Master - Exploring Multiple Voices From The Holocaust

Exploring Multiple Voices from the Holocaust
A Unit Overview
Unit Set Up
This text set unit plan is based on the focal text Number the Stars by Lois Lowery. The unit spans ten days and is arranged into
lessons that average in hour and a half time periods, often incorporating language arts content and social studies. Throughout the unit,
students will be developing their critical literacy skills in writing assignments and analysis and through participation in literature circle
discussion.
While there is the hour and a half set aside for explicit instruction, students will have an hour period later in the day to focus on
finishing, proofing, and editing their writing pieces to prepare for their overall project of the newspaper.
Newspaper
Along with reading Number the Stars, students will be creating an interactive newspaper that includes a broad variety of texts.
Students will have a choice in what they will include into their newspaper. Each student will be required to include two long pieces, 3
short pieces and one photograph with a caption. The long and short choices are listed below on the menu board.
Classroom Dynamic
In this fourth grade classroom, there are several students that stand out and require specific modifications and accommodations
within the unit lesson. There is a student who is a Level Three ELL. This means that he is able to read and speak conversationally, but
may require some support in reading and writing that deals with abstract or figurative language.
There is a gap in developmental levels among some students. At the highest level, we have a fourth grade student reading on
sixth grade level. Not only is he at a higher reading level, but he is rather independent and artistically inclined. His needs are
specifically met through different grouping arrangements and alternate assignments.
The student who is reading two grade levels behind receives special support through the specialized grouping, exemption from
rewriting and rewriting, and having an audio version of the book to support him as he reads indepently. During grading, there is less
of an emphasis on his conventions and spelling. His grading is more focused on the actual content.
Name____________________
Voices of the Holocaust

Over the next few weeks, our class is going dive deep into studying the many voices of people during the time of
the Holocaust. Number the Stars by Lois Lowry, will be our focal book that will help us to look at the many issues that
occurred in this time period. Along with reading Number the Stars, we will be creating an interactive newspaper that
includes a broad variety of texts. Students will have a choice in what they will include into their newspaper. Each student
will be required to include two long pieces, 3 short pieces and one photograph with a caption. The long and short choices
are listed below on the menu board. Please make sure to hand in this paper along with your final project, as this will be
used as a guide for teacher grading.
*Remember to circle the pieces that you choose to complete*
Long Pieces (2)
Short Pieces(3)
2 Voice Poems
Political Cartoon
Interview
Escape Advice Column
Passage in Secret Language
2 Obituaries
Letter to Editor
Crossword/Word Search
Book Review
Advertisement
1 Picture with Caption
*For Grading Use Only*

Long Piece 1_________/___20_______
Long Piece 2 ________/_____20______
Short Piece 1_________/____20______
Short Piece 2________/_____20______
Short Piece 3_________/____20______
Picture w/Caption_______/____5_____
Total_____________/______105_______
Comments
Interview Rubric
Name:________________________________________
Criteria
Number of
Questions
Students have at least

5 to 10 questions
total with appropriate
answers to each
question
Students have at
least 5 questions
but their answers
do not correlate
with the questions
Students have less

than 5 questions but
their answers match
appropriately with
the questions
Students have less

than 5 questions
with answer that do
not correlate with
the questions
Support
Clearly provides
specific and relevant
details/examples to
support opinion of
interviewee.
Provides relevant
details/examples to
support opinion of
interviewee.
May contain some

details that do not
support opinion of
interviewee.
Details do not
support opinion of
interviewee.
Word Choice
Sentences
Usage/
Mechanics
Contains strong
persuasive words and
phrases.
Contains
persuasive words
and phrases.
Contains some
persuasive words
and phrases.
Lacks persuasive
words and phrases.
Consistently uses
complete sentences.
Generally uses
complete
sentences.
Contains some
incomplete
sentences that may
be distracting to the
reader.
Includes incomplete
sentences that are
distracting to the
reader.
Contains few errors

in grammar/usage,
punctuation,
capitalization, and/or
spelling.
May contain some

errors in
grammar/usage,
punctuation,
capitalization,
and/or spelling that
are not
significantly
distracting to the
reader.
Contains errors in
grammar/usage,
punctuation,
capitalization,
may be significantly
distracting to the
reader.
Contains repeated
errors in
grammar/usage,
punctuation,
capitalization,
is significantly
distracting to the
reader.
Letter to the Editor Rubric

Name: __________________________________
Criteria
Audience &
Purpose
Clearly shows an
awareness of
audience and states a
strong opinion.
Shows an
awareness of
audience and states
an opinion.
Shows some
awareness of
audience and
opinion may not be
clearly expressed.
Shows little or no
awareness of
audience and does
not contain an
opinion.
Support
Clearly provides
details/examples to
support opinion.
Provides relevant
details/examples to
support opinion.
May contain some

details that do not
support opinion.
Details do not
support opinion.
Word Choice
Contains strong
phrases.
Contains
persuasive words
and phrases.
Contains some
persuasive words
and phrases.
Lacks persuasive
words and phrases.
Consistently uses
complete sentences.
Generally uses
complete
sentences.
Contains some
incomplete
sentences that may
reader.
Includes incomplete
sentences that are
distracting to the
reader.
Contains few errors

in grammar/usage,
punctuation,
May contain some

errors in
grammar/usage,
punctuation,
Contains errors in
grammar/usage,
punctuation,
capitalization,
Contains repeated
errors in
grammar/usage,
punctuation,
Sentences
Usage/
Mechanics
spelling.
capitalization,
are not
significantly
distracting to the
reader.

distracting to the
reader.
capitalization,
is significantly
distracting to the
reader.
Character Analysis Rubric

Name: __________________________________
Criteria
Annemarie
Beginning
of the Book
All eight of the

frames are filled in
accurately.
Six or seven
frames filled in
accurately.
Four or five
frames filled in
accurately.
Three or less
frames filled in
accurately.
Annemarie
All eight of the
Six or seven
Four or five
Three or less
Currently in
the Book
frames are filled in

accurately.
frames filled in
accurately.
frames filled in
accurately.
frames filled in
accurately.
Word
Choice
Contains strong
persuasive words
and phrases.
Contains
persuasive words
and phrases.
Contains some
persuasive words
and phrases.
Lacks persuasive
words and
phrases.
Consistently uses
complete
sentences.
Generally uses
complete
sentences.
Contains some
incomplete
sentences that
may be distracting
to the reader.
Includes
incomplete
sentences that are
distracting to the
reader.
Contains few errors

in grammar/usage,
punctuation,
capitalization,
and/or spelling.
May contain
some errors in
grammar/usage,
punctuation,
capitalization,
and/or spelling
that are not
significantly
distracting to the
reader.
Contains errors in
grammar/usage,
punctuation,
capitalization,
and/or spelling
that may be
significantly
distracting to the
reader.
Contains repeated
errors in
grammar/usage,
punctuation,
capitalization,
and/or spelling
that is
significantly
distracting to the
reader.
Sentences
Usage/
Mechanics
Obituaries Rubric
Name:________________________________________
Criteria
Information
Students have
included the name,
birthdate, age, where
they were living,
family, and memorial
service location.
Support
Clearly provides
details/examples to
support information
in the obituary.
Provides relevant
details/examples to
support
information in the
obituary.
May contain some

details that do not
support opinion of
information in the
obituary.
Details do not
support opinion of
information in the
obituary.
Word Choice
Contains strong
phrases.
Contains
persuasive words
and phrases.
Contains some
persuasive words
and phrases.
Lacks persuasive
words and phrases.
Consistently uses
complete sentences.
Generally uses
complete
sentences.
Contains some
incomplete
sentences that may
Includes incomplete
sentences that are
distracting to the
reader.
Sentences
1
Students have not
included each of
these things: the
name, birthdate,
age, where they
were living, family,
and memorial
service location.
reader.
Usage/
Mechanics
Contains few errors

in grammar/usage,
punctuation,
spelling.
May contain some

errors in
grammar/usage,
punctuation,
capitalization,
are not
significantly
distracting to the
reader.
Contains errors in
grammar/usage,
punctuation,
capitalization,
distracting to the
reader.
Contains repeated
errors in
grammar/usage,
punctuation,
capitalization,
is significantly
distracting to the
reader.
Book Review Rubric

Name: __________________________________
Criteria
Audience &
Purpose
Clearly shows an
awareness of
Shows an
awareness of
Shows some
awareness of
Shows little or no
awareness of

strong opinion.
audience and states

an opinion.
audience and
opinion may not be
clearly expressed.
audience and does

not contain an
opinion.
Support
Clearly provides
details/examples to
support opinion.
Provides relevant
details/examples to
support opinion.
May contain some

details that do not
support opinion.
Details do not
support opinion.
Word Choice
Contains strong
persuasive words
and phrases.
Contains
persuasive words
and phrases.
Contains some
persuasive words
and phrases.
Lacks persuasive
words and phrases.
Consistently uses
complete sentences.
Generally uses
complete
sentences.
Contains some
incomplete
sentences that may
reader.
Includes incomplete
sentences that are
distracting to the
reader.
Contains few errors

in grammar/usage,
punctuation,
spelling.
May contain some

errors in
grammar/usage,
punctuation,
capitalization,
are not
significantly
distracting to the
reader.
Contains errors in
grammar/usage,
punctuation,
capitalization,
may be
significantly
distracting to the
reader.
Contains repeated
errors in
grammar/usage,
punctuation,
capitalization,
is significantly
distracting to the
reader.
Sentences
Usage/
Mechanics
Escape Advice Column Rubric

Name: __________________________________
Criteria
Audience &
Purpose
Clearly shows an
awareness of
strong opinion.
Shows an
awareness of
audience and states
an opinion.
Shows some
awareness of
audience and
opinion may not be
clearly expressed.
Shows little or no
awareness of
audience and does
not contain an
opinion.
Support
Clearly provides
details/examples to
support opinion.
Provides relevant
details/examples to
support opinion.
May contain some

details that do not
support opinion.
Details do not
support opinion.
Word Choice
Contains strong
persuasive words
and phrases.
Contains
persuasive words
and phrases.
Contains some
persuasive words
and phrases.
Lacks persuasive
words and phrases.
Sentences
Consistently uses
Generally uses
Contains some
Includes incomplete
Usage/
Mechanics
complete sentences.
complete
sentences.
incomplete
sentences that may
reader.
sentences that are

distracting to the
reader.
Contains few errors

in grammar/usage,
punctuation,
spelling.
May contain some

errors in
grammar/usage,
punctuation,
capitalization,
are not
significantly
distracting to the
reader.
Contains errors in
grammar/usage,
punctuation,
capitalization,
may be
significantly
distracting to the
reader.
Contains repeated
errors in
grammar/usage,
punctuation,
capitalization,
is significantly
distracting to the
reader.
Double Voice Poem Rubric

Name: __________________________________
Criteria
Voices
There are two

separate voices
being portrayed
with at least one
line using shared
voice .
There are two

separate voices
being portrayed
with, but there is no
shared line.
Contains strong
persuasive words
and phrases.
Contains persuasive
words and phrases.
Contains some
persuasive words
and phrases.
Lacks persuasive
words and phrases.
Consistently uses
complete
sentences.
Generally uses
complete sentences.
Contains some
incomplete
sentences that may
reader.
Includes incomplete
sentences that are
distracting to the
reader.
Contains few errors

in grammar/usage,
punctuation,
capitalization,
and/or spelling.
May contain some

errors in
grammar/usage,
punctuation,
spelling that are not
significantly
distracting to the
reader.
Contains errors in
grammar/usage,
punctuation,
spelling that may be
significantly
distracting to the
reader.
Contains repeated
errors in
grammar/usage,
punctuation,
spelling that is
significantly
distracting to the
reader.
Word
Choice
Sentences
Usage/
Mechanics
There is only one

voice being
portrayed in the
poem
Book Rationale
Focal Novel
Number the Stars by Lois Lowry - This novel depicts the life and struggles of Annemarie and her family as they help their friends
survive the tragedies happening in Denmark at the time. Annemarie proves how quick thinking and courage can save the lives of many
innocent people. We choose to use this book because of its strong message and its ability to adapt itself to many other sets of texts.
Our theme for our unit plan is the exploration of multiple voices from the Holocaust. We feel that this book lends itself nicely to this
theme because of the many character personalities, as well as the overall theme of courage in the book.
Lowry, L. (1989). Number the stars. Boston: Houghton Mifflin.
Non-Fiction
Memories of the Night by Anita Meinbach and Miriam Kassenoff- This book gives many primary resources, vocabulary, discussion
questions, and pictures to help students understand what happened throughout the Holocaust. It has provided our group different
perspectives and questions to pose to students during literature circles and in their Journal.
Meinbach, A., & Kassenoff, M. (2000). Memories of the night. Torrance, CA: Frank
Schaffer Publications.
Too Young to Remember by Julie Heifetz - This book is a collection of stories about six women that have survived the Holocaust. In
the book, it describes the struggles that these women still face in their daily lives and how they have come to live with their terrifying
past. We have used this book to provide students with real life stories about survivors. In lesson day 7, students will read these ladies
stories and then use the information they find to write a fictional Escape Advice Column in their newspaper.
Heifetz, J. (1989). Too young to remember. Detroit: Wayne State University Press.
Picture Books
Star of Fear, Star of Hope by Jo Hoestlandt - Star of Fear, Star of Hope, is a children's tale about two friends that become separated
because of the genocide happening in Germany when they were young. The book provides wonderful illustrations, that allow for all
levels of learners internalize its message. We used this book in lesson 3 to show the Nazi soldier interacting with the people living in
the towns.
Hoestlandt, J. (1993). Star of fear, star of hope. New York, NY: Walker and Company.
Feathers and Fools by Mem Fox - Mem Fox, has created a fairy tale about two flocks of birds that are scared of each other because of
their differences. We chose to use this book in the first lesson to provide students with an introduction to the ideas that the Holocaust
possesses. It is also very developmentally appropriate for fourth graders to listen to and internalize its ideas.
Fox, M., & Wilton, N. (1996). Feathers and fools. San Diego: Harcourt Brace.
Children We Remember by Chana Abells - In Children We Remember, Channa Abells portrays the horrific events that took place
during the Holocaust through a number of photographs of young children. The book is can easily be adapted to many age levels and is
very age appropriate for fourth grade learners. We choose to read this book before the final day of student journaling because it
provides a clear segway into reflecting upon the entire unit plan.
Abells, C., & Shem, R. (1986). The children we remember: Photographs from the Archives of
Yad Vashem, the Holocaust Martyrs' and Heroes' Remembrance Authority, Jerusalem,
Israel. New York: Greenwillow Books.
Other
Obituaries found on MySA.com - The obituaries that we found for this unit include everyday people as well as Holocaust surviors.
The obituaries provide a real life connection to the Holocaust so that students can see how real these people are, while getting a small
glimpse into their personal lives. Students are also asked to write an obituary to include in their final newspaper to showcase the
hardships that people went through during the Holocaust.
My SA. (n.d.). Retrieved December 8, 2014, from
http://www.legacy.com/obituaries/SanAntonio/obituary.aspx?n=Milton-Braun&pid=1733
91233
Interview with Theodore Haas - In this interview, Aaron Zelman talks with the Holocaust survivor, Theodore Haas and the hardships
he faced while being enslaved in Dachau. Our group chose to use this interview because it is very age appropriate and includes a true
depiction of the terrible things that happened at this concentration camp. Students will have the opportunity to include a fictional
interview in their final newspaper submission that is similar to this one that they will be reading during the lesson being taught on day
5.
Zelman, A.(n.d.). Full Interview with Holocaust Survivor, Theodore Haas. Retrieved from:
http://jpfo.org/filegen-n-z/survive.htm
Political Cartoons- Throughout history, political cartoons have provided people with comical pictures that reflect the issues happening
throughout the world and in our government. We have chose to use a series of political cartoons to push our students to use their
higher order thinking skills in order to decode their explicit and implied meaning.
Cagle, D. (n.d.). Editorial Cartoon: Hate. Retrieved December 4, 2014, from http://www.tolerance.org/lesson/editorial-cartoonhate
Unit Plan Day 1

