Group+1

=Group 1: Kailyn Graffius, Calliope Orr and Jamie Goss=

** 3.0 Literary Response and An alysis**
 * 2.0 Reading Comprehension **

Anticipatory Set-** Show students large map of Europe, ask the students if they have ever heard of the countries of Denmark, Germany, and Sweden. **This will engage students and tap into their __prior knowledge__ on the topic.** We will utilize the "Learning about Students" concept by tapping into past knowledge, cumulative folders and where they're at academically before beginning the lesson. Inquiring about these things, and making sure we know what the students know before going into the lesson is important because it will help us connect the current material to past knowledge and previous concepts they've learned. Engaging the students and tapping into this prior knowledge also contributes to us having good class management so that we can organize and construct the class and lesson to their benefit. Show the students these countries on the overhead. **Using the overhead projector is a great way to __engage the visual learners__ in this class.** Have each student grab three colored pencils from their supplies box and have them color in each country in a different color on their map handout. **This is a great way to allow students who might be __hands-on kinesthetic learners__ to physically experience a part of the lesson.** Also show the students where Copenhagen is and have them draw a star within Denmark to illustrate where this is. This part of the lesson will be appropriate for the visual learners in the class to physically locate Denmark on the map. To ensure modeling comprehension read a paragraph together and process what YOU (the teacher) is thinking. Have students read Lois Lowry's 'Number the Stars' by themselves. After the silent reading time, have students write a summary of what they read for that day in order to assess comprehension. If some students were not comprehending the material, have some sessions in class were the book is read aloud "popcorn" style. By doing so this allows the teachers to use assessment driven instruction based on the needs of their students. At the end of each reading time the teacher will briefly summarize the events that occurred. Having the students taking turns reading aloud and discussing what is happening will be a beneficial guided practice strategy.There are two students who have IEP's and need extra help with reading comprehension, the popcorn read and discussions will be needed. Discussions will engage the __interpersonal students__, and get them working with the class and furthermore will help to balance out other students who aren't as interpersonal in their __learning style__.
 * INSTRUCTIONAL STRATEGIES
 * Input-**


 * Check for Understanding-**
 * need to have language about assessment drives instruction*
 * For example, should many of my students not understand/comprehend the story, I will reteach... Should most of my students understand the story, I would... *

When the students have read 'Number the Stars' lead the class in a series of comprehension questions about the book. Break the class into different teams by table and lead them in "Number the Stars Jeopardy. It is run like the television game, "Jeopardy." The clues are below. Read each clue aloud to your students. Call on the first student to raise his or her hand in response to the clue. The student should supply the answer in the form of a question ("Who is...").
 * 1) She was an only child.
 * 2) This person was a messy housekeeper.
 * 3) Her hair was dark and she wore pigtails.
 * 4) She was Ellen's best friend.
 * 5) This person loved stories of kings and queens.
 * 6) He would benefit from having a wife.
 * 7) She is Henrik's sister.
 * 8) She is a good actress.
 * 9) This child is five years old.
 * 10) He tore photographs from the family album.

//Game and more clues found at http://www.teachervision.fen.com/reading/activity/2536.html//


 * Independent practice-**

Have children write a short essay about the book. This will engage our visual learners as they write about what they are learning. In the first paragraph have them write a short summery, in the second have them write 3 things that they thought were interesting in the book, in the third paragraph have them write what they think it would be like to live during WWII at this time.

__Star of David art project__ 1. Give each student 3 white strips of paper and 3 yellow strips of paper. 2. Instruct the child that when they are home they are to write adjectives to describe Annemarie on the yellow strips. Write adjectives to describe Ellen on the white strips. -IN CLASS- 3. Arrange and glue the 3 yellow strips in a right-side-up triangle formation. Weave the white strips through the yellow strips in an upside down triangle, and glue them.

The two triangles inter-woven form a Star of David. Display them on a bulletin board with a large "Star of David necklace". Make by making a chain of yellow paper rings and attaching a large handmade construction paper Star of David like a charm on the "necklace". Attach small stars to large "Star of David". To help further cater to the __gate students__ and __differentiate instruction__ we will have the students study the history of the Star of David, and to assess them we will have them tell the class about it. Or to further engage them we will have them look up the Newbery Medal and find out what it is, and why the book would get an award like this, or other books like this that have the award. Same as the Star of David idea, in order to assess them we will have them tell the class about it. This will not only work for the gate students, but it will be appropriate for the rest of the students to further acquire __contextual knowledge__. Ask the students what they thought of the book and if they enjoyed reading it. Engage in a class discussion about what life would be like during that time, and other topics they wrote about in their short essay. -Students will read 'Number the Stars' -Students will participate in comprehension Jeopardy -Students will write a short essay about 'Number the Stars' -Students will make compare/contrast Star of David
 * Closure-**
 * STUDENT ACTIVITIES**

//Based on your knowledge of the content and of student development, explain why the instructional strategies, student activities, and resources you listed are://

- We have a class of 5th grade students, which means that they are ten years old. - This book and lesson covers various standards set by the state, so that deems it age appropriate in general. More specifically it is outlined below how we will cater it to our specifically explained class. 
 * Are appropriate for this class

Address the developmental needs of these students - Our class has four __ELL students, two GATE students__, and six at __risk student__s. Also, two students have __IEP's__ and need extra help with reading comprehension. To help further cater to the gate students and use __differentiated instruction__ we will have the students study the history of the Star of David, and to assess them we will have them tell the class about it. Or to further engage them we will have them look up the Newbery Medal and find out what it is, and why the book would get an award like this, or other books like this that have the award. Same as the Star of David idea, in order to assess them we will have them tell the class about it. - The ELL students will be catered to in this lesson plan by having the teacher work with them, have parent volunteers (previously asked to help in the classroom per the explanation) work with a group of ELL students and use a lot of visuals and pictures as __realia__ because that is a good way to __differentiate instruction__ and cater to a variety of students and it will benefit the ELL students. With this lesson we will do a similar idea of using group work to help our students who have IEP's and require special accommodations with reading comprehension. We will pair them up throughout the class and have reading time, to make sure that students are being encouraged since we know that the students don't get a lot of support at home since the majority of the parents work all day. Knowing the students enjoy group work and are __visual learners__ we make sure that they have something besides just reading; like a hand out, or their compare contrast and making of a Star of David, or a game of jeopardy, which encourages __group settings__ and __kinesthetic learning__. We will also make sure that for group work we would intentionally form the groups with a variety of students so that there are some ELL students, some 'higher level' and some 'at risk' students all mixed into one group so that a balance that helps the students is formed. Using pictures and visuals is a good form of realia because it doesn't only help the ELL students but rather the entirety of the classroom. For the __at risk students__, these visual incorporations will help to keep them engaged and moving forward with the material and the expectations of the lesson.

Help these students make progress toward achieving the state-adopted academic content standards for students in this content area   -Our lesson plan helps students achieve the content standards in the areas of 2.0 Reading Comprehension and 3.0 Literary Response and Analysis. - Our map introduction helps students with 2.1: Understand how text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, maps) make information accessible and usable. ** - Our short essay portion helps the students with content standard 2.4 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.

- Our Star of David activity helps students to achieve standard 3.1 Identify and analyze the characteristics of poetry, drama, fiction, and nonfiction and explain the appropriateness of the literary forms chosen by an author for a specific purpose, because they identify characteristics of Annemarie and Ellen from the text.

-And, our assignment about the Star of David also helps students to: 3.5 Describe the function and effect of common literary devices (e.g., imagery, metaphor, symbolism), because the Star of David is used as a symbol throughout the entire book. 

Content Standards from:

http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf 