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Young Adult Booktalk

Young Adult Booktalk. Hitler’s Canary Susan Barrier. Title Page. Academic Honesty Statement

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Young Adult Booktalk

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  1. Young Adult Booktalk Hitler’s Canary Susan Barrier

  2. Title Page Academic Honesty Statement I have read and understand the UTA Academic Honesty clause as follows. “Academic dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form at The University of Texas at Arlington. All persons involved in academic dishonesty will be disciplined in accordance with University regulations and procedures. Discipline may include suspension or expulsion from the University. “Academic dishonesty includes, but is not limited to cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts.” (Regents’ Rules and Regulations, Part One, Chapter VI, Section 3, Subsection 3.2, Subdivision 3.22)” Further, I declare that the work being submitted for this assignment is my original work (e.g., not copies from another student or copied from another source) and has not be submitted for another class. Susan Barrier October 24, 2008 Susan Barrier LIST 5345 M.Ed.-LIT RS, MRT IRA national standards for Reading Specialist TExES Reading Specialist competencies TExES ELA & Reading 4-8 Competencies No tests taken

  3. Background Information • I am currently the Reading Specialist at our Prek-4th elementary school. I also work in our Grand Central Station lab to help struggling learners and teach dyslexia classes. I am pursuing my Master’s Degree in Education with a Reading Specialist and Master Reading Teacher certification and will graduate in May 2009. I do use trade books weekly with my struggling readers and with my dyslexic students to help teach comprehension and expose them to books above their reading abilities. I vary between using nonfiction and fiction books depending on my students’ interests. Trade books seem to be used more with the upper elementary grades than the lower ones. The lower grades tend to use the basal and use trade books for individual AR reading. The upper grades tend to use trade books to expose students to a variety of books they might not choose on their own.

  4. Reflection Statement • I created this assignment in the fall of 2008 for LIST 5326, Teaching Language Arts in Middle and Secondary Schools. This assignment allowed me to review a young adult book, decide how to use it in the classroom, and interview a teacher, librarian, and student. • The assignment demonstrates understanding of IRA Standard 2: Instructional Strategies and Curriculum Materials and more specifically Standard 2.2 Use a wide range of instructional practices, approaches, and methods, including technology-based practices, for learners at differing stages of development and from differing cultural and linguistic backgrounds, and IRA Standard 4: Creating a Literate Environment and more specifically Standard 4.2 Use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds. Using a variety of instructional grouping methods as well as using resources other than print will help my students become more involved in reading this book. They will be able to choose a variety of methods for interacting, recording, and presenting the information they learn. This will also help them to become more involved with the reading and help them to realize that reading and writing are skills that can be used throughout their lives. This also reflects my understand of TExES Reading Specialist Competency 010 Instructional Methods and Resources; The reading specialist understands and applies knowledge of methods and resources for providing effective literacy instruction that addresses the varied learning needs of all students at the levels of early childhood through grade 12. Using a variety of materials and approaches will help my students be more successful with reading this book. If they are successful, they are more likely to want to continue to read and write. This also reflects my understanding of TExES ELA 4-8 Competency 005 Reading Applications, The teacher understands reading skills and strategies appropriate for various type of texts and contexts and teaches students to apply these skills and strategies to enhance their reading proficiency. Teaching students ways to interact with books in order to enhance their comprehension will help them become more skilled readers and writers and encourage them to become lifelong readers and writers. • This lesson helps me in my position as elementary Reading Specialist because I will be able to find appropriate young adult books to use in the classroom and with small groups to help my student become more successful readers and writers and to help encourage a lifelong love of reading and learning.

