4th Grade Literacy Curriculum Guide Module 1
2014-2015
Unit Name:
Number The Stars
Module 1: August 18-September 22 (24 days until test)
TLI Reading Focus: Informational/Technical
Unit Overview: In this unit the students will learn about
prejudice and how it has impacted the history of our nations.
They will explore the issue of prejudice from both sides by
learning about the authors’ use of different perspectives.
Students will examine a novel (extended text) and several short
texts and articles through close reading and other reading
strategies. They will cite and collect evidence from various
forms of media to inform and explain topics. Students will
develop analytical and narrative writing by producing assigned
writing tasks, as well as completing a research project.
Essential Questions:
Each individual must make choices and take responsibility for
his/her own actions. How does hatred and fear, impact an
individual’s choice to be brave?
Performance Tasks:
Research and write a new story about a historical event that occurred in
Copenhagen, Denmark during the Nazi occupation.
Write a detailed analysis of Peter’s influence on the events and other characters
in “Number the Stars.” Explain how events of the time impacted his decisions.
Write a narrative developing a character who faces a problem and acts bravely.
Building Background Knowledge Prior to Teaching: Please refer to
the North Carolina Unpacked Standards
Explanations and Examples in this document are reference the Arizona,
Delaware, North Carolina and Ohio Departments of Education
1
PBSD- Grade 4- Common Core- Module 1
Reading Complex Texts
RL/RI.4.10
5-9 Short Texts
Literature
Yertle the Turtle and Other
Stories by Dr. Seuss
The Butter Battle Book by
Dr. Seuss
The Sneetches and Other
Stories
by Dr. Seuss
Literature
Terrible Things by
Eve Bunting
The Cats in Krasinski
Square by Karen Hesse
1 Extended Text
Informational
Routine Writing
Develop and Convey
Understanding
3-4 Analyses
Focus on Inform &
Explain
Number the Stars by
Lois Lowry
Journaling: Students will
respond to daily reading and
read alouds by writing
summaries in journals.
Textual Analysis: Students
will write analyses to
inform and explain their
understanding of the key
concepts of prejudice and
bravery in writers’
workshops.
Quick Write: What is
prejudice? Have you ever
been a victim of prejudice?
Tell the story. Have you ever
shown prejudice toward
others. Tell what happened.
What is bravery? Tell about a
time when you were brave.
Literature
Science
Writer’s workshops:
Determine the main idea or
theme of the articles and
other texts.
Social Studies
Erika’s Story by Ruth
Vander Zee
Hitler Youth: Growing Up In
Hitler’s Shadow
By Susan Campbell
Bartoletti
Art
Cite Evidence
RL/RI.4.1
Writing About Texts
W.4.1-2, 4-6, 9-10
Analyze Content
RL/RI.4.2-9, SL.4.2-3
Research Project
W.4.7-9
RL/RI.4.1-10
1 Research Project
Integrate knowledge from
sources when composing
Research and write a news
story about a historical
event that occurred in
Copenhagen, Denmark
during the Nazi Occupation.
Narrative Writing
W.4.3-6,10
2-3 Narratives
Convey Experiences
Writers’ Workshop: Students
will develop narratives
describing real or imagined
experiences and characters.
Write a about a time in your
life when you were brave.
Compare and contrast
the points of view from
which Number the Stars
and Erika’s Story are
narrated. Use specific
information from the
texts to explain the
difference between the
narrations.
For Reading and Writing in Each Module
Study and Apply
Study and Apply
Grammar
Vocabulary
L.4.1-3, SL.4.6
L.4.4-6
2
Conduct Discussions
SL.4.1
Report Findings
SL.4.4-6
Context for Instruction
Writing Workshop Block Schedule
Reading Workshop Block Schedule
Familiar or Independent Reading---15 minutes daily
Word Study—Whole Group---15-20 minutes daily
Book Talk—5 Minutes
Read Aloud—Whole Group---15 minutes
 Vocabulary Instruction –5-10 minutes (Tied to Read Aloud)
 Strategy based reading mini-lesson—15 minutes
Language Standards (conventions)---Whole Group 10-15 minutes daily
Write Aloud/Modeling ---Whole Group---20 Minutes
 Strategy based writing mini-lesson using anchor text or passages
Writing Period
Reading Period
Guided
Reading
Literature
Discussion
• Small group meet with teacher
• Comprehension focus
Guided
Writing
• Student-led literature discussion
• Teacher set purpose for learning and facilitate
discussion
Independent
Writing
• Small Group meets with teacher
• Writing focus
• Teacher sets purpose for writing
• Students write independently for a minimum of
30 minutes
• Teacher holds individual writing conferences for
at least 3 students daily
• Students Reading Independently
• Students respond to text in reading response
Independent
log/notebook
Reading
Conferencing
Teachers should follow this guide to plan daily literacy instruction. Students must participate in daily reading and writing.
3
CCCS Focus Standards
RL.4.1
Refer to details and examples in a
text when explaining what the text
says explicitly and when drawing
inferences from the text.
Key Ideas / Details
Explanation of Standard
Explicit explanation is referring directly to the text to explain
comprehension. When students are asked to explain their
thinking they can respond with either a direct quote from the
text, make a connection within the text, or beyond the text.
Inference is using information from the text to determine how a
character is feeling based on their actions or thoughts even
though an emotion may not be explicitly stated or inferring that a
stormy setting may lead to rain in the story.
Comprehension of the author’s ideas involves:
 Making connections
 Comparisons and inferences between texts and the
larger world
Instructional Activities and Strategies
Literary Graphic Organizer
As a class, we will keep a chart with the categories listed below
of the stories and poems we read. As the chart is filled in, we
will use the information to talk about what we learned from
literature.
 Title and author
 Type of literature (story or poem)
 Main character(s)
 Problem
 Solution
 Summary (using the “Somebody-Wanted-But-So”
strategy)
Post-its
Write your own response on a sticky note, on a white board, or
in your journal and share it with a partner before each section
of the class chart is filled in.
(RF.4.3, RL.4.1, RL.4.2, RL.4.5, L.4.4)
Becoming a Journalist
Teach the four Ws and H (who, what, when, where and how) as
a way to simplify summarization. Ask students to answer each
of the questions based on what they have read. Once the five
questions are answered, have them reduce their answers to a
single sentence to produce a concise summary.
Sample Questions:
• Who finished the race first? How do you know? Use details
and/or examples from the story to support your answer.
• What is so special about Mario? How do you know? Use
details and/or examples from the story to support your answer.
• Where does the story take place? How do you know? Use
details and/or examples from the story to support your answer.
• Why did Tiesha try out for the play? How do you know? Use
details and/or examples from the story to support your answer.
4
CCCS Focus Standards
RL.4.1
Refer to details and examples in a
text when explaining what the text
says explicitly and when drawing
inferences from the text.
Explanation of Standard
Instructional Activities and Strategies
Teachers, Please feel free to write your own notes in this
section.
Key Ideas / Details
Pinterest Board Grade 4 Number the Stars- inferencing
5
CCCS Focus Standards
RL.4.2
Determine a theme of a story, drama,
or poem from details in the text;
summarize the text.
Explanation of Standard
The emphasis of this standard is employing strategies to analyze
and apply knowledge of the structure and elements of literature.
Guide students to use details to summarize the purpose of the
story.
Teacher models summarizing from the text to support the theme
of a story. The teacher will combine the key points in order to
demonstrate generalized meaning or theme (a broader view).
Students will practice strategies of inference. Inference is a guess
or conclusion based on evidence, clues made by the author plus
the reader’s own background knowledge.
Students will summarize text from their notes.
Theme is the overarching message or universal idea of the text. It
is not bound by time or space and is generally true for all people
throughout all times (e.g., it’s always better to work together,
honesty is the best policy). It requires thinking BEYOND the text to
identify the theme.
The central message or lesson is now referred to as theme
(a unifying idea that is a recurrent element in literary or artistic
work.)
Teacher will model the process of determining a theme by
thinking aloud using a well-known story (e.g., Three Little Pigs:
collaboration or working together brings success; The Boy Who
Cried Wolf: honesty is the best policy).
Making meaning and determining theme gives readers a more
complete picture of the text and enables them to summarize
and/or describe textural elements.
6
Instructional Activities and Strategies
Informational Text Graphic Organizer
As a class, we will keep a chart of information learned about the
respiratory, circulatory, and endocrine systems. As the chart is
filled in, we will use the information to talk about what we
learned from nonfiction books.
 The body system
 What does it do?
 What are its parts?
 What are some interesting facts?
 What are the words we should know? (e.g.,
cardiology, pulmonology, etc.)
Post It
Write your own response on a sticky note, on a white board, or
in your journal and share it with a partner before each section
of the class chart is filled in.
(RF.4.3, RI.4.1, RL.4.2, RL.4.4, RI.4.9, L.4.4)
Main Idea – Supporting Details Sort
Write the main idea and three to four supporting details from a
selected text, each on its own note card. After students have
read or heard the text read aloud, place them in small groups.
