NTS Literature Response Journal

Number the Stars

Reflection Journal

By: Amanda Heilman

Building Background
Knowledge

Learning Target: I can compare and contrast two or more
characters, settings, or events in a story, drawing on specific
details in the text.

Background of this Story:
In some countries around the world the government is

called a dictatorship. In a dictatorship, one person or a small
group of people have complete control of the country. In
many cases the military enforces the control.If a person does
not follow the rules, they may be arrested, threatened,
scared, or tortured. The citizens of that country are not
allowed to talk or act against the dictatorship. A person can
be rewarded if they tell the dictatorship about other people
who are against the government.

Interpretive Question: How does the dictatorship
system of government in the story affect Pedro, his
family, and the citizens it governs?

R Restate the Question (green) In the book, The Composition,
- Read the question or prompt Pedro his family and their entire
- Underline keywords community are negatively affected by
- Rewrite the question as a the dictatorship government. One
statement using your own words example from the text is when Don
Daniel was dragged down the street by
A Answer the Question (green) two men who were “pointing machine
- Answer the question guns at him.” This clearly shows that
*If there is more that one part of the dictatorship is treating the people
the question, make sure to answer in the community poorly. Pedro’s
ALL parts. parents lived in fear that they would be
caught being against the government.
C Cite Evidence (yellows) Thay had to turn their radio down very
- Use evidence from the text to low so that they would not be caught
support your answer. listen. Pedro’s mom was so scared that
-Include both paraphrased she “cried silently at the table.” This is
evidence and direct quotes further evidence that the government
was making the people live in fear.
Possible evidence starters: Pedro himself was negatively affected
According to the text… by the government. He was put in the
For example… position of having to lie on his
On page ___ it says… composition so that his parents
Further support can be found... wouldn’t be caught. The dictatorship
In the article/ chapter it states... tried to turn children against their own
parents. Obviously, the dictatorship
E Explain (reds) negatively affected everyone that
- Explain how each piece of text Pedro was close to in his life.
evidence supports your answer.

Possible explain starters:
This clearly shows that…
This means that…
This further supports the idea that…

S Sum it Up (green)
- Conclude your answer
- Link back to the topic sentence
using different words

Possible summary starters:
Clearly Definitely Certainly
To sum up In fact Obviously

Building Background
Knowledge

Underground
Movements

Learning Target: I can explain the relationships or interactions
between two or more individuals, events, ideas, or concepts in a
historical, scientific, or technical text based on specific
information in the text.

How have underground movements affected events

throughout history? The Danes’ Others became
blew up there part of
Underground own ship so underground
Railroad the Nazis resistance
could not get movements aimed
in. at thwarting the
Nazis.

The slaves Underground World
would escape Movements War II
and the
owners of the It was illegal
slaves would because people
be mad were escaping
that way so if
you were
caught you
would die.

Building Background
Knowledge

Learning Target: I can compare and contrast two or more
characters, settings, or events in a story, drawing on specific
details in the text.

Background of this Story:
“For centuries, the Star of David was a symbol of Jewish

pride. But during World War II, Nazis used the Star to
segregate and terrorize the Jewish people. Except in
Denmark. When Nazi soldiers occupied his country, King
Christian X of Denmark committed himself to keeping all
Danes safe from harm. The bravery of the Danes and their
king has inspired many legends. The most enduring is the
legend of the yellow star, which symbolizes the loyalty and
fearless spirit of the king and his people.”

Source: Peachtree Publishers

Interpretive Question: How did King Christian X’s
response to the yellow Star order in the story
affect the citizens of Denmark?

