Unitplan

RDG 3320
Integrated Unit Template

Unit Author:
Shelby Knight
Unit Overview:
Title: WWII with Number the Stars
Grade Level: 4th grade
Topic of Study: WWII
Unit Summary:
Includes: what students will be learning and what you want them to
get out of the unit (objectives).
SS TEKS covered (this is general overall and would go
with the topic/big idea your ELA TEKS go in each mini lesson
5E lesson plan):
Big Idea/Topic/Question:
Also includes a general timeline/how these lessons
correlatefor example:
During week one, the students will first learn what the word
culture means and what its characteristics include. They will look at
their own personal culture through a variety of activities and discover
the characteristics of their own culture. The students will share
information about their culture with their peers and discover that we
are all both similar and different in many ways. The students will create
a found poem as a class that includes bits of everyones culture.
Throughout week two, the students will be taking a look at
various cultures around the world. Since the students already have
background knowledge about what culture is and what their culture
includes, they will have a wealth of knowledge needed for exploring
other countrys cultures. The students will hopefully be able to make
connections and obvious differences to other cultures in our world and
write about this in their culminating activity of week two.
Etc
Lack of Equality in WWII
Day 1 Writing
Texas State University

5E Lesson Plan Model Correlated to Danielson Teaching
Framework
(Use this format for the first few lessons when adding a new subject, when the CT and Univ. Super observes, and for
lessons in your unit plan.
Legend
Sts =
Students
w/ = with
W= Writing
R= Reading
SS= Social
Studies
Teacher: ____Shelby Knight_______________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/W___

Domain 1:
Planning
1c: Setting
Instructional
Outcomes
1b: Knowledge of
Sts
Other
Domains
2b: Culture for
Learning
3a: Communicating w/ Sts
3b:Questioning/
Discussion
Techniques
1a: Knowledge of
Content/
Pedagogy
Lesson Component
Objective(s) (what students will learn; a measurable action; not the lesson activity or task):
Sts will be able to identify the countries involved in WWII on a blank map with 90% accuracy.
Importance of Objective(s) (value/importance to students; reason for learning) :

Knowing what countries were involved and where they are located helps students develop background knowledge
before reading.
TEKS/ELPS (written out):

(b) Knowledge and skills.
(15) Writing/Writing Process.
(A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and
generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals);
(5) Cross-curricular second language acquisition/writing.
(C) spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with
increasing accuracy as more English is acquired.
1a: Knowledge of
Content/
Pedagogy
1b: Knowledge of
Sts
3a: Communicating w/ Stts

3b: Questioning/
Discussion
Techniques
3c: Engaging Sts
in Learning
3b: Questioning/
Discussion
Techniques
3c: Engaging Sts
in Learning

3b: Questioning/
Discussion
Techniques
2b: Culture for

Learning
ENGAGEMENT (how to capture students interest; how to connect to prior learning; questions
students should ask themselves after the engagement):
KWL chart of World War II but will only fill out the K and W
Question: What do I want to learn from this lesson?
EXPLORATION (hands-on student activities; big idea conceptual questions to use when
encouraging or focusing students exploration):
Give each student a map and have them locate, label, and color Denmark-yellow, Sweden-red, Germany-blue,
Norway-green, France-orange, Holland-purple, and Belgium-pink. The North and Baltic Seas should be located and
labeled. Locate, label, and place a star at the capital, Copenhagen.
Remind students about the central elements in most literature: character, plot, and setting. Elicit definitions and
examples of each. (Characters are the "actors" in the story; plot is what happens in the story; setting is where and
when the story takes place.) These should be kept in mind as the story unfolds.
EXPLANATION (explanations that precede introduction of terms or teacher explanations;

questions/techniques used to help students connect their exploration to lessons concept; higher-order questions used
to solicit student explanations and help them to justify their explanations):
Teacher will define key terms and add to word wall: equality, Nazi, Holocaust, Jewish, etc.
Questions: How would you feel if you were of Jewish decent during World War II?
Do you think it was right to be prejudice towards the Jewish people?
Do you think this has ever happened in the United States?
ELABORATION (how students will develop a sophisticated understanding of the concept; what
vocabulary will be introduced and how will it connect students observations; how knowledge is applied in daily
lives):
As a class we will fill out the learned portion of the KWL chart. Students will copy the KWL chart down in their
journals and keep filling out the learned portion throughout the lessons.
3c: Engaging Sts
in Learning
3b: Questioning/
Discussion
Techniques
EVALUATION (how students demonstrate achievement of objective; embodied throughout lesson
1b: Knowledge of
Students
3d: Assessment
Individually students will fill out a blank map of Denmark, Sweden, Germany, Norway, France, Holland, and
Belgium.
1d: Knowledge of
Resources
2c: Classroom
Procedures
Resources (needed by students and teacher; management):
1b: Knowledge of
Sts
3c: Engaging
Students in
Learning
White butcher paper

Markers
Writers journal
Pencils
1f: Designing
Assessment
1b: Knowledge of
Students
3c: Engaging Sts

in Learning
and at lessons closure):
Blank map of designated countries

Overhead projector
Differentiation (to meet diverse learner needs):
GT- The GT students will be given the sponge activities to complete if they finish the assignment early.
SPED- Review and restate all directions and questions. Ask multiple questions for comprehension.
ELL- Read slower, follow along words with finger as you are reading. Teaching will be explicit with lots of practice
and images.
Behavioral- Follow BIP, follow IEP while lesson is happening. Follow through with rules and regulations. Be
specific when giving directions.
Day 1 Reading

Framework
lessons in your unit plan.)
Legend
Sts =
Students
w/ = with
W= Writing
R= Reading
SS= Social
Studies
Teacher: _____Shelby Knight_______________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/R___

Domain 1:
Planning
1c: Setting
Instructional
Outcomes
1b: Knowledge of
Sts
Other
Domains
2b: Culture for
Learning
3b:Questioning/
Discussion
Techniques
1a: Knowledge of
Content/
Pedagogy
Lesson Component
Sts will be able to establish characters and key vocabulary that will be used throughout the text.

Building Sts background knowledge will help them to better understand and relate to the story which
helps build their comprehension.