Give each group a set of note cards. Allow small groups to
discuss each note card and determine which of the cards has
the main idea and which have supporting details. As students’
comfort level with this activity increases, they can become card
developers for their classmates.
Sample Questions:
• What is the theme of _____ (text title)? What are the details
in the story/drama/poem that help the reader determine this
theme.
• Summarize the story/drama/poem. What details from the
story/drama/poem should be included in the summary?
CCCS Focus Standards
Explanation of Standard
RL.4.2
Determine a theme of a story, drama,
or poem from details in the text;
summarize the text.
Teachers, Please feel free to write your own notes in this section.
Instructional Activities and Strategies
Pinterest Board with Summary and Theme Anchor Charts and
Ideas
7
CCCS Focus Standards
Explanation of Standard
RL.4.3
Describe in depth a character,
setting, or event in a story or drama,
drawing on specific details in the text
(e.g., a character’s thoughts, words,
or actions).
This standard asks for the student to examine the elements of
literature. A graphic organizer may assist students to understand
the complexities of the characters, settings (e.g., time of day, year
historical period, place), and events through listing details.
Story Elements
Students will complete graphic organizers to show the
relationship of the main character to others in text, or to show
the sequence of emotions connected to events.
Thoughts
Character
Quotes
Actions
Instructional Activities and Strategies
Literature Response
Jack changes from the beginning to the end of Love That Dog
(Sharon Creech). Create a two-column chart in your journal with
two headings: "Beginning of school year" and "End of school
year.” Under each heading, list examples of the things Jack
does, thinks, and says in the beginning of the year compared to
the end of the year. What do you think Jack can teach you about
yourself?
(RL.4.1, RL.4.3)
Sample Questions:
• Where does the story take place? Why is that important?
Which specific details from the story support your answer?
• Explain how the girl feels when she learns what happened.
Use specific details from the drama in your explanation.
• Explain what the dog does to find his owner. Use specific
details from the story in your explanation.
• Explain why the main character changes during the story. Use
specific details from the story in your explanation.
• What word best describes Adriana? Which specific details
from the story support your answer?
• Explain how the girl’s thoughts help the reader understand
her. Use specific details from the drama in your explanation.
• Explain how the boy’s actions help the reader understand him.
Use specific details from the story in your explanation.
•
Lesson Plans and Activities:
 Learn zillion video -explain-how-a-characters-actionscontribute-to-the-sequence-of-events
 http://betterlesson.com RL-3-3-describe-charactersin-a-story Character Trait Lesson Plan using the book
Chrysanthemum with list of character traits Comparing
Across Books Lesson Plan
 Lesson Plans for RL 2-4 - Great Resource
8
CCCS Focus Standards
Explanation of Standard
RL.4.3
Describe in depth a character,
setting, or event in a story or drama,
drawing on specific details in the text
(e.g., a character’s thoughts, words,
or actions).
Teachers, Please feel free to write your own notes in this section.
Instructional Activities and Strategies
Story Elements
Pinterest Board for story-elements-character-traits-summary/
9
CCCS Focus Standards
RL.4.3
Describe in depth a character,
setting, or event in a story or drama,
drawing on specific details in the text
(e.g., a character’s thoughts, words,
or actions).
Explanation of Standard
Teachers, Please feel free to write your own notes in this section
Story Elements
10
Instructional Activities and Strategies
CCCS Focus Standards
Explanation of Standard
Instructional Activities and Strategies
RL.4.4
Determine the meaning of words and
phrases as they are used in a text,
including those that allude to
significant characters found in
mythology (e.g., Herculean).
In order to build background knowledge, teacher may read-aloud
common myths, fables, or literary excerpts.
Poetry Response
Not only do poets use a variety of verses, rhyme schemes, and
meters, but they use specific techniques to make their poems
unique. Find examples of rhyme schemes, alliteration, similes,
and metaphors in Love That Dog (Sharon Creech) and other
poems read in this unit. As a class, create a T-chart that includes
the name of the technique and examples of each. Mark your
poems with sticky notes so you can easily reference the
examples you found when it’s time for class discussion.
Vocabulary
Students will draw connections to ‘modern-day’ words or phrases
that are used.
Traditional
Modern
Pandora’s Box (descriptive
phrase of events to follow)
Herculean effort (adjective)
Achilles heel
“Pulling that thread”,
“Opening a can of worms”
Gigantic effort
Weakness , Superman’s
kryptonite
Good Luck, ‘Golden Child’
World on my shoulders
Midas Touch
Atlas (Greek god of
weightlifting)
Nike (goddess of victory)
Successful athlete
11
Finally, try to write your own poem that imitates a poet of
choice.
(RL.4.4, L4.5, W.4.4)
Sample Questions:
• What is meant by the phrase, “Put on your thinking cap,” in
paragraph 4?
• What is the meaning of ______ on page 2?
• Which words help the reader understand the meaning of
_____ in paragraph 5?
• What does it mean to have the Midas touch? How does this
reference help the reader understand the character in the
story?
• What is meant by a Herculean task? How does this reference
help the reader understand the task the character faced?
CCCS Focus Standards
RL.4.4
Determine the meaning of words and
phrases as they are used in a text,
including those that allude to
significant characters found in
mythology (e.g., Herculean).
Explanation of Standard
Instructional Activities and Strategies
Teachers, Please feel free to write your own notes in this section
Vocabulary
Pinterest Board with Anchor Charts and Ideas for Context Clues
12
CCCS Focus Standards
Explanation of Standard
RL.4.5
Explain major differences between
poems, drama, and prose, and refer to
the structural elements of poems (e.g.,
verse, rhythm, meter) and drama (e.g.,
casts of characters, settings,
descriptions, dialogue, stage
directions) when writing or speaking
about text.
Teachers begin by introducing each genre to the students and
adding information to a graphic organizer as each genre is
introduced.
Types of Texts
Text Features & Structures
Students diagram the plot of different selections using a graphic
organizer to diagram the structures (e.g., Use the plot diagram to
show exposition, rising action, climax, denouement, conclusion;
flowchart to show event divisions in chapters).
Students will complete a graphic organizer of elements of each
genre.
Students will be able to use information from the graphic
organizer to write or to speak about the text.
Instructional Activities and Strategies
Literary Graphic Organizer
As a class, we will keep a chart with the categories listed below
of the stories and poems we read. As the chart is filled in, we
will use the information to talk about what we learned from
literature.





Title and author
Type of literature (story or poem)
Main character(s)
Setting (geography, season and/or weather)
Summary (using the “Somebody-Wanted-But-So”
strategy)
Post Its
Write your own response on a sticky note, white board, or in
your journal and share it with a partner before each section of
the class chart is filled in.
Categorizing Structural Elements
Create a three-column chart. Label each column with a literary
form (i.e., poetry, drama, narrative). Have students brainstorm
the structural elements that are common to each. Encourage
students to provide examples of each genre from their own
reading to include on the chart. Post the chart and revisit it
throughout the year to add or refine elements or to add other
examples. Have students use the chart to classify pieces of
literature and informational text that they read independently.
The chart also can be used as a guide for setting up and running
a student-led classroom library that is organized by genre.
Sample Questions:
• Explain the major differences between poems, dramas, and
prose. Use examples from your reading in your explanation.
• What are the structural elements of a story? How do they
contribute to the telling of a story or the relaying of a message?
How do they help the reader understand the story or message?
• What are the structural elements of a poem? How do they
contribute to a poem? How do they help the reader understand
the poem or its message?
13
Lesson Plans and Activities:
 How Reader's Theatre Should Look in a Classroom
Lesson Plan
 How Parts Fit Together Lesson Plan with Video
Share my lesson
Formative Assessment Opportunities:
Listen during class discussions of the book. Record observations
of students who are able to refer to specific chapters in the
book. Also note students who are able to describe how each
chapter helps to build the story. Continue to confer with
students who are having difficulty with this standard.
Performance Task:
Have students choose one chapter from the book and describe
how that chapter builds on the earlier chapters.
For example, if a student chose chapter 2 in My Father’s Dragon
by Ruth Stiles Gannett they could describe how they find out
how Elmer will be able to fly in this chapter.
In chapter 1, the reader only knows that Elmer wants to fly, but
not how. In this chapter the cat tells Elmer about the dragon
and how the animals on the island have captured the dragon for
their own use. “Now, I’m quite sure that if you were
able to rescue the dragon, which wouldn’t be the least bit easy,
he’d let you ride him most anywhere, provided you were nice to
him…” The information in the second chapter builds on the first
chapter telling the reader how Elmer can fly.
Thinking Stems/Anchor Chart: Poetry
• What do you notice about the structure of this poem?
• How is the author using stanzas? lines? rhyme?
• What do you notice about the rhythm of the poem?
• How does the rhyme pattern contribute to the rhythm?
• How does this author use “sounds and silence” to create
rhythm?