  5. Section I: Bibliography & Graphic • Toksvig, S. (2005). Hitler’s Canary. New York, NY: Roaring Brook Press. Amazon Reading Level: Ages 9-12 Original Publication Date: March 6, 2007 ISBN: 1596432470 • An excerpt of the book and allows students to buy a copy of the book. http://www.puffin.co.uk/nf/shared/SharedDisplayTable/1,,214579_1,00.html • A reader’s blog about the book as well as others’ views of the book. http://www.motherreader.com/2008/08/hitlers-canary.html

  6. Section II: Summary “What can a tiny nation like ours do against a mighty nation like Germany? We have but four and a half million people. There are seventy-five million Germans and they have one of the strongest armies in the world.” p. 20

  7. Summary Bamse Skovlund is a ten year old boy who lives in Copenhagen, Denmark. His family consists of his father Peter, who is a set designer and decorator, his mother Marie, an actress, 16 year old brother Orlando, and 14 year old sister Masha. Bamse is asleep at the theater when he is awoken by the sound of thunder. His mother’s personal dresser Thomas, a gay man and a Jew, runs into the theater telling Bamse that the Germans have invaded. Bamse’s mother sends him to get his father from work. On the way home, Bamse blows a raspberry at the Germans. His father is upset and says, ““What can a tiny nation like ours do against a mighty nation like Germany? We have but four and a half million people. There are seventy-five million Germans and they have one of the strongest armies in the world.” p. 20 Orlando has a different view. He thinks the Danes should stand up and fight the Germans. This puts him at odds with his father. Bamse visits with his best friend Anton about the invasion. When Anton explains why he is upset, Bamse realizes that Anton and his family are Jewish. He also realizes that many of the people he knows are Jewish. While most of the Danes don’t fight the Germans, they begin to give them the cold shoulder. They walk out of stores when soldiers enter or stand on the platforms of streetcars when the Germans get on. Orlando begins to work for the resistance and tells his father, “I heard it on the radio, on the BBC. They say he has us in a cage and we just sit and sing any tune he wants.” p. 43 After Bamse and his best friend Anton play a joke on a German soldier, Orlando begins to include them in his resistance activities.

  8. Summary (cont.) Bamse’s father has to go to another town to get work. While there he sees a ship dock with Norwegian Jews destined for concentration camps. This causes the entire family to begin to get involved with the resistance. At the same time, Uncle Johann, a Nazi sympathizer, moves in with the family. This makes it hard to conceal their activities from him. Bamse discovers his sister has a German boyfriend and tells his father. The father brings the boy inside but he tells the family he won’t hurt them. During the meeting, Mama and Thomas arrive screaming that Orlando has been arrested. Bamse and Anton sneak into Orlando’s room and get rid of the guns hidden there. They also find bomb parts. They make a bomb with the parts and try to blow up a bridge. The bomb only blows a small hole in the bridge and they go home disappointed. The Danes begin to act out more against the Germans. They yell at the Nazis and even riot in the streets. Uncle Johann finds out that Orlando is in a hospital and Bamse takes him warm clothes and gets to talk to him. While he is in the hospital, he manages to escape. The Germans begin to get more strict with the Danes and by March of 1943 they were putting Danes in prison for even speaking English to a soldier. The Danes react with more acts of sabotage. They refuse to allow the mistreatment of any other Danes, which includes the Danish Jews. The Germans begin to arrest the Danes. When they arrest the synagogue's librarian, the cantor and the Trinity Church’s priest work together to remove the Jewish records so the Germans can’t get a list of all the members.

  9. Summary (cont.) When the rabbi tells everyone of an impeding raid and arrest, the Jews and the Christians work together to warn all the Jews they can to go into hiding. Many of them go to the hospitals where the doctors and nurses hide them. Anton’s family moves in with Bamse’s family for safety. Uncle Johann finds out that Orlando is in a hospital and Bamse takes him warm clothes and gets to talk to him. While he is in the hospital, he manages to escape. The Lutheran bishop reads a statement reminding all the Danes that the Jews are Danish too and everyone needs to work together to protect them. The Danes hide over 7,000 Jews in homes, inns, barns, etc. Some of the Jews live with Bamse’s family for awhile and then move on. Masha’s boyfriend sends a note warning her that her family is being watched and is going to be raided. The family decides to build a false wall in their living room to hide their “guests” behind. Bamse’s mother sets up an invalid bed in the nearby conservatory to distract the Germans from looking too closely at the wall. When the Germans finally arrive, they accuse her of faking being sick. They pull back the covers to discover her legs bleeding and looking horrible. She had used makeup and a knife to cut her legs and make them look horrible. After the Germans leave, Bamse helps move all the Jews, including Anton’s family and Thomas to safety. They dress in as many clothes as possible and leave the house in an ambulance that takes them to the hospital. When they get to the hospital, they all hide in the mortuary. An old woman gets very upset and wants her funeral dress. Bamse agrees to go and get it. On the way to find the dress, he witnesses old people being loaded onto a boat to be taken to concentration camps.