(10) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and
draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence
from the text to support their understanding. Students are expected to explain the difference between a stated and an
implied purpose for an expository text.
(4) Cross-curricular second language acquisition/reading.
(F) use visual and contextual support and support from peers and teachers to read grade-appropriate content area text,
enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background
knowledge needed to comprehend increasingly challenging language
1a: Knowledge of
Content/
Pedagogy
1b: Knowledge of
Sts

3b: Questioning/
Discussion
Techniques
3c: Engaging Sts
in Learning

3b: Questioning/
Discussion
Techniques
3c: Engaging Sts
in Learning
Tell students the story they are about to read takes place in Denmark, a country 16,639 square miles in size; 20th
Century Denmark has been a peaceful land whose economy is based on farming and fishing. Its government is a
constitutional Monarchy in which there is a ceremonial head of state. During World War II, when the story takes
place, Christian X was the king. This is a country of little disharmony because all people can vote, have guaranteed
political rights, and are entitled to practice any religion. Anti-semitism (hatred of Jews) has never been a problem
here. On April 9, 1940, the German army overran Denmark. The government agreed to surrender provided that
among other things there was no discrimination against Jews. Of a population of 4.5 million people, 8,000 were
Jews, most of whom lived in Copenhagen and had been fully absorbed into Danish life. The Germans tried to poison
Danish minds by producing anti-Semitic newspapers, films, and pamphlets. When they tried to burn down a
synagogue, the Danish police stopped them. A resistance movement engaged in sabotage against the Nazi occupiers
and harassed soldiers. Angered by their actions in early 1942, the German government ordered Jews to wear a yellow
star on their clothes, but the Danish government refused to cooperate with this order. Finally, in August 1942
Germany declared martial law and took direct control of the government. The Germans chose October for mass
arrests of Danish Jews.
Elicit information about World War II. The class needs to understand that Adolf Hitler, the leader of the Nazi Party in
Germany, believed that the German people (excluding Jews and Gypsies) were superior to all others and that they
deserved not only to rule all of Europe, but that they needed to eliminate those they considered inferior including the
handicapped, gypsies, and Jews. In Germany and throughout German controlled countries, Jews were identified and
ordered to wear the yellow star, forced to obey restrictions of their liberties, and removed from their homes to camps
where they were eventually killed. Not all people agreed with the Nazi plans, and they defied the Nazis through acts
of resistance and rescue.

3b: Questioning/
Discussion
Techniques

Questions: How would you feel if you were of Jewish decent during World War II?
Do you think it was right to be prejudice towards the Jewish people?
Students will discuss these questions in their table groups.
2b: Culture for

Learning
1f: Designing
Assessment
1b: Knowledge of
Students
3c: Engaging Sts

in Learning
3b: Questioning/
Discussion
Techniques
3d: Assessment
lives):
Teacher will define key terms and add to word wall: equality, Nazi, Holocaust, Jewish, etc.
Do you think this has ever happened in the United States? Class discussion

Ask the group how they might feel if they were stopped on the street by a soldier simply for running. Would it be an
unusual experience for soldiers to be patrolling the streets? How might they feel if they lived in a place where there
was a military presence at all times?
Assign homework: read ch 1 & 2 of Number the Stars
1d: Knowledge of
Resources
2c: Classroom
Procedures
1b: Knowledge of
Sts
3c: Engaging
Students in
Learning
3c: Engaging Sts
in Learning
1b: Knowledge of
Students

Paper
Markers
Overhead projector
and images.
Day 2 Reading

Framework
Legend
Sts =
Students
w/ = with
W= Writing
R= Reading
SS= Social
Studies
Teacher: _____Shelby Knight_______________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/R___

Domain 1:
Planning
1c: Setting
Instructional
Outcomes
1b: Knowledge of
Sts
Other
Domains
Lesson Component
Sts will be able to compare/contrast characters and their experiences, and relate it to their own lives.
2b: Culture for

Learning

Sts will develop their literacy skills, and build comprehension skills.
3b:Questioning/
Discussion
Techniques
1a: Knowledge of
Content/
Pedagogy
1a: Knowledge of
Content/
Pedagogy
1b: Knowledge of
Sts

(6) Reading/Comprehension of Literary Text/Fiction.
(B) describe the interaction of characters including their relationships and the changes they
undergo
(F) use visual and contextual support and support from peers and teachers to read grade-appropriate
content area text, enhance and confirm understanding, and develop vocabulary, grasp of language
structures, and background knowledge needed to comprehend increasingly challenging language
3b: Questioning/
Discussion
Techniques
3c: Engaging Sts
in Learning
Ask students to compare Ellen and Annemarie
Annemarie
Ellen
blond
dark
runner
stocky
11 years old
10 years old
has 1 living sister
only child
lives upstairs
lives downstairs
Christian
Jewish
3b: Questioning/
Discussion
Techniques
3c: Engaging Sts
in Learning

3b: Questioning/
Discussion
Techniques
2b: Culture for

Learning
3c: Engaging Sts
in Learning
1f: Designing
Assessment
3b: Questioning/
Discussion
Techniques
1b: Knowledge of
Students
3d: Assessment
1d: Knowledge of
Resources
2c: Classroom
Procedures
1b: Knowledge of
Sts
3c: Engaging
Students in
Learning
1b: Knowledge of
Students
3c: Engaging Sts

in Learning
As a group discuss this question and come up with the answer.

Annemarie not only resents the soldiers for stopping her from running but for other reasons. What are the reasons
and how do Danes in general feel about the German presence? (They hate the Nazis for: (1) occupying Denmark for
the past three years, (2) imposing rules on them, (3) not speaking proper Danish, (4) imposing a military presence,
and (5) imposing food rationing.)

Have students answer these questions as a group, have a class discussion and have students write correct responses in
journals.
How have some Danes reacted to the occupation? (They have formed a resistance group which sabotages plants that
produce war materials, and railroad lines that bring goods to Germany. An illegal uncensored newspaper, "The Free
Danes" - "De Frie Danske", has been founded.) Why would an illegal paper be needed and how could it be useful?
(To tell the truth about what is happening and help keep up morale.) How would the Germans feel about those
reading this paper? (They are troublemakers.) What might happen to someone caught reading it? (Arrest or possible
shipment to a concentration camp.) How do Annemarie's parents regard members of the resistance? (They are brave
individuals who should do as much harm to the Nazis as they can.) How would you feel if our country were invaded
by another? What freedoms might be at risk? What would you think about the adults you know working secretly to
undermine a foreign country that has occupied yours?
lives):
Write these questions on the overhead and have students respond in their journals.
Describe the relationship between Mrs. Rosen (Ellen's mother) and Mrs. Johansen (Annemarie's mother.) (They are
friends who have coffee together regularly.)
What advice does Mrs. Rosen give to Annemarie regarding walking to school? (Walk another way so the soldiers
don't notice and remember you; the important thing is to be one of a crowd.) What is the underlying fear for all
Danes? (Not knowing what their fate would be under the Nazis.)
Was surrender to Germany a sensible decision: (Denmark had a very small army, and many people would have died
if she had fought.) Would you want our country to surrender? Have students write a brief speech urging their fellow
citizens to resist the Germans or one accepting the occupation peacefully.
How had the family changed in the three years since the German occupation? (Lise had died in an accident two
weeks before her wedding; father seemed older, tired, and more deflated, Peter was now serious and in a hurry.)

Have students write in their journals how they might have reacted to life in Nazi-occupied Europe. What surprised,
frightened, or angered them?

Overhead projector
Number the Stars by Lois Lowry
Pencils
Paper
Writers Notebook
and images.
Day 2 Writing

Framework
Legend
Sts =
Students
w/ = with
W= Writing
R= Reading
SS= Social
Studies
Teacher: ______Shelby Knight_____________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/W___

Domain 1:
Planning
1c: Setting
Instructional
Outcomes
1b: Knowledge of
Sts
Other
Domains
2b: Culture for
Learning
3b:Questioning/
Discussion
Techniques
1a: Knowledge of
Content/
Pedagogy
1a: Knowledge of
Content/
Pedagogy
1b: Knowledge of
Sts
Lesson Component
Sts will be able to write a flashback memory

Learning different literary devices, like flashbacks, helps Sts to develop their literacy skills to higher
levels.