• How does the author use repetition (a type of “sound”) within
the poem?
14
CCCS Focus Standards
Explanation of Standard
RL.4.5
Explain major differences between
poems, drama, and prose, and refer
to the structural elements of poems
(e.g., verse, rhythm, meter) and
drama (e.g., casts of characters,
settings, descriptions, dialogue, stage
directions) when writing or speaking
about text.
Teachers, Please feel free to write your own notes in this section
Types of Texts
Text Features & Structures
15
Instructional Activities and Strategies
CCCS Focus
Standards
RL.4.6
Compare and contrast the
point of view from which
different stories are
narrated, including the
difference between first- and
third-person narrations.
Point of View
Narration
Explanation of Standard
Instructional Activities and Strategies
The emphasis of this standard is the identification of the techniques used
by the author to influence the readers’ feelings and attitudes. The point
of view of the narrator can impact the way that events are perceived
through the use of techniques of characterization. First person point of
view can allow the reader to greater understanding of the emotions and
thoughts of the character. This causes the reader to relate and forge a
bond with the character or narrator.
Third person point of view is more versatile because when the narrator
reveals a character, readers will perceive emotions, thoughts, and
attitudes based on both the third person narration and their own
background knowledge.
Teachers may create a focus or word wall to emphasize signal words and
phrases used by first person, or narrator.
Teachers may provide two sample passages; one written in first person
point of view, one written in third person point of view for students to
compare.
Teachers may ask students to discuss why one point of view would be
more effective than the other.
Students may complete a graphic organizer (e.g., two-column, t-chart or
Venn diagram) for comparing and contrasting the strengths and
weaknesses of the two passages.
The Craft & Structure helps readers
 develop an understanding of the use of figurative language
 examine the structure of literary genre
 determine point of view
16
Research Project/Bio-Poem
Read a biography and other informational text about famous
doctors and scientists. What can you learn about yourself from
reading these biographies?
Write a bio-poem about the person you read about that includes
important facts you think your classmates should know. Include
audio or visual displays in your presentation, as appropriate. Share
your poem with your class.
(RI.4.1, RL.4.6, RI.4.8, RI.4.9, W.4.2, W.4.7, SL.4.4, SL.4.5, L.4.1, L.4.2)
Sample Questions:
• Why does the author tell the story in the third-person point of
view instead of the first-person point of view?
• How would the story be different if it had been told in the firstperson point of view rather than the third-person point of view?
• Is telling the story from the first-person point of view effective?
Why or why not? Use examples from the story to support your
answer.
• Which story is more effective—the one told from the first-person
point of view or the one told from the third-person point of view?
Why? Use examples from both texts in your answer.
• Compare and contrast the point of view from which ____ (text
title) and ____ (text title) are narrated. Use examples from both
texts in your comparison.
Lesson Plans and Activities:
 Point of View Lesson and Activities - True Story of the
Three Little Pigs
 Point of View Activity
CCCS Focus
Standards
Explanation of Standard
Instructional Activities and Strategies
Teachers, Please feel free to write your own notes in this section
RL.4.6
Compare and contrast the
point of view from which
different stories are
narrated, including the
difference between first- and
third-person narrations.
Point of View
Narration
17
Pinterest Board with Point of View Anchor Charts
18
CCCS Focus
Standards
Explanation of Standard
RL.4.7
Make connections between
the text of a story or drama
and a visual or oral
presentation of the text,
identifying where each
version reflects specific
descriptions and directions in
the text.
Students will use 2-column notes, a Venn diagram, or other graphic
organizer to compare notes from the text and notes from a visual or oral
presentation to make a connection.
Interpret Visual Clues
Compare Book & Movie
Instructional Activities and Strategies
Readers who are able to Integrate their Knowledge and Ideas are:
 making connections
 making comparisons across texts
 developing an understanding of themes and topics
The elements of a text, which are illustrations and modes of
presentation, enhance the meaning of the text.
Students must link the reading of the text in a story to listening and
viewing the same story. They should make connections by comparing
what they read to what they visualize and hear.
Art Appreciation
Look at how doctors are portrayed in the various art selections (see
Art, Music, and Media). What adjectives would you use to describe
the doctors and patients? Choose your favorite painting and write a
conversation that could have occurred between patient and doctor.
(RL.4.7, W.4.3)
Sample Questions:
• How is reading _____ (a drama) the same and different from
viewing the drama? Use examples from each version to support
your answer.
• How does watching a play help a reader understand stage
directions?
• How is reading ____ (text title) the same and different from
viewing a filmed version? Use examples from each version to
support your answer.
• How is reading _____ (text title) the same and different from
hearing an oral presentation of it? Use examples from each version
to support your answer.
Reciprocal Teaching
The purpose of reciprocal teaching is to facilitate group effort
between the teacher and students by creating dialogue around
specific segments of text. The teacher or a student assumes the role
of facilitator. The dialogue is structured around four strategies:
summarizing, question generating, clarifying, and predicting.
• Summarizing gives participants the opportunity to identify and
integrate important information in the text. Text can be
summarized across sentences, across paragraphs and/or across the
passage.
• Question generating requires participants to identify the kind of
information significant enough to provide substance for a question.
This information is presented in question form and is used to selftest.
19
CCCS Focus
Standards
Explanation of Standard
Instructional Activities and Strategies
RL.4.7
Make connections between
the text of a story or drama
and a visual or oral
presentation of the text,
identifying where each
version reflects specific
descriptions and directions in
the text.
Reciprocal Teaching
The purpose of reciprocal teaching is to facilitate group effort
between the teacher and students by creating dialogue around
specific segments of text. The teacher or a student assumes the role
of facilitator. The dialogue is structured around four strategies:
summarizing, question generating, clarifying, and predicting.
• Clarifying text understanding alerts readers to the fact there may
be reasons why text is difficult to understand (e.g., new vocabulary,
unclear reference words, unfamiliar/difficult concepts). Readers
should know the effects of such roadblocks to comprehension and
take necessary measures to restore meaning (e.g., reread, ask for
help).
• Predicting occurs when students hypothesize what might occur
next. In order to do this successfully, students must activate
relevant background knowledge. The predicting strategy also
facilitates use of text structure as students learn that headings,
subheadings and questions imbedded in the text are useful means
of anticipating what might occur next. Information adapted from
www.ncrel.org
Interpret Visual Clues
Compare Book & Movie
Lesson Plans and Activities:
 http://learnzillion.com/lessons/1943-explain-howillustrations-contribute-to-the-meaning-of-a-story - video
 Teaching with Illustrations Article and Lesson Plan (author
and illustrators explain their books with video link) - see
next page
 Applying P-QAR to Pictures to Understand their Importance
Lesson Plan
 Learn How to Use the Purpose-Question Answer Response
(P-QAR) Strategy to teach Visualizing
 Pedagogy for Teaching Meaning using Words and
Visualizing
 Target Fundamental Lesson VI002
20
CCCS Focus
Standards
RL.4.7
Make connections between
the text of a story or drama
and a visual or oral
presentation of the text,
identifying where each
version reflects specific
descriptions and directions in
the text.
Explanation of Standard
Instructional Activities and Strategies

Teachers, Please feel free to write your own notes in this
section
Teaching with Illustrations Article and Lesson Plan (author and illustrators
explain their books with video link)
Brian Selznick
The Dinosaurs of Waterhouse Hawkins
Selnick's detailed illustrations provide another
dimension to this biography of a little-known
scientist and his life's work.
Interpret Visual Clues
Compare Book & Movie
Mark Teague
Dear Mrs. LaRue: Letters from Obedience School
In this humorous look at a dog's life behind bars,
Teague uses an interplay between illustrations and
text to tell the whole story.
Ana Juan
The Night Eater
In this picture book, Juan's lush illustrations bring
readers into the fantastical world of The Night Eater,
a creature that gobbles up darkness.
Ana Juan
Frida
In this biography of the famous painter Frida Kahlo,
Juan's whimsical representations of Frida's life both
incorporate and pay homage to Frida's artistic style.
21
CCCS Focus
Standards
Explanation of Standard
Instructional Activities and Strategies
RL.4.9
Compare and contrast the
treatment of similar themes
and topics (e.g., opposition
of good and evil) and
patterns of events (e.g., the
quest) in stories, myths, and
traditional literature from
different cultures.
As readers refine their ability to compare and contrasts
texts with similar themes, topics, and patterns that cross
time and culture, they develop a broader understanding
of themselves and the world around them.
Literary Graphic Organizer
As a class, we will keep a chart with the questions and categories listed below of the
historical fiction stories and poems we’ve read. As the chart is filled in, we will use
the information to talk about what we learned from literature.
 Title and author
 Text structure(s) used
 Type of narration (first-person, third-person)
 Character(s) (major and minor)
 Does this character remind you of other characters? Who/why?
 What information was changed that shows you this is historical fiction?
 What did you learn from the major characters?
 Summary
Compare/Contrast Stories
Compare/Contrast Themes
Compare/Contrast Texts
Post It
Write your response on a Sticky note, on a white board,
or in your journal and share it with a partner before each
section of the class chart is filled in.
Trickster
Tales
African
Trickster
Tales
Native
American
Sample Questions:
• ______ (text title) and _____ (text title) have similar themes. How are the authors’
treatments of that theme alike and different? Which author is more effective in
relaying this theme? Why? Use examples from both texts to support your answer.
(Texts selected should be stories, myths, and traditional literature from different
cultures.)
• ______ (text title) and _____ (text title) have similar topics. How are the authors’
treatments of that topic alike and different? Which text is more interesting? Why?
Use examples from both texts to support your answer. (Texts selected should be
stories, myths, and traditional literature from different cultures.)
• Both ______ (text title) and _____ (text title) are quest tales. How are the patterns
of events alike and different? Which text is more interesting? Why? Use examples
from both texts to support your answer. (Texts selected should be stories, myths,
and traditional literature from different cultures.)
Graphic Organizer
Students will complete graphic organizers to assist in
comparing different structures or details.
(RL.4.1, RL.4.2, RL.4.3, RL.4.5, RL.4.6, RL.4.9)
22
CCCS Focus
Standards
Explanation of Standard
Instructional Activities and Strategies
Sample Questions
• How are ______ (text title) and ______ (text title) alike and
different in their approach to similar themes? Which text is
more effective in relaying this theme? Why? Use examples
from both texts to support your answer. (Texts should be
two stories of the same genre—two mysteries or two
adventure stories.)
• How are ______ (text title) and ______ (text title) alike and
different in their approach to similar topics? Which text is
more interesting? Why? Use examples from both texts to
support your answer. (Texts should be two stories of the
same genre—two mysteries or two adventure stories.)
RL.4.9
Compare and contrast the
treatment of similar themes
and topics (e.g., opposition
of good and evil) and
patterns of events (e.g., the
quest) in stories, myths, and
traditional literature from
different cultures.
Compare/Contrast Stories
Compare/Contrast Themes
Compare/Contrast Texts
Formative Assessment Opportunities:
Students who are unable to think about how the author
chose to convey the theme of their story to the reader will
need small group instruction and one on one instruction.
During instruction and/or conferring, be sure to keep the
word “author” in your prompting and questioning. Ask the
student, “What is the theme? How did the author convey
that theme? How did they use the characters to convey the
theme? How did the setting contribute to the author’s
approach to the theme?” Students who continue to struggle
may benefit from thinking about the author’s approach to
stories that have very familiar themes, such as never give
up.
Lesson Plans and Activities:
 Lesson Plans for RL 9 (p.11,15,17)
 Target Fundamental Lesson SE014
23
24
CCCS Focus
Standards
RL.4.9
Compare and contrast the
treatment of similar themes
and topics (e.g., opposition
of good and evil) and
patterns of events (e.g., the
quest) in stories, myths, and
traditional literature from
different cultures.
Explanation of Standard
Instructional Activities and Strategies
Teachers, Please feel free to write your own notes in this section
Compare/Contrast Stories
Compare/Contrast Themes
Compare/Contrast Texts
Pinterest Board of Book Collections and Rewards
25
CCCS Focus
Standards
Explanation of Standard
Instructional Activities and Strategies
L.4.1
Demonstrate command of
the conventions of standard
English grammar and usage
when writing or speaking.
Students need regular exposure to grammar and usage
through direct instruction. The students will have a
variety of opportunities to participate in grammar and
usage activities which increase in complexity through
the year.
Class Discussion/Reflective Essay
As a class, summarize what was learned in this unit as it relates to the essential
question (“How are the earth and sky portrayed in fiction and nonfiction?”). Following
the class discussion, write your response in your journal. Work with a partner to edit
and strengthen your writing before sharing with your teacher. (W.4.9a,b, W.4.4,
W.4.5, L.4.1a,b,c,d,e,f,g, L.4.2a,b,c,d)
c. Use modal auxiliaries (e.g.,
can,
may, must) to
convey various conditions.
Teachers will demonstrate the use of the parts of
speech through modeling, identifying use in literature,
and providing opportunities for correcting samples.
Teachers and students will be aware that grammatical
errors such as shifts in verb tense may frequently occur
in student writing. Students can practice editing pieces
to ensure consistent usage.
e. Form and use
prepositional phrases.
Students create grammar journals for easy resource.
Teachers provide sentences, phrases or passages for
students to identify and correct errors.
Teachers provide sentence-stems for students to
practice correct Standard English grammar orally and in
writing.
Teachers create word walls/resource walls of common
conventions for easy resource.
26
Convention Mini-Lessons
Plan weekly mini-lessons on conventions by focusing on errors found in studentgenerated writing. Use these lessons to create an accumulated list of conventions and
their corresponding uses. This posted list can be used as a prompt for writing (i.e.,
select one of the statements about ending punctuation and use that tool in your
writing today).
CCCS Focus
Standards
L.4.1
Demonstrate command of
the conventions of standard
English grammar and usage
when writing or speaking.
Explanation of Standard
Instructional Activities and Strategies
Teachers, Please feel free to write your own notes in
this section
c. Use modal auxiliaries (e.g.,
can,
may, must) to
convey various conditions.
e. Form and use
prepositional phrases.
27
CCCS Focus
Standards
L.4.2
Demonstrate command of
the conventions of standard
English capitalization,
punctuation, and spelling
when writing.
A)--Use correct
capitalization.
c)---Use a comma before a
coordinating conjunction in
a compound sentence.
Explanation of Standard
Instructional Activities and Strategies
Students need regular exposure to appropriate
conventions through direct instruction. The students
will have a variety of opportunities to participate in
capitalization, punctuation, and spelling activities which
increase in complexity through the year. Teachers
demonstrate the use of the conventions through
modeling, identifying use in literature, and providing
opportunities for correcting samples.
Students create grammar journals as an easy resource.
Teachers may write sentences, phrases or passages for
students to identify and correct errors.
Teachers provide sentence-stems for students to
practice correct Standard English grammar orally and in
writing.
Teachers create word walls/resource walls of common
conventions for easy resource.
28
Poetry/Literature Response
Choose a poem or story and change the point of view from which it is written. In
other words, if the story is in first person, rewrite it in third, or if the story is in third
person, rewrite it in first. Alternately, choose a story to write in poetic form, or a
poem to rewrite in story form. Discuss with a partner style of writing you prefer and
why.
(RL.4.6, W.4.4, L.4.1a, b, c, d, e, g, L.4.2a, b, c, d)
Target Fundamental Lesson:
LC033 Use Correct Capitalization
LC020 Use Correct Capitalization
LC012 Apply Grade-Level Capitalization Rules
LC028 Apply Grade-Level Spelling Rules
LC027 Apply Grade-Level Punctuation Rules
What the Teacher Wrote
Prepare a writing sample with grammar and convention errors. Practice editing either
in a whole group or in small groups using projection equipment if available. Editing
marks can be introduced for student use. This activity can be repeated as often as
necessary, with a focus on a particular skill set. Always use teacher-created text
rather than student writing for this activity.
CCCS Focus
Standards
L.4.2
Demonstrate command of
the conventions of standard
English capitalization,
punctuation, and spelling
when writing.
Explanation of Standard
Instructional Activities and Strategies
Teachers, Please feel free to write your own notes in
this section
a)--Use correct
capitalization.
c)--Use a comma before a
coordinating conjunction in
a compound sentence.
29
CCCS Focus
Standards
LP.4.1.1h
Use determiners (e.g.,
articles, demonstratives)
Explanation of Standard
Instructional Activities and Strategies
Teachers, Please feel free to write your own notes in
this section
30
CCCS Focus
Standards
LP.4.1.1j
Produce and expand
complete simple and
compound declarative,
interrogative, imperative,
and exclamatory sentences in
response to prompts
Explanation of Standard
Instructional Activities and Strategies
Teachers, Please feel free to write your own notes in
this section
31
CCCS Focus
Standards
* LP.4.3.1a
Explain the function of
nouns, pronouns, verbs,
adjectives, and adverbs in
general and their functions in
particular sentences
Conventions:
Explanation of Standard
Instructional Activities and Strategies
Language conventions are most effective when taught
as a part of the writing workshop. Specific mini-lessons
may be taught for 10-15 minutes.
Convention Mini-Lessons
Plan weekly mini-lessons on conventions by focusing on errors found in studentgenerated writing. Use these lessons to create an accumulated list of conventions and
their corresponding uses. This posted list can be used as a prompt for writing (i.e.,
select one of the statements about ending punctuation and use that tool in your
writing today).
One suggestion would be to plan a 10-15 minute
language lesson prior to beginning writer’s workshop,
then connecting to the context of writing during the
writer’s workshop and reinforcing during editing minilessons or conferencing.
