Post 7: Concept Map- Number the Stars

           Common Core History Standards:

(5th Grade) English/Reading:

Key Ideas and Details:

CCSS.ELA-Literacy.RL.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS.ELA-Literacy.RL.5.2
Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

CCSS.ELA-Literacy.RL.5.3
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

Craft and Structure:

CCSS.ELA-Literacy.RL.5.4
Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

CCSS.ELA-Literacy.RL.5.5
Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

CCSS.ELA-Literacy.RL.5.6
Describe how a narrator's or speaker's point of view influences how events are described.

Integration of Knowledge and Ideas:

CCSS.ELA-Literacy.RL.5.7
Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

CCSS.ELA-Literacy.RL.5.8
(RL.5.8 not applicable to literature)

CCSS.ELA-Literacy.RL.5.9
Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

Range of Reading and Level of Text Complexity:

CCSS.ELA-Literacy.RL.5.10
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.

(6th - 8th Grade) History:

Key Ideas and Details:

CCSS.ELA-Literacy.RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary sources.

CCSS.ELA-Literacy.RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

Craft and Structure:

CCSS.ELA-Literacy.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

CCSS.ELA-Literacy.RH.6-8.5
Describe how a text presents information (e.g., sequentially, comparatively, causally).

CCSS.ELA-Literacy.RH.6-8.6
Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

Integration of Knowledge and Ideas:

CCSS.ELA-Literacy.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

CCSS.ELA-Literacy.RH.6-8.8
Distinguish among fact, opinion, and reasoned judgment in a text.

CCSS.ELA-Literacy.RH.6-8.9
Analyze the relationship between a primary and secondary source on the same topic.

Number the Stars Outline

I.       Characters

major characters

A.    Annemarie Johansen

Ten year old girl who lost her older sister not too long ago; worries about her parents frequently, but she is very brave just like her father.  Dreamer/free spirit, tells stories to her younger sister Kirsti; she gives unusual view on war.

1.    Johansen's daughter

B.    Mrs. Johansen

Annemarie's mother; gentle and strong woman; very brave and will defend her family no matter what (risks her own life). Boat that helps Jews escape is named after her.

C.    Peter Nielsen

Young member of the resistance; visits Johansen's at night (most defiant character).  German's killed love of his life, so he has no family.  very intense and serious

1.    family friend; Resistance member

D.    Henrik

Uncle Henrik is kind and joyful; bachelor; seems unaffected by the war, and does not care that his home is neat or clean.  Plays a key role in the Rosen's escape as well as other Jews and can talk to Annemarie in a way no one else can

1.    helps Jews escape

E.    Ellen Rosen

Quiet girl, 10 years old but very quiet and composed.  smart, wishes to become an actress;  Pretends to be Annemarie's sister so the Germans do not take her away (very afraid)

II.     Plot

What happened???

A.    World War II

1.    Holocaust

2.    Genocide

3.    Hitler

B.    Copenhagen, Denmark, September1943-May 1945

3rd year of German Occupation

C.    Jews escape

1.    Mrs. Johansen takes the girls to Henrik

Henrik is a fisherman in Gilleleje, Denmark; Peter arrives with the Rosens

a.    Henrik begins taking people to the boat headed to Sweden

after Annemarie's aunt's fake funeral that keeps the German's at bay, everyone is snuck onto a boat for safety (Sweden)

b.    Annemarie is searched but let go

her package she was taking to her uncle only contained a hankerchief, that she later learns was to disguise the scent of the Jews sneaking out on the boat

2.    Neighborhoods, stores, etc. begin to close where Jews live

a.    German's search the Johansen house

III.    Conclusion of Story

The End!

A.    War ends in May

1.    Annemarie puts on Lise's Star of David

she wears the Star of David that belonged to her sister that she was keeping for Ellen and says that she will keep it on until Ellen returns

B.    Annemarie and her family all survive

C.    Peter Nielson dies

shot in the public square for his connection to the Resistance; Annemarie learns that Lise was a member of the Resistance, too (her sister)

IV.    Young Adult Novel

This book was written for young, transitioning adults.