(17) Writing. Students write about their own experiences. Students are expected to write about
important personal experiences.
(G) narrate, describe, and explain with interesting specificity and detail to fulfill content area writing
needs as more English is acquired.
3b: Questioning/
Discussion
Techniques
3c: Engaging Sts
in Learning
3b: Questioning/
Discussion
Techniques
3c: Engaging Sts
in Learning
3b: Questioning/
Discussion
Techniques
2b: Culture for

Learning
Ask students to close their eyes. Tell a story about something that happened last week that all students will
remember.
In table groups find a flash back from chapters one or two, cite the flashback and discuss with group why this is a
flashback.

Define flashback for students. Discuss, as a class what flashbacks groups found and figure out if the quotes are
flashbacks or not.
lives):
Add flashback to word wall. Discuss why authors use flashbacks.
3c: Engaging Sts
1f: Designing
Assessment
in Learning
3b: Questioning/
Discussion
Techniques
1b: Knowledge of
Students
3d: Assessment
1d: Knowledge of
Resources
2c: Classroom
Procedures
1b: Knowledge of
Sts
3c: Engaging
Students in
Learning
1b: Knowledge of
Students
3c: Engaging Sts

in Learning

Students will write in their journal about an event in their life as if it was a flashback.
Homework: Read chapters 3 & 4
Paper
Pencils
Writers Notebook
Imagination
Overhead projector
and images.
Day 3 Writing

Framework
Legend
Sts =
Students
w/ = with
W= Writing
R= Reading
SS= Social
Studies
Teacher: _____Shelby Knight______________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/W___

Domain 1:
Planning
1c: Setting
Instructional
Outcomes
1b: Knowledge of
Sts
Other
Domains
2b: Culture for
Learning
3b:Questioning/
Discussion
Techniques
1a: Knowledge of
Content/
Pedagogy
Lesson Component
Sts will be able to communicate their ideas of equality in a brief composition using a topic sentence,
supporting facts, and concluding statement.
As potential future authors, it will help Sts with their writing skills.

(18) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related
texts to communicate ideas and information to specific audiences for specific purposes. Students are
expected to:
(A) create brief compositions that:
(i) establish a central idea in a topic sentence;
(ii) include supporting sentences with simple facts, details, and explanations; and
(iii contain a concluding statement;
(F) write using a variety of grade-appropriate sentences lengths, patterns, and connecting words to
combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired.
1a: Knowledge of
Content/
Pedagogy
1b: Knowledge of
Sts

3b: Questioning/
Discussion
Techniques
3c: Engaging Sts
in Learning

3b: Questioning/
Discussion
Techniques
3c: Engaging Sts
in Learning
3b: Questioning/
Discussion
Techniques
Elicit how many students have seen TV coverage of when the President or an important entertainment figure arrives
at events. Is he alone or does he have an entourage with him? Is it unusual by today's standards for a king or political
leader to appear daily, ride without escorts and bodyguards, and speak freely with his subjects? What might this say
about the King's character, his leadership, and the times that he moves freely among the Danes? How does
Annemarie correlate the concept that all Danes are protectors of the king to the situation of the Jews? (She realizes
that as all Danes are the bodyguards of the King, so must all Danes be the bodyguards of Jews.) How does the
realization that she is "her brother's keeper" affect her personally? (When told that she must be Ellen's protector, she
realizes that she would die to protect Danish Jews.) How might history have been different if all people felt this way?
There were additional hardships in daily life. When Danes couldn't get leather for shoes, what substitutes are used?
(Fish skins) Can you understand Kirsti's reaction? Why? Why not? Have you ever reacted in a similar way to
something you have been made to wear? Were you able to change anyone's mind about it? Why was Tivoli gardens
partially destroyed and then closed? (To punish the Danes and impose Nazi authority.) Would these actions make the
Danish people more compliant to Nazi demands or more resentful? Explain in Journal

Explain how conditions for all Danes continued to grow worse. (Not only is there an 8 p.m. curfew, but the only
10
plentiful food is potato; fuel and electricity are rationed resulting in families using candles at night.) Why would the
Nazis impose a curfew on the population? (To prevent action by the resistance and to further make Danes bend to
their will.)
2b: Culture for
Learning
1f: Designing
Assessment
3c: Engaging Sts

in Learning
3b: Questioning/
Discussion
Techniques
1b: Knowledge of
Students
3d: Assessment
1d: Knowledge of
Resources
2c: Classroom
Procedures
1b: Knowledge of
Sts
3c: Engaging
Students in
Learning
1b: Knowledge of
Students
3c: Engaging Sts

in Learning
lives):
How does Mrs. Johansen respond when asked how the Hirsch's would manage? How does this illustrate the
underlying values held by the Danes? (She says that friends will take care of them since that's what friends do.)

Do you think that an important person having protection resembles equality? Does the King of Denmark symbolize
equality when he rides his horse alone? Why? Write response in Journal.

Overhead projector
Paper
Pencils
Writing Journal
and images.
11
Legend
Sts =
Students
w/ = with
W= Writing
R= Reading
SS= Social
Studies
Day 3 Reading

Framework
Teacher: ____Shelby Knight________________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/R___

Domain 1:
Planning
1c: Setting
Instructional
Outcomes
1b: Knowledge of
Sts
Other
Domains
2b: Culture for
Learning
3b:Questioning/
Discussion
Techniques
1a: Knowledge of
Content/
Pedagogy
Lesson Component
The Sts will be able to identify first and third person stories.
Help develop the Sts reading skills for future texts; learn different perspectives that will help improve
their writing skills.

(6) Reading/Comprehension of Literary Text/Fiction.
(C) identify whether the narrator or speaker of a story is first or third person.
(J) demonstrate English comprehension and expand reading skills by employing inferential skills such
as predicting, making connections between ideas, drawing inferences and conclusions from text and
graphic sources, and finding supporting text evidence commensurate with content area needs.
1a: Knowledge of
Content/
Pedagogy
1b: Knowledge of
Sts

3b: Questioning/
Discussion
Techniques
3c: Engaging Sts
in Learning
3b: Questioning/
Discussion
Techniques
3c: Engaging Sts
in Learning
3b: Questioning/
Discussion
Techniques
2b: Culture for
Learning
3c: Engaging Sts
Tell a story (make it up) in first person.
Tell a story (make it up) in third person.
Tell students to ponder what the difference between the story is.
Have students decide if the book is written in first or third person. Have them prove their decision with quotes found
in the book.