  10. Summary (cont.) The next morning, the doctors and nurses pretend they are in a funeral procession. They walk past the German soldiers who bow their heads in respect. Over two hundred Jews are hidden anywhere there is room in the funeral procession. The Jews split into two groups. Bamse and Uncle Johann, who has had a change of heart by now, go with one group and wait for the next contact. A taxi picks them up and takes them towards the coast to an inn. When it gets dark, they cross the road and head towards the beach. They hear the sound of a car and rush to hide. As they do so, a little girl drops her doll in the middle of the road. When the Germans stop they see the little girl. Thomas steps out of the dark and tells the Germans that it was just him and the little girl. They both get arrested but save the rest of the group. Bamse goes to look for the boat that is going to pick up the Jews. It turns out Orlando is his contact. Orlando takes the group across the strait to safety. The Danish resistance continues through May 1945 when the German high command surrenders. Bamse’s mother ends up getting addicted to the pain medicine she took for the infections she got in her legs. She never acts again. The little girl comes back home on a Red Cross bus. Thomas passes away. Masha marries a Danish soldier and Orlando comes back a hero and gets to go to the palace to meet the king.

  11. Summary (cont.) • The rescue of the Danish Jews was completed by the country in ten days. • “300 fishing boats took part in getting 7,220 Danish Jews and 680 non-Jews to Sweden.” • “Less than 2 percent of the Danish Jews who were sent to concentration camps died.” • “Approximately 3,000 members of the Danish resistance were killed during the war.” Danish Jews reached safety .. http://www.auschwitz.dk/Denmark.htm

  12. Personal Response • I chose this book because my family comes from Germany and I have always been interested in World War II. When this book arrived in the mail, I sat down and began to read it. I couldn’t put it down. I sat there and read until it was finished. This book is even more amazing because it is based on a true story. An entire country decided to stand up to a dictator and protect citizens who they felt were no different than themselves. The courage of the Danish people and the risks they took to save the Danish Jews is a heroic story that does not need to be forgotten. This book gave me chills to think of the risks they took to save their fellow countrymen.

  13. Section III: Justification for use • Why is this book applicable to your class/grade level? Sixth graders are beginning to become aware of events and people outside their own lives. The 6th grade Social Studies and ELA TEKS require teachers to expose students to cultures and ideas outside students’ own experiences. This young adult book is at the students’ reading levels and contains material about World War II that is appropriate for their age. This book is an excellent way to teach a cross curricular unit that includes reading, writing, and social studies. This will help students increase their knowledge across several curriculum areas. (Gambrell et al., 200&) Pairing this book with another book and a movie will increase the students’ will help students begin to make inter-textual connections. (Hadaway, 2007) • What would students gain from exposure to this book? Students would be able to practice Social Studies skills, such as locating places on maps and drawing timelines. They would be exposed to World War II events and be able to see them through another child of their own age. Using technology to respond to and interact with the book will help students increase their engagement with the book. (Gambrell et al., 2007) They would start to expand their self-centered horizons and be more aware of events and feelings around them. Through writing, they would able able to express their feelings and emotions they have encountered in reading and discussing the book. (Hadaway, 2007) Hopefully, they will be able to identify themes in the book, such as courage, bravery, and selflessness, that they can apply to their own lives. “Students can gain conflict resolution skills and an ethic of activism to combat the horrors of war.” (Hadaway, 2007). Students will be able to become more engaged with the book through small group and whole class discussions. (Gambrel et al, 2007) This book may also encourage them to do some self-initiated research and reading to find more information.