Name: Shayna Dreisbach/Veronica OLeary
Content Area/Subject: Language Arts/ Social Studies
Grade: 4th Grade

Duration: 1 hour and 45 min
RATIONALE:
This lesson is the first lesson in a unit on the book Number the Stars. Students will be introduced to the unit. In this lesson the teacher
will read aloud the first chapter of Number the Stars and the students will engage in a webquest to learn the facts about the Holocaust.
This lesson is essential to the beginning of the unit because it sets the stage for the lessons that will follow. It also provides the
students with the background knowledge they need on the Holocaust to support them during this unit.
LEARNING OBJECTIVE:
Given a webquest on the Holocaust, the students will analyze the webquest and develop responses based on their analytical
interpretation.
ASSESSMENT:
The students will be assessed using the packet that will accompany the webquest.
The literature circles will be assessed through participation in discussion and through their journal responses.
PENNSYLVANIA STANDARDS:
1.2 Reading Informational Texts
CC.1.2.4.C: Explain events, procedures, ideas, or concepts in a text,
including what happened and why, based on specific information in the text.
1.3 Reading Literature
CC.1.3.4.C: Describe in depth a character setting or event in a story or drama, drawing on specific details in the text.
What the teacher will do?
I
N
T
R
O
D
U
C
T
I
O
What the students will do?
1.Teacher will explain that they will 1..

be starting a new unit on Exploring
Multiple Voices from the Holocaust.
Teacher will explain that they will be
reading a focal novel, Number the
Stars,by Lois Lowry. Students will
also be grouped in literature circles
to discuss the chapters they read the
night before.
2.Students receive book from teacher
2.Teacher will introduce the book to
Differentiation
(Content, Process,
Product, Environment)
Materials/Tech
nology
Needed
Number the
Stars by Lois
Lowry
Time
Needed
5min
3min
N the students and give each student a

copy of the book.
3.Teacher will gather students to the
carpet to read the first chapter of the
book as a group, while students
follow along.
P
R
O
C
E
D
U
R
E
3.Students will gather on the carpet

and follow along in their book as the
teacher reads.
1.Teacher will split the students into 1.Students will gather with their
their literature circle groups that they literature circle group
will be paired every week during this
unit.
2.Teacher will allow students to
meet with their literature groups and
discuss the reading that was due for
today. Discussion Questions:
-Students will flip to the Table of
Contents in the front of their book
and read through the chapter titles.
Students will be asked to make
predictions about what they think is
going to happen in the book.
3. As the students are sitting in their
literature circle group, teacher will
introduce that they will be
completing a newspaper project
2.Students will meet with their group

and complete their assigned job
during the literature circle
3.Students will follow along as

teacher reviews the major project for
this unit
Teacher will be reading

as a whole group so that
learners of all levels
will be able to follow
along with the first
chapter. Students will
also have the text in
front of them.
Teacher has
Number the
strategically placed
Stars
students in
heterogeneous literature
circles to include all
levels of learners
Within their literature
circles, students will
have assigned roles that
are appropriate for their
level (facilitator,
illustrator, etc.).
Newspaper
Project
Overview
Paper
10min
2min
10 min
5min
during this unit. Along with reading

Number the Stars, we will be
creating an interactive newspaper
that includes a broad variety of
texts. Students will have a choice in
what they will include into their
newspaper. Each student will be
required to include two long pieces,
3 short pieces and one photograph
with a caption. At this point, teacher
will give each student a Newspaper
Project Overview paper.
4.Students will gather in partners and
complete the Holocaust webquest as
4.Teacher will ask students to gather well as answer questions in their
webquest packet.
in pairs to complete the webquest
activity that will guide them through
some history on the Holocaust. As
students go through the webquest
they will need to answer question
with their partner about the Prezi
they are visiting in their webquest
packet.
Students will be
strategically paired so
that low readers are
paired with higher
readers. Our ELL and
Low reader will be
paired with other
students that can help
them read and
understand the content
on the webquest
Webquest
1hour
Packet
Prezi
Webquest
http://prezi.c
om/wkosgkrb
f7kj/?
utm_campaig
n=share&utm
_medium=co
py
C
L
O
S
U
R
E
1. Teacher will read the book,

Feathers and Fools, by Mem Fox.
2.Teacher will explain that students
will get into their literature circle
groups to reflect on what happened
today.
1.Students will listen to teacher read.
2. Students will get with their

literature circles and answer the
following questions:
How did the book Feathers and
Fools relate to what you have
3. Teacher will hand out with the
learned so far about the Holocaust.
discussion questions for this lesson. Have you ever witnessed prejudice
against certain groups of people?
What do you hope to learn?
Discuss what you found intersting in
the webquest.
5 min
Discussion questions
will be in physical copy
so students can
reference them
throughout the
discussion.
Journals
10 min
ACCOMMODATIONS/MODIFICATIONS:
For the Level Three ELL Student
Teacher will be reading as a whole group so that learners of all levels will be able to follow along with the first chapter
Students will be strategically paired so that low readers are paired with higher readers during the webquest activity.
CLOZE notes and sentence starters will be given to the student to help him/her write in their Journal. This will allow the student to
focus on the content of the letter and not how to write the words of the sentence.
Within their literature circles, the student will have assigned roles that are appropriate for his/her level (facilitator, illustrator, etc.).
Discussion questions will be in physical copy so students can reference them throughout the discussion.
For the Student reading on a 2nd Grade Level
Teacher will be reading as a whole group so that learners of all levels will be able to follow along with the first chapter
Students will be strategically paired so that low readers are paired with higher readers during the webquest activity.
CLOZE notes and sentence starters will be given to the student to help him/her write the letter. This will allow the student to focus on
the content of the letter and not how to write the words of the sentence.
For the Gifted Student
If the student finishes the Webquest earlier than other students, the student will be able to watch videos on the Holocaust and videos
telling the stories of Holocaust survivors.
https://www.youtube.com/watch?v=MWJyjAYyF8E
After watching the video, this student may create a page for the Webquest about the video they watched.
LESSON EXTENSION:
The students will have the opportunity to watch other videos of Holocaust survivors telling their stories. They can also choose to read
a book written about the Holocaust that is located in the classroom library.
PRE-ASSESSMENT:
Students have already learned how to participate in a literature circles in previous units. Students have also used Prezi based webquest
previously, so have an understanding of how to navigate through the prezi.
CONNECTIONS BEYOND THE LESSON:
Students will discuss with their families what they know about the Holocaust and World War II. They will also discuss with their
families if their family has any stories from World War II or the Holocaust. They can write those stories in their journals and share
them in class during the Morning Meeting.
CITATIONS:
Fox, M., & Wilton, N. (1996). Feathers and fools. San Diego: Harcourt Brace.
McCarthy, T. (2002). Literature circle guide: Number the stars. Retrieved December 5, 2014, from Scholastic website:
http://www.scholastic.com/teachers/article/collateral_resources/pdf/28/9780545158428.pdf
Standards Aligned System. (2012). In Pennsylvania Department of Education. Retrieves from http://pdesas.org/
History of the United Nations. (2014). Retrieved December 8, 2014, from United Nations website:
http://www.un.org/en/aboutun/history/
Holocaust encyclopedia. (2014, June 20). Retrieved December 8, 2014, from United States Holocaust Memorial Museum
website: http://www.ushmm.org/wlc/en/article.php?ModuleId=10007056
The Holocaust explained. (2014). Retrieved December 8, 2014, from
http://www.theholocaustexplained.org/ks3/#.VIjcIVWJOuY
Resistance during the Holocaust. (2014). Retrieved December 8, 2014, from http://www.ushmm.org/m/pdfs/20000831resistance-bklt.pdf
Exploring Multiple Voices from

the Holocaust
Webquest Packet
Name: __________________________
Directions: As you are going through the webquest, fill in the answers to the following questions.
Hitler and the Nazis

1. Who was Hitler?
2. Who were the Nazis?
3. What were the goals?
Victims
1. How many Jews died during the Holocaust?
2. What did the Jewish people have to wear on their clothing? Why?
3. What was the Kristalnacht?
4. What were the Ghettos?
5. How were the Jews transported to the concentration camps?

Concentration Camps
1. What happened to the Jewish people when they arrived at the camp?
2. What were the Jewish people forced to wear in the camps? How did the Nazis identify the Jews in
the camps?
3. What types of work did the Jews do in the concentration camps?
4. How was life at the concentration camps?
5. What were the gas chambers used for?

Resistance
1. Who was King Christian of Denmark? How did he resist the Nazi occupation?
2. Who were the Ally Troops? When did World War II?
3. How were the secret newspapers used?
4. What were some ways the people living in the Ghettos were able to resist the Nazis?
5. What were some ways the people living in the concentration camps were able to resist the Nazis?
Aftermath
1. What is Israel? Why was Israel created?
2. What is the United Nations? Why was the United Nations created?
3. What were the displacement camps?
4. What were the Nuremberg Trials? Why were they important?
Unit Plan Day 2

Name: Paige Wealand
Content Area/Subject: Language Arts/Social Studies
Grade: 4th
Duration: 1 hr. 30 min.
RATIONALE: This lesson is part of a unit on the book Number the Stars. Students will be analyzing and interpreting political
cartoons, which is a critical literacy skills that can be carried over into a variety of content areas. Given the politically charged and
analytical nature of the book, the study of political cartoons is relevant.
LEARNING OBJECTIVES:
Given a selection of political cartoons, students will interpret and explain the meaning demonstrated in said cartoon.
Given a cartoon, students will pull examples to support their reasoning.
ASSESSMENT:
Students will be assessed through participation in discussion and their written responses on political cartoons.
The literature circles will be assessed through participation in discussion and through students journals.
CC.1.2.4.B: Refer to details and examples in text to support what the text says explicitly and make inferences.
8.1.4.B: Distinguish between fact and opinion from multiple points of view, and primary sources as related to historical events.
What the teacher will do
I
N
T
R
O
1. Teacher will instruct students to get

into their literature circles to discuss
what they have read in chapters 2 and
3.
*Discuss the differences between life in
What the students will

do
1. Students will lead
the literature circle
based on the roles
they have. Students
will share unfamiliar
Differentiation
(Content, Process,
Within their literature circles,
students will choose roles
that are appropriate for their
level (facilitator, illustrator,
etc.).
Materials/Technolog
y Needed
Number the Stars
Journals with any
notes the students
may have taken
Time
Neede
d
20 min
D
U
C
T
I
O
N
Copenhagen and life in the fairytale

world that Annemarie tells Kirsti about.
How might these fantasy stories help
Annemarie as well as her sister?
*Make predictions, what does this
mean for the Rosens?
2. Teacher will circulate around the
room and listen to discussions. After
the groups are finished discussion,
teacher will ask students to share any
interesting discussion or points they
would like to bring to the whole class.
3. Teacher will ask the students, what
really happened to the button shop
and facilitate a discussion on what it
means when someone expresses an
opinion one way, but actually means it
another way.
4. Teacher will segue into the days

lesson, where students will be looking
at underlying meaning through political
cartoons.
P 1. Teacher will display on the screen a
R political cartoon of a snake cut into
O different parts that are labeled with a
C different state. Teacher will explain that
words, their initial

reactions, and the
discussion questions.
Discussion questions will be

written on the board and
read aloud to support all
students.
2. Whole group
discussion will take
place.
3. Students will reflect

and share their ideas.
1. Students will think

about what they know
about the
Revolutionary war.
Students will have

hardcopies of the cartoon
and the questions.
Ben Franklins Join

or Die Political
cartoon
Political Cartoon
20 min
E
D
U
R
E
political cartoons are exaggerated

