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Fill in the Frayer template (inside the folder) as a class.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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This details the process by which I synthesised the responses you gave during your work on Frayer Model.

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This document includes the collated Frayer from our discussion AND the list of resources you could use to help students to think about bravery. {Note: Some of the resources have been chosen with the target audience of YOU as the student, so please choose from my list to suit your students' age, maturity, interest and readiness level.

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Please read The Yellow Star (see post below for link to book).

After reading the text, select:

a)A Sentence that captured your attention or struck you as powerful.

b)A phrase that moved, engaged, or provoked you.

c)A word that was meaningful to you, that you felt captures a core idea of the text.

Post your choices for Sentence, Phrase and Word as a post in this column. See sample post below.

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To access most resources on this padlet, you need to be SIGNED IN to your MOE ICON Account.

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Both the Module Guide and Learning & Resource Booklet are also available in OPAL through Social Collaboration Group on  Reading Circles: Wonderful World of Books.  

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Both the Module Guide and Learning & Resource Booklet are also available in OPAL through Social Collaboration Group on  Reading Circles: Wonderful World of Books.  

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Please give us your feedback on our two afternoons' together.

You will receive the link to the Number the Stars Resource Padlet after you submit the feedback.

Resource Padlet link is only given to participants of a text-specific module. Remember to save the link!

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RC 2025 Nov Number the Stars Workshop Feedback

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RC 2025 Nov Number the Stars Workshop Feedback

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Please use this link to check your groupings and roles. Groupings may be adjusted for different activities.

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The Yellow Star (Carmen Deedy, 2000) by PeachTree Publishing 

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The Yellow Star (Carmen Deedy, 2000) by PeachTree Publishing 

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This is for this workshop since none of us has the book.

There is a transcript in this video that helps you follow the text in the picture book.

For access to the soft copy of the book, you need to log on to SLS and search for Number the Stars under Community Gallery". It will be under Session 3 in the SLS course.

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National Catholic Center for Holocaust Education

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This is what has been sent to you in the email with the Zoom link details

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Please look at the posts of your course mates. There are also comments to some of the posts where I have pointed out how an ONW could be better phrased, to help you understand the structure and purpose of an ONW.

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1. Look at your members' Sentence, Phrase and Word choices and their justification.

2. Discuss:

What commonalities/differences emerged in the group’s sentences, phrases, and words?

Looking at what your group focused on, what do you think is most important about this text? (What is the significance of this text? What are the implications of this text?)

What did we miss? Are there parts of the text that no one in the group referenced in their sentences/phrases/words? Why do you think that is the case?

3. Post key points from your discussion you wish to share with the class as a post in the this column. {Remember to put your group's name in post title.]

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[LY]

My sentence: "Little did the Danes know how much they would need their wise king in the dark days to come."

Reason: Portending the future and resonates with me.

My phrase: "With Courage and Defiance"

Reason: important qualities but not ones I would associate.

My word: Stars

Reason: The various meanings they have in the text that provoke thought.

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Rule of Thumb on how to use Frayer

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This was also used for Day 2 of your General Session workshop.

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Key in your group's collated responses after you have listened and shared in your group. Post your responses under the right column.

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But the King did not. [tremble]

Reason:
This line shows how one person’s courage can calm and strengthen an entire nation. It reminds us that true leadership means standing firm in the face of fear — that bravery can inspire others to be brave too.

is afraid for his people.

Reason:
This phrase reveals deep compassion. The King’s fear is not selfish — it comes from love. It made me think about how caring for others can be the strongest form of courage.

Unity.

Reason:
The story shows that when people stand together — refusing to let others be singled out — they can resist injustice peacefully. Unity turns fear into strength and makes goodness visible even in dark times.

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My sentence: "Then be prepared to shoot the king - for I will be that soldier."

Reason: It showed me how noble the king was and I understood then why all the Danes would protect him.

My phrase: "the Nazis gathered like dark clouds"

Reason: It captures the impending sense of doom that was felt upon their arrival.