Resources for Reading Foundation and Language Skills
Target Fundamental Lesson:
LC017 Identifying the Principal Parts of Grade-Level-Appropriate Regular and
Irregular Verbs
Correctly use frequently
confused words (eg, to, too,
two, there, their)
Demonstrate command of
the conventions of standard
English capitalization,
punctuation, and spelling
when writing
Use commas and quotation
marks to mark direct speech
and quotations from a text
Use a comma before a
coordinating conjunction in a
compound sentence.
32
Standards
RL4.4
Determine the meaning of words or
phrases as they are used in a text,
including those that allude to significant
characters found in mythology (i.e.,
Herculean)
Rl.4.1
Refer to details and examples in a text
when explaining what the text says
explicitly and when drawing inferences
from the text.
EXTENDED TEXT
Extended Text:
Language and Routine Writing in
Number The Stars
“My Reading Journal”
Mini-lessons
Before reading the novel
Introduce the topics of the Holocaust,
Nazi Occupation, concentration camps,
and the Danish Resistance. The links to
the right will provide you with pictures
and background information to share
with the students. The following picture
books will provide an introduction to
these topics as well:
*The Yellow Star by Carmen Agra Deedy
*Star of Fear, Star of Hope by Jo
Hoestlandt
*Erika’s Story by Ruth Vander Zee
*Hitler’s Youth by Susan Campbell
Bartoletti
* World War II by John Perritano
These texts, along with other
readings, are listed in the short text
document with suggestions for routine
writings and mini-lesson ideas
in a text when explaining what the text
says explicitly and when drawing
inferences from the text.
Throughout the reading of the novel, students
will encounter vocabulary and phrases some of
which are specific to the time period and
circumstances of World War II, others will
relate to mythology.
Students will:
*keep a list of vocabulary words in their
Reading Logs
*discuss the meaning and use of the vocabulary
words
Students will keep an ongoing list of
conversations between characters that are
actually coded messages. Note page numbers
from the book where coded conversations are
found, the characters that are speaking, and
what they were actually meaning in the coded
conversations. Use details from the text to
explain your response to the meaning of the
coded message.
Throughout the reading of the novel, students
will encounter conversations between
characters that are actually coded messages
used by members of the Danish Resistance to
pass information from member to member as
they worked to move Jewish people to
safety. Explain how the coded messages
allowed the members to have what appeared
to be normal conversations when, in fact, they
were passing information along right under the
noses of the German Army. Model a lesson
showing students how to use the secret code
attachment and how to respond to the actual
meaning of the message using details and
examples from the text.
33
Related Resources and
Vocabulary
Building Background: Teachers,
some of these links are for you
only, some may be used to help
students—Please review the links
prior to using them in your
classroom.
Timeline of World War II
Denmark Facts
Info Please/Country
Photos and Maps of World War 2
in the Pacific History Place
Target Fundamental Lesson:
FO002 Differentiate between Fact
and Opinion RI.4.8
HMH Journeys
Secret Codes
Jewish Holidays
Author’s Study
Lois Lowry Interview Number the
Stars You Tube
Interview with Lois Lowry-Learn
about the Author Reading
Rockets
Learning About Lois Lowry
Standards
Extended Text:
Number the Stars
Mini-lessons
Chapter 1
RL.4.1
Refer to details and examples in a text
when explaining what the text says
explicitly and when drawing inferences
from the text.
RL.4.2
Determine a theme of a story, drama, or
poem from details in the text; summarize
the text.
This link contains chapter by chapter
vocabulary and comprehension
questions:
Number the Stars\Chapter by Chapter
Vocabulary and Comprehension
questions.doc
Chapter 2
RL.4.1
Refer to details and examples in a text
when explaining what the text says
explicitly and when drawing inferences
from the text.
Chapter 2
W.4.9
Explain how Annemarie feels at the end
of chapter 2.Describe her feelings
toward the king and her feelings about
Lise’s death. Compare her feelings
regarding the two people. Use specific
details from the text to support your
answer.
Chapter 1
The following link is a VERY DETAILED
and SCRIPTED mini-lesson for Chapter 1.
Chapter1 Close Read
Language and
Routine Writing in
“My Writing Journal”
Writing Prompts
Chapter 1
W.4.9
On page 9, Mrs. Rosen tells Annemarie, “It is
important to be one of the crowd, always....Be
sure
they never have reason to remember your
face.”
Explain why Mrs. Rosen says this? Why is it so
important for the girls to be “one of the
crowd”? Support your answer with specific
details from the text.
Chapter 2
W.4.9
Explain how Annemarie feels at the end of
chapter 2.Describe her feelings toward the king
and her feelings about Lise’s death. Compare
her feelings regarding the two people. Use
specific details from the text to support your
answer.
34
RELATED RESOURCES
and Vocabulary
Vocabulary:
This link contains chapter by
chapter vocabulary and
comprehension questions:
Number the Stars\Chapter by
Chapter Vocabulary and
Comprehension questions.doc
Add these to your word wall:
Chapter 1
 contempt (p.3)
 Edgy (p.7)
 De Frie Danske (p.7)
 industrial railroad line
(p.8)
 sabotage (p.8)
 Resistance (p.7-8)
 impassive (p.10)




Chapter 2
errand (p.13)
trousseau (p.14)
intricate (p.14)
engagement (p.16)
Extended Text:
Number the Stars
Mini-lessons
Language and
Routine Writing in
“My Writing Journal”
Chapter 3
RL.4.1
Refer to details and examples in a text
when explaining what the text says
explicitly and when drawing inferences
from the text.
Chapter 3
Have students:
Draw inferences from selected read
and provide details that support
their predictions
Chapter 3:
W.4.2
Citing evidence from the first three chapters of
the text, list three ways in which the Nazi
occupation changed the lives of the citizens of
Copenhagen.




Chapter 3:
unruly (p.20)
sarcastically (p.21)
swastika (p.21)
torment (p.24)
Chapter 4
RL.4.2
Determine a theme of a story, drama, or
poem from details in the text; summarize
the text
Chapter 4
Have students:
Determine the theme of selected
read, give details to support that
them and tell how each detail
supports that theme.
Chapter 4:
W.4.3
The Johansens agree to take in Ellen
Rosen. Citing evidence from the text, list
actions, facts, and events that support this
decision.




Chapter 4
Sophisticated (p.27)
Disdainfully (p.29)
Fleet (p.32)
Synagogue (p.33)
Standards
Mini-Lessons
1. Theme
2. Determining theme
3. Supporting details
4. How details support the theme
5. Summarizing
35
RELATED RESOURCES
and Vocabulary
Standards
Extended Text:
Number the Stars
Mini-lessons
Language and
Routine Writing in
“My Writing Journal”
Chapter 5
RL.4.2
Determine a theme of a story, drama, or
poem from details in the text; summarize
the text
Chapter 5
Have students:
Determine the theme of selected
read, give details to support that
them and tell how each detail
supports that theme.
Mini-Lessons
1. Theme
2. Determining theme
3. Supporting details
4. How details support the theme
5. Summarizing
Chapter 5:
W.4.1
Using details from the text, explain why you
think the chapter ends with Annemarie noticing
the Star of David imprinted on her hand.
Chapter 6
RL.4.2
Determine a theme of a story, drama, or
poem from details in the text; summarize
the text
Chapter 6
Have students:
Determine the theme of selected
read, give details to support that
them and tell how each detail
supports that theme.
Mini-Lessons
1. Theme
2. Determining theme
3. Supporting details
4. How details support the theme
5. Summarizing
Chapter 6
Compare & Contrast the themes of chapters 4,
5, and 6 in Number the Stars.
RL.4.9Compare and contrast the
treatment of similar themes and topics
and patterns of events in stories, myths,
and traditional literature from different
cultures.
Summarize the first six chapters of Number the
Stars. Determine the theme running through
the chapters using details from the text to
support your answer.
36
RELATED RESOURCES
and Vocabulary



Chapter 5
imperious (p.39)
contentedly (p.43)
rationed (p.43)



Chapter 6
tentatively (p.50)
distorted (p.55)
exasperation (p.57
Standards
Chapter 7
RL.4.3
Describe in depth a character, setting, or
event in a story or drama, drawing on
specific details in the text (e.g., a
character’s thoughts, words, or actions).
Extended Text:
Number the Stars
MINI-LESSON IDEAS
Language and
Routine Writing in
“My Writing Journal”
Chapter 7
Have students:
Read and think aloud about how it feels to be a
young Danish girl stopped by a German soldier during
the German occupation in 1943. (Teacher-led
discussion)
Students take notes on a t-chart while reading about
the emotional setting/physical setting. (Teacher can
model the t-chart for the students.)
Chapter 7:
Using details from the text, describe the
Johansen’s home setting in Copenhagen
and the setting of Uncle Henrik’s farm.
RELATED
RESOURCES
and Vocabulary
Guiding Readers and
Writers:
317—Summarizing and
Synthesizing
361-362 –Theme
Templates for
Summarizing
Resources for
Comparing Theme
Chapter 8
RL4.4
Determine the meaning of words and
phrases as they are used in a text,
including those that allude to significant
characters found in mythology (e.g.,
Hercules)
Chapter 8
Determine the meaning of the kitten’s name, Thor, the
god of Thunder in the text. Why do you think the
author chose this name? (Teacher-led discussion)
Chapter 8:
Kirsti named the kitten Thor, the god of
Thunder. Using what you know about Thor
and the link to the right, explain why she
named the kitten after the mythological
god. Support your answer with details from
the text.
Information on Thor
http://www.mythicalre
alm.com/legends/thor.h
tml
Resources for
Comparing Theme
37
Standards
Extended Text:
Number the Stars
Mini-lessons
Language and
Routine Writing in
“My Writing Journal”
RELATED
RESOURCES
and Vocabulary
Chapter 9
SL.4.1
Engage effectively in a
range of collaborative
discussions (one-onone, in groups and
teacher-led) with
diverse partners on
grade 4 topics and texts,
building on other’s
ideas and expressing
their own clearly.
Chapter 9
RL.4.6
Compare and contrast the point of view
from which different stories are
narrated, including the difference
between first- and third- person
narratives.
Chapter 9
After reading Chapter 9, Turn and Talk to a partner.
State examples and explain why Mama and Uncle
Henrik lied to Annemarie. Describe how Annemarie
lies to Ellen.
Chapter 9
Use examples from the text to explain how
and why Mama and Uncle Henrik have lied
to Annemarie. Describe how Annemarie
lies to Ellen. Support your response with
details from the text.
Chapter 10
RL.4.6
Compare and contrast the point of view
from which different stories are
narrated, including the difference
between first- and third-person
narrations.
Chapter 10
Students will read the psalm on page 85 of Number
the Stars and Erika’s Story. Students will take notes on
a T-chart. The teacher may model this for the
classroom.
Chapter 10:
Using details and examples from the texts,
compare and contrast the psalm on page 86
of Number the Stars to Erika’s Story by Ruth
Vander Zee.
38
Extended Text:
Number the Stars
Mini-lessons
Language and
Routine Writing in
“My Writing Journal”
RELATED
RESOURCES
and Vocabulary
Chapter 11
RL.4.3
Describe in depth a character, setting, or
event in a story or drama, drawing on
specific details in the text (e.g., a
character’s thoughts,, words, and
actions)
Chapter 11
Students will read pages 93 and 94. Discuss in table
groups how Annemarie thinks about the war in the
beginning and how her thoughts and feelings about
pride change at the end. Discuss specific details in the
text.
Chapter 11:
On pages 93 and 94, Annemarie thinks of
the sources of pride. Her thinking has
changed from the time before the war to
now. Explain how her thoughts and feelings
about pride have changed. Use specific
details from the text to support your
answer
SL.4.1
Engage effectively in a
range of collaborative
discussions (one-onone, in groups and
teacher-led) with
diverse partners on
grade 4 topics and texts,
building on other’s
ideas and expressing
their own clearly.
Chapters 12-13
RL.4.2
Determine a theme of a story, drama, or
poem from details in the text;
summarize the text
Chapters 12-13
Review summarizing and Theme mini lessons
Chapters 12-13
Have your thoughts about the theme of the
text changed? Summarize chapters 12 and
13. Explain what has happened to Mama
and the task that lies before nnemarie. Use
details from the text to support your
answer.
Standards
39
Standards
Chapter 14
RL.4.7
Make connections between the text of a
story or drama and a visual or oral
presentation of the text, identifying
where each version reflects specific
descriptions and directions in the text.
RL.4.9
Compare and contrast the treatment of
similar themes and topics (e.g.,
opposition of good and evil) and
patterns of events (e.g., the quest) in
stories, myths, and traditional literature
from different cultures.
Chapters 15-17
RL.4.2
Determine a theme of a story, drama, or
poem from details in the text;
summarize the text
Extended Text:
Number the Stars
Mini-lessons
Chapter 14
Close Read Number The Stars Chapter 14
RL.4.7
Make connections between the text of a story or
drama and a visual or oral presentation of the text,
identifying where each version reflects specific
descriptions and directions in the text.
RL.4.9
Compare and contrast the treatment of similar themes
and topics (e.g., opposition of good and evil) and
patterns of events (e.g., the quest) in stories, myths,
and traditional literature from different cultures.
Chapter 15 - 17
How does Annemarie use what her uncle has taught
her and her observations of Kirsti’s earlier behavior to
deal with the German soldiers? Use details from the
text to support your answer.
Chapter 17:
As a class, discuss possible themes for Number the
Stars. Throughout the discussion, have students
support their responses with details from the text.
40
Language and
Routine Writing in
“My Writing Journal”
RELATED
RESOURCES
and Vocabulary
Chapter 14
Throughout the story, retellings and visions
from Little Red Riding Hood crop up. Mama
recalls the story when she talks about her
childhood, Annemarie tells the story to
Kirsti, and Annemarie envisions the story as
she takes the path to her Uncle Henrik’s
boat in the dark. What event happens in
Little Red Riding Hood that mirrors what
really happens to Annemarie as she reaches
the end of the path? Use details from the
text to support your answer.
Chapter 14
Chapters 15-17
In writing, state what you believe is the
theme of the text. Support your answer
with details from the text.
Although Annemarie is a fictional character,
her story is set during an actual time in
history. Many of the events in the story
actually took place and Annemarie has
become very real in our minds as we have
read. Describe Annemarie’s character. Use
specific details from the text to support
your description
Comparison of two
texts
Chapters 15-17
Links to Online MiniLessons from the
Florida Center for
Reading Research
http://www.fcrr.org
story pieces
inference innovations
read and respond
story element ease
answer know-how
monitor and mend
Support Text for the Novel
STANDARDS
SHORT TEXTS
MINI-LESSON IDEAS
RI.4.1
Refer to details and examples in a
text when explaining what the text
says explicitly and when drawing
inferences from the text.
Erika’s Story by Ruth Vander Zee
RI.4.2
Determine the main idea of a text
and explain how it is supported by
key details; summarize the text.
“the Jews were put in cattle cars of trains
and brought to extermination camps. Cars
that were made to hold 8 horses usually
carried 100 people. Many people tucked
messages on scraps of paper into the
spaces between the boards of the cattle
cars. In these messages, people often gave
warnings, told of their love to family and
friends, and let others know what was
really going on.”
RI.4.3
Explain events, procedures, ideas, or
concepts in a historical, scientific, or
technical text, including what
happened and why, based on specific
information in the text.
RI.4.5
Describe the overall structure (e.g.,
chronology, comparison
Students will:
*read the following quote from Erika’s
Story:
Refer to the Guiding Readers and Writers
for mini-lesson ideas to teach the following:
*citing evidence
*inferring
*details
*main idea
*summarizing
*explaining parts of a text
*nonfiction text structures
*compare/contrast
*firsthand account
*secondhand account
*focus
*interpreting information from nonfiction
text features
ROUTINE WRITING
Consider this quote as you look at the
illustrations in the book. Write to explain
how the illustrations convey ideas and
information from the text expressed in the
quote and how they contribute to the
reader’s understanding of the text.
*determine the main idea or theme of the
article Hatred’s Horrors, the poem You
Were Selected For the Gas Chambers If...,
and
Erika’s Story. Summarize each of You Were
Selected for the Gas Chamber Poem texts.
*compare and contrast the main idea or
themes of the three texts, using specific
details from the texts to support your
response
*describe the overall structure of the
article, Hatred’s Horrors, and explain the
events using specific information from the
text
*compare and contrast the firsthand and
secondhand accounts of being sent to
concentration camps from Erika’s Story and
Hatred’s Horrors
*compare and contrast the points of view
from which Number the Stars and Erika’s
Story are narrated. Use specific
information from the texts to explain the
difference between the narrations.
41
RELATED RESOURCES
Hatred's Horrors Article
You Were Selected for the Gas Chamber
Poem
STANDARDS
RI.4.1
Refer to details and examples in a text
when explaining what the text says
explicitly and when drawing inferences
from the text.
RI.4.2
Determine the main idea of a text and
explain how it is supported by key
details; summarize the text.
RI.4.3
Explain events, procedures, ideas, or
concepts in a historical, scientific, or
technical text, including what happened
and why, based on specific information
in the text.
RI.4.5
Describe the overall structure (e.g.,
chronology, comparison, cause/effect,
problem/solution) of
SHORT TEXTS
MINI-LESSON IDEAS
ROUTINE WRITING
RELATED RESOURCES
Hitler Youth: Growing Up in
Hitler’s Shadow by Susan
Campbell Bartoletti
(Ch. 4, “This Thing About the
Jews”)
Students will:
*read chapter 4 of Hitler Youth and
watch the video about The Night of the
Broken Glass.