depictions of different opinions. Teacher
will explain that this cartoon was drawn
by Ben Franklin and was drawn around
the time of the Revolutionary War.
2. Teacher will explain that when we
look at political cartoons we look at
them on two different levels. We look at
what is in the SMALL picture, and then
we look at the BIG picture- the implied
meaning. What is the cartoon making a
statement about? Teacher will prompt
students to look at the cartoon and
write in their journals. Write what you
know 100% (that could be what the
letters stand for), write what you see,
and write about what you think it
means.
3. Teacher will circulate around the
classroom as students work. Once
students have been allotted five or so
minutes to work, the teacher will ask
students to share their reflections.
4. The teacher will break down
understanding the political cartoon with
questions such as: What was the main
Worksheet
Journals
2. Students will write in

their journal.
3. Students will share.
4. Through discussion,
students will share
Students may also draw out

their responses.
idea Ben Franklin was trying to convey

with this cartoon? Why do you think
Franklin presented the snake in broken
segments? What did Franklins cartoon
tell about American colonies?
5. After the discussion of political
cartoons, students will be directed to
complete a jigsaw activity. They will be
provided a worksheet with four different
political cartoons. Each cartoon comes
with a set of questions to help interpret
it. Students will be organized into four
separate groups- each group will be
responsible for a different cartoon.
Teacher will count students off and
allow them to complete the first part of
the jigsaw activity, circulating as
needed.
their interpretations.
5. Students will be
placed into jigsaw
groups.
Jigsaw groups will be

strategically arranged. A
good blend of higher-level
and lower-level students will
be placed together. The
groups will also have an
intentionally selected
cartoon. Low to high
cartoons: 2, 1, 3, 4.
20 min
20 min
6. Once the students have been given
time to interpret their political cartoon,
students will move into a new group
with at least one member from the last
group represented. The students will
then explain the cartoon they
interpreted with the rest of the group.
C 1. Students will return to their seats.
L Teacher will ask one representative
6. Jigsaw groups will

reconfigure into
different groups.
1. Representatives will
share.
To support classroom
discussion, students will
10 min
O
S
U
R
E
from each cartoon to share what they

learned overall about the cartoon.
2. Teacher will ask the students to
review what we look for in political
cartoons to understand them and
review whether these cartoons are
product of fact or opinion.
have their journals and their

worksheet as references.
2. Students will
respond.
For the Level Three ELL
Because of he is a higher level ELL he as the ability to write and speak conversationally, but he will have appropriate peer support in
groups
To ensure that he can be successful with the political cartoons he will be assigned to cartoon 2 or cartoon 3 where there is no layer of
dialogue to interpret
Appropriate amount of wait time would be provided
For our struggling reader
Because he reads on a second grade level, he is provided with an audio recording of Number the Stars
He will be assigned to a group with cartoon 1 or 2
For our gifted student
He will be placed in the highest group for the cartoon interpretation

LESSON EXTENSION: If the lesson does not last the allotted amount of time, students will investigate different political cartoons and
practice their analytical skills. Students will also begin to look at the political climates that lead to these different cartoons. Students
can attempt to draw a political cartoon.
PRE-ASSESSMENT: Student will have begun to learn about the political climate that Number the Stars takes place in.
Understanding how the politics of the time influences people and their opinions. Students will have learned previously about the
difference between fact and opinion.
CONNECTIONS BEYOND THE LESSON: Students can look in newspapers and online to see how different opinions are expressed
through cartoons. Students can look at different texts and media and think about the difference between the BIG and the SMALL
picture ideas presented.
CITATION:
Cagle, D. (n.d.). Editorial Cartoon: Hate. Retrieved December 4, 2014, from http://www.tolerance.org/lesson/editorial-cartoon-hate
Hazen, W. A. (1994). Extra! Extra! Read all about it! New York, NY: Rigby.
Standards Aligned System. (2014). In Pennsylvania Department of Education. Retrieved from http://pdesas.org/
Cartoon One:
What do you see in the SMALL picture? What is actually shown?
What does the dialogue tell you about how the author feels?
What is our BIG picture message? What in the cartoon tells you that?
Cartoon Two:
Why is one of the cartoon characters hitting another?
Cartoon Three:
Who is holding who? What could the big hand mean?
Cartoon Four:
What is happening in the SMALL picture?
What do the trees represent? The birds?
What is the BIG picture message? What in the cartoon tells you that?
Unit Plan Day 3

Grade: 4th Grade
Duration: 1 hour 30 min
Name: Veronica OLeary

Content Area/Subject: Language Arts
RATIONALE:
This lesson is a part of a unit on the Holocaust, centering on the focal novel Number the Stars. This lesson should be taught
because it helps students develop their analytical literacy skills through literature circles. The language arts content focuses on
writing a letter to the editor. This lesson is important for students to learn because it helps them learn how to defend their opinion in a
well-written and meaningful manner.
LEARNING OBJECTIVE:
Given the information presented in Star of Fear, Star of Hope, the students will write a letter to the editor defending their opinion on
the role of police and the military in society.
ASSESSMENT:
Students will be assessed on their Letter to the Editor using the attached rubric.
CC.1.3 Reading Literature
CC.1.4: Writing
CC.1.4.4.G: Write opinion pieces on topics or texts.
The teacher will
1. Say, Today we are going to continue
The students will
1. ----
Differentiation
(Content, Process,
Product,
Environment)
Materials/
Technology
Needed
Number the
Time
30 min
N
T
R
O
D
U
C
T
I
O
N
talking about the book Number the

Stars. Like yesterday, you are going to
get twenty minutes to discuss chapters
four and five as a group. Remember
that you will be switching roles.
2. Say, Make sure you have your book
and your discussion question packet.
Discuss the questions listed and any
other questions or comments you had
while reading.

have assigned roles
that are appropriate
for their level
(facilitator, illustrator,
etc.).
2. Move into literature circles and
begin discussing the discussion
questions and other questions they
had.
Questions:
What do you think Mr. Johansen

means when he says, It will be
a long night? With your group,
predict what might happen at the
Johansens home during the
night.
Annemarie recalls the night of
Kirstis birthday when the Danes
blew up their naval fleet to keep
it out of German hands. Discuss
the advantages and
disadvantages of their actions.
Visualize the sudden nighttime
Nazi invasion of the Johansens
home. What do the Johansens
fear the most, and why? Are
they fearful for their own lives,
Ellens, or both?
Discuss the quick thinking and
Stars
Discussion
Questions
talking the Johansens do to

put off or delay the Nazis
inspection. Why does the
Johansens ruse work for the
time being? What do the
invaders do that suggests
theyre not entirely ready to
believe the Johansens?
Why does Annemarie suddenly
yank the Star of David off of
Ellens neck?
3. Discuss in literature circles.
3. Facilitate discussion by listening in

and posing questions and comments
that will help the students discuss a
topic further.
4. Stop discussion. Focus on

teacher.
5. Share what discussed in the

literature circles.
4. Get class attention.

6. -------5. Say, Would anyone like to share
something they discussed in their

groups?
P
R
O
C
E
D
U
R
E
6. Say, A big theme in todays two

chapters was the role the Nazis played
in the lives of the residents in
Copenhagen. Today we are going to
talk about the presence police and
military can hold in your lives and the
effect they had on the people during the
Nazi Occupation.
1. Say, Can anyone tell me one way
the Nazis were involved in the lives of
the residents in Number the Stars? We
are going to make a concept map as
you share. Turn to a partner and chat.
Then you will get a chance to share.
After done discussing, call on a student
and add response to concept map.
Continue until all students that want to
share are able to.
2. Say, You all brought up great
examples. Now I want you to turn to
your partner and talk about some ways
the police or military personnel
influence your lives. How are they a
part of your own life? Once you have
chatted, you will get to share and we
1. Discuss with a partner then

share examples from the text.

share examples from their
experiences.
Teacher acting as a
scribe eliminates the
struggle of writing for
students, so they can
focus on discussion.
Chart Paper
30 min
will make another map. After done

discussing, call on a student to share.
Continue until all the students who wish
to share get the chance. Add comments
to a new concept map.
3. Move to the carpet.
3. Say, You have added some great
examples of how the police and military
play a role in your life. I am going to
read you the book, Star of Fear, Star of
Hope. Dismiss students to sit on the
carpet.
4. Say, Your listening job for this read
aloud is to listen for how the Nazis
played a role in the lives of the
characters in this book. Read book
aloud.
5. Say, What were some ways that the
Nazi soldiers played a role in the lives
of the characters? I am going to add
these to the first concept map we made.
First turn to a partner and chat about it.
Once done discussing, call on students
to share. Continue until all students who
want to share have the opportunity.
6. Say, Now that you have many
Teacher will be
reading aloud to give
an audible support
for student. Students
will also have visual
support from the
pictures and written
support from the text.
4. Listen for examples of how Nazi

soldiers played a role in the lives of
the characters.

share examples from the text.
6. Get with literature circle groups.

Discuss their opinion on what the
police and military should be able
Star of Fear,
Star of Hope
Having partner
discussion helps
students form their
ideas/talk through
reasoning before
sharing with the
class.
examples of how the police and military

personnel can play a role in the lives of
people, I want you to get back together
with your literature circle groups. This
time, I want you to discuss your opinion
on the interactions we have talked
about. Discuss what you think the
police should be able to do and what
the police should not be able to do.
Facilitate discussion if students are
struggling.
7. Say, Now that you have had the
chance to discuss your opinions, you
are going to share what you discussed
with their group. As you share, I am
going to write it on the board so that we
can have a brainstorm map for later.
Call on students to share.
8. Say, I am handing out a graphic
organizer. You are going to use the
things you discussed in your groups to
write a persuasive letter on your opinion
of what the role the police should play.
In your letter, you are going to start with
an introduction. That means that you
will state your opinion. Then you will
state at least two things the police
and what they should not be able to

do.
7. Share what they discussed in

their groups.
8. -----
Teacher acting as a
This also allows
students to have
something to
reference when they
need to write their
own letter.
The graphic
organizer will help
students organize
their thoughts to
reproduce into their
writing.
15 min
should be able to do and at least one

thing the police should not be able to
do. Make sure you explain why you
believe the police should or should not
be able to do it. Since we are in the
process of writing a newspaper, you are
going to pretend that this letter is to an
editor of a newspaper. The editor is
your audience.
9. Work on graphic organizer with a

partner.
9. Say, You can work with a partner to

fill out the organizer. Once you get it
checked, you are to begin writing your
letter independently. If you need help,
reference the anchor chart on the wall
about writing letters. Hand out graphic
organizer.
10. Conference with teacher. Begin

to write the letter independently.
10. Conference with students on

graphic organizer. If all components
included, allow them to begin writing the
letter independently. If not, highlight the
areas that need improvement and tell
them to continue working.
11. Put away papers into writing

journal.
11. Say, It looks like most of you are

about done with your letter to the editor.
If you are not finished, do not worry.
You will have time to finish it later this
Graphic
Organizer &
Rubric
Student reading on a
second grade level
and the ELL will have
sentence starters and
CLOZE notes
provided in order to
help them organize
their thoughts.
Student on second
grade reading level
will not have to
rewrite the letter at
this point. This will
provide him/her the
appropriate amount
60 min
C
L
O
S
U
R
E
week. I want you to put this back into

your writing folder so you can continue
working on it later.
1. Say, Like yesterday, you are going
to get into your literature circle groups
to reflect on what happened today.
Since you were all so very diligent and
engaged, you can simply discuss your
reflections. You will not have to journal
them today.
2. Say, I am handing out a paper with
discussion questions I want you to talk
about with your group. Once you have
your paper, you can get together with
your group.
of time to write the

letter.
1. -----
will be in physical
copy so students can
reference them
throughout the
discussion.
Discussion
questions
15 min
2. Get with group and discuss

questions.
If you were Ellen, do you think you

would have a different opinion on
the role of police/ military?
Discuss how an experience with a
police officer or military personnel
has impacted your beliefs of their
role in society.
After conferencing with the student, I will decide if the student needs to rewrite the letter into proper letter format. This will depend on
the amount of time and difficulty the student had while completing the lesson.
This student will not need to rewrite the letter into proper letter format at this point. If the student chooses to use this letter as a
writing piece in his/her newspaper, then he/she can rewrite it at that point.
This student will be required to add more detail to the letter. This student will also need to have stronger supporting details that show
this student was engaged in the writing of the letter.
When this student is finished, he/she can be a peer tutor with another student. He/she can also work with a partner on revising the
letters that were written. They can add details and more supporting evidence to their letters.
LESSON EXTENSION:
The students will share their letters with a partner and complete a Glow and Grow based on their partners persuasive language.
PRE-ASSESSMENT:
Students will have already learned how to write a persuasive letter earlier in the year and in third grade. Students will draw on their
experiences with police and military in their own lives and from the literature presented to them. Students will have needed to read
Chapters 4 & 5 in Number the Stars to participate effectively in the literature circles. This is not the first time the students have done
literature circles using a novel.