In the book, “The Yellow Star”, In the book, “The Yellow Star”,
King Christian X affect the citizen King Christian X affect the citizen in a
in a positive way. On page 13 it positive way. He affected them in a
says, “Of course!” he thought. positive way because he showed all of
The answer was so simple. “You the citizens to put a yellow star on their
would hide it amongst its cloths because then the NAZI’s will not
sisters.”Everybody would have a know who is a Jew or not. “ As they
yellow star so the Jews would watched him pass, the subjects of the
not know who to take because King Christian understood what they
they would not know who the should do.” This shows how the
actual Jews are and which Jews response of the king affected the
were just wearing a yellow star to citizens of Denmark. “Of course!” he
blend in. In the text it also says, thought. The answer was so simple.
“The king made the Nazi flag “You would hide it among it’s sisters.
stay down. The citizens saw this This relates to the question because then
as a powerful sign of resistance. everyone was whereing are yellow star
Then he wore a yellow star of and the NAZI’s did not know who was a
David.” Then the citizens of Jew and who was not so the NAZI’s left
Denmark did not have to follow and did not come back. This also, shows
the order of the yellow star of how kings response affected the citizens
David. This shows that King of Denmark. Obviously, this shows how
Christian X’s reaction to the the King Christian's response affected
order of the yellow star of David the citizens.
positively affected the citizens of
Denmark. Clearly, this shows
that the king’s response affected
the citizens of Denmark in a
positive way.

Building Background
Knowledge

World War II and
the Holocaust

Learning Target: I can provide a summary of the text that
includes the main ideas and key details, as well as other
important information.

Summary of the article:
The article “World War II and the Holocaust” explains how

Adolf Hitler set out to rule the world. He came into power in
1933 and began to promote and encourage persecution of
the Jews. Starting in 1941, Jewish people were sent to
concentration camps.. In these camps almost six million
people died. He joined forces with Japan and Italy. When the
Japanese bombed Pearl Harbor on December 7, 1941, the
United States entered the war and fought against the
Germans powers until September 2, 1945when the war
ended.

Number the
Stars

Interpretive
Question
Responses

Learning Target: I can quote accurately from a text when explaining what the text
says explicitly and when drawing inferences from the text.

Chapter 1

How are the characters’ lives
different than ours?

R Restate the Question (green) In the book, Number the Stars, the
- Read the question or prompt characters’ lives are very different than
- Underline keywords our lives. Their lives are different
- Rewrite the question as a statement because they have a war going on and
using your own words they cannot have certain things like
sugar to make cupcakes or butter to put
A Answer the Question (green) on bread. We do not have a war going
- Answer the question on right now so we have more food and
*If there is more that one part of the goods. According to the text, “both girls
question, make sure to answer ALL looked straight ahead, toward the door.
parts. They did it purposely so that they
would not catch the eyes or the
C Cite Evidence (yellows) attention of two more soldiers, who
- Use evidence from the text to stood with their guns on this corner as
support your answer. well.” This explains that they have to be
-Include both paraphrased evidence careful because they have soldiers on
and direct quotes every corner. We don’t have to be
careful because we do not have soldiers
Possible evidence starters: on every corner. Also, according to the
According to the text… text, “There hasn’t been any butter, or
For example… sugar for cupcakes, for a long time. A
On page ___ it says… year, at least.” This shows how they did
Further support can be found... not have much food or goods. Today,
In the article/ chapter it states... we have stores full of food and goods.
Clearly, this shows how their lives are
E Explain (reds) different than our lives now.
- Explain how each piece of text
evidence supports your answer.

Possible explain starters:
This clearly shows that…
This means that…
This further supports the idea that…

S Sum it Up (green)
- Conclude your answer
- Link back to the topic sentence using
different words

Possible summary starters:
Clearly Definitely Certainly
To sum up In fact Obviously

Learning Target: I can quote accurately from a text when explaining what the text
says explicitly and when drawing inferences from the text.

Chapter 2

How does this picture relate to the chapter?

My Thoughts:

This relates to the chapter because the picture is like the fairytale
that Annmarie told Kristi to help her sleep. The fairy tale was
about a King and a Queen. This picture shows a Queen and a
King.

Learning Target: I can determine a theme of a story from details in the text,
including how characters in a story respond to challenges.

Chapter 3

“Now I think all of Denmark must
be the bodyguard for the Jews as

well.” What does this mean?