Word: "Danes"

Reason: I felt like this is the story of the Danes who saw themselves as just that - Danes, regardless of who or what they worship.

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a) Sentence: Leaning forward, Kind Christian said evenly, "Then be prepared to shoot the king - for I will be that soldier."

Reason: This sentence shows how protective the king was and was willing to die for the country and the Danes.

b) Phrase: "As before"

Reason: The king would always come up with a solution for any problems that the Danes faced.

c) Word: powerless

Reason: The king who always had a solution as also helpless at that point in time when the war spread across Europe and could not stop it.

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My sentence: “Soon Nazi soldiers gathered like dark clouds at the Danish border."

Reason: This signifies that the Danes are going to face times of trouble as symbolised by the 'dark clouds'.

My phrase: "all were loyal subjects”

Reason: It shows that the Danes have strong loyalty to their king.

My word: Courage

Reason: The word is not time bound. It reflects both everyday acts of kindness and great historical bravery. It challenges us to ask how can we show courage in small ways in our daily lives.

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Sentence: Without the yellow star to point them out, the Jews looked like any other Danes.

Reason: Jews were just like everyone else. The yellow star was only a symbol to separate and differentiate them. Without it, there was no real difference.

Phrase: as frightened as his people

Reason: Even the king could feel afraid. Courage is not the same as being fearless. He is willing to share the same danger faced by his people.

Word: courage

Reason: Doing the right thing even with fear.

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Sentence:

Be prepared to shoot the king, I will be the soldier.

The king was brave (and defiant), ready to face the Nazis head-on.

Phrase:

missing flag was a symbol of resistance

simple action (though very dangerous) of removing the flag became a sign of unity. The king stood with his people.

word:

victory

symbolic - courage and strength

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Sentence: Even the good king was powerless to stop it.

Paradoxical and also highlights helplessness because even a king couldn't make a difference.

Phrase: Only Danes

Different interpretation at the start and end of story.

Concept of identity and unity

Word: Faith

Captured the core idea of the whole story in one word. People's faith in the king and vice versa. Quiet understanding of one another.

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Sentence: Be prepared to shoot the King for I will be the soldier

The king demonstrated bravery and courage in standing up to the Nazis even to the extent of his death.

Word: Danes

Who are the Danes? They did not consider the Jews as outsiders but people they need to protect as well.

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Sentences:

Majority of the responses indicates the bravery, courage and loyalty of the king towards his people. Based on the sentence: Be prepared to shoot the king- for I will be that soldier.

Some of the responses shows the weakness of the king. Even as a leader, he can still be overpowered.

Phrases:

Indicates compassion, forward thinking, having faith in the king to solve issues and problems, loyalty of people towards king, Relationship between king and his people.

Only Danes: at the start, own people, originally Danes but towards the end, Danes meaning changed - come from different backgrounds but still considered Danes

Words:

Unity, Danes, powerless, courage, victory, faith

positivity in the nouns to indicate the core of the story but at the same time, the words are all connected based on different junctures of the story

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1. During discussion, is it normal for one response to gain traction but only a few students are engaged? Should we pause to involve everyone or go deeper with the few? How do we decide how far to go without losing the rest of the class? Any advice on how to maintain depth while broadening participation?

2. I like the Sentence–Phrase–Word routine. Thought it can be considered ‘low barrier’ task that still pushes for meaning making. Are there any guidelines for designing SPW prompts and when you would choose SPW as an activity?

3. Should we select a Tier 1 or Tier 2 titles based on students’ RC readiness or text readiness? e.g., do we choose Tier 1 titles because the target P5/6 students are new to reading circles or Tier 2 because they’re in upper primary?

4. Would you recommend that we conduct each session over two 1h slots?

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Slides (not totally adjusted for the impromptu discussions and structure we took for this workshop)

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2025 Stepping into the world of NTS (12 Nov)_For teachers 

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Do we carry out the 8 sessions over 8 weeks in a term?