The students will share with their parents what they learned in todays lesson and ask their parents the experiences their parents had
with police. They will gather experiences that are both positive and negative to bring to class the next day. The students will write at
least one positive and one negative experience in their journals.
CITATION:
Hoestlandt, J. (1993). Star of fear, star of hope. New York, NY: Walker and Company.
Lowery, L. (1989). Number the stars. New York, NY: Houghton Mifflin Harcourt.
View Standards. (2014). Retrieved December 5, 2014 from http://www.pdesas.org/Standard/StandardsBrowser/160107
Letter to the Editor

Name: _________________________________________________
Position:
Police should be able to
Police should not be able to
Ending Statement:
Letter to the Editor

Name: Sample Graphic Organizer
Position:
I believe that the police and the military should have a

larger role in our society.
They should because they are the people who are supposed
to protect us and take care of us.
Police should be able to
Arrest people
Search houses and cars for illegal objects
Police should not be able to
Ticket people
Put people in jail
Kill people
Arrest someone because they do not like them
Ending Statement:
The police should have a big role in our society.
Letter to the Editor Rubric

Name: __________________________________
Criteria
Audience &
Purpose
Clearly shows an
awareness of
audience and states
a strong opinion.
Shows an
awareness of
audience and
states an opinion.
Shows some
awareness of
audience and
opinion may not
be clearly
expressed.
Shows little or no
awareness of
audience and does
not contain an
opinion.
Support
Clearly provides
specific and
relevant
details/examples to
support opinion.
Provides relevant
details/examples
to support
opinion.
May contain some

details that do not
support opinion.
Details do not
support opinion.
Word
Choice
Contains strong
persuasive words
and phrases.
Contains
persuasive words
and phrases.
Contains some
persuasive words
and phrases.
Lacks persuasive
words and
phrases.
Consistently uses
complete
sentences.
Generally uses
complete
sentences.
Contains some
incomplete
sentences that
may be distracting
to the reader.
Includes
incomplete
sentences that are
distracting to the
reader.
Contains few errors

in grammar/usage,
punctuation,
capitalization,
and/or spelling.
May contain
some errors in
grammar/usage,
punctuation,
capitalization,
and/or spelling
that are not
significantly
distracting to the
reader.
Contains errors in
grammar/usage,
punctuation,
capitalization,
and/or spelling
that may be
significantly
distracting to the
reader.
Contains repeated
errors in
grammar/usage,
punctuation,
capitalization,
and/or spelling
that is
significantly
distracting to the
reader.
Sentences
Usage/
Mechanics
CLOZE Sentence & Sentence Starters

Position Statement:
1. I believe the police and military should have a ___________ role in society.
2. I believe that the police and military
The police should be able to:
3. I believe this because the police and military..
4. I believe this because.
The police should not be able to:
5. I do not believe the police and military should be able to..
6. I believe this because.
Ending Statement:
7. In my opinion..
Sample Student Letter to the Editor

Dear Editor,
I believe that the police and military should play a larger role in our society. I believe this because
the police and military are the people that are supposed to be protecting us and taking care of us. It is
their job to make everyone stays safe by following the laws. There are things that the police and military
should and should not be able to do. The police and military should be able to arrest people. They
should also be able to search houses and cars for illegal objects. The police should be able to ticket
someone if they are breaking the law. Lastly, the police and military should be able to put people in jail if
they broke the law. I believe the police and military should be able to do this because they need to be
able to enforce the law. If people do not know that there are consequences for breaking the law, they will
continue to do it. There are also things that I do not believe the police and military should be able to do.
They should not be able to kill people and they should not put people in jail if they did not commit a
crime. I believe the police and military should not be able to do this because they are supposed to
protect us, not hurt us. If the police can kill people without getting into trouble, then how can they tell
other people not to kill people. They should also not put innocent people into jail because they are
supposed to be supporting and helping people, not ruining their lives. The police and military should play
a large role in our society; however, they should also have limitations on what they can and cannot do.
Sincerely,
Student A
Unit Plan Day 4

Name: Paige Wealand
Grade: 4th Grade

Duration: 1 hr 30 min
RATIONALE:
The lesson is part of a unit on Number the Stars. Using Number the Stars as a mentor text, students will develop their critical literacy
skills by analyzing secret languages and beginning to write or develop their own language. This project will help students build a
mastery of language and writing craft.
LEARNING OBJECTIVES(S):
Given a differentiated secret language writing prompt, students will write an exchange that represents their secret language.
ASSESSMENT:
Students will be assessed through classroom participation and through their final writing assignment as dictated by a worksheet
directions.
CC.1.4.4.Q: Choose words and phrases to convey ideas precisely.

I
N
T
R
O
D
U
C
T
I
O
N
What the students will do
1. Teacher will instruct students to get

into their literature circles to discuss
what they have read in chapters 5 & 6.
*Discuss the coded telephone
conversation hat Annemaries father
uses with Uncle Henrick. What might the
seemingly harmless question Is the
weather good for fishing? really mean?
What meaning does Annemarie attach
to a carton of cigarettes?
*Aboard the train, how do the Nazi
inspectors try to trip up the Johansens?
Why is this a suspenseful moment in the
story? How is the suspense resolved?
1. Students will lead the

literature circle based on
the roles they have.
Students will share
unfamiliar words, their
initial reactions, and the
Differentiation
(Content, Process,
level (facilitator,
illustrator, etc.).
Discussion questions will
be written on the board
and read aloud to
support all students.
Materials/Technolog
y Needed
Number the Stars
Journals with any
notes the students
may have taken
Time
Needed
20 min
*In her bedroom, Annemarie listens to

her mother and uncle talk. She notices
the absence of the laughter these two
used to share. From this clue, and from
the developments in chapter 8, you can
make some inferences about the subject
of Mrs. Johansen and Henricks
conversation. Share your ideas about
what theyre discussing.
2. Teacher will circulate around the room
and listen to discussions. After the
groups are finished discussion, teacher
will ask students to share any interesting
discussion or points they would like to
bring to the whole class.
3. Teacher will ask the students to reflect
on how language was being used in the
passages focused on during the
discussion questions. Similar to the
political cartoons, what was obviously
stated and what was the hidden
meaning? Teacher will model this secret
language with the passages selected (a
good day to go fishing = it is okay to
move the Jews, are there cigarettes in
Copenhagen = are there Jews in
Copenhagen).
2. Whole group
discussion will take
place.
3. Students will discuss.
The examples from the

book will remain on the
board so student can
reference them as
needed.
P
R
O
C
E
D
U
R
E
1. Teacher will begin the lesson by

informing students that they will be
creating their own secret language.
Teacher will demonstrate the basic
format of the actual words/meaning on
the left side of the chart and the secret
language meaning on the right side of
the chart.
2. Students will be sorted into groups to
go to different centers that help them to
develop a secret language. Stations are
as follows:
a) Start Me Up!: In this station students
will be asked to construct a secret
language with the support of sentence
starters. They will have some parts of
the secret language provided and they
will have some phrases to translate.
b) Code Me: In this station, students will
be provided with an outline of topics that
they will be asked to develop into a
secret language.
c) Break the Code: In this station,
students will be given a set of phrases
that represent a secret code. Students
will then interpret these codes into
relevant phrases pertaining to Number
the Stars.
1. Students will note the

set-up of the chart and
will add it to their journal.
2. Students will go to the

appropriate stations and
work in groups to
complete the tasks
provided for them.
The students will be

placed a stations that
reflect their
developmental level.
Stations A-D range from
the lowest level with the
most support to the
highest level with the
least amount of support.
The teacher will also
circulate around the
classroom to provide
students with explicit
one-on-one instruction
as needed.
Journals
Stations with written
materials supplied
50 min
d) You Tell Me: In this station students

will develop their own secret language
and actual phrases. After creating this,
they will use them in writing.
1. Each group will share their writing
piece. The class will be asked to try to
identify what phrases are coded and
guess as to what they could mean.
C
L
O
S
U
R 2. Teacher will instruct students to place
E their work into their journals.
1. Students will share

and guess.
2. Students will add the

activity to their journal.
Students will have peer

support to present their
ideas. Those who are
shy/have difficulty
verbalizing will have their
work to reference.
Student work
20 min
Because of he is a higher level ELL he as the ability to write and speak conversationally
This student will be placed at Station A. The extra support provided by the worksheet and through peers should aid them through any
language barriers.
The graphic organizer will aid this student in organizing and collecting his thoughts.
He will be placed in Station A, with the most support to help him be most successful in this lesson.
He will be placed in Station D.

He may work alone if the inclination strikes him or act as group facilitator.
He may add symbols to represent and develop the language in more color and variety
LESSON EXTENSION:
Student could move to another station to try their hand at a different way to write these secret languages.
Students will reference the text Feathers and Fools and analyze the language in the book.
PRE-ASSESSMENT: Students will have been exposed to implied meaning when the learned about political cartoons earlier in the
unit. Students who struggled with this content will be placed in a group based on their assessment. The class discussion during the
introduction will also serve as a form of pre-assessment, reflecting what that teacher should explicitly teach to the whole group.
CONNECTIONS BEYOND THE LESSON: Students can look analyze the secret language present in other books in the classroom.
Students can apply a secret language to conversations they see in stories or political cartoons. Students can reflect on what ways
they see secret languages used at home or in the media (think about different things parents/guardians may say).
CITATIONS:
View Standards. (2014). Retrieved December 5, 2014 from http://www.pdesas.org/Standard/StandardsBrowser/16010
Unit Plan Lesson Day 5

Name: Shayna Dreisbach
Content Area/Subject: English Language Art
Grade: 4th
Duration: 1hour and 30 minuets
RATIONALE:
This lesson is part of a unit on the book Number the Stars. Students will be analyzing and creating an interview, which is a critical
literacy skills that can be carried over into a variety of content areas. This lesson is relevant because interviews are texts that
students will encounter in their lives and may use as a form of research.
Given sample interviews, the students will create a fictional interview with a fictional character, of the Holocaust time period, to
include in their newspaper.
ASSESSMENT:
Students will be assessed using the rubric attached.
CC.1.2.4.C - Explain events, procedures, ideas, or concepts in a text, including what and why, based on specific information in the
text.

I
N
T
R
O
D
U
C
T
I
O
N
1.
Teacher will allow
students to meet with their
literature groups and discuss
the reading that was due for
today. Discussion Questions:
a.
At
the end of chapter 8,
Annemarie realizes that
there is no one in her
family named GreatAunt Birte. Why do you
think a funeral is being
held for someone that
does not exist?
b.
Elle
n says, Im so sorry

1.
Students will
meet with their group and
complete their assigned
job during the literature
circle.
Differentiation
(Content, Process,
level (facilitator,
illustrator, etc.).
Materials/Technology
Needed
Students will need to
bring any notes they
took while reading the
night before or any
other materials to
complete the literature
circle.
Time
Neede
d
20
minute
P
R
O
C
E
D
U
R
E
your Aunt Birte died

What causes
Annemarie to keep the
truth from Ellen? What
effect does Annemaries
silence have on Ellen?
1.
Teacher will
introduce the concept of an
interview by showing the
students a video of the
Apparently Kid being
interviewed by Ellen.
2.
Teacher will ask
students about some of the
things that they believe make
up an interview. Example
Student responses could be:
a.
Que
stions
b.
Inter
viewer
c.
Inter
viewee
3.
Teacher will hand
out a real interview of a
survivor from the Holocaust
and ask the students to read
the interview in their group
4.
Teacher will ask the
students to gather back as a
large group after reading the
interviews.
5.
1.
Students will
watch the video
2.
--------
3.
Students will
read the interview as a
group and help each other
with tough words or
phrases
4.
https://www.youtube.c
om/watch?
v=QrIrbeoDkT0
--------
5.
Students will
give their answers
5
minute
5
minute
Students will take turns

reading the interview
together. Students that
have trouble reading will
be assisted by their
group members.
Interview with Hass
10
minute
1
minute
5
minute
students what type of things

an interviewer will have to do
before interviewing someone
*Possible student answers are:
a.
rese
arch the person
b.
think
of interesting questions
*Teacher should try to get
students to these answers by
asking questions like:
c.
Wha
t happens if the
interviewer knows
nothing about the
person they are
interviewing?
d.
How
can the interviewer
prepare?
6.
Teacher will explain
to students that they will be
creating a 5 to 10 question
interview that they can choose
to include in their newspaper.
Teacher will explain that they
can choose to interview:
a.
A
character from the
book, Number the Stars
b.
A
Nazi Soldier
c.
A
6.
--------
5
minute
7.
Students follow
the teacher directions
5
minute
C
L
O
S
U
R
E
prisoner at a
concentration camp
7.
Teacher will explain
that if they are going to use a
real person that was involved
in the Holocaust that they will
need to do some research on
that person before they write
their interview. Students will
also need to be reminded that
they should write their
answers as close to the real
thing as possible and that their
interviews are meant to be
serious and not silly.
8.
Teacher will give
students time to create their
interviews.
1.
students to gather back
together as a group and share
their interviews with the class.
2.
Teacher will ask
students to pull out their
Journals and write about the
importance of and interview.
Teacher will ask focus
questions such as:
a.
What
can you learn from an
interview?
b.
What
can people later in
8.
Students will
work on their interviews
Students that may

need extra help writing
will be allowed to
record their voice for
their interview.
1.
Students will
share their interviews with
the class
2.
Students Journal
about the different reasons
interviews can be
important
30
minute
5
minute
Journals
10
minute
history learn from

interviews.
For the Level Three ELL:
This student will be accommodated by allowing them to record their voice for their final interview.
They will also be placed in literature circle groups with other students that can help to scaffold them in their reading and
pronunciation.
For the Low Reader:

This student will be accommodated by being placed in a group with other students that that can help to scaffold them in their reading
and pronunciation.
They will also be able to work with the teacher one-on-one during the work period.
For the Gifted Student:

This student will be asked to create an interview that includes 10 questions and is on a real person in history.
This student will have to research this person to make the interview as authentic as possible.
LESSON EXTENSION:
If students finish their interview ahead of time, they will be encouraged to to finish any other newspaper items that they have not yet
finished in the previous days. They will also have the chance to videotape their interview with a partner.
PRE-ASSESSMENT:
Students will be pre-assessed in their knowledge
Students will be encouraged to talk with their parents about what types of interviews they have completed in during their lifetime and
why they were so important.
CITATION:
Standards Aligned System. (2012). In Pennsylvania Department of Education. Retrieves from http://pdesas.org/
Zelman, A. (n.d.). Full Interview with Holocaust Survivor, Theodore Haas. Retrieved December 9, 2014, from
http://jpfo.org/filegen-n-z/survive.htm
Unlike many interviews with Holocaust survivors, this one conducted by Aaron Zelman, founder, Jews for the Preservation of Firearms Ownership
with Theodore Haas, a JPFO member and a former prisoner of the infamous Dachau concentration camp, is a clear warning to all freedom loving
peoples to keep our guard up against arrogant politicians who are hell bent to create governments that control our lives.
In pre-Nazi Germany, the good, law-abiding citizens dozed while government passed laws (all purported to be for the public good) that paved the
way for tyranny to flourish. Haas, who survived years of Nazi persecutors, is speaking out to Americans who are now dozing while our
government, at the strong urging of leftists in the media and others in society they influence, passes laws (again supposedly for the public good) to
ban and severely restrict firearms ownership. Theodore Haas believes gun control is a prelude to totalitarian rule
-- The editors 1990.
Q.) How did you end up at Dachau? How old were you?
A.) November 9th, 1938 was Kristalnacht -- The Night of Broken Glass -- The night Synagogues were ransacked and burned, Jewish owned
shops destroyed; I guess you could call it the night the fires of hell engulfed the soul of humanity. I was arrested November 10th, "for my own
personal security." I was 21 years old. My parents were arrested and ultimately died in a concentration camp in France. I was released from
Dachau in 1941, under the condition that I leave Germany immediately. This was common procedure before the "Final Solution."
Q.) What did you think when you were sent to Dachau? What did you know about Dachau beforehand?
A.) My first thoughts were those many others: "The world has gone mad." I knew that the life expectancy at Dachau was relatively short. I knew
beforehand that inmates were abused. The horror of Dachau was known throughout Germany. People (Germans) use to frighten their children, "If
you do not behave, you will surely end up at Dachau." A famous German comedian, Weiss Ferdl, said "Regardless how many machine gun towers
they have around K.Z. Dachau, if I want to get in, I shall get in." The Nazis obliged him; he died at Dachau.
Q.) How did you accept the fears of Dachau?
A.) Due to the constant hunger and extreme cold weather, one becomes too numb to even think of fear. A prisoner under these conditions
becomes obsessed with survival; nothing else matters.
Q.) What were the living conditions like in Dachau?
A.) We were issued one quarter of a loaf of bread. That was to last three days. In the morning, we picked up, at the kitchen, a cup of roasted
barley drink. There was no lunch. At dinnertime, sometimes we got a watery soup with bits of tripe or some salt herring and a boiled potato. Our
prison clothes were a heavy, coarse denim. They would freeze when they got wet. We were not issued hats, gloves or underwear.
The first night, about 500 prisoners were stuffed into a room designed to hold 50 (Believe me, it is possible). Later on, we were forced to sleep on
straw. As time went on, the straw disintegrated and we became louse infested. The guards delighted in making weak and ill clothed prisoners
march or stand at attention in rain, snow, and ice for hours. As you can imagine, death came often due to the conditions.
Q.) Do you have residual fears? How do you feel about German re-unification?
A.) I have nightmares constantly. I recently dreamed that a guard grabbed me. My wifes arm touched my face, and I unfortunately bit her severely.
German re-unification, in my opinion, will be the basis for another war. The Germans, regardless of what their present leadership says, will want
their lost territories back, East Prussia, Silesia, and Danzic (Gdansk). My family history goes back over 700 years in Germany. I understand all too
well what the politicians do not want the people to be thinking about.
Q.) You mentioned you were shot and stabbed several times. Were these experiments, punishment or torture?
A.) They were punishment. I very often, in a fit of temper, acted "while the brain was not in gear." The sorry results were two 9 mm bullets in my
knees. Fortunately, one of the prisoners had a fingernail file and was able to dig the slugs out. In another situation, I was stabbed in the washroom
of room #1, Block 16. Twice in a struggle where I nearly lost my right thumb. A German prisoner Hans Wissing, who after the war became mayor of
his home town, Leinsweiler, witnessed the whole situation. We stayed in touch until a few months ago, when he died
Rubric For Interview

Criteria
Number of
Questions
Students have at least 5 to

10 questions total with
appropriate answers to each
question
Students have at least 5

questions but their answers
do not correlate with the
questions
Students have less than 5

questions but their
answers match
appropriately with the
questions
Students have less

than 5 questions with
answer that do not
correlate with the
questions
Support
Clearly provides specific and

relevant details/examples to
support opinion of
interviewee.
Provides relevant
details/examples to support
opinion of interviewee.
May contain some details

that do not support
Details do not support

Word
Choice
Contains strong persuasive

words and phrases.
Contains persuasive words

and phrases.
Contains some
phrases.
Lacks persuasive
words and phrases.
Sentences
Consistently uses complete

sentences.
Generally uses complete

sentences.
Contains some
incomplete sentences
that may be distracting to
the reader.
Includes incomplete
sentences that are
distracting to the
reader.
Usage/
Mechanics
Contains few errors in

grammar/usage,
punctuation, capitalization,
and/or spelling.
May contain some errors in

grammar/usage,
punctuation, capitalization,
and/or spelling that are not
significantly distracting to
the reader.
Contains errors in
grammar/usage,
punctuation,
spelling that may be
significantly distracting to
the reader.
Unit Plan Day 6

Content Area/Subject: Language Art/Social Studies
RATIONALE:
Grade: 4th Grade

Duration:1 hour and 30 min
Contains repeated
errors in
grammar/usage,
punctuation,
spelling that is
significantly distracting
to the reader.
This lesson is part of a unit on the book Number the Stars. Students will be analyzing and creating obituaries, which is a critical
literacy skills that can be carried over into a variety of content areas. This lesson is relevant because obituaries are text that students
will encounter in their lives.
LEARNING OBJECTIVE:
Given sample obituaries, the students will create a fictional obituary to include in their newspaper that will depict: a character in the
novel Number the Stars, a Nazi soldier, an inmate at a concentration camp, or Adolf Hitler.
ASSESSMENT:
Students will be assessed using the rubric attached at the bottom of the lesson.
CC.1.2 Reading Informational Texts
CC.1.2.4.A Determine the main idea of a text and explain how it is supported by key details; summarize the text.
E04B-K.1.1.3: Explain events, procedures, ideas, steps, or concepts in a historical, scientific, or technical text,
CC.1.3 Reading Literature Texts

I
N
T
R
O
D
1.
Teacher will
allow students to meet with
their literature groups and
discuss the reading that
was due for today.
Discussion Questions:
1.
Students will
meet with their group
and complete their
assigned job during
the literature circle.
Differentiation
(Content, Process,
have assigned roles
that are appropriate for
their level (facilitator,
illustrator, etc.).
Needed
Any notes students
collected while
reading at home.
Number the Stars
Time
Needed
20
minute
U
C
T
I
O
N
P
R
O
C
a.
Ann
emarie lies to the
Nazi soldier who
harshly asksWho
died?What would
have happened if she
told him the truth?Do
you think that
Annemarie is justified
in this situation?
b.
Ans
wer the following
questions from
Annemarie's point of
view
c.
Why
is the casket filled
with blankets and
clothing
d.
Why
does baby Rachel
have to be sedated?
e.
Why
is Mamma lying on
the ground?
1.
Teacher will
gather all students back to
a large group and will pass
1.
Students
gather together and
look at the sample
Sample obituaries
listed below
5
minute
E
D
U
R
E
out a few examples of

obituaries to the class.
2.
Teacher will ask
students if they have ever
read an obituary before
and if they have to explain
to the class what their
purpose is.
3.
Teacher will ask
students to get back into
their literature circle groups
4.
Teacher will ask
the students to come up
with a list of things that
each obituary has in it.
*Examples of students
responses would be:
a.
Whe
n they were born
b.
Whe
n they died
c.
Wha
t they liked to do
d.
Fam
ily members
e.
Whe
n and where their
memorial services
obituaries.
2.
Students
raise hands to answer
what an obituaries
purpose is
3.
Students get
back into literature
circle groups
4.
Students
brainstorm what things
they are repeatedly
seeing in the
obituaries
3
minute
Students will be
split up in their
literature circle
groups which have
been created to
support all types of
learners.
1
minute
10
minute
10
minute
will be held
5.
Teacher will ask
students what the purpose
of having an obituary
would be and discuss with
the group
*Focus Questions:
a.
Are
they written in a
happy or sad
context?
b.
Who
would find this
important?
c.
Wha
t important things
would you like to
include in your
obituary some day?
6.
Teacher explains
that they will have the
option of including an
obituary in their
newspaper. Students will
be able to create their
obituary on someone that
they find to be of
importance to their project.
5.
Students will
discuss the
importance of an
obituary with their
literature circle group
6
minute
6.
--------
Examples of obituaries
they could include:
a.
Hitle
r
b.
Nazi
Soldier
c.
A
prisoner at a
concentration camp
d.
A
character from
Number the Stars
*Teacher will also remind
students that not every Nazi
soldier was bad and that
many of them were forced
into becoming a soldier
(Teacher will explain this so
students remember to depict
each person for who they are
and not what they did).
7.
Teacher will give
students time to work on
their obituaries. Included
with the time she gives
them, she will also hand
out a worksheet that is a
7.
Students will
work individually on
their obituaries.
Students that may

Graphic Organizer
need extra help
for obituaries.
with the obituary
creation will be
able to sit with the
teacher and he/she
will guide the
student through the
creation process.
Teacher will also
be providing a
graphic organizer
to help students in
their thinking
process.
30
minute
C
L
O
S
U
R
E
guide to how an obituary

should be set up.
1.
Teacher will
1.
gather students back from
working on their obituaries
and give the students the
opportunity to share with 2.
the class.
2.
Teacher will give
students time to write in
their journals. Teacher will
ask students prompting
questions such as:
a.
Why
is an obituary so
important?
b.
In
the story, it talks
about the Allusion of
numbering the stars
one by one, what
does this quote mean
to you?
Students can take this time Discussion questions

to share their obituary if
so students can
they would like
Students will write in their
journal about the
importance of an obituary
as well as what they
believe the allusion in the
book means.
reference them
throughout the
discussion.
Level Three ELL

The obituary that this student's group was given is a little easier to read and uses more student friendly language
so this learner can easily follow along and internalize the material.
For the Low Reader

This learner will be guided in their obituary creation by sitting and working through the process with the teacher.
This students groups will be given an obituary that has a higher difficulty of language sto challenge the
LESSON EXTENSION:
If students finish with their obituaries early, they will be encouraged to work on other parts to their newspaper as well as review
classmates obituaries. Students may also draw a picture depicting the person in their newspaper.
PRE-ASSESSMENT:
Students will need to use their prior knowledge on informational writing to create their write up for their obituary.
Students will be encouraged to talk with their families about their ancestors. Students should talk with their family about the different
things that made that ancestor so special and things that they may have included in their obituary.
CITATION:
How to Write an Obituary. (n.d.). Retrieved December 8, 2014, from http://howtowrite.weebly.com/how-to-write-an-obituary.html
Standards Aligned System. (2012). In Pennsylvania Department of Education. Retrieves from http://pdesas.org
Unit Plan Day 6

Content Area/Subject: Language Art/Social Studies
Grade: 4th Grade

Duration:1 hour and 30 min
RATIONALE:
This lesson is part of a unit on the book Number the Stars. Students will be analyzing and creating obituaries, which is a critical
literacy skills that can be carried over into a variety of content areas. This lesson is relevant because obituaries are text that students
will encounter in their lives.
LEARNING OBJECTIVE:
Given sample obituaries, the students will create a fictional obituary to include in their newspaper that will depict: a character in the
novel Number the Stars, a Nazi soldier, an inmate at a concentration camp, or Adolf Hitler.
ASSESSMENT:
Students will be assessed using the rubric attached at the bottom of the lesson.
CC.1.2 Reading Informational Texts
CC.1.2.4.A Determine the main idea of a text and explain how it is supported by key details; summarize the text.
E04B-K.1.1.3: Explain events, procedures, ideas, steps, or concepts in a historical, scientific, or technical text,
CC.1.3 Reading Literature Texts

I
N
T
R
O
D
U
C
T
I
O
N
1.
Teacher will
allow students to meet with
their literature groups and
discuss the reading that
was due for today.
Discussion Questions:
a.
Ann
emarie lies to the
Nazi soldier who
harshly asksWho
died?What would
have happened if she
told him the truth?Do
you think that
Annemarie is justified
in this situation?
b.
Ans
wer the following
questions from
1.
Students will
meet with their group
and complete their
assigned job during
the literature circle.
Differentiation
(Content, Process,
have assigned roles
illustrator, etc.).
Needed
Any notes students
collected while
reading at home.
Number the Stars
Time
Needed
20
minute
P
R
O
C
E
D
U
R
E
Annemarie's point of
view
c.
Why
is the casket filled
with blankets and
clothing
d.
Why
does baby Rachel
have to be sedated?
e.
Why
is Mamma lying on
the ground?
1.
Teacher will
gather all students back to
a large group and will pass
out a few examples of
obituaries to the class.
2.
Teacher will ask
students if they have ever
read an obituary before
and if they have to explain
to the class what their
purpose is.
3.
Teacher will ask
students to get back into
their literature circle groups
4.
Teacher will ask
the students to come up
1.
Students
gather together and
look at the sample
obituaries.
2.
Students
raise hands to answer
what an obituaries
purpose is
3.
Students get
back into literature
circle groups
Sample obituaries
listed below
5
minute
3
minute
Students will be
split up in their
literature circle
groups which have
been created to
1
minute
10
with a list of things that

each obituary has in it.
*Examples of students
responses would be:
a.
Whe
n they were born
b.
Whe
n they died
c.
Wha
t they liked to do
d.
Fam
ily members
e.
Whe
n and where their
memorial services
will be held
5.
Teacher will ask
students what the purpose
of having an obituary
would be and discuss with
the group
*Focus Questions:
a.
Are
they written in a
happy or sad
context?
b.
Who
would find this
4.
Students
brainstorm what things
they are repeatedly
seeing in the
obituaries
support all types of

learners.
minute
10
minute
5.
Students will
discuss the
importance of an
obituary with their
literature circle group
6
minute
important?
c.
Wha
t important things
would you like to
include in your
obituary some day?
6.
Teacher explains
that they will have the
option of including an
obituary in their
newspaper. Students will
be able to create their
obituary on someone that
they find to be of
importance to their project.
Examples of obituaries
they could include:
a.
Hitle
r
b.
Nazi
Soldier
c.
A
prisoner at a
concentration camp
d.
A
character from
Number the Stars
*Teacher will also remind
6.
--------
7.
Students will
work individually on
their obituaries.
Students that may