A.    published in 1989

B.    historical fiction/war novel/ coming-of-age novel

V.     Themes

lessons or things taught in the novel by certain situations or actions

A.    Difficulty of Growing Up

1.    some say Lowry use the difficulties in novel stand out because of World War II context

2.    struggle for identity

line is blurred between adult and child responsibilies; when she points out that Peter has taken his place among the adults, it shows that she feels like she is a member no where yet

3.    loss of innocence

in this novel Annemarie's responsibilities grow; ignorance can also serve as self protection

B.    Voyage and Transformation

1.    Physical Voyages

a.    trip to Gilleleje

b.    walk from house to boat

c.    final crossing to Sweden

2.    Mental Voyages

a.    Annemarie develops new ideas and self views

b.    walk through woods with handkerchief package symbolizes transformation

c.    everyone takes steps toward maturity

C.    Fairy Tales

1.    reality of war seems unreal/fiction (fairy tale reality)

a.    helps people cope with things that are hard to explain or are scary

When Annemarie is delivering package, she compares the trip to "Little Red Riding Hood"; her little sister loves fairy tales, but eventually also grows out of them at the end of the war

VI.    Symbols

images or objects that represent something in the novel

A.    seashells

1.    represents adventure, protection, concealment,hidden appearances, and surprises

the seashell represents adventure because it comes out of the ocean,protection of sea creatures as the characters must find ways to protect themselves, hidden appearances that come out in the novel, concealment, and surprises similar to those in the book

B.    Star of David

1.    central symbol to Jewish tradition

Annemarie kept Ellen's star at the end of the book to symbolize devotion to her friend until she returned and against the Germans; stars appear in the psalm Peter reads before the Sweden voyage (Annemarie's tainted view of the world)

C.    The Woods

1.    symbolize a right of passage for Annemarie

a.    as Annemarie passes through the woods she transforms into an adult and from danger to safety

Podcast VS Print Articles

I recently downloaded the Podcast App on my iPhone 5c, and attempted to listen to articles and lessons on my phone through my car's stereo speakers.  With my intense schedule and lack of interest in reading at the end of a long day, I am experimenting to see how efficient using a different sense to retain information.  I have come to learn that I truly enjoyed listening to my podcast articles rather than reading them, and I also saved a great amount of time listening to them on my way home from the University of Southern Mississippi.  This is my podcast link that I downloaded last week:
https://itunes.apple.com/us/app/podcasts/id525463029?mt=8
There are many genres about Education, Political Podcasts, Fashion, and much more!
I can honestly say I prefer podcast to print articles anyday!

Poetry

Some of my favorite poems...

"I'd like to get away from earth awhile
And then come back to it and begin over.
I'd like to go by climbing a birch tree
And climb black branches up a snow-white trunk
Toward heaven, till the tree could bear no more,
But dipped its top and set me down again.
That would be good both going and coming back.
One could do worse than be a swinger of birches."
-Robert Frost


We don't read and write poetry because it's cute. We read and write poetry because we are members of the human race. And the human race is filled with passion. And medicine, law, business, engineering, these are noble pursuits and necessary to sustain life. But poetry, beauty, romance, love, these are what we stay alive for.
-Professor Keating (Robin Williams) in 'Dead Poet's Society'

Technology VS Privacy

With Tech Taking Over in Schools, Worries Rise

http://www.nytimes.com/2014/09/15/technology/with-tech-taking-over-in-schools-worries-rise.html?_r=1 

I do not understand why there is any question as to if we should make the privacy around our children's information both in and out of schools more private.  If schools are incorporating educational technology and advancing to such a high level, I completely agree that the walls around them should be built higher as well.  Hackers can hurt anyone, but our children are three times more vulnerable to have their information either stolen or exploited, possibly ruining their careers or life.  Young children do not know any better, and will get on the internet, even at school with no concern to if he/she logs out or if any of his information is saved.  As parents and educators, I feel like it is our duty to protect our children, their identity, and their privacy.

