Thursday, September 25, 2014

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

Posted by at

14 comments:

  1. UnknownSeptember 30, 2014 at 8:36 AM

    1. Color maps of World War II affected areas (all of Earope).
    2. Before we begin reading the book, I want everyone to make their own star, with their name and number.
    3. I want the students to tell me what they already know about World War II and The Holocaust PRE-book.
    4. I plan to have all of the students write journal articles every day that we read sections of the book about anything they like pertaining to the book, such as feelings, opinion, etc.
    5. I plan on having focus questions and open responding upon completion of the book.
    6. Have the children illustrate scenes from the text in the negative space of large stars to hang on the walls.

    ReplyDelete
  2. AnonymousOctober 2, 2014 at 8:15 AM

    Interesting topic. Maybe to graphic for fifth grade but all around good topic to teach the kids. Sounded very knowledgeable on the topic. Great presentation

    ReplyDelete
  3. UnknownOctober 2, 2014 at 8:17 AM

    I think the book you chose was interesting. Also, I think your map is interesting and colorful. Journals is a good idea to let the children tell how they feel.

    ReplyDelete
  4. AnonymousOctober 2, 2014 at 8:17 AM

    I think you did good on making sure all your content was covered in your map! I liked how you were going to test their knowledge before teaching the lesson! Good job.

    ReplyDelete
  5. Lauryn HeneghanOctober 2, 2014 at 8:17 AM

    I love the historic images on this web. This looks like a great way to combine literature and history. I like that this same lesson can be compressed or expanded for different grades.

    ReplyDelete
  6. Peyton GriggsOctober 2, 2014 at 8:17 AM

    Very interesting topic that sometimes teachers don't cover very well. You are very well versed on this topic and would do great teaching this to your students! Great job.

    ReplyDelete
  7. AnonymousOctober 2, 2014 at 8:18 AM

    I wish I could see your concept map better, it looks very interesting!!! I really think this is an important lesson because you'd be surprised how little children know about the Holocaust. I really like your activities also. I think that is a good method to put a lot of activities with it so that it would leave an impression on them and stay with them. You went above and beyond. Great job!

    ReplyDelete
  8. AnonymousOctober 2, 2014 at 8:18 AM

    Very detailed. I love incorporating history into other subjects! Good job!

    ReplyDelete
  9. Shelley NicklesOctober 2, 2014 at 8:18 AM

    Love the ideas! Lots of detail. I can tell you put a lot of work on it. Great job!

    ReplyDelete
  10. Jordan CragerOctober 2, 2014 at 8:18 AM

    Great job. I really like the topic. I enjoyed those types of books as a child.

    ReplyDelete
  11. Paige LyonsOctober 2, 2014 at 8:18 AM

    You have a very detailed concept map and you're very prepared for the lesson. You also had a lot of great activities to go along with it.

    ReplyDelete
  12. AnonymousOctober 2, 2014 at 8:19 AM

    I like your concept map. I thought your activity about the journal entries was a good idea. Good job.

    ReplyDelete
  13. UnknownOctober 2, 2014 at 8:19 AM

    I like the topic. It's important for kids to know what happened in the past, especially topics such as this. If you add another plan, you could have them write a short narrative that puts them in the place of one of the characters too. Or maybe act out some things from the book. Could be fun!

    ReplyDelete
  14. Jessica MaxeyOctober 2, 2014 at 8:19 AM

    this is a very good lesson idea. I like the fact that you want to do some art activities beforehand to catch their interest in the book. also you did good to remember asking about their prior knowledge. the map has a good layout and it looked like you picked some interesting topics to cover with integrating language arts and history. Good job! I may have to borrow lol

    ReplyDelete

Subscribe to: Post Comments (Atom)