Graphic Organizer
need extra help
for obituaries.
with the obituary
creation will be
able to sit with the
teacher and he/she
will guide the
student through the
creation process.
Teacher will also
30
minute
C
L
O
S
U
R
E
students that not every Nazi

soldier was bad and that
many of them were forced
into becoming a soldier
(Teacher will explain this so
students remember to depict
each person for who they are
and not what they did).
7.
Teacher will give
students time to work on
their obituaries. Included
with the time she gives
them, she will also hand
out a worksheet that is a
guide to how an obituary
should be set up.
1.
Teacher will
1.
gather students back from
working on their obituaries
and give the students the
opportunity to share with 2.
the class.
2.
Teacher will give
students time to write in
their journals. Teacher will
ask students prompting
questions such as:
be providing a
graphic organizer
to help students in
their thinking
process.
Students can take this time Discussion questions

to share their obituary if
so students can
they would like
Students will write in their
journal about the
importance of an obituary
as well as what they
believe the allusion in the
book means.
reference them
throughout the
discussion.
a.
Why
is an obituary so
important?
b.
In
the story, it talks
about the Allusion of
numbering the stars
one by one, what
does this quote mean
to you?
Level Three ELL

The obituary that this student's group was given is a little easier to read and uses more student friendly language
so this learner can easily follow along and internalize the material.
For the Low Reader
This learner will be guided in their obituary creation by sitting and working through the process with the teacher.
This students groups will be given an obituary that has a higher difficulty of language sto challenge the
LESSON EXTENSION:
If students finish with their obituaries early, they will be encouraged to work on other parts to their newspaper as well as review
classmates obituaries. Students may also draw a picture depicting the person in their newspaper.
PRE-ASSESSMENT:
Students will need to use their prior knowledge on informational writing to create their write up for their obituary.
Students will be encouraged to talk with their families about their ancestors. Students should talk with their family about the different
things that made that ancestor so special and things that they may have included in their obituary.
CITATION:
How to Write an Obituary. (n.d.). Retrieved December 8, 2014, from http://howtowrite.weebly.com/how-to-write-an-obituary.html
Standards Aligned System. (2012). In Pennsylvania Department of Education. Retrieves from http://pdesas.org
Obituary Worksheet
*Please none that every item on the graphic organizer that has an asterisk* beside it
is mandatory to fill in. All other information is optional.
Name*_____________________________________________________________
Birth Date*__________________________________________________________
Age*_______________________________________________________________
City/ State they were living when they passed
away*______________________________________________________________
__________________________________________________________________
Name of their significant other and children(alive or deceased)*
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
Time/Date/ Place of Funeral/Burial/Memorial Service*
______________________________________________________________________________________________________
______________________________________________________________________________________________________
Hobbies/Interests
______________________________________________________________________________________________________
______________________________________________________________________________________________________
Schools Attended
______________________________________________________________________________________________________
______________________________________________________________________________________________________
Places of Employment
______________________________________________________________________________________________________
______________________________________________________________________________________________________
Cause of Death
______________________________________________________________________________________________________
________________________________________________________________________________________________
Milton Braun
Obituary
October 25, 1928 - December 4, 2014

Milton Braun, age 86, passed away on Thursday, December 4, 2014 in San Antonio. Milton was born in Hungary to parents, Chaim and Regina
Braun. He met the love of his life in Pittsburgh, PA, where he lived after he survived the Holocaust. He worked at Continental Can for many years
in the manufacturing area, before traveling to Florida and then settling in Texas. Milton loved to keep active, exercising daily, if not hourly. He
was preceded in death his beloved wife of 64 years, Violet, in June of this year. Milton is survived by his daughter, Gail Korzeniowski and her
husband Ray; son, Enric Braun and his wife Hilary; 5 grandchildren and 2 great-grandchildren with another on the way. Milton was a wonderful
husband, father and grandfather, who left a lifetime of memories for many people to cherish in the years to come. GRAVESIDE SERVICE
SUNDAY
Arnold BROOKS
Obituary
BROOKS, Arnold Wilmott

Born Winnipeg 1923 - Died Georgetown 2014
World War II Veteran, R.C.A.F.
Just 9 days short of his 91st birthday, with family by his side, Dad/Grandpa/Great Grandpa and Brother passed away peacefully on December 5,
2014 at the Georgetown Hospital. Predeceased by "the love of his life" Joyce Sylvia (nee Hoccom), beloved wife for more than 62 years. Much
loved father of Craig (Kathleen), Gary (Margaret), Carole (Tony) and Janice (Alan). Cherished grandfather of Damian (Elizabeth), John (Joanna +
['BabyGirl']), Nathaniel, Ryan (Tina), Erinn (Ian), Anna, Blair and Megan. Great-grandfather of Stuart, Natasha, Dexter, Colin and Max. Halfbrother to Shirley Sylvester of Winnipeg. He was predeceased by his sister Violet, and his three brothers (also WWII Veterans) William, Clarence
and Roy. He will be remembered by his nieces and nephews, his many friends/acquaintances wherever they may be and the dedicated staff at
the Mountainview Residence. His 38 year career with Canada Post began as a postal clerk in Winnipeg, then Assistant Postmaster in Kenora,
Postmaster in Dryden, and then onto Edmonton/Vancouver and P.O. Headquarters in Ottawa (Methods & Standards branch). He was transferred
to the Operations-Special Projects Branch which established Canada Post's four Regional Headquarters. The last eight years of his career, were
spent with International Postal Affairs which entailed extensive global travel on behalf of Canada. Friends and family may gather on Saturday,
December 13, 2014 at
Visitation will be held from 12:00 - 2:00 p.m., with a Funeral Service to take place in the Chapel at 2 p.m., with Interment to follow. For those who
wish to join us afterward, the family will host a Reception back at the main building at the conclusion of the funeral. In memoriam donations to the
Lung Association of Eastern Ontario would be appreciated or to the charity of your choice. Online condolences and sharing memories may be
made at www.capitalmemorial.ca
Obituaries Rubric
Name:________________________________________
Criteria
Informatio
n
Students have
included the name,
they were living,
family, and memorial
service location.
Support
Clearly provides
details/examples to
support information
in the obituary.
Provides relevant
details/examples
to support
information in the
obituary.
May contain some

details that do not
support opinion of
information in the
obituary.
Details do not support

opinion of information
in the obituary.
Word
Choice
Contains strong
phrases.
Contains
persuasive words
and phrases.
Contains some
persuasive words
and phrases.
Lacks persuasive words

and phrases.
1
Students have not
included each of these
things: the name,
they were living, family,
and memorial service
location.
Sentences
Usage/
Mechanics
Consistently uses
complete sentences.
Generally uses
complete
sentences.
Contains some
incomplete
sentences that may
reader.
Contains few errors

in grammar/usage,
punctuation,
spelling.
May contain some

errors in
grammar/usage,
punctuation,
capitalization,
and/or spelling
that are not
significantly
distracting to the
reader.
Contains errors in
grammar/usage,
punctuation,
capitalization,
may be
significantly
distracting to the
reader.
Includes incomplete
sentences that are
distracting to the reader.
Contains repeated errors

in grammar/usage,
punctuation,
spelling that is
significantly distracting
to the reader.
Number the Stars Day 7

Name: Kayla Bankert
Grade: 4th Grade

Duration: 1 hour 30 minutes
RATIONALE:
This lesson is a part of a unit on the holocaust, centering on the focal novel Number the Stars. This lesson should be taught because
it helps students develop their analytical literacy skills through literature circles. This lesson will work on improving their writing skills
and help them to learn how to write an informative piece without putting all of their thoughts and feelings in it.
The student will write an advice column that informs the reader one or two clear ways to escape from their situation.
The student will use commas, periods, capital letters, and spell words correctly in their advice column.
ASSESSMENT:
Students will be assessed by writing a 95% error free advice column on how to escape from the Nazis.
CC.1.4.4.A: Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.
CC.1.4.4.F: Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.

I 1.Today we will be continuing our
N
Holocaust unit.
T 2.Please get out your Number the
R
Stars book, writing journal, and
O
literature circle job description.
D 3.Everyone get together in their

1.
------
2.
Students get
out their book, writing
journal, and literature
circle job descriptions.
Differentiation
(Content, Process,
Students may move to a
spot in the room where
they wont be distracted
Repeat the questions or
write them on the board
Materials/Technolog
y Needed
Num
ber the Stars by
Lois Lowry
Writin
g Journal
Litera
ture circle job
Time
Neede
d
20
minute
U
C
T
I
O
N
P
R
O
C
E
D
U
R
E
literature circles and talk about

Chapters 12 and 13 in Number the
Stars and about what you wrote in
your journals yesterday. Make
sure to switch your roles and to all
be involved in the discussion.
4. Teacher walks around and listens
in. Also facilitates conversation
using discussion questions.
Could you have done what Mama
did and taken the people to the
boat?
What do you think is so important
about the package?
Could you be as brave as
Annemarie is and take the package
to her uncle?
Do think Annemarie will make it in
time?
Will Annemarie experience any
trouble on her way to her uncle?
1.
The Rosens begin
their escape in Chapter 13 when
they leave with Mama. So we
will be talking about different
escape stories and then you will
each write your own escape
advice column for your
newspaper.
2.
I have six different
stories about children who
survived and what their parents
3.
Students get
together in their lit circles
and discuss chapters 12
and 13 and what they
wrote yesterday.
4.
--------
1.
--------
descriptions
Give students a set

amount of time
Have a recording of the 6
stories for students who
are having trouble
reading
2.
-------Have the questions up on

an overhead for all the
6
stories from the
children who
survived the
Holocaust
Num
ber the Starts by
Louis Lowry
9
guidelines of
writing an advice
1 hour
did to help them escape or hide.

3.
I want you to all get
back in your literature circles
and read the stories. After you
have all read them, talk amongst
your group about what you read
and what you thought about
each childs story. When every
group is done, we will get back
together whole class and
discuss the children's stories.
4.
Walk around and
make sure the students are
focusing on the stories and
staying on track.
5.
When it looks like
every group has completed the
reading and talked some, bring
the class back together.
6.
Class, Class.
7.
Everyone please
return to their seats. Wait for
students to return to their seats.
8.
What did you think
of those stories? Did they
surprise you or make you sad?
Do you think that you would
have been able to do what they
did to live? Could you leave
your family and not know what
happens to them?
9.
Do these stories
give you ideas on ways that you
could tell people to escape?
students to see
3.
Students get
back in their literature
circles and read the 6
stories about the children
who survived.
Have different examples

of what an advice column
looks like
Let student pass on
reading a guideline
4.
Students read
and talk about the
children.
5.
--------
6.
Yes, Yes
7.
Students
return to their seats.
8.
Respond to
the questions the teacher
asked and off comments
the other students make.
Let students move to a

different area to focus
better
column
10.
Good because I
want you all to write your own
advice column to a child in the
Holocaust. Try not to use the
same things the stories
suggested and be creative. I
have some guidelines to help
you write your column.
11.
Pass out the
guidelines.
12.
Im going to pull 9
names and those students will
read one of the guidelines
before we get started.
13.
Pull 9 names and let
those students read the
guidelines.
14.
Good now you need
to gather up your materials for
your newspaper and then get
started. Please remember to
peer edit with your classmates.
15.
Walk around and
help children and to make sure
they stay on task.
9.
Yes they do.
10.
--------
11.
Student paper
passer hands out the
papers.
12.
-------13.
8 students
called on read the
guidelines out loud:
a. Purpos
e is to share
information,
knowledge and
experience
b. Use
your knowledge and
experience to write
your column and
research if needed
c. Know
your audience
d. Share
stories, insights, and
opinions
e. Keep
tone,language, and
tense the same
f. Stay
focused
g. Peer
edit
C
L
O
S
U
R
E
1.
Class, Class.
2.
Our time is about up
for today so please put your
things away. You will have more
time to work on this again
tomorrow.
3.
I have a clip for us to
watch showing how a dad tried
to protect his son from learning
about all the bad things about to
happen.
4.
Play clip from Life is
Beautiful.
5.
Now I want you to
get out your journals and write
about how that clip made you
feel. Should the dad have done
what he did? What do you think
will happen?
h. Do not
tell, only suggest
i. Try and
keep it light and dont
scare your reader.
14.
-------15.
Students work
on their newspaper and
peer edit with their
classmates.
1.
Yes, Yes.
2.
Students put
away anything they were
using for their newspaper.
3.
--------
4.
Students
watch the clip
5.
Students write
in their journals
Students may move to

the front to see the clip
better
write in their journals to a
more quiet area
Life
is Beautiful Clip
Journ
al
10
minute
ACCOMMODATIONS/MODIFICATIONS: (Teacher presentation, student response, timing and scheduling, environment. Bulleted list
in sentence form)
This lesson can be broken into two parts and do one part in the morning and the second part in the afternoon.
Students can work on their newspapers during free time and at home.
The environment should be quiet when working but if a student needs more quiet they can go down to the library and work.
The teacher needs to make sure everything is understood so there should be handouts available.
LESSON EXTENTION:
The students will be given more time to work on their newspaper or start reading the next chapters for the next day. Another clip from
Life is Beautiful will be played. https://www.youtube.com/watch?v=ccAWioDHgQM
PRE-ASSESSMENT:
The students will have written papers before and have learned how to write objectively. Students will have needed to read Chapters
14 in Number the Stars to participate effectively in the literature circles. This is not the first time the students have done literature
circles using a novel.
CONNECTIONS BEYOND THE LESSON
The students can read Dear Abby letters in the paper or another advice column and come up with their own advice for the situation.
CITATION:
Allan, Zareen, & Romeono. (2014). How to write a column. Retrieved from http://www.wikihow.com/Write-a-Column
Fernandes, V. (2014). Those who survived. Retrieved from http://holocaust-children.tripod.com/survived.html
TCat, B. (2008, May 7). Favorite scene from life is beautiful. [video file] Retrieved from https://www.youtube.com/watch?
v=0Y9aKqawdUQ
View Standards. (2014). Retrieved December 7, 2014 from http://www.pdesas.org/Standard/VerticalStandard#159748
9 Guidelines to Write a Advice Column