_________________________________________________________________________________

How Shutterfly and Other Social Sites Leave Your Kids Vulnerable to Hackers

http://www.motherjones.com/politics/2013/05/shutterfly-teamsnap-eteamz-ssl-hackers-kids-data 

It really concerns me that people are not more careful with their children's information.  Pictures, locations, and names are vital pieces of information that kidnappers, rapists, etc. need to target and lure out your children so that you may never see them again.  I would not constantly post my son's image all over a social media webisite along with his location, ESPECIALLY one whose privacy guards are being questioned.  There is little to no concern! What is wrong with people???

NMC Horizon Project (draft)

The NMC Horizon Project is a 12-year effort established in 2002 that annually identifies and describes emerging technologies likely to have a large impact over the coming five years in every sector of education in some 65 countries around the globe. Each of the three global editions of the NMC Horizon Report— higher education, K-12 education, libraries, and museums  — highlights six trends, challenges and emerging technologies that are likely to enter mainstream use within their focus sectors over the next five years.

Every report draws on the considerable expertise of an international expert panel that first considers a broad set of important trends, challenges, and emerging technologies, and then examines each of them in progressively more detail. A significant amount of time is spent researching real and potential applications for each of the topics that would be of interest to practitioners. For every edition, when that work is done, each of these interim results topics are written up in the format of the NMC Horizon Report. The final topics selected by an expert panel are those detailed here in the NMC Horizon Report: 2014 K-12 Edition.

      I.         Aspects of the Horizon Report

A.   Key Trends Accelerating Educational Technology Adoption in Schools

a.     The NMC Horizon Project model derived three meta-dimensions from the CCR framework that were used to focus the discussions of each trend and challenge:

1.     Policy

2.     Leadership

3.     Practice.

B.    Rethinking the Roles of Teachers

a.     Teachers are no longer the primary sources of information and knowledge for students when a quick web search is at their fingertips.

b.     It is up to teachers to reinforce the habits and discipline that shape life-long learners.

c.     To ultimately foster the kind of curiosity that would compel their students to continue beyond an Internet search and dig deeper into the subject matter.

d.     Further Reading:

                                          i.         Edcamps: Remixing Professional Development go.nmc.org/profess 

                                         ii.         How a Radical New Teaching Method Could Unleash a Generation of Geniuses

go.nmc.org/radical

                                       iii.         Moving Education into the Digital Age: the Contribution of Teachers’ Professional Development

go.nmc.org/moving

                                       iv.         Supporting Teacher Competence Development for Better Learning Outcomes

go.nmc.org/support

                                         v.         Towards Teacher-Led Design Inquiry of Learning

go.nmc.org/inqui

                                       vi.         The Uncomfortable Truth About Personalized Learning

go.nmc.org/plearn

C.    Shift to Deeper Learning Approaches

a.     A major component of this trend is the rise of students who are learning important lessons by creating projects, products, and services that directly benefit the world around them.

                                          i.         For example, eighth-graders at The Option Program at Seward, a Seattle alternative public school, are learning about their community by volunteering at local social-service organizations.

I WILL tell my son he is smart!

https://www.khanacademy.org/about/blog/post/95208400815/the-learning-myth-why-ill-never-tell-my-son-hes
 I read this blog over the weekend, and I both agree and I disagree.  I am the mother of a two year old little boy, and I feel like all children need some amount of praise when they are successful in something.  I'm not saying to tell a child that they are perfect, or to tell them that they should stop trying, but they should know when they were successful.  My little boy is so proud when he learns how to do new things, or say new words, so why would I not praise him? wouldn't he lose interest tin speaking when no one cares that he says those new words? Or when he is 5 years old and spells a new word? I say PRAISE PRAISE PRAISE! However, I will also say that too much praise for no success on something, just simple praise to boost a child's ego too much, can be a dangerous thing.  Children raised to immediately feel superior to their peers sometimes become conceited, hateful, and not try as hard because they feel like they are perfect.
Dixie Saunders
8-28-2014