R Restate the Question (green) “Now I think all of Denmark must be
- Read the question or prompt the bodyguard for the Jews as well.”
- Underline keywords This means that because the stores
- Rewrite the question as a owned by Jews are closing the
statement using your own words non-Jews will have to start running
those stores so that the people can still
A Answer the Question (green) get what they need. The non-Jews will
- Answer the question also have to help the Jews get food and
*If there is more that one part of other things because the Jews do not
the question, make sure to answer have a lot of money because they are
ALL parts. not selling anything. Annemarie’s best
friend, Ellen, is Jewish so Annemarie
C Cite Evidence (yellows) will have to look out for Ellen. For
- Use evidence from the text to example, “ ‘Friends will take care of
support your answer. them, Mama said gently. ‘That’s what
-Include both paraphrased friends do.’ ” This explains that the
evidence and direct quotes non-Jews will help the Jews get things.
On page 24 it says, “The Rosens are
Possible evidence starters: Jewish, too!” “And now she-and all the
According to the text… Danes-were to be bodyguard for
For example… Ellen, and Ellen’s parents, and all of
On page ___ it says… Denmark’s Jews.” These quotes
Further support can be found... explain how Annmarie has to look out
In the article/ chapter it states... for Ellen and Ellen’s parents. This
explains what “Now I think all of
E Explain (reds) Denmark must be the bodyguard for
- Explain how each piece of text the Jews as well” means.
evidence supports your answer.

Possible explain starters:
This clearly shows that…
This means that…
This further supports the idea that…

S Sum it Up (green)
- Conclude your answer
- Link back to the topic sentence
using different words

Possible summary starters:
Clearly Definitely Certainly
To sum up In fact Obviously

Learning Target: I can quote accurately from a text when explaining what the text
says explicitly and whendrawing inferences from the text.

Chapter 4

How does this picture relate to the chapter?

My Thoughts:

Annemarie and Ellen were playing with paper dolls. The paper dolls were
going to a ball. Kirsti came in and wanted to play with them so Annemarie
gave her a doll and told Kirsti that her doll was going to Tivoli. Tivoli is in the
heart of Copenhagen. If you go to Tivoli you can dance and see fireworks.
Both Annemarie and Ellen had seen the fireworks there. Kristi had also seen
them once before but that was when she looked outside on her birthday. This

is how the chapter relates to the picture of the fireworks.

Learning Target: I can compare and contrast two or more characters, settings, or
events in a story, drawing on specific details in the text.

Chapter 5

Compare and contrast the Danish
and Germans. *Choose at least
three attributes to compare.

Danish Attributes Germans
Annemarie Being Army

Compared

Annemarie wheres The Germans where
normal clothes that uniforms.
girls would where.
Clothes

Annemarie’s friend Ways they see the The NAZI’s see the
Ellen is Jewish. Jewish people Jewish people as
terrible people and
Annemarie thinks that they want to capture
Jewish people are
them all.
good people and that
they are not doing
anything wrong.

Annemarie is very Behavior The NAZI’s behaviour
shy and she is quiet. is very bold and they

She does not put always yell.
herself out there.

Learning Target: I can quote accurately from a text when explaining what the text
says explicitly and whendrawing inferences from the text.

Chapter 6

How does this picture relate to the chapter?

My Thoughts:
Annemarie, Kirsti, and Mama are going to fish with Uncle
Henrik and they are bringing him a box of cigarettes. This
was code that they were bringing Ellen too. Papa said that

he loved cigarettes (This was not talking about code
anymore) and that he misses them because they were taken
away because of the war. Papa complained often about not

having cigarettes.

Learning Target: I can quote accurately from a text when explaining what the text
says explicitly and when drawing inferences from the text.

Chapter 7-8

How does war change people?
Why?

R Restate the Question (green) War changes people because they can not go
- Read the question or prompt many places and they do not have things that
- Underline keywords they might need to have something that they
- Rewrite the question as a statement like. On page 63 it says “I took Ellen down to
using your own words show her the sea,” “She’d never been that close
before!” This explains that maybe because of
A Answer the Question (green) the war Ellen can not go to the sea and that she
- Answer the question might like the sea. According to the text, “Even
*If there is more that one part of the though there is no sugar the apples are sweet.”
question, make sure to answer ALL
parts. “It is not a bad time then,” “Annemarie told
her. Not if there's applesauce.” This proves
C Cite Evidence (yellows) how Annemarie likes applesauce but it will not
- Use evidence from the text to be very sweet because there is no sugar to
support your answer.
-Include both paraphrased evidence sweeten it even more than the apples
and direct quotes themselves. For example in chapter 1 it says,
“When will there be cupcakes again?” This
Possible evidence starters:
According to the text… shows how they can not make cupcakes
For example… because they do not have the right ingredients
On page ___ it says… because of the war. From this quote it proves
Further support can be found...
In the article/ chapter it states... that they really like cupcakes and it is
changing their lives because they can not have
E Explain (reds) cupcakes until the war is over and the NAZI’s
- Explain how each piece of text
evidence supports your answer. leave. To sum up this shows how the war is
changing the characters lives.
Possible explain starters:
This clearly shows that…
This means that…
This further supports the idea that…

S Sum it Up (green)
- Conclude your answer
- Link back to the topic sentence using
different words

Possible summary starters:
Clearly Definitely Certainly
To sum up In fact Obviously

Learning Target: I can determine a theme of a story, from details in the text,
including how characters in a story respond to challenges.

Chapter 9-10

Compare and contrast Mama and
Annemarie and how they faced the
challenges when the German soldiers

came to the “funeral.”

Mama Attributes Annemarie
Being

Compared

Mama was hit by the Annemarie was not
soldier. hit because she did
not move or affend
Cruelness
the NAZI’s.

Mama was not very Attention from NAZI’s Annamarie was put
payed attention to on the spot to have to

compared to say who was in the
Annemarie. casket.

Mama did not lie to Lying Annemarie lied when
the NAZI but she did she told the NAZI that
Great-aunt Birte was
lie to Annemarie.
in the casket.

Learning Target: I can quote accurately from a text when explaining what the text
says explicitly and when drawing inferences from the text.

Chapter 11

When is telling the truth
important? When is not telling

the truth important?

R Restate the Question (green) Not telling the truth is important when it
- Read the question or prompt protects someone. Telling the truth is
- Underline keywords
- Rewrite the question as a statement important when you need to prepare people
using your own words from what it coming in the future. In the text,
“There was no one in the casket at all. Instead,
A Answer the Question (green) it seemed to be stuffed with folded blanket and
- Answer the question articles of clothing.” This shows that they lied
*If there is more that one part of the
question, make sure to answer ALL to the Nazi’s about a Great-aunt Birte in the
parts. casket in order to protect everyone gathered.

C Cite Evidence (yellows) Also, “He didn’t know what the packet
- Use evidence from the text to contained. He hadn’t asked. It was one more
support your answer.
-Include both paraphrased evidence time, Annemarie realized, when they
and direct quotes protected one another by not telling.” This is

Possible evidence starters: another example of when you don’t tell
According to the text… someone something to protect them. These
For example… two examples prove how sometimes not telling
On page ___ it says… the truth can be important. On page 90 it says
Further support can be found... “Next, Peter removed the folded blanket from
In the article/ chapter it states...
the coffin, one by one, and handed them
E Explain (reds) around. ‘Carry these with you,’ he said. “You
- Explain how each piece of text
evidence supports your answer. will need them later, for warmth.’ ” This
proves that Peter told the truth in order to
Possible explain starters: prepare them for the coldness ahead of them.
This clearly shows that… In conclusion, this shows when it is important
This means that… to tell the truth and when it is important to not
This further supports the idea that…
tell the truth.

S Sum it Up (green)
- Conclude your answer
- Link back to the topic sentence using
different words

Possible summary starters:
Clearly Definitely Certainly
To sum up In fact Obviously

Learning Target: I can determine a theme of a story, from details in the text,
including how characters in a story respond to challenges.

Chapter 12-13

How does this text relate to Number the stars and
particularly Annemarie in chapter 13?

My Thoughts:

The book, The Man in the Red Bandana, the man helps carry people down the
stairs and this one person could not walk so he let them rest on his shoulder
to get down the stairs. In the book, Number the Stars, mama fell and crawled
to the entrance of the path. Annemarie found mama and she let mama rest on
her shoulder to walk back to the house because mama had broken her ankle

when she fell.