  14. Web-based Links • Houston Holocaust Museumhttp://www.hmh.org This site describes what is available at the Houston museum. There are educational links and resources, including a traveling trunk that is available free for classroom checkouts. There are pictures and links to more information about the holocaust. • Simon Wiesenthal Centerhttp://motlc.wiesenthal.com/site/pp.asp?c=gvKVLcMVIuG&b=358201 The Simon Wiesenthal Center main message is about tolerance. This site has virtual exhibits, teacher resources, and more information about teaching tolerance. • Rescue of the Danish Jewshttp://www.auschwitz.dk/Denmark.htm This web site tells the story of the rescue of the Danish Jews. Students would be able to read the story online and see actual pictures from the time period. There are links to other websites about the holocaust, more information about the Danish Jews, and teacher resources. • Number the Stars: Thematic unithttp://www.cdli.ca/CITE/number_the_stars.htm This web site includes many resources for teachers and students for the book Number the Stars. Most of these resources can be used with the book Hitler’s Canary as it tells the same story but from a boy’s perspective.

  15. 6th Grade English Language Arts TEKS • 6.2 Listening/speaking/critical listening. The student listens critically to analyze and evaluate a speaker’s message (s). The student is expected to: (A) interpret speakers’ messages (both verbal and nonverbal), purposes, and perspectives; (C) distinguish between the speaker’s opinion and verifiable fact; (D) monitor his/her own understanding of the spoken message and seek clarification as needed; (F) evaluate a spoken message in terms of its content, credibility, and delivery. • 6.3 Listening/speaking/appreciation. The student listens to enjoy and appreciate spoken language. The student is expected to: (A) listen to proficient, fluent models of oral reading, including selections from classic and contemporary works. • 6.4 Listening/speaking/culture. The student listens and speaks to gain and share knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to: (C) identify how language use such as labels and sayings reflects regions and cultures. • 6.8 Reading/variety of texts. The student reads widely for different purposes in varied sources. The student is expected to: (A) read classic and contemporary works; (B) select varied sources such as plays, anthologies, novels, textbooks, poetry, newspapers, manuals, and electronic texts when reading for information or pleasure; and (C) read for varied purposes such as to be informed, to be entertained, to appreciate the writer’s craft, and to discover models for his/her own writing.

  16. 6th Grade English Language Arts TEKS • 6.9 Reading/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study. • 6.10 Reading/comprehension. The student comprehends selections using a variety of strategies. The student is expected to: (A) use his/her own knowledge and experience to comprehend; (B) establish and adjust purposes for reading such as reading to find out, to understand, to interpret, to enjoy, and to solve problems; (D) describe mental images that text descriptions evoke; (E) use the text’s structure or progression of ideas such as cause and effect or chronology to locate and recall information; (G) paraphrase and summarize text to recall, inform, or organize ideas; (H) draw inferences such as conclusions or generalizations and support them with text evidence and experience; (I) find similarities and differences across texts such as in treatment, scope, or organization; (J) distinguish fact and opinion in various texts; (K) answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer; and (L) represent text information in different ways such as in outline, timeline, or graphic organizer. • 6.11 Reading/literary response. The student expresses and supports responses to various types of texts. The student is expected to: (B) interpret text ideas through such varied means as journal writing, discussion, enactment, and media; (C) support responses by referring to relevant aspects of text and his/her own experiences; and (D) connect, compare, and contrast ideas, themes, and issues across text.

  17. 6th Grade English Language Arts TEKS • 6.12 Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres). The student is expected to: (A) identify the purposes of different types of texts such as to inform, influence, express, or entertain; (B) recognize the distinguishing features of genres, including biography, historical fiction, informational texts, and poetry; (C) compare communication in different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variants; (F) analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo; (H) describe how the author’s perspective or point of view affects the text; and (J) recognize and interpret literary devices such as flashback, foreshadowing, and symbolism. • 6.13 Reading/inquiry/research. The student inquires and conducts research using a variety of sources. The student is expected to: (A) form and revise questions for investigations, including questions arising from readings, assignments, and units of study; (C) use multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions; (D) interpret and use graphic sources of information such as maps, graphs, timelines, or tables to address research questions; (E) summarize and organize information from multiple sources by taking notes, outlining ideas, and making charts; (G) draw conclusions from information gathered from multiple sources; and (H) use compiled information and knowledge to raise additional, unanswered questions.

