Lesson Plan for Implementing

NETSSTemplate I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name
Mary Caroline Smith
Position

5th Grade Teacher

School/District

Newton County Theme School / Newton County

E-mail

Smith.marycaroline@newton.k12.ga.us

Phone

770-789-0999

Grade Level(s)

5th Grade

Content Area

Reading/Social Studies Integrated

Time line

5 weeks

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please
put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which
standards were addressed.
Content Standards:
Reading: Key Ideas and Details
ELACC5RL1 - Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
ELACC5RL2 - Determine a theme of a story, drama, or poem from details in the text, including how characters in
a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
ELACC5RL3 - Compare and contrast two or more characters, settings, or events in a story or drama, drawing on
specific details in the text (e.g., how characters interact).
Craft and Structure
ELACC5RL4 - Determine the meaning of words and phrases as they are used in a text, including figurative
language such as metaphors and similes.
ELACC5RL5 - Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of
a particular story, drama, or poem.
ELACC5RL6 - Describe how a narrators or speakers point of view influences how events are described.
Writing: Production and Distribution of Writing
ELACC5W5 - With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach
ELACC5W6 - With some guidance and support from adults, 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 two pages in a single sitting.
Speaking and Listening: Comprehension and Collaboration
ELACC5SL1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led)
with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly.
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ELACC5SL2 - Summarize a written text read aloud or information presented in diverse media and formats,
including visually, quantitatively, and orally.
Social Studies: SS5H6 The student will explain the reasons for Americas involvement in World War II.
NET*S Standards:
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and
processes using technology.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a
distance, to support individual learning and contribute to the learning of others.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and
ethical behavior
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
Overview (a short summary of the lesson or unit including assignment or expected or possible products)
Students will use knowledge of World War II to help them complete a novel unit on Number the Stars by Lois
Lowry. Students will complete a culminating project at the end of the 5 weeks that compiles the knowledge gained
throughout the unit into one presentation.

Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? Additionally, what questions can you ask students to help them focus on important
aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring
to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry.
They should not be answered with a simple yes or no and should have many acceptable answers.

How do past historical events affect the present, and help us shape the future?
Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or
rubrics. Include these in your presentation as well.

Students will complete a variety of assignments and quizzes throughout the unit to check their reading
comprehension and understanding of the novel. Students will complete a cumulative project over
Number the Stars at the end of the unit. Students will work independently and in cooperative groups
throughout this unit.

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Resources (How does technology support student learning? What digital tools, and resourcesonline student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etchelp elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)

Resources:
Number the Stars by Lois Lowry (book or e-reader)
Laptop
Projector
Internet
Class set of laptops/computers
Microsoft Excel

http://www.destination360.com/europe/denmark/tivoli-gardens#
Blog Accounts
Jewish Holidays packet
Socrative Ipad App
Classroom set of iPads
Chapters 1-4 Quiz
Google Docs
Fakebook Access
Chapters 5-8 Quiz
Chapters 9-12 Quiz
Chapters 13-15 Quiz
Chapters 16-Afterword Quiz

Students should have a good grasp of using all Microsoft Office components. Students will also need to
be comfortable with using the internet for research. Students will be introduced to other technology
tools throughout the unit.
Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can
you find out if students have this foundation? What difficulties might students have?)
Students will need general background knowledge about World War II before this unit starts. They should be
familiar with these terms: Nazi, Adolf Hitler, Holocaust, Judaism, concentration camp. As an introduction to the
unit, students will complete the K and W portions of a KWL chart about WWII. This will give the teacher a quick
view of what the students already know before the unit even begins. Completing a KWL chart together as a class
will hopefully encourage students who may not be comfortable with their knowledge to share.
Management Describe the classroom management strategies will you use to manage your students and the use
of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as
throughout the process. Be sure to indicate how you prepared for problems and work through the issues that
occurred as you implemented and even after the lesson was completed.
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There are a variety of activities throughout the unit. Students will complete some activities independently. Other
activities will be completed in cooperative groups. Students will work in the classroom for most activities. If there
are days where a computer is needed, students may travel to the media center or the computer lab to complete
the activities. A problem that sometimes occurs with the laptops at schools is the internet connection not being
consistent. If this happens, students will be able to travel to another teachers classroom to work on her
computers.
Instructional Strategies and Learning Activities Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or
creativity levels of Blooms Taxonomy? How can the technology support your teaching? What authentic,
relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge
and skills? How will students use digital tools and resources to communicate and collaborate with each other
and others? How will you facilitate the collaboration?