Learning Target: I can quote accurately from a text when explaining what the text
says explicitly and when drawing inferences from the text.

Chapter 14-15

What is the author’s purpose of including the
story of Little Red Riding Hood during
Annemarie’s run through the forest?

R Restate the Question (green) The author's purpose of including the
- Read the question or prompt story Little Red Riding Hood was to show the
- Underline keywords way Annemarie's walk in the woods compared
- Rewrite the question as a statement to the walk little Red Riding Hood took in the
using your own words story because most people know the story of
Little Red Riding Hood. On page 109 it says,
A Answer the Question (green) “So little Red Riding-Hood carried the basket
- Answer the question of food and hurried along through the woods.”
*If there is more that one part of the This explains one of the ways this story was
question, make sure to answer ALL like Annemarie’s walk because Annemarie was
parts. also carrying a basket of food and was walking
in the woods. Another example is, “The
C Cite Evidence (yellows) grandmother lived deep in the wood, didn’t
- Use evidence from the text to she?” This also proves how Annemarie’s walk
support your answer. compares the Little Red Riding Hood’s walk
-Include both paraphrased evidence because they are both going really deep into
and direct quotes the woods. Lastly, “Then they were there, in
front of her. Four armed soldiers.” This shows
Possible evidence starters: how Annemarie’s walk compares to Little Red
According to the text… Riding Hood’s walk because Annemarie ran
For example… into the soldiers and Little Red Riding Hood
On page ___ it says… had a wolf follow her. To sum up, the author’s
Further support can be found... purpose of putting the story Little Red Riding
In the article/ chapter it states... Hood in the book was to compare Annemarie's
walk to Little Red Riding Hood’s walk and so
E Explain (reds) people can connect better to Annemarie’s
- Explain how each piece of text walk.
evidence supports your answer.

Possible explain starters:
This clearly shows that…
This means that…
This further supports the idea that…

S Sum it Up (green)
- Conclude your answer
- Link back to the topic sentence using
different words

Possible summary starters:
Clearly Definitely Certainly
To sum up In fact Obviously

Chapter 16-17 and
Afterword

Why does the author include the “Afterword?” Why
is it important to read the afterword, especially in

historical fiction books?

R Restate the Question (green) It is important to read the afterward because it
- Read the question or prompt tells you the way(s) the author came up with the
- Underline keywords book. The afterward also tells you what is true
- Rewrite the question as a statement in the book and what is fictional in the book. It
using your own words is especially important to have in historical
fiction books because it will tell you what the
A Answer the Question (green) true facts in the book are and if any of the
- Answer the question characters were living or are still living today
*If there is more that one part of the from that time period. For example, in the
question, make sure to answer ALL afterward it says that the rabbits blood and
parts. cocaine handkerchief was a true fact. The
afterward also says, that Annemarie was a
C Cite Evidence (yellows) fictional character from Lois Lowry’s
- Use evidence from the text to imagination. In conclusion, that is why it is
support your answer. important to read the afterword especially in
-Include both paraphrased evidence historical fiction books.
and direct quotes

Possible evidence starters:
According to the text…
For example…
On page ___ it says…
Further support can be found...
In the article/ chapter it states...

E Explain (reds)
- Explain how each piece of text
evidence supports your answer.

Possible explain starters:
This clearly shows that…
This means that…
This further supports the idea that…

S Sum it Up (green)
- Conclude your answer
- Link back to the topic sentence using
different words

Possible summary starters:
Clearly Definitely Certainly
To sum up In fact Obviously

Learning Target: I can analyze how visual and multimedia elements contribute to the
meaning, tone, or beauty of a text.

Miracle at Midnight

Do you think the book or the movie is better? Why?

In my opinion think that books are better. I think that books are better because you can
use your imagination more. For example, I could think that Annemarie looked one way
but in the movie she looks like what the director wants her to look like and what the
director pictured her looking like. Something different in the movie was how the mom
looked. I thought she was going to have dark hair but she had blonde hair. That is why I
think book are better and that you can use your imagination more with them.