1.
2.
3.
4.
5.
6.
7.
8.
9.
Purpose is to share information, knowledge and experience

Use your knowledge and experience to write your column and research if needed
Know your audience
Share stories, insights, and opinions
Keep tone,language, and tense the same
Stay focused
Peer edit
Do not tell, only suggest
Keep it positive
Anna
Born in Borislav, Portland in 1940
1 years old when her town became a forced labor camp and elderly persons children to be sent away
Parents came up with a plan to hide their daughter

Built a false ceiling in one of the barracks
Anna hid in the narrow space while her parents worked in the camp.
Anna was told, "Whatever happens, you may not cry. Your life depends on it."
Many people had to keep Anna's presence a secret

Was adored by everyone in the town
Anna always wondered why she couldnt go outside.
She always thought her parents were the survivors, not she.
Anna and her family were liberated when World War II ended.
Went to live in Communist Poland
Plagued by fear day in and day out.
People hanged daily

Screams heard in the night
Children disappeared from their beds
Moved to Czechoslavakia and lived in a displaced persons camp
Distant relative in America invited them to join him in Boston

Thought there would be wonderful smelling boxes of food from Red Cross
Got teased at school
Father couldnt get steady work
Mother only spoke Yiddish so she had no one to talk to
Anna went to college
Anna got married and had children

Ended in divorce
Was admitted to a psychiatric hospital
Became a social worker
Hedy
Lived in Kippenhiem, Germany
She did not know she was Jewish and it wasnt until her first grade teacher told her that she found out.
Refused to accept it
November 9, 1938 Hedy came home to find her family gone

Mother was at an aunts house across town
Father was in a forced labor camp
Father returned a month later and sent Hedy to England to be with a distant relative
Thought they didnt love her
Were actually sending her on a childrens transport to save her life
England
Family didnt feed her
Moved to girls refugee home
Became involved in Free German Youth Organization- whose goal was to return to Germany after the war to re-educate German
citizens
Hedy developed a strong political conscience
Inspired to enroll in college classes
Returned to Kippenheim
Father had died in Dachau
Mother sent to Drancy and died as well
Old house turned into efficiency apartments
Moved to the US
2 failed marriages
Active in political and social movements
Civil Rights Movement
Vietnam Protests
People have told Hedy she is not a "survivor" because she was never in a concentration camp.
Hedy-"I call myself a survivor... I know what happened to me, and what might have happened."
Kayla
Born 1940 in the ghetto of Tarnov, Poland where the Germans occupied
German truck came to take children away which parents thought children would be better leaving the ghetto
Actually going to death camps
Kaylas parents put her on the truck
She screamed, kicked, and cried
German soldier handed her back to her parents and told them if they were smart, to keep her with them.
Kaylas father hid her and her mother with a non-Jewish farmer in Warsaw
Posed as Christians
Abandoned Jewish faith and practiced Catholicism
Kayla, 2 years old, was confused
Told landlady one day that she was Catholic but really were Jewish
Had to find a new place to live

Lived in a hotel
Kaylas father joined them but had to hide in closet during the day
Kayla was told her dad was her uncle and that she only lived with her mother
Kayla now had no memories of her Jewish past
Kayla and parents had to move to a village outside of Warsaw to avoid the bombings
Russian army liberated them and they left on a train

It was dark and people were screaming resulting in Kayla getting panic attacks if outside in the dark
1946 Communists took over Poland

moved to Belgium
told her she was actually Jewish
made Kayla angry
Attended the University of Frankfurt
Married a young rabbi

Traveled the globe together
Had 2 children
Settled in New York

Attended an American university and got a masters degree in teaching
Reflects on Holocaust experience

"I am still afraid of the unknown, of being without, which I'm sure is the result of such an insecure childhood but I have come a long
way from the child who did whatever I was told. The older I get, the more I think the people who follow the crowd don't make it.
Unit Plan Day 8

Name: Veronica OLeary
Content Area/Subject: Social Studies/ Language Arts
Grade: 4th Grade

Duration: 1 hour 30 min
RATIONALE:
This lesson is a part of a unit on the Holocaust, centering on the focal novel Number the Stars. This lesson should be taught because
it helps students develop their analytical literacy skills through literature circles. The language arts content focuses on character
development. This lesson is important for students to learn because it helps them learn how characters develop and change in a
story.
LEARNING OBJECTIVE:
Given the information presented in Number the Stars, the student will analyze the changes Annemarie has undergone since the
beginning of the novel by completing a character analysis graphic organizer.
ASSESSMENT:
Students will be assessed using their character analysis graphic organizer.

The literature circles will be assessed through student participation and their journals.
CC.1.3: Reading Literature
CC.1.3.4: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a
characters thoughts, words, or actions).
The teacher will
I
N
T
R
O
D
U
C
T
I
O
N
The students will
1. Say, Today we are going to continue

talking about the book Number the Stars.
Like yesterday, you are going to get twenty
minutes to discuss chapter fourteen as a
group. Remember that you will be switching
roles.
1. ----
2. Say, Make sure you have your book and

your discussion question packet. Discuss
the questions listed and any other questions
or comments you had while reading.
2. Move into literature circles

and begin discussing the
discussion questions and other
questions they had.
Questions:
In the beginning chapters of

this book, Annemarie often
tells fairy tales to her little
sister. Now it seems that a
fairy tale has come true.
Annemarie is re-enacting a
fairy tale in a real-life
Differentiation
(Content, Process,
Product,
Environment)
have assigned roles
for their level
etc.).
Materials/
Technology
Needed
Number the
Stars
Discussion
Questions
Time
30 min
situation.
Decide which fairy tale
Annemarie is
acting out in this perilous
situation. Discuss and
connect the following
references:
A girl is carrying a basket.
She must walk through the
woods.
Her goal is to deliver the
basket to a relative. There
may be dangers in the
woods.
In the fairy tale, the heroine
meets a terrifying wolf that
challenges her. Whom does
Annemarie meetin
addition to the dogsthat
symbolizes the wolf? What
threat do they pose?
Real-life incidents usually
diverge, or are different in
certain ways, from fairy-tale
incidents. Discuss how
Annemarie may escape from
the wolves in this story.
3. Discuss in literature circles.
4. Stop discussion. Focus on

teacher.
5. Share what discussed in the
literature circles.
3. Facilitate discussion by listening in and
posing questions and comments that will
help the students discuss a topic further.
6. --------
4. Get class attention.
5. Say, Would anyone like to share

something they discussed in their groups?
P
R
O
C
6. Say, A big theme in todays chapter was

the development Annemarie experienced
throughout the novel. In the chapters we
have been reading, Annemarie has had
many questions and has experienced many
things that have helped her develop into the
character she is now.
1. Say, Before you can begin to determine
how Annemarie has changed in the novel,
you need to look at her character traits from
the beginning of the novel to the end of the
1. -----
Number the
Stars
45 min
E novel.
D
U
R 2. Say, Good readers look for character
E traits through action and dialogue. Turn to a
partner and tell them how you can tell what
a character trait is through actions.
3. Say, Would anyone like to share what
they talked about with their partner? Call
on a student and write on board what they
say. Continue until all students who want to
share get the opportunity to share.
4. Say, Now, turn to a partner and tell them
how you can tell what a character trait is
through dialogue.
5. Say, Would anyone like to share what
they talked about with their partner? Call
on a student and write on board what they
say. Continue until all students who want to
6. Ask, What might cause someone to

change? Turn to your partner and chat.
Then you will share.
2. Turn to a partner and

discuss about how the traits
can be determined through
actions.
Teacher acting as a
3. Share what they discussed

with their partner on actions.

with their partner on dialogue.
Having partner
discussion helps
students form their
ideas/talk through
reasoning before
sharing with the
class.
6. Turn to partner and talk

about what might cause a
someone to change.
Teacher acting as a
scribe also allows
students to have
something to
reference when they
need to complete the
4. Turn to a partner and chat

about how the traits can be
determined through dialogue.
7. Say, Who would like to share what they

talked about with their partner first? Call on
a student and write on board what they say.
Continue until all students who want to
8. Say, You are going to get into your
literature circle groups. As a group, you are
going to write down some character traits
Annemarie has. Two groups are going to
discuss Annemarie at the beginning of the
book. Two groups are going to discuss
Annemarie at this point in the book. You will
get a piece of paper to use to write down
what you came up with as a group. Only
one person will need to write on this group
paper, but you all can if you want. Assign
groups to beginning and current place in
novel.
9. Say, I am going to blend your literature
groups together. That way there are two
large groups. Each large group will have a
literature circle that discussed Annemarie at
the beginning of the book and now in the
book. You are going to share with your new
group what your literature circle discussed.
There will be multiple people sharing similar
information. Make sure to be courteous and
assignment later.
with their partner.
8. Work with their literature

circle groups to figure out the
character traits of Annemarie.
9. Move to new group. Discuss

what their original group talked
about and take notes on the
character traits that are being
discussed.
Teacher acting as a
scribe also allows
students to have
something to
reference when they
need to complete the
assignment later.
Only one student is

required to write in
the group. This
allows the students
who struggle with
writing to focus their
cognitive energy on
the task and not the
writing.
Paper
allow all the members of your new group to

share character traits. If you discuss
something that is not on the papers, you
should add it to the paper. Assign new
groups.
10. Say, Now that you have had the
opportunity to discuss the character traits
Annemarie has at the beginning of the book
and right now in the book, you are going to
complete a Character Analysis Frame.
There are eight frames in this chart:
characters role, characters actions,
characters words, characters thoughts and
feelings, other characters thought and
words, problems, major accomplishments,
and personality traits. You are going to fill in
at least one example in each frame for both
the beginning of the book and the current
place in the book.
10. -------
CLOZE notes and

sentence starters will
be provided for
students who
struggle writing.
11. Ask, How many examples will you have

in each frame?
11. Two
12. Say, Correct. One for the beginning of

the novel, and another for this point in the
novel. This is an independent assignment;
however, if you need to ask a friend for
advice, make sure to whisper and then get
12.Work on Character Analysis

Frame.
Allowing students to
get up and ask a
friend for advice,
helps students stay
engaged and
reduces the
likelihood of the
student becoming
frustrated.
Character
Analysis
Frame
C
L
O
S
U
1.
R
E
back to writing. Hand out graphic organizer.

1. Say, Get out your journal.
1. Get out journals.
Prompts
2. Say, For todays journaling, you have

three possible prompts.
2. Choose a prompt and begin

to write about it.
Journals
Mama says, They will sail soon. . . . Soon

they will be safe, too. What does Mama
mean? To whom is she referring? How will
they be safe?
2. Imagine that you are Annemarie delivering
the packet. Write in the first-person (I) to tell
how you feel as you set off along the dark
path. Are you afraid of or worried about
anything? How does the once-familiar path
seem different to you now?
3. Annemarie has changed since this story
began. Compare the carefree schoolgirl
with the girl who is now undertaking a
dangerous assignment. If necessary, refer
to previous chapters. What has Annemarie
learned about her friends and family, and
most importantlyabout herself?
Choose one of the prompts and begin
writing. Remember this in an individual
assignment.
During the discussions (both whole class and small group), the student will not need to write what is being said. This will allow
him/her to focus on the content of the lesson rather than the writing.
15 min
This student will be able to get up and ask a friend for advice. This will help the student stay engaged and reduces the likelihood of
the student becoming frustrated.
Having partner discussions helps the student form his/her ideas and talk through reasoning before sharing with the class.
Having partner discussions helps the student form his/her ideas and talk through reasoning before sharing with the class.
When this student is finished, he/she can be a peer tutor with another student. He/she can also work with a partner to add more
detail to the graphic organizer.
This student can compile the information in his/her graphic organizer into a narrative critical analysis on the changes Annemarie went
through throughout the book.
LESSON EXTENSION:
The students will have the opportunity to spend more time in the writing process for one of their newspaper pieces. The students can
get back in their literature circles and discuss what they wrote in their journals.
PRE-ASSESSMENT:
Students will have already learned character traits and how they develop throughout the novel. Students will have needed to read
Chapters 14 in Number the Stars to participate effectively in the literature circles. This is not the first time the students have done
literature circles using a novel.
The students can interview someone outside of school about a situation that they were afraid and needed to be courageous like
Annemarie. They will write in their journals about how they might one day or have in the past been courageous. They will write about
some people they can go to in order to get help if they need it.
CITATION:
Lowery, L. (1989). Number the stars. New York, NY: Houghton Mifflin Harcourt.
View Standards. (2014). Retrieved December 5, 2014 from http://www.pdesas.org/Standard/StandardsBrowser/159960#161649|
159960
Unit Plan Day 9

Name: Paige Wealand
Grade: 4th Grade

Duration: 1 hr 30 min
RATIONALE:
The lesson is part of a unit on Number the Stars. Using Number the Stars as a mentor text, students will develop their critical literacy
skills by analyzing perspectives and writing poems through a variety of perspectives. This is a skill that students will apply to other
literature to ensure that they are analyzing literature through multiple perspectives.
LEARNING OBJECTIVES:
Given the characters in Number the Stars, students will create a double voice poem that describes the feelings and perspective of
two characters using information from the text.
ASSESSMENT:
Students will be assessed through classroom participation, completion of a brainstorming organizer, and their final poem.
CC.1.4.4.S: Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level
reading standards for literature and informational texts.
Differentiation
Time
I
N
T
R
O
D
U
C
T
I
O
N
1. Teacher will instruct students to get into their

literature circles to discuss what they have read in
chapters 15 and 16.
Discussion questions:
*Summarize how Annemarie is able to make the
Nazis think shes a silly little girl delivering lunch
to her uncle.
*What escape trick has Annemarie learned from
her sister?
*Summarize the importance of the handkerchief.
*Think again about bravery and courage. Does
bravery mean being unafraid, or does it mean
doing something daring even if you are afraid? In
your discussion, use Annemaries journey to her
uncles ship as an example. What other examples
of courage can you find in these chapters?
*Relate the story to your own real-life experiences
and knowledge. Whom do you know thats brave?
What did she or he do? With your group, make a
list of qualities that might show a persons
courage.
1. Students will lead the

literature circle based on
the roles they have.
Students will share
unfamiliar words, their
initial reactions, and
discuss the discussion
questions.
2. Teacher will circulate around the room and

listen to discussion. After the groups are finished
discussing, teacher will ask students to share any
interesting discussions or points they discussed.