Define first person and third person point of views. Discuss which point of view Number the Stars is written in.
lives):
Come up with stories that the class has read in first person point of view.
Come up with stories that the class has read in third person point of view.
Teacher writes these on butcher paper in a T-chart format.
12
in Learning
1f: Designing
Assessment
1b: Knowledge of
Students
3b: Questioning/
Discussion
Techniques
3d: Assessment

Have students write a journal entry in third person. Then have them write the same story in first person.
Homework- Read chapters 5 & 6
1d: Knowledge of
Resources
2c: Classroom
Procedures
1b: Knowledge of
Sts
3c: Engaging
Students in
Learning
1b: Knowledge of
Students
3c: Engaging Sts

in Learning

Butcher paper
Overhead Projector
Paper
Pencils
Writing journal
and images.
13
Day 4 Reading

Framework
Legend
Sts =
Students
w/ = with
W= Writing
R= Reading
SS= Social
Studies
Teacher: ____Shelby Knight___________________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/R___

Domain 1:
Planning
1c: Setting
Instructional
Outcomes
1b: Knowledge of
Sts
Other
Domains
2b: Culture for
Learning
3b:Questioning/
Discussion
Techniques
1a: Knowledge of
Content/
Pedagogy
Lesson Component
Sts will be able to compare and contrast events from the text to current events.
Relating the story to current events in students lives helps them understand and relate to the text better
which then increases their comprehension.

(11) Reading/Comprehension of Informational Text/Expository Text.
(C) describe explicit and implicit relationships among ideas in texts organized by cause-and-effect,
sequence, or comparison; and
(G) demonstrate comprehension of increasingly complex English by participating in shared reading,
retelling or summarizing material, responding to questions, and taking notes commensurate with content
area and grade level needs
1a: Knowledge of
Content/
Pedagogy
1b: Knowledge of
Sts

3b: Questioning/
Discussion
Techniques
3c: Engaging Sts
in Learning
3b: Questioning/
Discussion
Techniques
3c: Engaging Sts
in Learning
3b: Questioning/
Discussion
Techniques
2b: Culture for
Learning
Discuss students reactions if someone were to bang on their front door in the middle of the night. Have you ever
experienced this?
Compare and contrast the soldiers on the street to the soldiers that banged on the Johansens door.
Make a Venn Diagram in groups. Use quotes from Number the Stars.

Define and explain the literary device compare and contrast. Discuss how authors use this technique.
lives):
What is going on in the news that is similar to this situation? (Baltimore)
14
1f: Designing
Assessment
3c: Engaging Sts

in Learning
Have discussion/ research the events in Baltimore.
3b: Questioning/
Discussion
Techniques
1b: Knowledge of
Students
3d: Assessment
1d: Knowledge of
Resources
2c: Classroom
Procedures
1b: Knowledge of
Sts
3c: Engaging
Students in
Learning
1b: Knowledge of
Students
3c: Engaging Sts

in Learning

Have students compare and contrast the Baltimore events with the events in the book in their writing journals.

Writers journal
Pencils
Paper
Internet
Computer or Ipad
Overhead projector
and images.
15
Day 4 Writing

Framework
Legend
Sts =
Students
w/ = with
W= Writing
R= Reading
SS= Social
Studies
Teacher: ______Shelby Knight_________________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/W__

Domain 1:
Planning
1c: Setting
Instructional
Outcomes
1b: Knowledge of
Sts
Other
Domains
2b: Culture for
Learning
Lesson Component
3b:Questioning/
Discussion
Techniques
1a: Knowledge of
Content/
Pedagogy
1a: Knowledge of
Content/
Pedagogy
1b: Knowledge of
Sts

(18) Writing/Expository and Procedural Texts.
(C) write responses to literary or expository texts and provide evidence from the text to demonstrate
understanding.

3b: Questioning/
Discussion
Techniques
3c: Engaging Sts
in Learning
3b: Questioning/
Discussion
Techniques
3c: Engaging Sts
in Learning
3b: Questioning/
Discussion
Techniques
2b: Culture for

Learning
3c: Engaging Sts
in Learning

(F) write using a variety of grade-appropriate sentence lengths, patterns and connecting words to
combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired.
How would you feel if your freedom to believe what you want to believe was taken away?
Do a quick write to respond to this question.
Discuss what was written in journals as a class.
Research in groups if this has happened in Texas or the United States.
Have discussion about Japanese Internment camps in Crystal City, Texas.
Research the Japanese Internment camp in Crystal City, Texas

Have a class discussion about Pearl Harbor. Discuss what the United States did to the Japanese people after the
bombing, in Japan (bombing Hiroshima and Nagasaki) and in the United States.
lives):
Discuss as a table the terms used in the lesson. Have groups use words in written sentences correctly to asses
knowledge gained with vocabulary.
Vocabulary: internment camp, Pearl Harbor, Hiroshima, Nagasaki, and atomic bomb.
16
1f: Designing
Assessment
3b: Questioning/
Discussion
Techniques
1b: Knowledge of
Students
3d: Assessment
1d: Knowledge of
Resources
2c: Classroom
Procedures
1b: Knowledge of
Sts
3c: Engaging
Students in
Learning
1b: Knowledge of
Students
3c: Engaging Sts

in Learning

Do you see equality in these situations? Or is there lack of equality? Explain in writers notebook.
Homework: Read chapters 7 & 8

Pencils
Writers Notebook
Paper
Overhead projector
Internet
Computer or Ipad
and images.
17
Day 5 Reading

Framework
Legend
Sts =
Students
w/ = with
W= Writing
R= Reading
SS= Social
Studies
Teacher: ______Shelby Knight_______________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/R___

Domain 1:
Planning
1c: Setting
Instructional
Outcomes
1b: Knowledge of
Sts
Other
Domains
2b: Culture for
Learning
Lesson Component
3b:Questioning/
Discussion
Techniques
1a: Knowledge of
Content/
Pedagogy
1a: Knowledge of
Content/
Pedagogy
1b: Knowledge of
Sts

(10) Reading/Comprehension of Informational Text/Culture and History. Students analyze,
make inferences and draw conclusions about the author's purpose in cultural, historical, and
contemporary contexts and provide evidence from the text to support their understanding.
Students are expected to explain the difference between a stated and an implied purpose for
an expository text.
(F) use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop vocabulary,
grasp of language structures, and background knowledge needed to comprehend increasingly
challenging language
3b: Questioning/
Discussion
Techniques
3c: Engaging Sts
in Learning
3b: Questioning/
Discussion
Techniques
3c: Engaging Sts
in Learning
3b: Questioning/
Discussion
Techniques
2b: Culture for

Learning
Have you ever heard of Thor? What do you know about him?
As a class do a KWL Chart for Thor.
Do some research to find out about the Norse God Thor to whom Kirsti alluded when she named her cat in groups.
Present the information found by tables.
After this fill in the L part of the KWL chart.

Define Allusion (Allusion is a reference in literature to a familiar person, place or event.) Discuss how authors use
this literary device to enhance their story.
18
1f: Designing
Assessment
3c: Engaging Sts

in Learning
3b: Questioning/
Discussion
Techniques
1b: Knowledge of
Students
3d: Assessment
1d: Knowledge of
Resources
2c: Classroom
Procedures
1b: Knowledge of
Sts
3c: Engaging
Students in
Learning
1b: Knowledge of
Students
3c: Engaging Sts

in Learning
lives):
Students will be able to use allusions in their own writing and be able to explain why they used that particular
allusion.
Add Allusion, and Thor to word wall.

Why was Thor a humorous name for the kitten?- Write in Writers notebook.

Internet
Pencils
Paper
Butcher Paper
Writers Notebook
Overhead projector
Computers or Ipads
and images.
19
Day 5 Writing

Framework
Legend
Sts =
Students
w/ = with
W= Writing
R= Reading
SS= Social
Studies
Teacher: _______Shelby Knight________________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/W__

Domain 1:
Planning
1c: Setting
Instructional
Outcomes
1b: Knowledge of
Sts
Other
Domains
2b: Culture for
Learning
Lesson Component
3b:Questioning/
Discussion
Techniques
1a: Knowledge of
Content/
Pedagogy
1a: Knowledge of
Content/
Pedagogy
1b: Knowledge of
Sts

an expository text.
3b: Questioning/
Discussion
Techniques
3c: Engaging Sts
in Learning
3b: Questioning/
Discussion
Techniques
3c: Engaging Sts
in Learning
3b: Questioning/
Discussion
Techniques
On the train why does the soldier ask, "Are you visiting your brother for the New Year?" (If someone answers yes,
the soldier would know that they are Jewish since only Jews celebrate the Jewish New Year which begins with Rosh
Hashanah and ends with Yom Kippur.) Why is Annemarie fearful of her little sister? (She's afraid that Kirsti might
say something to give Ellen away.) Have the students recall incidents in which younger siblings "Spilled the beans."
Why does Mrs. Johansen warn the girls about talking to anyone? (Someone might report them to the Nazi authorities
who are on watch for Jews.)
Research the Jewish New Year and other Jewish traditions in table groups with Ipads.

Compile findings and in writers notebooks in groups and present findings to the class.
Does this represent equality? Or does it represent the opposite of equality? Why or Why not? Answer in Writers
Notebook.
Teacher explains things that groups did not find in research to make sure the students learn all that is necessary.
20
2b: Culture for

Learning
3c: Engaging Sts
in Learning
1f: Designing
Assessment
3b: Questioning/
Discussion
Techniques
1b: Knowledge of
Students
3d: Assessment
1d: Knowledge of
Resources
2c: Classroom
Procedures
1b: Knowledge of
Sts
3c: Engaging
Students in
Learning
1b: Knowledge of
Students
3c: Engaging Sts

in Learning
lives):
Does this represent equality? Or does it represent the opposite of equality? Why or Why not? Answer in Writers
Notebook.

Brainstorm favorite holiday and write how you would feel if you couldnt celebrate it in writers notebook.
Homework: chapters 9& 10

Internet
Computers or Ipads
Paper
Pencils
Writers Notebook
Overhead projector
and images.
21
Day 6 Writing

Framework
Legend
Sts =
Students
w/ = with
W= Writing
R= Reading
SS= Social
Studies
Teacher: _______ Shelby Knight ________________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/W___
Domain 1:
Planning
1c: Setting
Instructional
Outcomes
1b: Knowledge of
Sts
Other
Domains
2b: Culture for
Learning
Lesson Component
3b:Questioning/
Discussion
Techniques
1a: Knowledge of
Content/
Pedagogy
1a: Knowledge of
Content/
Pedagogy
1b: Knowledge of
Sts

an expository text.
3b: Questioning/
Discussion
Techniques
3c: Engaging Sts
in Learning
3b: Questioning/
Discussion
Techniques
3c: Engaging Sts
in Learning
3b: Questioning/
Discussion
Techniques
Ask students if they have ever been lied to? Has your family ever lied to you to protect you? Have you seen TV
shows where a family has lied to a loved one to protect them? Answer one of these questions in your writers
notebook.
Research World War II propaganda in table groups on Ipads. Compare WWII propaganda to the lies that Annemaries
family has told her. Do lies make us equal? Are there good lies and bad lies? Or are they all bad?

Present research to class in groups. Have teacher explain that there are lies that are told to protect people, those are
good, there are also lies to hurt people, and those are bad. Propaganda was bad, the country leaders tried to lie to their
citizens so they would not really know the horrors that were happening. Annemaries family lied to her to protect her,
there were lying for good reasons.
22
2b: Culture for

Learning
3c: Engaging Sts
in Learning
1f: Designing
Assessment
1b: Knowledge of
Students
1d: Knowledge of
Resources
3b: Questioning/
Discussion
Techniques
3d: Assessment
2c: Classroom
Procedures
1b: Knowledge of
Sts
3c: Engaging
Students in
Learning
1b: Knowledge of
Students
3c: Engaging Sts

in Learning
lives):
In writers notebook explain why Annemaries families lies were not to put them on different levels of equality but to
protect. Explain how propaganda took away equality.
Vocabulary: propaganda

Have students make a propaganda poster about school.

Internet
Computers or Ipads
Pencils
Paper
Writers notebook
Overhead projector
and images.
23
Day 6 Reading

Framework
Legend
Sts =
Students
w/ = with
W= Writing
R= Reading
SS= Social
Studies
Teacher: _____ Shelby Knight ______________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/R___
Domain 1:
Planning
1c: Setting
Instructional
Outcomes
1b: Knowledge of
Sts
Other
Domains
2b: Culture for
Learning
Lesson Component
3b:Questioning/
Discussion
Techniques
1a: Knowledge of
Content/
Pedagogy
1a: Knowledge of
Content/
Pedagogy
1b: Knowledge of
Sts

an expository text.
3b: Questioning/
Discussion
Techniques
3c: Engaging Sts
in Learning
3b: Questioning/
Discussion
Techniques
3c: Engaging Sts
in Learning
3b: Questioning/
Discussion
Techniques
Have you had people enter your room while you were doing something you didnt want anyone to see?- respond in
writers notebook.
Research typhus in table groups. Present information found in groups.

Why do the Nazis come to Uncle Henrik's? (They are suspicious seeing a number of people gathering there.) How
does Mrs. Johansen explain the closed coffin? (She says her aunt had died of typhus, a communicable disease.) What
might have happened to those present had the soldiers opened it? Would there have been different treatment for Mrs.
Johansen and Henrik than for the Jews? (All would have been arrested and either shot or sent to a concentration
camp where they most probably would have died.) How does Annemarie continue to exhibit bravery? (She isn't
intimidated by the soldiers and tells them that the person who died was her aunt. She helps to maintain the
24
deception.)
2b: Culture for
Learning
1f: Designing
Assessment
3c: Engaging Sts

in Learning
3b: Questioning/
Discussion
Techniques
1b: Knowledge of
Students
3d: Assessment
1d: Knowledge of
Resources
2c: Classroom
Procedures
1b: Knowledge of
Sts
3c: Engaging
Students in
Learning
1b: Knowledge of
Students
3c: Engaging Sts

in Learning
lives):
Explain what happened to the Jewish people if the Nazi soldiers found them. Explain why the Jewish people were
hiding.
Vocabulary: Typhus, concentration camps

Is there equality in the way that the soldiers treated Mrs. Johansen versus how they treated the Jewish people? Why
Respond in writers notebook.
Homework: Chapters 11 & 12

Overhead projector
Internet
Computer or Ipad
Paper
Pencils
Writers Notebook
and images.
25
Day 7 Reading