The unit will use a variety of Research Based Instructional Strategies supported by Dr. Robert Marzano. Students
will use graphic organizers to compare the Rosen family with the Johansens. Students will practice summarizing
by completing end of chapter questions for each section of the book. Students will practice note taking though out
the unit using Google Docs. These notes will be in a variety of formats and will allow students instant access to
their group members work. As students are working on the unit on Number the Stars the teacher will be a
facilitator and a guide. The teacher will provide oral and written feedback and commentary on student progress.
Students will create a nonlinguistic representation of their novel understanding by creating a timeline using
www.timetoast.com to document the important events in the novel. Students will also create illustrations of
important vocabulary as an example of nonlinguistic representation. Throughout the unit, students will be working
in cooperative learning groups.
Students will have a variety of roles in the lessons. Students will be learners, guides, and facilitators throughout the
novel unit. Higher order thinking can be ensured by the activities assigned to students. The questions asked will
not be simply comprehension of the novel; they will consist of application, inference, and predictions. Technology is
used almost daily in this unit. Students will use blogging, an online time line, Microsoft Excel, and virtual field trips
to enhance their learning experience. Students will use the iPads, laptops, and desktops for the technology
portions of this unit. Students will also have access to the Media Center and Computer Lab when needed.

Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)
This unit allows for ample group work and independent work opportunities. Student activities will vary in order to hit
the spectrum of the multiple intelligences. For example, students will complete a vocabulary graphic organizer that
requires them to write the word, write a sentence with the word, and illustrate the word. When students complete
their final task for the unit, they will choose from three choices: scrapbook, newspaper, time capsule.
Students will be assigned roles within their groups to help enrich their learning experience. Some students will be
teachers while other students will remain students.
Students will use assistive technologies as needed. Additional graphic organizers will be provided for students
needing that support. Students will be given sticky notes and highlighters to jot down notes and highlight important
information.

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Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be
asked to provide feedback on the assignment itself? What will be your process for answering the following
questions?
Did students find the lesson meaningful and worth completing?
In what ways was this lesson effective?
What went well and why?
What did not go well and why?
How would you teach this lesson differently?)
Students will complete a survey through Surveymonkey about the unit. The link to this survey is here:
https://www.surveymonkey.com/s/TCXQZD5. The lesson effectiveness will be measured by students
performance throughout the unit. As we progress through the unit, I will make notes on my lesson plans about
difficulties that arise so that I will be prepared for them in the future.

Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please
provide a quality reflection on your experience with this lesson and its implementation.
I am a 5th grade Reading/Social Studies Integrated teacher. I use novels throughout the school year to integrate
Social Studies standards and Reading standards. Reading the novel Number the Stars is an excellent way to
make WWII authentic and meaningful for my students. I plan to implement this lesson plan in the Spring when I
am covering WWII. I have done many of the activities in the past, but I have never given students the choice for a
final product. I believe that giving students choices is extremely important and plan to do more of that in the
future.

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Resources needed for this unit:

Venn Diagram:

The Rosens

The Johansens

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Chapter Quizzes:
Chapters 1-4 Quiz
1. Write a one paragraph summary of the major events that happened in these four chapters
2. Describe what happens to Annemarie, Ellen, and Kirsti on their way home from school.
3. What is De Frie Danske? Who brought it and why?
4. Who are the Resistance fighters?
5. Who is Lise and what happened to her?
6. List three ways in which the Nazi occupation changed the lives of the citizens of Copenhagen.
7. What religion do the Rosens practice? Why is that a problem?
8. What is wrong with Kirstis new shoes? How is this problem solved?
9. Why does Ellen spend the night with Annemarie?
10. The following states are events that happened in Chapters 1 & 2. Put a 1 next to the even that happened
first, a 2 next to the event that happened next, and so on until all 6 events are number in the order in which
they occurred.
a. Kirsti asked Mama for cupcakes
b. Annemarie thought about King Christian X
c. Annemarie, Ellen, and Kirsti raced home from school
d. Annemarie thought about Lise, and what happened to her
e. The girls were stopped by the German soldiers
f. Annemarie told Kirsti a fairy tale
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Chapters 5-8 Quiz