The Night of the Broken Glass
Link said this video is private
Students will:
*read chapter 4 of Hitler Youth and
watch the video about The Night of the
Broken Glass.
*identify the main idea of Rescue in
Denmark, Hitler’s Youth (chapter 4), and
The Night of the Broken Glass. Identify
key details used by the authors to
support the main idea. Summarize the
video and the texts.
*describe the structure of the article
Rescue in Denmark and explain the
described events of the Danish
Resistance using information from the
text to support your answer
compare and contrast the actions of the
Danish people toward the Jews in
Denmark to the German people toward
the Jews in Germany. Cite specific
information from Hitler’s Youth, Rescue
in Denmark, and The Night of the Broken
Glass to support your response
Rescue in Denmark Article
While reading the text and watching the
video, students are taking notes in their
reading journals. These notes will be
used in discussions and writing later in
the module.
.*explain how the information presented
in the video of Kristallnacht contributes
to our understanding of that event
*in your own words, explain the events
of Kristallnacht based on information
from the video and the text.
.
*explain how the author of the article
Rescue in Denmark uses reasons and
evidence to support his point that
“Denmark was the only occupied country
that actively resisted the Nazi regime’s
attempts to deport its Jewish
citizens”. Use specific details from the
article to support your response.
42
Faithful Elephants
By Yukio Tsuchiya
The Candy Bomber by Michael O. Tunnell
Baseball Saved Us by Ken Mochizuki
Star of Fear, Star of Hope by Jo
Hoestlandt
Mercedes and the Chocolate Pilot by
Margot Theis Raven
STANDARDS
RL.4.5
Explain major differences between
poems, drama, and prose, and refer to
the structural elements of poems (e.g.,
verse, rhythm, meter) and drama (e.g.,
casts of characters, settings, descriptions,
dialogue, stage directions) when writing
or speaking about a text.
RL.4.7
Make connections between the text of a
story or drama and a visual or oral
presentation of the text, identifying
where each version reflects specific
descriptions and directions in the text
RI.4.6
Compare and contrast a firsthand and
secondhand account of the same event
or topic; describe the differences in focus
and the information provided.
RI.4.7
Interpret information presented visually,
orally, or quantitatively (e.g., in charts,
graphs, diagrams, time lines, animations,
or interactive elements on Web pages)
and explain how the information
contributes to an understanding of the
text in which it appears.
SHORT TEXTS
MINI-LESSON IDEAS
ROUTINE WRITING
.
Students will:
Attach at Pearl Harbor
*compare and contrast the accounts of
the attack on Pearl Harbor (the American
account and the Japanese
account). Describe the differences in
focus of the two accounts. Use
information from the texts to support
your response.
Japanese View of Attack at Pearl Harbor
Reader's Theatre Pearl Harbor
Students will:
*read the two articles and determine the
main idea of each, using key details from
the text to support your answer
*summarize the two articles
*explain the events of the two articles
and the reader’s theater, including what
happened and why. Use specific
information from the texts in your
explanations.
*compare and contrast the reader’s
theater account of the attack on Pearl
Harbor with the accounts of the two
articles. Explain how the information
from the reader’s theater contributed to
a deeper understanding of the events of
the attack. Use specific details from the
texts to support your answer.
*explain the major differences between
the two articles and the reader’s theater
in terms of the structure of the reader’s
theater and the support it offered you as
a reader.
RI.4.9
Integrate information from two texts on
the same topic in order to write or speak
about the subject knowledgeably.
43
RELATED RESOURCES
STANDARDS
RL.4.1
Refer to details and examples in a text
when explaining what the text says
explicitly and when drawing inferences
from the text.
RL.4.2
Determine a theme of a story, drama, or
poem from details in the text; summarize
the text.
RL 4.3
Describe in depth a character, setting, or
event in a story or drama, drawing on
specific details in the text.
RL.4.6
Compare and contrast the point of view
from which different stories are narrated,
including the difference between firstand third-person narrations.
RL.4.9
-Compare and contrast the treatment of
similar themes and topics (e.g.,
opposition of good and evil) and patterns
of events (e.g., the quest) in stories,
myths, and traditional literature from
different cultures.
W.4.1
Write opinion pieces on topics or texts
supporting a point of view with reasons
and information.
SHORT TEXTS
MINI-LESSON IDEAS
ROUTINE WRITING
The Yellow Star by Carmen Agra
Deedy
Students will:
*write their opinion of King Christian at
different points in the story and support
their opinion with reasons and
information from the text
The Yellow Star-lesson
The link to the left will provide a lesson to
use with The Yellow Star to introduce King
Christian, who is mentioned in Number
the Stars.
Refer to the Standards Resource
document for mini-lesson ideas to teach
the following:
*citing evidence
*details
*inferring
*theme
*summarizing
*description
*compare/contrast
*point of view
first person narration
third person narration
*opinion writing structure
*supporting reasons
*compare the point of view regarding
King Christian in Number the Stars with
King Christian in The Yellow Star. Support
your response with details from the texts
*compare and contrast the themes of
Number the Stars and The Yellow Star.
Use specific details from the text to
support your response
Students will:
*determine the theme of The Yellow Star
and support their answer with details
from the text
*summarize the story
44
RELATED RESOURCES
STANDARDS
RL.4.1
Refer to details and examples in a text
when explaining what the text says
explicitly and when drawing inferences
from the text.
RL.4.2
Determine a theme of a story, drama, or
poem from details in the text; summarize
the text.
RL.4.5
Explain major differences between
poems, drama, and prose, and refer to
the structural elements of poems (e.g.,
verse, rhythm, meter) and drama (e.g.,
casts of characters, settings, descriptions,
dialogue, stage directions) when writing
or speaking about a text.
RL.4.9
Compare and contrast the treatment of
similar themes and topics (e.g.,
opposition of good and evil) and patterns
of events (e.g., the quest) in stories,
myths, and traditional literature from
different cultures.
SHORT TEXTS
MINI-LESSON IDEAS
Star of Fear, Star of Hope by Jo
Hoestlandt
ROUTINE WRITING
RELATED RESOURCES
Students will:
Star of David
*compare and contrast the themes of the
“The Star of David” poem from The two texts. Use specific details from the
Yellow Star by Jennifer Roy
texts to support your answer.
Refer to the Standards Resource
document for mini-lesson ideas to teach
the following:
*citing evidence
*details
*inferring
*theme
*summarizing
*structural elements of poetry
*structural elements of prose
*compare/contrast
*patterns of events
*explain the major structural differences
between the poem and the story and how
those structural differences support the
understanding of the reader
Elements of Prose
Elements of Prose
Elements of Poetry
Basic Elements of Poetry
RL.4.1
RL.4.2
RL.4.5
RL.4.9
Students will:
*determine the theme of Star of Fear,
Star of Hope and use specific details from
the text to support your answer
*summarize Star of Fear, Star of Hope
*determine the theme of the poem Star
of David and use specific details from the
text to support your answer
*summarize the poem Star of David
45
STANDARDS
RL.4.1
Refer to details and examples in a text when
explaining what the text says explicitly and when
drawing inferences from the text.
RL.4.2
Determine a theme of a story, drama, or poem
from details in the text; summarize the text.
RL.4.3
Describe in depth a character, setting, or event in
a story or drama, drawing on specific details in the
text (e.g., a character’s thoughts, words, or
actions).
RL.4.5
Explain major differences between poems, drama,
and prose, and refer to the structural elements of
poems (e.g., verse, rhythm, meter) and drama
(e.g., casts of characters, settings, descriptions,
dialogue, stage directions) when writing or
speaking about a text.
RL.4.9
Compare and contrast the treatment of similar
themes and topics (e.g., opposition of good and
evil) and patterns of events (e.g., the quest) in
stories, myths, and traditional literature from
different cultures.
SHORT TEXTS
MINI-LESSON IDEAS
Explanation of Dr. Suess Books

The Butter Battle Book by
Dr. Seuss

The Sneetches by Dr.
Seuss,

Yertle the Turtle by Dr.
Seuss
Students will:
*compare and contrast the themes of
the four texts using details and
examples from the texts to support
their responses. As students share their
information, create a class chart
*compare and contrast what is the
same and what is different about
characters, problems and solutions in
each of the texts using details and
examples from the text to support their
answers. As students share their
findings, create a class chart.
46
ROUTINE WRITING
RELATED RESOURCES
Students will:
*divide into four groups and each
group will choose one of the short
texts. Each group will summarize
their book, and work together to
determine the theme of their text,
using details and examples from
the text to support their answers.
RL.4.3
STANDARDS
RL.4.1
Refer to details and examples in a text when
explaining what the text says explicitly and
when drawing inferences from the text.
RL.4.2
Determine a theme of a story, drama, or poem
from details in the text; summarize the text.
RL.4.3
Describe in depth a character, setting, or event
in a story or drama, drawing on specific details
in the text (e.g., a character’s thoughts, words,
or actions).