  18. 6th Grade English Language Arts TEKS • 6.14 Reading/culture. The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to: (C) articulate and discuss themes and connections that cross cultures. • 6.15 Writing/purposes. The student writes for a variety of audiences and purposes and in a variety of forms. The student is expected to : (A) write to express, discover, record, develop, reflect on ideas, and to problem solve; and (F) choose the appropriate form for his/her own purpose for writing, including journals, letters, editorials, review, poems, presentations, narratives, reports, and instructions. • 6.16 Writing/penmanship/capitalization/punctuation/spelling. The student composes original texts, applying the conventions of written language such as capitalization, punctuation, penmanship, and spelling to communicate clearly. • 6.17 Writing/grammar/usage. The student applies standard grammar and usage to communicate clearly and effectively in writing. • 6.18 Writing/writing process. The student selects and uses writing processes for self-initiated and assigned writing. • 6.20 Writing/inquiry/research. The student uses writing as a tool for learning and research. • 6.22 Viewing/representing/interpretation. The student understands and interprets visual images, messages, and meanings. • 6.23 Viewing/representing/analysis. The student analyzes and critiques the significance of visual images, messages, and meanings. The student is expected to: (B) compare and contrast print, visual, and electronic media such as film with written story.

  19. 6th Grade Social Studies TEKS • 6.2 History. The student understands the contributions of individuals and groups from various cultures to selected historical and contemporary societies. The student is expected to: (A) explain the significance of individuals or groups from selected societies, past and present; and (B) describe the influence of individual and group achievement on selected historical or contemporary societies. • 6.5 Geography. The student understands how geographic features influence the economic development, political relationships, and policies of societies. The student is expected to: (B) identify geographic factors that influence a society’s ability to control territory and that shape the domestic and foreign policies of the society. • 6.11 Government. The student understands the concepts of limited governments, such as constitutional and democratic governments, and unlimited governments, such as totalitarian and nondemocratic governments. The student is expected to: (A) describe characteristics of limited and unlimited governments; and (D) compare limited and unlimited governments. • 6.14 Citizenship. The student understands the relationship among individual rights, responsibilities, and freedoms in democratic societies. The student is expected to: (B) explain relationships among rights and responsibilities in democratic societies. • 6.15 Culture. The student understands the similarities and differences within and among cultures in different societies. The student is expected to: (D) identify and explain examples of conflict and cooperation between and among cultures within selected societies such as Belgium, Canada, and Rwanda.

  20. 6th Grade Social Studies TEKS • 6.19 Culture. The student understands the relationship among religion, philosophy, and culture. The student is expected to: (A) explain the relationship among religious ideas, philosophical ideas, and cultures. • 6.21 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to: (A) differentiate between, locate, and use primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about selected world cultures; (B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (C) organize and interpret information from outlines, reports, databases, and visuals including graphs, charts, timelines, and maps; (D) identify different points of view about an issue or topic; and (E) identify the elements of frame of reference that influenced participants in an event. • 6.22 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (B) incorporate main and supporting ideas in verbal and written communication; (C) express ideas orally based on research and experiences; (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and (E) use standard grammar, spelling, sentence structure, and punctuation.

  21. IRA National Standards • Standard 1: Foundational Knowledge • 1.4 Demonstrate knowledge of the major components of reading {phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation} and how they are integrated in fluent reading. The teacher needs to know the components of reading in order to make sure the students are successful readers. • Standard 2: Instructional Strategies and Curriculum Materials • 2.1 Use instructional grouping options {individual, small-group, whole-class and computer based} as appropriate for accomplishing given purposes. Using a variety of student groupings help students to interact with both other students and the teacher to express themselves about the book. • 2.2 Use a wide range of instructional practices, approaches, and methods, including technology-based practices, for learners at differing stages of development and from differing cultural and linguistic backgrounds. Teachers need to use a variety of instructional methods in order to meet the varied needs of all their students. Including technology activities helps students become more involved with the texts. • 2.3 Use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds. Using a variety of curriculum materials at differing reading levels helps all students be successful readers.