different points and
conversations.
(Content, Process,
have assigned roles
illustrator, etc.).
will be written on the
board and read aloud
to support all students.
Materials/Tec
hnology
Needed
https://www.y
outube.com/w
atch?v=owbB0h7iXw
Neede
d
20 min
P
R
O
C
E
D
U
R
E
3. Teacher will feed off the conversations about

bravery and perspectives to introduce the lesson
of the day: The incident with Annemarie and the
Nazis shows how Annemarie felt and how her
sister would have acted. Today we will be writing
poems that look at different perspectives
regarding the same incident or topic. We will be
writing double voice perspective poems. I am
going to play a clip for you all. As you listen I want
you to think about perspectives and what the
voices are saying in our poem.
1. The teacher will talk about the different qualities
of the poem by asking students questions such
as, how many voices were in the poem? Did they
say the same things or different?
3. Students will listen to

the clip.
1. Students will answer

the questions (2 voices,
sometimes the same and
sometimes different).
2. Double voice poems have two speakers, but

three voices. They help us to see that while we all
have different perspectives, we still can share the
same ideas or beliefs; we can share the same
voice.
3. Teacher will brainstorm with the students.
Think about Number the Stars. What events in
the story have shown different perspectives?
What perspective was shown during the incident
with the Nazis?
3. Students will share.
The clip has subtitles in

order to support
students audibly and
visually.
White board
Number the
Stars
40 min
4. Teacher will model writing a double voice poem

with the students. The incident with the Nazis
showed the perspective of Annemarie and her
sister Kirsti. How?
4. Students will answer

that Annemarie acted as
Kirsti would have.
The brainstorm will
remain on the board to
help students in writing
their poems. The group
written poem will also
remain up as a point of
reference.
5. Annemarie felt one way about the Nazis

approaching her, but reflected on how Kirsti would
act and behaved in that way. Lets brainstorm a
couple ideas about this.
6. As the brainstorm occurs, the teacher will
model the process by writing what each voice
would say on the board in the format of the
graphic organizer that students will receive when
they write their own. Sample of that work is
attached.
7. Teacher will leave the sample on the board.
Teacher will ask students to think of other
characters that may share different/similar
perspectives. As the brainstorming occurs,
teacher will write these ideas on the board to help
students create their own.
8. Teacher will then distribute the graphic
organizer to students. As you write your own
double voice poem, I want you to have at least
thoughts for each voice.
6. Students will help

develop double voice
poem.
7. Students will
brainstorm different
characters and events.
8. Students will write

their own poem.
9. Students will ask for
9. As students work, teacher will circulate to help

students as needed.
C 1. Students will get together in pairs and share
L their poems.
O
S 2. The pairs will select on poem to read aloud to
U the class. As each poem is read, the teacher will
R ask the students to identify each aspect of the
E double voice poem that they had learned about.
help as needed.
1. Students will read their
poems.
and identify.
Students will be placed

with partners that are
on their level to support
them.
Poems
30 min
Because of he is a higher level ELL he as the ability to write and speak conversationally
Student will be provided with sentences starters to aid the writing process
He will be asked to write only in the graphic organizer- he will not be assessed on spelling or conventions because the focus is on the
content.
He will be provided with different, more complex options for writing

He may also include a detailed artistic representation of his double voice poem
LESSON EXTENSION:
The class will read Mirror, Mirror a book that demonstrates double voice poems in a different context.
Students can edit and review their poems using what they have been learning about proofreading marks.
Students can focus on developing richer descriptions within their poems.
PRE-ASSESSMENT: Earlier in the year students will have been taught about various types of poems and have an understanding of
voice in poetry. While this is the first time they will be writing double voice poems, they will have already written poems in one
focused voice.
CONNECTIONS BEYOND THE LESSON: Students can reflect on their environment and identify the different voices that exist. What
voices share the same tone? Why are certain voices different and similar? In what ways would your families and teachers have
similar voices? In what ways would your siblings and friends have different voices?
CITATION:
View Standards. (2014). Retrieved December 3, 2014 from http://www.pdesas.org/Standard/StandardsBrowser/24299#24293|0
Double Voice Poem Rubric

Name: __________________________________
Criteria
Voices
There are two

separate voices
being portrayed
with at least one
line using shared
voice .
There are two

separate voices
being portrayed
with, but there is
no shared line.
Word
Choice
Contains strong
persuasive words
and phrases.
Contains
persuasive words
and phrases.
Contains some
persuasive words
and phrases.
Lacks persuasive
words and
phrases.
Generally uses
complete
sentences.
Contains some
incomplete
sentences that
may be distracting
to the reader.
Includes
incomplete
sentences that are
distracting to the
reader.
Sentences
Consistently uses
complete
sentences.
There is only one

voice being
portrayed in the
poem
Usage/
Mechanics
Contains few errors

in grammar/usage,
punctuation,
capitalization,
and/or spelling.
May contain
some errors in
grammar/usage,
punctuation,
capitalization,
and/or spelling
that are not
significantly
distracting to the
reader.
Contains errors in
grammar/usage,
punctuation,
capitalization,
and/or spelling
that may be
significantly
distracting to the
reader.
Contains repeated
errors in
grammar/usage,
punctuation,
capitalization,
and/or spelling
that is
significantly
distracting to the
reader.
Number the Stars Day 10

Name: Kayla Bankert
Grade: 4th Grade

Duration: 1 hour 20 minutes
RATIONALE:
This lesson is a part of a unit on the Holocaust, centering on the focal novel Number the Stars. This lesson helps students develop
their analytical literacy skills through literature circles. This lesson will continue to hone the students writing skills and to teach how to
peer edit. The Holocaust is something the students need to learn about and in this way they learn about it and make it personal.
This makes the information more meaningful to them and let them remember the information in the future.
The student will write a Number the Stars book review that tells if they did or did not like the book, why, and if they would recommend
the book to someone else.
The student will use commas, periods, capital letters, and spell words correctly in their advice column.
The student will create a Secret Newspaper, on Prezi, using the Holocaust activities done throughout the unit plan.
ASSESSMENT:
The newspaper will be focused on the Holocaust and written in a newspaper format with different sections and headings.
The book review will focus on the book and what the student thought and have a beginning, middle, and end.
Any writing done will be checked for capital letters, punctuation, correct spelling, sentence structure variation, and verb variation.
The literature circles will be assessed through participation in discussion and through their journal responses.
CC.1.4.4.A: Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.
CC.1.4.4.F: Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.
CC.1.4.4.U: With some guidance and support, use technology, including the Internet, to produce and publish writing as well as to
interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single
sitting.
Differentiation
Time
(Content, Process,
Materials/Technology Neede
Needed
d
I
1.
Today we will be
1.
-------Within their literature
Number the
20
finishing up our Holocaust unit.
2.
Students get
Stars by Lois Lowry minute
N
2.
Please
get
out
your
out
their
Number
the
Stars
Writing
T
have assigned roles
Number the Stars book, writing
book, writing journal, and
Journal
R
journal, and literature circle
literature circle job
Literature
O
for their level
packet.
description paper.
Circle packet
D
3.
Everyone get
3.
Students get
U
etc.).
together in their literature circles
together in their literature
and
talk
about
the
last
chapter
in
circles,
figure
out
their
role,
C
Number the Stars and about what
talk about number the
T
Students can move
you
wrote
in
your
journals
Stars,
their
journal
writing.
I
around in the room to
yesterday. Make sure to switch
O
find a location to do
your roles and to all be involved
4. -------N
their discussion.
in the discussion.
P
R
O
C
E
4.
Teacher walks around
and facilitates conversation using
Relate the story to your own real-life
experiences and knowledge.
Whom do you know thats brave?
What did she or he do?
1.
Class, class.
2.
Everyone please
return to your seats.
3.
Does anyone want to
share what they thought about
the last and final chapter?
Can read exactly what

they wrote,
summarize, or not
share what they
wrote.
1.
Yes, yes.
2.
Students return
to their own seat.
3.
Any student
wanting to share will raise
their hand and share their
Students do or dont
have to share.
Have the questions
typed out to give the
Numb
er the Stars by
Louis Lowry
Writin
g Journals
Previo
45
minute
D
U
R
E
4.
This last chapter
really brings together the whole
story and gives us a chance to
think about what happened in the
future.
5.
Did Ellen and her
family return? What happened to
all of the other families? Did they
reunite?
6.
All of these questions
are about friendship and hope.
The friendship between
Annemarie and Ellen and the
hope given that families and
friends got to be reunited.
7.
Annemarie finds
Ellens Star of David necklace
and has it fixed and then chooses
to wear it until Ellen returns. How
many of you think you could do
that?
8.
I want all of you to
think about your best friend and
put yourselves in Annemarie and
Ellens place. Write about what
you would be thinking about and
feeling after you had just gone
through everything they had gone
through.
9.
Walk around while
they are writing and ask them
about what they are writing.
10.
Class, Class.
11.
You will have time to
thoughts.
4.
--------
5.
--------
6.
--------
7.
Students
thinking that they could do
what Annemarie did will
raise their hand.
8.
Students will
write in their journals about
everything they would feel
and think about after going
through everything
Annemarie and Ellen went
through.
9.
--------
students
a quiet location in the
room to write in their
journal.
Students may move
locations to work on
their newspaper but
they must be sitting at
a desk or table.
Students may ask the
teacher to give some
feedback.
usly written pieces

for the newspaper
Laptop
s
Typed
questions
C
L
O
S
U
R
E
continue writing if you are not

done, but for now I want you to
start gathering up everything you
have created for your newspaper.
Your final piece for your
newspaper is going to be a
review of Number the Stars.
12.
Go ahead and start
writing your review. The focus of
the review should be:
Did you like or dislike the book and
why?
Would you recommend this book and
why?
13.
When you are done,
compile your newspaper how you
want it to look. Ask your peers to
edit and give you feedback.
14.
Walk around and offer
advice, tips, and feedback to the
students.
1.
Macaroni and
cheese.
2.
Please put away your
materials and come sit in the
front.
3.
I have a book for us
to read and wrap up our
Holocaust unit.
4.
Read Children We
Remember.
5.
We will now finish up
our unit with a final journal
writing. The final writing should
10.
Yes, yes.
11.
Students gather
up the pieces they have
already written and any
other materials they need.
12.
Write their
review and peer edit
13.
--------
1.
And freeze.
2.
Students put
away their materials and sit
up front.
3.
-------4.
Listen to the
book.
5.
Students write
in their journals
Students may sit in a

chair instead of on the
floor.
The Children
We Remember by
Chana Byers Abells
Journal
15
minute
be a cumulative reflection of this

entire unit.
a. What did you
think about the book Number
the Stars?
b. Reflect on the
readings.
c. What did you
think about creating a
newspaper?
i.
D
id you like or dislike it?
Why?
d. What
assignments challenged you
the most?
6.
Walk around and
make sure students are on task.
6.
--------
Level Three ELL Student
Student reading on a 2nd Grade Level
him/her to focus on the book review book review content and not how to write the words of the sentence.
Because he reads on a second grade level, he is provided with an audio recording of Number the Stars.
Gifted student
When this student is finished, he/she can be a peer tutor with another student.
The student may write another column relating to the Holocaust or something they have gained from this unit.
LESSON EXTENSION:
The students can get back in their literature circles and discuss what they wrote in their journals about how they would feel if they
had been in Annemaries position.
PRE-ASSESSMENT:
The students have had experience reading and writing book reviews before. They will be familiar with a newspaper but will never
have created one before.
The student can link this to home because their families may read a newspaper. Also in their journals they will be writing about their
friend(s).
CITATION:
View Standards. (2014). Retrieved December 3, 2014 from http://www.pdesas.org/Standard/StandardsBrowser/24299#24293|0
Feedback Attained:
Lots of negative reactions and questioning as to if teaching the Holocaust was appropriate for 4h grade.
Many people thought that we included a lot of information.
People commented on the number of extra resources available to students.
People enjoyed the newspaper and how that related to the unit plan.
Some people suggested that this unit should span longer than ten days.
Carley commented that it was very interesting that both our group and her group used similar topics, but went in very different
ways.
Many people thought the way our rationales were inside the book covers on the tri-fold.
Many people commented that it would be difficult for students to process this topic.

Master - Exploring Multiple Voices From The Holocaust

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Exploring Multiple Voices from the Holocaust

Voices of the Holocaust

Escape Advice Column

Passage in Secret Language

1 Picture with Caption

*For Grading Use Only*

Students have at least

Students have less

Students have less

May contain some

Contains few errors

May contain some

Letter to the Editor Rubric

May contain some

Contains few errors

May contain some

and/or spelling that

Character Analysis Rubric

All eight of the

All eight of the

frames are filled in

Contains few errors

May contain some

Contains few errors

May contain some

Book Review Rubric

audience and states a

audience and states

audience and does

May contain some

Contains few errors

May contain some

Escape Advice Column Rubric

May contain some

sentences that are

Contains few errors

May contain some

Double Voice Poem Rubric

There are two

There are two

Contains few errors

May contain some

There is only one

Unit Plan Day 1

Grade: 4th Grade

What the students will do?

1.Teacher will explain that they will 1..

N the students and give each student a

3.Students will gather on the carpet

2.Students will meet with their group

3.Students will follow along as

Teacher will be reading

during this unit. Along with reading

1. Teacher will read the book,

1.Students will listen to teacher read.

2. Students will get with their

Exploring Multiple Voices from

Hitler and the Nazis

2. Who were the Nazis?

3. What were the goals?

3. What was the Kristalnacht?

4. What were the Ghettos?

For Grading Use Only