Name: ________________________________ Ole Miss 7 Arkansas 7 Virginia 7 Kentucky 7
R1.15 Ms. Roland
Today’s Objective
RL.7.6 – I can analyze the impact of the author's use of different points of view in a story.
Do Now Directions: Answer the questions below in 1-2 complete sentences. You must use the vocabulary word(s) in your answers! 1. Can someone with dignity be condescending? Why or why not? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 2. Describe a flashback you have had about your childhood. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
Early Finisher’s Challenge
How are oppression and genocide related? Explain your answer in 1-2 complete sentences. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________
Reading 7 | September 27, 2018
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Name: ________________________________ Ole Miss 7 Arkansas 7 Virginia 7 Kentucky 7
Reading Workout
R1.15 Ms. Roland What are you annotating for?
Directions: Read the essential question below. As you read, annotate for setting, characterization, and mood. What is the impact of the author’s use of different points of view in Number the Stars.
1. Quick Questions: Answer these questions as we read the text! How much time has passed between Ch. 16 and Ch. 17? How did the Danes react when the war ended?
What happened to Peter?
What happened to Lise? Why did Annemarie keep Ellen’s necklace? What does this symbolize?
Reading 7 | September 27, 2018
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Name: ________________________________ Ole Miss 7 Arkansas 7 Virginia 7 Kentucky 7
R1.15 Ms. Roland Comment [Office1]: Lesson execution ideas for this part: (1)Frame the task. “In Chapter 16, Annemarie learns the truth from Uncle Henrik about why bringing the packet was so important and realizes that Ellen, her family, and other Jews were hiding under the boat. We’re going to re-read this scene. Annotate for specific details we learn about Ellen’s experience from Annemarie’s conversation with Uncle Henrik.” (2)Potentially re-read with students from, “Annemarie frowned…He didn’t need to.” a.Ask, “Where was Ellen hiding?” b.Ask, “What protected Ellen?” c.Ask, “What do you think it was like for Ellen hiding at the bottom of the boat?” d.Ask, “What were some of the emotions Ellen must have been feeling?” e.Ask, “What do you think Ellen was hoping for the entire time the soldiers were searching the boat?” (3)“Great! Those details aren’t EXACTLY written in this scene but we made inferences based on what we know about this time period. With all those details in mind, you are going to take X minutes to re-write the scene in which the soldiers searched the boat from Ellen’s perspective.” (4)Frame the expectation for the re-write, “Use the pronouns ‘I, me, we, us’ as if you are telling the story from Ellen’s point of view. Include what Ellen must have heard, been feeling, been hoping for, and been thinking.” (5)Pick 1-2 exemplary re-writes to highlight the fact that by telling the story from Ellen’s POV we get a better sense for her unique experience. That’s not what we originally read! ... [1]
2. Re-write the Chapter 16 scene of the soldier searching the boats from Ellen’s POV. Original Point of View Re-Write from Ellen’s Point of View Annemarie frowned, remembering the empty boat that morning. “Were the Rosens and the others there, then, underneath, when I brought the basket?” Uncle Henrik nodded. “I heard nothing,” Annemarie said. “Of course not. They had to be absolutely quiet for many hours. The baby was drugged so that it wouldn’t wake and cry.” “Could they hear me when I talked to you?” “Yes. Your friend Ellen told me, later, that they heard you. And they heard the soldiers who came to search the boat.” *** “It must have been awful for them, so many hours there,” [Annemarie] murmured. “Was it dark in the hiding place?” “Dark, and cold, and very cramped…” (Lowry, 1989, pp. 123-127)
Discuss: What is the impact of reading this scene from Annemarie’s point of view?
Comment [Office2]: BPQ: What do we understand better? What do we gain from knowing Annemarie’s point of view? What do we understand less? What do we lose from reading from Annemarie’s point of view and not Ellen’s?
3. Why did the author choose to tell this story from an underrepresented perspective (Annemarie’s) and setting (Denmark)? ________________________________________________________________________ ________________________________________________________________________ Reading 7 | September 27, 2018
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Comment [Office3]: -We want students to see that by reading the story from Annemarie’s perspective and being told the “truth” by Uncle Henrik, (1) We learn more about the risks that Danes took to protect their Jewish friends—sometimes unknowingly. (2) We learn more about the inventive ways that the Danes protected their Jewish friends. (3) We learn less about the terror and fear that the Jewish people felt as they had to leave their homes and were hidden at the bottom of boats, listening to the soldiers search the boat, hoping they wouldn’t be discovered. Comment [Office4]: Aggressive Monitoring – use this question as a data point/formative assessment-ish èIt might be helpful to explain the concept of “underrepresented perspective” here – maybe even reference the other texts that students have read in class that have shown the “overrepresented perspective.”