  22. IRA National Standards • Standard 3: Assessment, Diagnosis, and Evaluation • 3.3 Use assessment information to plan, evaluate and revise effective instruction that meets the needs of all students, including those at different developmental stages and those from different cultural and linguistic backgrounds. The teacher needs to be aware if the students are being successful with their learning. If not, the teacher needs to change the instruction to make sure the students are successful. • Standard 4: Creating a Literate Environment • 4.1 Use students’ interests, reading abilities, and backgrounds as foundations for the reading and writing program. Students need to feel a connection to the material they read. • 4.2 Use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds. A variety of books and materials helps insure there will be something to interest everyone. • 4.3 Model reading and writing enthusiastically as valued lifelong activities. Students need to know that reading is something they can do the rest of their life. • 4.4 Motivate learners to be lifelong learners. Students need to realize they can continue to learn for the rest of their lives.

  23. TExES State Reading Specialist Standards • Competency 001 (Oral Language) The reading specialist understands and applies knowledge of oral language development, relationships between oral language development and the development of reading skills, and instructional methods that promote students’ oral language development at the levels of early childhood through grade 12. The teacher needs to understand the importance of oral communication and language and make sure students are provided opportunities to practice and use oral language. • Competency 006 (Comprehension) The reading specialist understands and applies knowledge of reading comprehension and instructional methods that promote students’ reading comprehension at the levels of early childhood through grade 12. The teacher needs to make sure students are understanding and comprehending the material they are reading. • Competency 007 (Vocabulary Development) The reading specialist understands and applies knowledge of vocabulary development and instructional methods that promote students’ oral and written vocabulary knowledge at the levels of early childhood through grade 12. The teacher needs to help students understand and learn vocabulary so they can be successful with their reading and writing.

  24. TExES State Reading Specialist Standards • Competency 008 (Written Language) The reading specialist understands and applies knowledge of written language and instructional methods to reinforce reading and writing at the levels of early childhood through grade 12. The teacher needs to understand that reading and writing are related and help students learn more effectively when they are used together. • Competency 010 (Instructional Methods and Resources) The reading specialist understands and applies knowledge of methods and resources for providing effective literacy instruction that addresses the varied learning needs of all students at the levels of early childhood through grade 12. The teacher needs to be aware of the resources and methods that will help the students learn best.

  25. TExES ELA 4-6 State Standards • Competency 001 (Oral Language) The teacher understands the importance of oral language, knows the developmental processes of oral language, and provides a variety of instructional opportunities for students to develop listening and speaking skills. The teacher needs to provide opportunities for student to use and practice oral language and communication. • Competency 003 (Word Identification Skills and Reading Fluency) The teacher understands the importance of word identification skills (including decoding, blending, structural analysis, and sight word vocabulary) and reading fluency and provides many opportunities for students to practice and improve word identification skills and reading fluency. The teacher needs to make sure students are successful with their reading and can use word skills to figure out and understand the words they are reading. • Competency 004 (Reading Comprehension and Assessment) The teacher understands the importance of reading for understanding, knows components and processes of reading comprehension, and teaches students strategies for improving their comprehension. The teacher needs to use a variety of strategies with the students to help them be successful with comprehending the material. • Competency 005 (Reading Applications) The teacher understands reading skills and strategies appropriate for various types of texts and contexts and teaches students to apply these skills and strategies to enhance their reading proficiency. The teacher needs to teach students a variety of strategies so they can understand and interact with the text.

