events as

they are presented.

Students will: *pair with a partner and discuss the story of the “chocolate drop” within the context of learning about World War II. After discussion, write to answer the following question using details from the text to support your response: Does knowing historical information change the significance of the pilot’s mission? Why or Why not? *write a letter to the pilot explaining your reaction to his mission. Be sure to support your opinion by referring back to a specific line or quotation from the text. *Explain the events of Candy Bombers, including what happened and why, based on information from the text

RL.4.6

W.4.1

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STANDARDS SHORT TEXTS

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES

RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text. RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

The Bracelet by Yoshiko Uchida Baseball Saved Us by Ken Mochizuki Our Empty Home-poem Refer to the Standards Resource document for mini-lesson ideas to teach the following: * citing evidence *details *inferring *theme *summarizing *compare/ contrast *firsthand account *secondhand account *focus Students will: *determine the theme of The Bracelet, Our Empty Home, and Baseball Saved Us, using details from the texts to support your answer *summarize The Bracelet, Our Empty House, and How Baseball Saved Us *compare and contrast the points of view from which the texts are narrated *explain the major structural differences between the poem and the stories and how those structural differences support the understanding of the reader

Students will: *compare and contrast the themes of the two stories and the poem, using details from the texts to explain the similarities and differences between the themes and patterns of events in the stories *using details from the text to support your answer, describe the main character of each book and compare their characteristics

50

STANDARDS SHORT TEXTS

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES

RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text. RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

The Cats in Krasinski Square by Karen Hesse Refer to the Standards Resource document for mini-lesson ideas to teach the following: *citing evidence *details *inferring *theme *summarizing *description *compare/contrast *patterns of events Students will: *summarize The Cats in Krasinski Square using details from the text to support your answer *determine the theme of The Cats in Krasinski Square, using details from the text to support your response *explain how the subdued colors of the illustrations in the text support the understanding of the reader. Identify specific illustrations in the text and understandings supported by those illustrations.

Students will: *compare The Cats in Krasinski Square with Number the Stars in the following areas: -the use of the cats and the use of the napkin to distract the dogs -how the war changed the lifestyles of the main characters in each story -the character traits of the main characters in each story -the use of the basket in each story -the symbols of the yellow star in Number the Stars and the armband in The Cats in Krasinski Square -the themes of the two texts Use specific details from the texts to support your answers. *compare the hardships of the little girl in The Cats in Krasinski Square to the hardships of Mercedes in Mercedes and the Chocolate Pilot during the war. Use specific details from the texts to support your response.

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STANDARDS SHORT TEXTS

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES

RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text. RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. W.4.1 .

The Graduation of Jake Moon (chapter 1) by Barbara Park Refer to the Standards Resource document for mini-lesson ideas to teach the following: *citing evidence *details *inferring *theme *summarizing *description *compare/contrast *patterns of events Students will: *determine the theme of The Graduation of Jake Moon and support your answer with details from the text *summarize The Graduation of Jake Moon *compare and contrast the theme of The Graduation of Jake Moon with the theme of Terrible Things using details from the texts to support your answer

Students will: *describe in depth the two boys in the first chapter of The Graduation of Jake Moon who bully the old man. Draw on specific details from the text to support your description. *consider the following quote from Martin Luther King, Jr.: “In the End, we will remember not the words of our enemies, but the silence of our friends.” Connect the quote with what you know about the actions of “the terrible things” and the two bullies. Explain the difference between a bully and a bystander. In your opinion, which do you consider to be worse, the bully or the bystander? Support your opinion with reasons and information.