Marissa Willox

03/10/2020
Observation 3
Grade 5: Number the Stars- Flashback

Lesson Essential Question(s):

How do authors create the sense of another time in historical fiction?

Standards:
CCSS.ELA-LITERACY.RL.5.3
CCSS.ELA-LITERACY.RL.5.5

Learning Objectives and Assessments:

Learning Objectives Assessments
SWBAT identify flashbacks in a novel Observation
using key words.
SWBAT describe the time period, Notebook work; Participation
happenings, and importance of a flashback
by close reading.
SWBAT write about an event that Notebook work
happened in their life applying learned
components of flashbacks.

Materials:
 Number the Stars by Lois Lowry
 “Flashback” slides 1-4
 Red Reading notebooks

Pre-lesson assignments and/or prior knowledge:

 Read chapters 1-3 of Number the Stars
 “Delving into the Main Character” activity- have investigated Annemarie
 Background knowledge on WWII and Holocaust

Lesson Beginning:
 Have students to get out their “Delving into the Main Character” sheet; ask for 2-3 volunteers
to share their chosen character trait and the text evidence they found as support
 Slide 2: What is a Flashback?
 Ask for volunteers to read each bullet
 Definition of flashback: refers to a scene or a series of episodes that interrupts the normal
sequence of events; they break up a plot’s forward movement
 Flashbacks are memories, dreams, stories of the past told by characters, and an
interruption by the author
 Ask: Why might flashbacks be important to include when telling a story?
o Gives background knowledge for an event that is happening right now
 Call students over to the rug; remind them to bring their Number the Stars books
  Ask a student to provide a short summary of the chapters read the previous day
o Be sure that the summary includes King Christian X, Lise’s death, introduction to Peter
(Lise’s fiancé)
 Ask students to put a thumbs up on their lap if they want to be called upon to read- I will
transition between readers so there is enough time for the minilesson
Instructional Plan:
1) Start at Chapter 4
a) I will read until the top of page 28 and then call on a student
b) Let students read 1-2 paragraphs before calling on another
2) Page 31- Tivoli Gardens is like an amusement park
a) Burning the Tivoli Gardens for the Danes is like burning Disney World for Americans
3) Page 32- Why would Papa say, “How proud” if the Danes lost to the Germans?
a) They fought very hard
b) They never gave up
4) Page 38- Why is it important to note that Annemarie has blond hair and Ellen has dark, thick curls?
a) It is known that most Jewish people have darker hair
b) It will be hard to believe that they are sisters
5) Allow for students to ask lingering questions about the chapter
6) Send students back to their seats and pull up “Flashback” slide 3

7) Slide 3: Finding Flashbacks

a) Ask students to go back to Chapter 2 where there is a flashback
b) Key words: Years ago, In the past, Back then, and I remember
c) Once they find the flashback, ask them to answer the questions on the slides in their red reading
notebook
i) Allow 7-8 minutes for students to complete this task
d) Ask for 3 volunteers to answer each question
i) When Annemarie was 7 years old (1940)
ii) A young Danish boy was asked by a German who the man riding past was. The boy told
him it as Denmark’s King. The soldier asked where his bodyguard was, and the boy replied
that “the whole population of Denmark is the King’s bodyguard.”
iii) It is important because it demonstrates Danish pride and how Danes would make sacrifices
for each other.
8) Slide 4: Writing Flashbacks
a) Instruct students to write their own flashback underneath their responses to the questions on the
previous slide in their red reading notebook
b) Explain that you would use a flashback to give background information on an important event
in your life
i) An example: If I was writing about how I am afraid of heights, I may include a flashback
saying, “I am very afraid of heights. When I was 6, I fell off the top of the playground and
hurt my arm. Now, every time I am really high up, I am super scared.”
c) To come up with your own personal flashback, think of a time that caused you to feel fear,
happiness, gratefulness, pride, etc. about something
d) When finished, have students share with a partner

Differentiation:
 Call upon students to who want to read
  For struggling students, remind them of key words for flashbacks: Years ago, In the past, Back
then, I remember, When I was __
 Early finishers: Look in today’s chapter and identify the flashback
o Why is the information in the flashback important?
 Recall for students who need a refresher or were out for G&T
Closure:
 Ask for 1-2 volunteers to share their flashback with the whole class
o Be sure to commend them for sharing with the class
 Have students put their novels and red reading notebooks away and transition to Research