Framework
Legend
Sts =
Students
w/ = with
W= Writing
R= Reading
SS= Social
Studies
Teacher: _____ Shelby Knight _______________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/R___
Domain 1:
Planning
1c: Setting
Instructional
Outcomes
1b: Knowledge of
Sts
Other
Domains
2b: Culture for
Learning
Lesson Component
3b:Questioning/
Discussion
Techniques
1a: Knowledge of
Content/
Pedagogy
1a: Knowledge of
Content/
Pedagogy
1b: Knowledge of
Sts

an expository text.
3b: Questioning/
Discussion
Techniques
3c: Engaging Sts
in Learning
3b: Questioning/
Discussion
Techniques
3c: Engaging Sts
in Learning
3b: Questioning/
Discussion
Techniques
2b: Culture for
What does Annemarie learn that ties all the pieces of the mystery together? (The Rosens and the other Jews are to be
taken to Sweden by Uncle Henrik in his boat.) How have strangers contributed to helping Jews escape from the
Nazis? (People have contributed warm clothing and blankets for the journey; Mrs. Johansen gives Kirstie's red
sweater to provide warmth for the infant; a doctor has provided the sleeping medication so the infant doesn't cry;
Henrik will provide his boat and food from his farm; Peter will guide the Jews to the harbor.)
Research how people helped the Jewish families during World War II in table groups.
Present findings to class.

Explain to class why Sweden was a safe place for the Jewish people. Explain that Sweden has stayed out of almost
all of the wars in Europe.
Have student think about what it would take for a country to stay neutral for so long.
26
Learning
lives):
In table groups discuss what measures you would take to keep peace in your country.
Vocabulary: citizen, peace, Sweden
3c: Engaging Sts

in Learning
1f: Designing
Assessment
3b: Questioning/
Discussion
Techniques
1b: Knowledge of
Students
3d: Assessment
1d: Knowledge of
Resources
2c: Classroom
Procedures
1b: Knowledge of
Sts
3c: Engaging
Students in
Learning
1b: Knowledge of
Students
3c: Engaging Sts

in Learning

Write about a country that you make up and how you would keep peace for your citizens in your writers notebooks.

Internet
Computer or Ipad
Pencils
Paper
Writers Notebook
Overhead projector
and images.
27
Day 7 Writing

Framework
Legend
Sts =
Students
w/ = with
W= Writing
R= Reading
SS= Social
Studies
Teacher: _______ Shelby Knight _____________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/W___
Domain 1:
Planning
1c: Setting
Instructional
Outcomes
1b: Knowledge of
Sts
Other
Domains
2b: Culture for
Learning
Lesson Component
3b:Questioning/
Discussion
Techniques
1a: Knowledge of
Content/
Pedagogy
1a: Knowledge of
Content/
Pedagogy
1b: Knowledge of
Sts

an expository text.
3b: Questioning/
Discussion
Techniques
3c: Engaging Sts
in Learning
3b: Questioning/
Discussion
Techniques
3c: Engaging Sts
in Learning
3b: Questioning/
Discussion
Techniques
2b: Culture for
Learning
Have your parents ever come home late? Have your parents ever picked you up late from something?
Have you ever tried to sneak somewhere you were not supposed to go?
Pick one of these and respond in your writers notebook, this is a snapshot writing.
Have students research the ways that the Jewish people sneaked out of the Nazi occupied countries.
Was there a better way for the Jewish families in Number the Stars to escape?

Have groups present their findings to the class. Explain more in depth the things that are missed in the presentations.
lives):
28
1f: Designing
Assessment
3c: Engaging Sts

in Learning
3b: Questioning/
Discussion
Techniques
1b: Knowledge of
Students
3d: Assessment
1d: Knowledge of
Resources
2c: Classroom
Procedures
1b: Knowledge of
Sts
3c: Engaging
Students in
Learning
1b: Knowledge of
Students
3c: Engaging Sts

in Learning
Why do the escapees leave in two separate groups and not have information about the other? (If someone is caught,
they wouldn't jeopardize all.)
Vocabulary: snapshot writing,

Write a journal entry describing what you did and how you felt during your dangerous adventure; this is a snapshot
writing.
Homework: Chpaters 13 & 14

Internet
Computer or ipad
Pencils
Paper
Writers Notebook
Overhead projector
and images.
29
Day 8 Reading

Framework
Legend
Sts =
Students
w/ = with
W= Writing
R= Reading
SS= Social
Studies
Teacher: __________ Shelby Knight ___________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/R___
Domain 1:
Planning
1c: Setting
Instructional
Outcomes
1b: Knowledge of
Sts
Other
Domains
2b: Culture for
Learning
Lesson Component
3b:Questioning/
Discussion
Techniques
1a: Knowledge of
Content/
Pedagogy
1a: Knowledge of
Content/
Pedagogy
1b: Knowledge of
Sts

an expository text.
3b: Questioning/
Discussion
Techniques
3c: Engaging Sts
in Learning
3b: Questioning/
Discussion
Techniques
3c: Engaging Sts
in Learning
3b: Questioning/
Discussion
Techniques
2b: Culture for
Learning
3a: Communi-
Play a card magic trick with students. Predict which card they drew.
Research Nostradamus in small groups.
What was he known for? prediction
How is this relevant to the lesson? We are learning about predictions in reading.

Discuss and define prediction. Explain how a reader uses this to figure out what happens next in the story.
lives):
In small groups discuss why it is important to acquire the skill of prediction.
30
cating w/ Sts
Vocabulary: Nostradamus, prediction
1f: Designing
Assessment
3c: Engaging Sts

in Learning
3b: Questioning/
Discussion
Techniques
1b: Knowledge of
Students
3d: Assessment
1d: Knowledge of
Resources
2c: Classroom
Procedures
1b: Knowledge of
Sts
3c: Engaging
Students in
Learning
1b: Knowledge of
Students
3c: Engaging Sts

in Learning

Predict what might happen next in the story in writers notebook.

Internet
Computer or Ipad
Overhead projector
Paper
Pencil
Writers Notebook
and images.
31
Day 8 Writing

Framework
Legend
Sts =
Students
w/ = with
W= Writing
R= Reading
SS= Social
Studies
Teacher: ________ Shelby Knight _______________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/W___
Domain 1:
Planning
1c: Setting
Instructional
Outcomes
1b: Knowledge of
Sts
Other
Domains
2b: Culture for
Learning
Lesson Component
3b:Questioning/
Discussion
Techniques
1a: Knowledge of
Content/
Pedagogy
1a: Knowledge of
Content/
Pedagogy
1b: Knowledge of
Sts

an expository text.
3b: Questioning/
Discussion
Techniques
3c: Engaging Sts
in Learning
3b: Questioning/
Discussion
Techniques
3c: Engaging Sts
in Learning
3b: Questioning/
Discussion
Techniques
2b: Culture for
Have your parents ever read fairy tales to you?
How does Annemarie keep herself calm while going through the woods? (She recounts the story of Little Red Riding
Hood that she tells to Kirsti.)
Have students find quotes in the book telling a fairy tale. In table groups compare and contrast how the stories are
told and talked about.
Where the fairy tales told to calm characters?
Who were the fairy tales told to?
What was the purpose of the fairy tales being told?