  26. TExES ELA 4-6 State Standards • Competency 006 (Written Language-Writing Conventions) The teacher understands the conventions of writing in English and provides instruction that helps students develop proficiency in applying writing conventions. The teacher needs to help students use conventions correctly so their writing can be read and understood. • Competency 007 (Written Language-Composition) The teacher understands that writing to communicate is a developmental process and provides instruction that promotes students’ competence in written communication. The teacher needs to give students opportunities to communicate through writing in order to express and respond to texts. • Competency 008 (Viewing and Representing) The teacher understands skills for interpreting, analyzing, evaluating, and producing visual images and messages in various media and provides students with opportunities to develop skills in this area. The teacher needs to use a variety of materials, including visuals, to help students improve their comprehension. • Competency 009 (Study and Inquiry Skills) The teacher understands the importance of study and inquiry skills as tools for learning in the content areas and promotes students’ development in applying study and inquiry skills. The teacher needs to help students use study skills and encourage them to initiate study and research on their own.

  27. Section IV: Applications to the classroom • I would start with a computer scavenger hunt. Students would be required to find pictures of King Christian X on horseback, a map of Denmark, a swastika, the Star of David, the Danish flag, etc. on the computer and copy and paste them into a Word document. They would make a collage that would help to build background knowledge for the students. • Listening/speaking. Listen to the first chapter read aloud. I would read the first chapter aloud in order to get the students interested. This is a pre-reading activity for students that will help the students get familiar with the story and begin to make connections before they read the book by themselves. Our text says on page 163 that reading aloud “creates an environment that supports development of reading abilities and skills.” After reading aloud the first chapter, I would break the students into small groups to talk about their initial reactions to the story. I would want them to think about the title and predict what it means. • Listening/speaking. During reading activity. Book study groups. I would break the students into groups to discuss the readings and how they felt. I would have a set of questions to guide the students in their discussion but also have some open-ended questions so they can feel free to discuss anything they discovered or felt about the book. Students are more likely to share their feelings and participate in small group settings than in whole class. The teacher is helping to create a literate environment that is supporting the development of literacy skills. p. 163 • Reading/Writing. Post reading activity. Watch Miracle at Midnight. After reading the book, I would show the movie to the class. I would have the break the class into small groups to discuss the similarities and differences between the books and the movie. The groups would fill out a graphic organizer to represent their knowledge. Showing them the movie would expose them to the same themes in the books but it is presented in a different media which will help to reinforce the books’ message. Using a film will also help to create “an environment that supports the development of reading abilities and skills.” p. 163

  28. Reading/Writing. During reading activity. Make a timeline. Students will make a timeline of events that occurred in the book. This allows students to think critically as well as organize the information they are reading. (Tchudi & Mitchell, 1999) • Find Denmark on map. Why was its geography conducive to the rescue of the Jews? Students will have found a map in the beginning scavenger hunt activity, but I would have a classroom discussion on why the setting is so important to this story. I would also have a class discussion on whether the Danes could have accomplished the same thing today with our technology. • Reading/Writing. Post reading activity. After completing reading the book, students will draw a scene from the story and write why they chose that scene and why it is important to them. (Tchudi & Mitchell, 1999) I would have additional books and resources available for students in a center for them to read and do additional research if they were interested. • Reading/Writing. During reading Activity. Students would keep a journal of their thoughts and feelings as they read the book. They would share some of these entries in small groups and in whole class if they felt comfortable. Students need time to “get into” a book and understand what it is about before they start answering comprehension questions. (Tchudi & Mitchell, 1999) Allowing them to read and write a personal response can help them sort out their feelings.

  29. Related Literature & Supplemental Resources • Borden, L. (2004). The Greatest Skating Race. New York, NY: Margaret K. McElderry Books. • Cameron, K. (Director). (1998). Miracle at Midnight. [DVD]. Walt Disney Video. • Hesse, K. (2004). Cats in Krasinski Square. New York, NY: Scholastic, Inc. All graphics from Amazon.com I would use both of these books to supplement the unit. The Greatest Skating Race tells how people helped the Jews escape to freedom by skating across the ice. The Cats in Kransinski Square tells the story of a little girl who brings food to Jews trapped in the Ghetto. Both of these stories can be used to show that the resistance and acts of bravery were occurring in other countries. The books give another perspective on how people showed bravery and courage during the War. The movie tells the story of a Danish family who hides Jews from the Germans. By using another media form, students can become more involved with the story and visually see what they have been picturing in their mind.