RL.4.5
Explain major differences between poems,
drama, and prose, and refer to the structural
elements of poems (e.g., verse, rhythm, meter)
and drama (e.g., casts of characters, settings,
descriptions, dialogue, stage directions) when
writing or speaking about a text.
RL.4.9
Compare and contrast the treatment of similar
themes and topics (e.g., opposition of good and
evil) and patterns of events (e.g., the quest) in
stories, myths, and traditional literature from
different cultures.
SHORT TEXTS
MINI-LESSON IDEAS
ROUTINE WRITING
RELATED RESOURCES
Terrible Things by Eve Bunting
Students will:
*consider the quote from Terrible Things:
“Standing up for what you know is right is
not always easy. Especially if the one you
face is bigger and stronger than you. It is
easier to look the other way. But if you
do, terrible things can happen.” Eve
Bunting
Holocaust Poem
Refer to the Standards Resource
document for mini-lesson ideas to teach
the following:
*citing evidence
*details
*inferring
*theme
*summarizing
*compare/contrast
*patterns of events
Students will:
*determine the theme of Terrible Things
and use details from the text to support
your answer
*summarize Terrible Things
*determine the theme of the poem First
They Came and use details from the text
to support your answer
*summarize the poem First They Came
47
After reading both texts, explain Eve
Bunting’s statement above and how this
applies to the Holocaust. Use specific
details and examples from the two texts
to support your response.
*explain the major structural differences
between the poem and the story and how
those structural differences support the
understanding of the reader
*compare and contrast the themes of the
two texts using specific details from the
texts to support your answer
STANDARDS
RL.4.1
Refer to details and examples in a text when
explaining what the text says explicitly and when
drawing inferences from the text.
RL.4.2
Determine a theme of a story, drama, or poem
from details in the text; summarize the text.
RL.4.6
Compare and contrast the point of view from
which different stories are narrated, including
the difference between first- and third-person
narrations.
RI.4.1, RI.4.3, RI.4.6, RI.4.9
W.4.1
Write opinion pieces on topics or texts,
supporting a point of view with reasons and
information.
SHORT TEXTS
MINI-LESSON IDEAS
ROUTINE WRITING
Candy Bombers: A True Story of the
Berlin Airlift and the Candy That
Dropped from the Sky by Michael O.
Tunnell
Students will:
*pair with a partner and discuss the story
of the “chocolate drop” within the context
of learning about World War II. After
discussion, write to answer the following
question using details from the text to
support your response:
Does knowing historical information
change the significance of the pilot’s
mission? Why or Why not?
Refer to the Standards Resource document
for mini-lesson ideas to teach the following:
* citing evidence
*details
*inferring
*theme
*summarizing
*compare/ contrast
*firsthand account
*secondhand account
*focus
Students will:
*compare and contrast the points of view
(first hand/second hand accounts) from
which these two stories are narrated.
● Determine which clues/key words
provide information about the point
of view.
● How are the narratives different?
● Determine the historical significance
of this event and cite specific lines or
paragraphs to find explicit details
from the text that support how the
differences in point of view affect
our understanding of the events as
they are presented.
48
*write a letter to the pilot explaining your
reaction to his mission. Be sure to
support your opinion by referring back to
a specific line or quotation from the text.
*Explain the events of Candy Bombers,
including what happened and why, based
on information from the text
RELATED
RESOURCES
RL.4.6
W.4.1
STANDARDS
RL.4.1
Refer to details and examples in a text
when explaining what the text says
explicitly and when drawing inferences
from the text.
RL.4.2
Determine a theme of a story, drama, or
poem from details in the text; summarize
the text.
RL.4.3
Describe in depth a character, setting, or
event in a story or drama, drawing on
specific details in the text.
RL.4.5
Explain major differences between
poems, drama, and prose, and refer to
the structural elements of poems (e.g.,
verse, rhythm, meter) and drama (e.g.,
casts of characters, settings, descriptions,
dialogue, stage directions) when writing
or speaking about a text.
RL.4.6
Compare and contrast the point of view
from which different stories are
narrated, including the difference
between first- and third-person
narrations.
RL.4.9
Compare and contrast the treatment of
similar themes and topics (e.g.,
opposition of good and evil) and patterns
of events (e.g., the quest) in stories,
myths, and traditional literature from
different cultures.
SHORT TEXTS
MINI-LESSON IDEAS
ROUTINE WRITING
The Bracelet by Yoshiko Uchida
Students will:
Baseball Saved Us by Ken Mochizuki
*compare and contrast the themes of
the two stories and the poem, using
details from the texts to explain the
similarities and differences between the
themes and patterns of events in the
stories
Our Empty Home-poem
Refer to the Standards Resource
document for mini-lesson ideas to teach
the following:
* citing evidence
*details
*inferring
*theme
*summarizing
*compare/ contrast
*firsthand account
*secondhand account
*focus
*using details from the text to support
your answer, describe the main character
of each book and compare their
characteristics
Students will:
*determine the theme of The Bracelet,
Our Empty Home, and Baseball Saved Us,
using details from the texts to support
your answer
*summarize The Bracelet, Our Empty
House, and How Baseball Saved Us
*compare and contrast the points of
view from which the texts are narrated
*explain the major structural differences
between the poem and the stories and
how those structural differences support
the understanding of the reader
49
RELATED RESOURCES
STANDARDS
SHORT TEXTS
MINI-LESSON IDEAS
ROUTINE WRITING
RL.4.1
Refer to details and examples in a text
when explaining what the text says
explicitly and when drawing inferences
from the text.
The Cats in Krasinski Square by
Karen Hesse
Students will:
RL.4.2
Determine a theme of a story, drama, or
poem from details in the text; summarize
the text.
RL.4.3
Describe in depth a character, setting, or
event in a story or drama, drawing on
specific details in the text.
RL.4.7
Make connections between the text of a
story or drama and a visual or oral
presentation of the text, identifying
where each version reflects specific
descriptions and directions in the text.
RL.4.9
Compare and contrast the treatment of
similar themes and topics (e.g., opposition
of good and evil) and patterns of events
(e.g., the quest) in stories, myths, and
traditional literature from different
cultures.
Refer to the Standards Resource
document for mini-lesson ideas to teach
the following:
*citing evidence
*details
*inferring
*theme
*summarizing
*description
*compare/contrast
*patterns of events
Students will:
*summarize The Cats in Krasinski Square
using details from the text to support
your answer
*determine the theme of The Cats in
Krasinski Square, using details from the
text to support your response
*explain how the subdued colors of the
illustrations in the text support the
understanding of the reader. Identify
specific illustrations in the text and
understandings supported by those
illustrations.
*compare The Cats in Krasinski Square
with Number the Stars in the following
areas:
-the use of the cats and the use of the
napkin to distract the dogs
-how the war changed the lifestyles of
the main characters in each story
-the character traits of the main
characters in each story
-the use of the basket in each story
-the symbols of the yellow star in
Number the Stars and the armband in The
Cats in Krasinski Square
-the themes of the two texts
Use specific details from the texts to
support your answers.
*compare the hardships of the little girl in
The Cats in Krasinski Square to the
hardships of Mercedes in Mercedes and
the Chocolate Pilot during the war. Use
specific details from the texts to support
your response.
50
RELATED RESOURCES
STANDARDS
RL.4.1
Refer to details and examples in a text when
explaining what the text says explicitly and when
drawing inferences from the text.
RL.4.2
Determine a theme of a story, drama, or poem
from details in the text; summarize the text.
RL.4.3
Describe in depth a character, setting, or event in a
story or drama, drawing on specific details in the
text.
RL.4.9
Compare and contrast the treatment of similar
themes and topics (e.g., opposition of good and
evil) and patterns of events (e.g., the quest) in
stories, myths, and traditional literature from
different cultures.
W.4.1
.
SHORT TEXTS
MINI-LESSON IDEAS
ROUTINE WRITING
Students will:
The Graduation of Jake Moon
(chapter 1) by Barbara Park
Refer to the Standards Resource
document for mini-lesson ideas to teach
the following:
*citing evidence
*details
*inferring
*theme
*summarizing
*description
*compare/contrast
*patterns of events
Students will:
*determine the theme of The
Graduation of Jake Moon and support
your answer with details from the text
*summarize The Graduation of Jake
Moon
*compare and contrast the theme of
The Graduation of Jake Moon with the
theme of Terrible Things using details
from the texts to support your answer
51
*describe in depth the two boys in the
first chapter of The Graduation of Jake
Moon who bully the old man. Draw on
specific details from the text to support
your description.
*consider the following quote from
Martin Luther King, Jr.:
“In the End, we will remember not the
words of our enemies, but the silence of
our friends.”
Connect the quote with what you know
about the actions of “the terrible things”
and the two bullies. Explain the
difference between a bully and a
bystander. In your opinion, which do you
consider to be worse, the bully or the
bystander? Support your opinion with
reasons and information.
RELATED RESOURCES