Explain that there are different versions of fairy tales; you tell the different stories depending on the mood you are
trying to put your audience in. Show the book Lon Po Po by Ed Young. Compare and contrast this story with the
original.
32
Learning
1f: Designing
Assessment
3c: Engaging Sts

in Learning
3b: Questioning/
Discussion
Techniques
1b: Knowledge of
Students
3d: Assessment
1d: Knowledge of
Resources
2c: Classroom
Procedures
1b: Knowledge of
Sts
3c: Engaging
Students in
Learning
1b: Knowledge of
Students
3c: Engaging Sts

in Learning
lives):
Go to library as a class and find different versions of fairy tales.
Vocabulary: Fairy Tales

Compare and contrast the book you found in the library with the original fairy tale in your writers notebook.
Homework: chapters 15 & 16
Lon Po Po by Ed Young
Paper
Pencils
Overhead projector
Writers notebook
and images.
33
Day 9 Reading

Framework
Legend
Sts =
Students
w/ = with
W= Writing
R= Reading
SS= Social
Studies
Teacher: ________ Shelby Knight _______________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/R___
Domain 1:
Planning
1c: Setting
Instructional
Outcomes
1b: Knowledge of
Sts
Other
Domains
2b: Culture for
Learning
Lesson Component
3b:Questioning/
Discussion
Techniques
1a: Knowledge of
Content/
Pedagogy
1a: Knowledge of
Content/
Pedagogy
1b: Knowledge of
Sts

an expository text.
3b: Questioning/
Discussion
Techniques
3c: Engaging Sts
in Learning
3b: Questioning/
Discussion
Techniques
3c: Engaging Sts
in Learning
3b: Questioning/
Discussion
Techniques
Read I Will Come Back for You: A Family in Hiding During World War II by Marisabina Russo.
How does this story portray bravery?
In small groups research the Handkerchief that is mentioned in the book.
What purpose did it serve?
When Annemarie is stopped, how does she act? (She models her behavior after Kirsti; she rambles and is very
chatty.) What is found in the basket in addition to food? (A handkerchief.) Does this surprise you? What did you
expect them to find?

Have groups present the information they found about the handkerchief.
What is the importance of Annemarie's actions? (She brings a handkerchief, which contains a chemical that blocks a
dog's ability to smell.) Do you agree with Henrik's definition of bravery, "Not thinking about the dangers. Just
thinking about what you must do." Why? Why not? Are there any aspects of bravery which you feel are left out of
that definition? Would you describe Annemarie as brave? Discuss and give examples to back up your point of view.
34
Is there a difference between bravery and courage? Would you describe the Danes as courageous? Why? Why do you
think the Danes acted as they did? What choices did the rescuers have to make?
2b: Culture for
Learning
3c: Engaging Sts
in Learning
1f: Designing
Assessment
3b: Questioning/
Discussion
Techniques
1b: Knowledge of
Students
3d: Assessment
1d: Knowledge of
Resources
2c: Classroom
Procedures
1b: Knowledge of
Sts
3c: Engaging
Students in
Learning
1b: Knowledge of
Students
3c: Engaging Sts

in Learning
lives):
When her uncle tells her about all that took place, did this make her his equal?
Do you think the Jewish people will be treated with equality in Sweden?
Discuss with table groups.
Vocabulary: Bravery, courage
Have you been brave? Write a story about a time when you were brave in your writers notebook.

I Will Come Back for You: A Family in Hiding During World War II by Marisabina Russo.
Pencils
Paper
Overhead projector
Internet
Computers or Ipads
Writers Notebook
and images.
35
Day 9 Writing

Framework
Legend
Sts =
Students
w/ = with
W=Writing
R= Reading
SS= Social
Studies
Teacher: _________ Shelby Knight ____________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/W___
Domain 1:
Planning
1c: Setting
Instructional
Outcomes
1b: Knowledge of
Sts
Other
Domains
2b: Culture for
Learning
Lesson Component
3b:Questioning/
Discussion
Techniques
1a: Knowledge of
Content/
Pedagogy
1a: Knowledge of
Content/
Pedagogy
1b: Knowledge of
Sts

an expository text.
3b: Questioning/
Discussion
Techniques
3c: Engaging Sts
in Learning
3b: Questioning/
Discussion
Techniques
3c: Engaging Sts
in Learning
3b: Questioning/
Discussion
Techniques
Have students get underneath their desks for 5 minutes. See if they can hold still.
Have students explore the following website in table groups.
http://www.ushmm.org/information/exhibitions/permanent/resistance
Could you have sat still on the boat, silent, for that long? How do you think you would have felt?

The Danish Jewish people had to sit still and silent for hours while they were being transported to Sweden. If they
made any noise they would have been found and killed.
Would you have been able to do this?
How would you feel?
Were they treated equally in this situation?
36
2b: Culture for

Learning
1f: Designing
Assessment
lives):
Think about what the Rosens life was like in Sweden. Speculate with your table group.
3c: Engaging Sts

in Learning
Vocabulary: Speculate
3b: Questioning/
Discussion
Techniques
1b: Knowledge of
Students
3d: Assessment
1d: Knowledge of
Resources
2c: Classroom
Procedures
1b: Knowledge of
Sts
3c: Engaging
Students in
Learning
1b: Knowledge of
Students
3c: Engaging Sts

in Learning

Write a short story predicting what you think happened with the Rosens in Sweden in your writers notebook.
Homework: chapters 17 & Afterword

http://www.ushmm.org/information/exhibitions/permanent/resistance
Pencils
Paper
Internet
Computers or Ipads
Overhead projector
Writers Notebook
and images.
37
Day 10 Reading

Framework
Legend
Sts =
Students
w/ = with
W= Writing
R= Reading
SS= Social
Studies
Teacher: __________ Shelby Knight ___________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/R___
Domain 1:
Planning
1c: Setting
Instructional
Outcomes
1b: Knowledge of
Sts
Other
Domains
2b: Culture for
Learning
Lesson Component
3b:Questioning/
Discussion
Techniques
1a: Knowledge of
Content/
Pedagogy
1a: Knowledge of
Content/
Pedagogy
1b: Knowledge of
Sts

an expository text.
3b: Questioning/
Discussion
Techniques
3c: Engaging Sts
in Learning
3b: Questioning/
Discussion
Techniques
3c: Engaging Sts
in Learning
3b: Questioning/
Discussion
Techniques
2b: Culture for
Learning
Place Edmund Burke's words on the board: "The only thing necessary for evil to triumph is for good men to do
nothing."
What do you think this means?
Discuss whether this novel proves or disproves that quote. Use specific situations to back up your position.