  30. Related Literature & Supplemental Resources • Hoestlandt, J. (1996). Star of Fear, Star of Hope. New York, NY: Walker • Books for Young Readers • Lowry, L. (1989). Number the Stars. Boston, MA: Houghton Mifflin Company. • Polacco, P. (2000). The Butterfly. New York, NY: The Penguin Group. These are three more books that talk about courage and survival during the war from a child’s perspective. Number the Stars is a great book because it tells the same story as Hitler’s Canary but from a girl’s perspective. These are all great books to use as companion texts and compare and contrast the children’s experiences.

  31. Section V: Student Interview • I am not currently teaching 6th grade, so I interviewed Rachel, a 6th grade student. At first she didn’t seem interested in the book. When I explained all the activities we would do with the book, starting with the scavenger hunt, she became more interested. She said that usually the teacher will assign a book that they read and then have to answer questions about. Then they have a test over the book. She said all the different activities, including working in small groups, sounded different from what she normally experiences in the classroom. She also liked being able to watch a movie about the subject matter.

  32. Teacher Interview • I interviewed Mrs. Bell, a 6th grade ELA teacher. She said that she uses Number the Stars in her class to expose students to experiences outside their own lives. She was interested to know there was a book about the same story from a boy’s perspective. She said that she is required to use the basal, but uses about forty trade books with her students during the year. She has a small classroom library of a variety of young adult books as most of her students check books out of the school library. AR is a required element of the middle school ELA classes. She usually has 15 minutes per day for silent reading. Some days students have more and occasionally, they won’t get to read at all.

  33. Section VI: Library Interview • I interviewed Mrs. Saucillo, the middle school librarian. She said that she looks at TITLEWAVE, a Follett site, to read all the award lists. She chooses new books from reading these lists. When new books arrive, she features them on a set of shelves in a separate part of the library and informs students of new arrivals. She said that students are required to do AR so they check out lots of books. She said that R.L. Stine books are popular with the boys and The Babysitter’s Club is popular with the girls this year. She has noticed her struggling readers will check out short non-fiction books.

  34. Section VII: Research Support Bibliography • Students need to move outside their comfort zone and be exposed to experiences and beliefs. (Hadaway, 2007). Teachers “have the opportunity to open new windows on the world to our students and help them see things in new ways through honest discussions.” (Tchudi & Mitchell, 1999) Even though the events of World War II can be overwhelming for students, an age appropriate literature unit is a good way to begin to make them aware of past events. Survival is a common theme of war that students need to discover and explore. (Tcudi & Mitchell, 1999) “Interdisciplinary learning experiences that engage students in investigating themes and topics across content areas create a rich context for learning.” (Gambrell et al, 2007) By reading and participating in response activities, students can learn conflict resolution skills and become aware of how they might have an effect in their own communities. (Hadaway, 2007). “Many students become more deeply engaged when they are given opportunities to engage socially in discussing reading material.” (Gambrell et al, 2007) Small group and whole class discussion allow students to use critical thinking and higher order thinking skills to defend and discuss their positions. (Tchudi & Mitchell, 1999) Because war and the atrocities of war can be very emotional, writing is an excellent way for students to work out their feelings and reactions to the reading. (Hadaway, 2007) This book and others “can be powerful teaching tools, serving to engage students in reading, conversation, research, and writing.” (Hadaway, 2007). Using multiple sources of information, such as books, technology, or movies, helps students to comprehend more. (Gabrell et al, 2007) Technology has the ability to “engage and scaffold” students with the material they are learning. (Gambrell et al., 2007)

  35. Bibliography • Tchudi, S. & Mitchell, D. (1999). Exploring and Teaching the English Language Arts. New York, NY: Addison-Wesley Educational Publishers, Inc. • Hadaway, N. & McKenna, M. J. (editors). (2007). Breaking Boundaries with Global Literature. Newark, DE: International Reading Association. • Gambrell, L. B., Morrow, L. & Pressley, M. (2007). Best Practices in Literacy Instruction. New York, NY: The Guilford Press.

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