We Remember the Holocaust
Katie O'Malley

Total Literature Series

Teacher of the Lesson: Katie O'Malley
Lesson Topic: Total Literature Series
Grade Level: Fifth
Approximate Time: Daily for 30 minutes

Objectives:

1. Students will listen and react to the book Number the Stars, by Lois Lowry.

Materials:

• student journals
• one copy of Number The Stars , by Lois Lowry
• various journal prompts

Procedures:
Introduction --

1. On the first day of the unit, briefly give a book talk. Explain the character, setting, and genre of the book. [We will read 1 chapter per day.]
2. From here it is important to set expectations for the students for the written journals. This includes reading examples of good and mediocre journal entries.
   Expectations:
   Students will write in their journals every day after lunch. (teacher will respond to 5 student journals each night)
   Students do not have to limit their response/reaction to the prompt given.
   Each entry should be almost one page written and can be more.
   Students are expected to return their journals to the table before the end of the day.
   Journals will be evaluated on thought and effort put forth. (The standard Satisfactory/Unsatisfactory will be denoted.)
3. As an opening journal entry, ask the students to describe the setting, but more specifically, WHY WERE ANNEMARIE AND ELLEN SO AFRAID OF THE SOLDIERS? DO YOU LIKE THE BOOK SO FAR? WHY OR WHY NOT?

Sequence of Instruction --

1. Every morning from approximately 11:30 a.m. to 11:45 a.m., read the book to the students. After lunch the students will find the journal prompt written on the board.
2. When returning to the classroom, students will pick up their notebooks from the table. They will be given 10 to 15 minutes to write/respond in their journals.
3. Journal prompts will oftentimes be more open ended than the introductory prompt stated above. As we study more and more background surrounding the Holocaust, other issues and events will direct their entries more.

Closure --

1. For the culminating activity students will have the option to do a few different projects. All, however, will be guided by this novel and the activities that were done. (Quite possibly the options will be to create a newspaper publishing, story, diary, interview, poem, etc.)

Evidence of Students Achieving Objectives

1. As stated in the expectations, students will be graded on their reactions to the book on a Satisfactory/Unsatisfactory basis. However, some of the evaluation will also be based on completion, genuine effort, and appropriate command of the language, besides level of thought.

Adaptations

1. For the slower learner, a more specific and directed prompt will be given as to reinforce their essay's main ideas. It may require responding to the special needs students' journals more often than the rest of the class.
2. For the higher achieving students, prompts might ask them to draw from other unit lessons and resources in responding to the book.

Reflection

It is my goal, through the course of this lesson series, to not only get the students to think about the book, but also learn some strategies for more effective writing. If I can genuinely respond to each child's journal, in this way I can achieve my goal on a more individual basis, thus refraining from boring those students who already have a strong basis for writing.

Journal Prompts for Number the Stars

Tuesday, April 1 -- What do you think of the book so far? Why did Mrs. Rosen say, "Be sure that they never have reason to remember your face"? (Chapter 1)

Wednesday, April 2 -- What do you think really happened to Lise? "Any Danish citizen would die to protect King Christian." Mama and Papa, too. Would you die for King Christian if you were Annemarie? (Chapter 2)

Thursday, April 3 -- Why do you think that the Johansens were so worried about the Hirsch's shop closing? Now it comes down to the real thing. Annemarie must decide whether she would die to protect the Danish Jews, including the Rosens. What should she do? Why might she be frightened? (Chapter 3)

Monday, April 7 -- What do you think of Peter, this new and mysterious character? Why does he only come in secret? Have you ever had to leave your parents...not knowing when you will see them next? How did it make you feel? What do you think Ellen is feeling right now? (Chapter 4)

Tuesday, April 8 -- Do you think that the soldiers suspected Ellen's disguise? What might have given it away besides the hair color? (Chapter 5)

Wednesday, April 9 -- Draw a picture of the castle or Uncle Hendrik's house. Include with it a short description of it, a page or so in length. (Chapter 6)

Thursday, April 10 -- How has the war changed the girls' lives? Each of them longs for stability. Pretend you are either Annemarie or Ellen and write a diary entry of your trip to the country...making sure to note your feelings and fears. (Chapter 7)

Friday, April 11 -- Who do you think this great aunt Birte is/was? Why hasn't she come up before or why doesn't Annemarie know who she is? Do you find this strange at all? Make some predictions about the rest of the book. (Chapter 8)

Monday, April 14 -- Was your prediction right? Compare and contrast Ellen's life as a Jew during this period to Chaya's life (the main character in The Devil's Arithmetic ). How are they different and similar? (Chapter 9)

Tuesday, April 15 -- Chapter 10's title is "Let Us Open the Casket". The chapter ends in a cliffhanger. What do you think is in the casket and why do you think that? Why do you think the book is titled, Number the Stars ? (Chapter 10)

Wednesday, April 16 -- The end of chapter 11 ends, "So there were other sources, too, of pride, and they had not left everything behind." What do you think these other sources of pride are? Write a first person narrative stepping into the shoes of any of the characters in this chapter,...Peter, Henrik, the Rosens, parents of the baby, old man, etc. (Chapter 11)

Thursday, April 17 -- What could have happened to mama? Make a map -- what if the Rosens had to 'go it alone'? You make a map of the path for them. ---- What do you think is in the package? Write a story where Annemarie saves the day. All of Annemarie's family are heroes. Pretend your family had to do this. Give each person a part or role in the action and describe it. (Chapter 12 - 13)

Friday, April 18 -- Just like Annemarie builds up to a climax in her Little Red Riding story, how does Lois Lowry build climax in Annemarie's journey? (Chapter 14)

Monday, April 21 -- What was in the package? What is the significance or importance of the kerchief? This is also a free journal time. (Chapter 15)

Tuesday, April 22 -- On page 123, Henrik talks about bravery.
"That's all that brave means-not thinking about the dangers, just thinking about what you must do." Write about a time in your life when you had to be brave. (Chapter 16)

Wednesday, April 23 -- What did you think of the book as a whole? Was it everything that you expected or something different? (Chapter 17 & Afterword)