Have a class discussion about the quote. Talk about the deep meaning and how it applies to the book as a whole.
lives):
38
Research information on Edmund Birk. Who was he? What did he do?
Vocabulary: evil, triumph, Edmund Birk
1f: Designing
Assessment
3c: Engaging Sts

in Learning
3b: Questioning/
Discussion
Techniques
1b: Knowledge of
Students
3d: Assessment
1d: Knowledge of
Resources
2c: Classroom
Procedures
1b: Knowledge of
Sts
3c: Engaging
Students in
Learning
1b: Knowledge of
Students
3c: Engaging Sts

in Learning

Choose from the following:
-Have students select one character from the book and write a journal entry as that character.
-Have the class select the aspect of the book that most appealed to them (emotional content, mystery, adventure story,
heroism, love story) and write several paragraphs to justify their point of view.
-Have students design a medal or create a monument to commemorate the courageous Danes and to let the world
honor Danish rescue of Jews.
-Have students create their own edition of the newspaper, The Free Danes, for the day following the rescue of Jews.
Pencil
Paper
Computer or Ipads
Internet
Overhead projector
Writers notebook
and images.
39
Day 10 Writing

Framework
Legend
Sts =
Students
w/ = with
W= Writing
R= Reading
SS= Social
Studies
Teacher: _______ Shelby Knight _______________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/W___
Domain 1:
Planning
1c: Setting
Instructional
Outcomes
1b: Knowledge of
Sts
Other
Domains
2b: Culture for
Learning
Lesson Component
3b:Questioning/
Discussion
Techniques
1a: Knowledge of
Content/
Pedagogy
1a: Knowledge of
Content/
Pedagogy
1b: Knowledge of
Sts

an expository text.
3b: Questioning/
Discussion
Techniques
3c: Engaging Sts
in Learning
3b: Questioning/
Discussion
Techniques
3c: Engaging Sts
in Learning
3b: Questioning/
Discussion
Techniques
2b: Culture for
http://nypost.com/2014/03/15/man-in-famous-wwii-kiss-photo-dies/
Read article to class. The man in the kissing in times square lived in Texas.
Do you think Annemarie and Ellen were this excited when the war ended?
Discuss the development of the character of Annemarie from the beginning to the end of the novel. How does she
change? How does she feel about herself?
Write thoughts in writers notebook.

People all over the world were ecstatic that the war was over. Can you imagine how you would feel at the end of a
long war? Write your thoughts in your writers notebook.
People thought that the end of the war would bring equality, but was there really equality after the war? Are there still
situations where inequality is prevalent?
40
Learning
3c: Engaging Sts
in Learning
1f: Designing
Assessment
3b: Questioning/
Discussion
Techniques
1b: Knowledge of
Students
3d: Assessment
1d: Knowledge of
Resources
2c: Classroom
Procedures
1b: Knowledge of
Sts
3c: Engaging
Students in
Learning
1b: Knowledge of
Students
3c: Engaging Sts

in Learning
lives):
Have students select two characters from the story. Draw their pictures. Under the picture have them use descriptive
language and tell about the characters, make sure that they compare and contrast.
Vocabulary: prevalent, ecstatic

In your writers notebook write a letter to Annemarie from Ellen while she is in Sweden. Predict what she would say
to Annemarie.
Talk about the war, how she felt, what she experienced, etc.
http://nypost.com/2014/03/15/man-in-famous-wwii-kiss-photo-dies/
Paper
Pencils
Writers notebook
Internet
Computers or Ipads
Overhead projector
and images.
41
Include a bibliography in APA stylethis would be for any

sources you use for teaching & in your teaching (i.e. childrens
books). Here is a sample of APA style for various kinds of
sources. If you need help, see the APA link on TRACS.
Bibliography
Florida Center for Instructional Technology,College of Education,
University of South Florida. (1997-2013). A Teacher's Guide to the
Holocaust. Florida.
Retrieved from
http://fcit.coedu.usf.edu/holocaust/activity/35plan/number1.htm
Lowry, L. (1990). Number the Stars. New York, NY: Dell.
Florida Center for Instructional Technology,College of Education,
University of South Florida. (1997-2013). A Teacher's Guide to the
Holocaust. Florida.
Retrieved from
http://fcit.coedu.usf.edu/holocaust/activity/35plan/fifth.htm
Young, E. (1989). Lon Po Po. New York, NY: Philomel Books
Russo, M. (2011). I Will Come Back for You: A Family in Hiding During
World War II.
New York, NY: Random House Children's Books
Press, A. (2014). Veteran in iconic WWII kiss photo dies at 86. New
York, NY:
Associated Press
Retrieved from http://nypost.com/2014/03/15/man-in-famous-wwiikiss- photo-dies/
42

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RDG 3320

Integrated Unit Template

Lack of Equality in WWII

Texas State University

Teacher: ____Shelby Knight_______________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/W___

Importance of Objective(s) (value/importance to students; reason for learning) :

TEKS/ELPS (written out):

3a: Communicating w/ Stts

3a: Communicating w/ Sts

2b: Culture for

EXPLANATION (explanations that precede introduction of terms or teacher explanations;

Lack of Equality in WWII

EVALUATION (how students demonstrate achievement of objective; embodied throughout lesson

Resources (needed by students and teacher; management):

White butcher paper

3c: Engaging Sts

and at lessons closure):

Blank map of designated countries

Lack of Equality in WWII

Texas State University

Teacher: _____Shelby Knight_______________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/R___

Importance of Objective(s) (value/importance to students; reason for learning) :

TEKS/ELPS (written out):

3a: Communicating w/ Stts

3a: Communicating w/ Sts

Lack of Equality in WWII

3a: Communicating w/ Sts

EXPLANATION (explanations that precede introduction of terms or teacher explanations;

2b: Culture for

3c: Engaging Sts

EVALUATION (how students demonstrate achievement of objective; embodied throughout lesson

Resources (needed by students and teacher; management):

Lack of Equality in WWII

Texas State University

Teacher: _____Shelby Knight_______________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/R___

2b: Culture for

Importance of Objective(s) (value/importance to students; reason for learning) :

TEKS/ELPS (written out):

3a: Communicating w/ Sts

has 1 living sister

Lack of Equality in WWII

3a: Communicating w/ Sts

2b: Culture for

3c: Engaging Sts

As a group discuss this question and come up with the answer.

EXPLANATION (explanations that precede introduction of terms or teacher explanations;

EVALUATION (how students demonstrate achievement of objective; embodied throughout lesson

Resources (needed by students and teacher; management):

Lack of Equality in WWII

Texas State University

Teacher: ______Shelby Knight_____________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/W___

Importance of Objective(s) (value/importance to students; reason for learning) :

TEKS/ELPS (written out):

2b: Culture for

EXPLANATION (explanations that precede introduction of terms or teacher explanations;

3c: Engaging Sts

Lack of Equality in WWII

3c: Engaging Sts

EVALUATION (how students demonstrate achievement of objective; embodied throughout lesson

Lack of Equality in WWII

Texas State University

Teacher: _____Shelby Knight______________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/W___

Teacher: Shelby Knight___________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/W___

Teacher: _Shelby Knight___________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/R___

Teacher: _Shelby Knight___________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/R___

Teacher: Shelby Knight_______ Date: _3/6/15__ Gr. Level/Subject _4th/SS/W___

Teacher: _Shelby Knight__________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/W___

Teacher: Shelby Knight____________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/R___

Teacher: Shelby Knight_______________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/R___

Teacher: Shelby Knight___________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/W__

Teacher: Shelby Knight_________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/R___

Teacher: _Shelby Knight__________ Date: _3/6/15__ Gr. Level/Subject _4th/SS/W__