1. Describe what happens in the middle of the night when Ellen stays with Annemarie.
2. What makes the German soldiers suspicious of Ellens identity?
3. What does Papa do to answer the German soldiers questions about Ellen?
4. Describe how the German soldiers treat the family.
5. What does the code word cigarettes mean?
6. What is Annemarie afraid that Kirsti will do on the train ride to visit Uncle Henrik?
7. Describe Uncle Henriks house and the surrounding land.
8. What does Ellen say that her mother is afraid of?
9. What does Uncle Henrik say happened to Great-aunt Birte?
10. Write a paragraph describing Uncle Henriks housekeeping and Mamas reaction to it.
Chapters 9-12 Quiz
1. Why does Mama lie to Annemarie?
2. What is the surprise Ellen receives during the funeral of Great-aunt Birte? Describe Ellens reaction to the
surprise.
3. How does Mama keep the soldiers from opening the casket?
4. What is the meaning of the Psalm read at the funeral?
5. What is in the casket?
6. What does Peter give to the baby? Why?
7. Peter gives Mr. Rosen a paper-wrapped package. What instructions does Peter give to Mr. Rosen?
8. Describe the plan that Pater devises to get the group safely away.
9. How long is Mama supposed to be gone? How long is she actually gone?
10. What do you think has happened to Mama?
Chapters 13-15 Quiz
1. What actually happened to Mama?
2. What does Annemarie find in the grass? How does Mama react to her finding it?
3. What story does Annemarie think about when she is running down the path?
4. Based on what you already know about the soldiers, what do you think they will do?
5. What does the soldier do with the lunch?
6. Why do you think the handkerchief is so important?
7. What does Annemarie notice when she arrives at the boat? What does Uncle Henrik tell her?
Chapters 16-Afterword Quiz
1. What is the first thing Annemarie had to try to do after returning to her uncles house?
2. What is Uncle Henriks definition of bravery?
3. Does Annemarie feel that she is brave? Why or why not?
4. How does Uncle Henrik get the Rosens to Sweden?
5. What does Annemarie learn about Peter?
6. What is the secret of the handkerchief?
7. Describe the city of Copenhagen when the war ended.
8. What does Annemarie finally learn about Lises death?
9. Ellens Star of David was kept in safe place by Annemarie. Where has it been, and what will Annemarie do with
it now?
10. Write one paragraph telling how much of this story is true, and how much is fiction. Be sure to include the
characters, the war, the dogs, the handkerchief, and the king of Denmark.
Student Survey:
Number the Stars Survey link (surveymonkey.com)
Vocabulary:
1. stocky
2. lanky
3. defiantly
4, obstinate
5. impassive
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6. intricate
7. padlock
8. submerged
9. scornfully
10. haze
11. recurring
12. gnarled
13. sprawling
14. deprivation
15. permeated

Rubrics:

Teacher Rubric for Group Work

Your teacher will use this rubric to evaluate your group's work as a team.
Team members: ______________________________________________________

Beginning

Developing

Accomplished

Exemplary

1 point

2 points

3 points

4 points

Contribution

One or more
members do not
contribute.

All members
contribute, but
some contribute
more than others.

All members
contribute equally.

All members
contribute equally,
and some even
contribute more
than was required.

Cooperation

Teacher
intervention needed
often to help group
cooperate.

Members work well

together some of
the time. Some
teacher intervention
needed.

Members work well

together most of the
time.

All members work

well together all of
the time; assist
others when
needed.

On task

Team needs
frequent teacher
reminders to get on
task.

Team is on task
some of the time.
Needs teacher
reminders.

Team is on task most

of the time. Does not
need any teacher
reminders.

Team is on task all

of the time.
Does not need any
teacher reminders.

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Communication

Members need
frequent teacher
intervention to
listen to each other
and speak to each
other appropriately.

Members need
some teacher
intervention to be
able to listen to
each other and
speak to each other
appropriately.

All members listen to

each other and speak
to each other in equal
amounts.

Each member
listens well to other
members. Each
member speaks in
friendly and
encouraging tones.

Total points ________

Final Project Rubric:

Students may choose one option from the following three choices:
Time Capsule: Items in the time capsule must represent items that would be important to the main character of
the novel. You have to bring at least 5 3-D items to represent the character. You need to attach a description to
each item to explain its importance to the main character. The time capsule container must be decorated
appropriately for the time period in the novel. The container must also have the title, author, setting, and main
characters of the novel.
Newspaper: Create a newspaper for your novel. Try to make the heading look like a real newspaper. The title
should be something relevant to the book. There should be at least 3 main articles in the newspaper. You may
also want to include pictures with captions, letters to the editor about events in the story, classified ads,
advertisements, weather report, maps, or summary of events. Your newspaper must also include the book title,
author, setting, and main characters of the novel.
Scrapbook: Create a scrapbook for one of the characters in the novel. Title your scrapbook and include the
characters name, book title, author, and your name. You will also need to have a page with an explanation of the
setting and main characters. You will need 6 items in your scrapbook. Create, collect, or find souvenirs that the
main character would have put into a scrapbook. You may include pictures from that time period that would
pertain to the story. Add an explanation next to each one, describing its significance.
Number the Stars Project Rubric
Project Chosen:
____ Time Capsule
____ Newspaper
____ Scrapbook
Essential Information
____ Title
____ Author
____ Setting
____ Characters

__________ out of 20 points

Fulfilled Specific Requirements

____ Followed the detailed description of project

__________ out of 20 points

Creativity/Neatness

__________ out of 10 points

Total Score: ___________

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