Emanuela Luta - NTS Literature Response Journal - 1821335

Number the Stars

Reflection Journal

By: Ema Luta

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) Mrs. Rodriguez’s Example
- Read the question or prompt In the book, The Composition,
- Underline keywords Pedro, his family, and their entire
- Rewrite the question as a community are negatively affected by
statement using your own words the dictatorship government. One
example from the text of the problems
A Answer the Question (green) that the dictatorship caused can be
- Answer the question found on page 8. Don Daniel was
*If there is more that one part of dragged down the street by two men
the question, make sure to answer who were “pointing machine guns at
ALL parts. him.” This clearly shows that the
dictatorship is treating the people in
C Cite Evidence (yellows) the community poorly by threatening
- Use evidence from the text to them with weapons. Pedro’s parents
support your answer. lived in fear that they would be caught
-Include both paraphrased going against the government. They
evidence and direct quotes had to turn their radio down very low
so that they wouldn’t be caught
Possible evidence starters: listening. Pedro’s mom was so scared
According to the text… that she “cried silently at the table.”
For example… This is further evidence that the
On page ___ it says… government was making the people
Further support can be found... live in fear and even their daily tasks
In the article/ chapter it states... are being impacted. Finally, Pedro
himself was negatively affected by the
E Explain (reds) government. He was put in the
- Explain how each piece of text position of having to lie on his
evidence supports your answer. composition so that his parents
wouldn’t be caught. The dictatorship
Possible explain starters: tried to turn children against their
This clearly shows that… own parents. Obviously, the
This means that… dictatorship created fear and
This further supports the idea that… hardships for everyone that Pedro was
close to in his life.
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

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” Shows

how Adolf Hitler set out to rule the world. He came into power in
1933 and began to tell Germans that the Jews caused all their
problems. Starting in 1941, Jewish people were put in
concentration camps. In these camps over 6 million Jews died.
He joined forces with Italy and Germany. When Pearl Harbor
was bombed by Japanese people on December 7, 1941, the
United States entered the war and fought against the Germany
and Italy powers until September 2, 1945 when the war ended.

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? When we think of In World War II
World War II we agents would hide
Underground think that all the in the
Railroad underground underground
railroad uses are railroad because
for good things they are secret

The underground Underground World
railroad helped Movements War II
people by the
people using it as The underground
an escape route railroad also helped
for runaway when the slave
slaves catchers were
looking for them they
hid in the
underground railroad

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?

R Restate the Question (green) Team Response:
- Read the question or prompt
- Underline keywords King Christian X’s response to the yellow star
- Rewrite the question as a affects the citizens of Denmark in a good and a
statement using your own words bad way. The bad way is in the book, when they
got a letter saying all Jews have to wear a bright
A Answer the Question (green) yellow star on their clothes. (Page 7) This means
- Answer the question when the Nazis see the yellow stars they will take
*If there is more that one part of the people/Jews wearing the yellow stars. When
the question, make sure to answer King Christian saw that he was very frightened.
ALL parts. The people didn’t know if they should do this.
They had heard many stories that Jew people
C Cite Evidence (yellows) had been taken away from their family to
- Use evidence from the text to another place. The good way is King Christian
support your answer. made everyone wear a yellow star. To say if you
-Include both paraphrased mess with the Jews you mess with all of us. To
evidence and direct quotes sum it up, King Christian’s response to the
yellow star affected the citizens of Denmark
Possible evidence starters: because if the letter said wear all yellow, then
According to the text… King Christian made everyone wear yellow also
For example… saying that their all in it together.
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

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) The characters’ lives are different than ours in
- Read the question or prompt chapter 1. How their lives are different from
- Underline keywords
- Rewrite the question as a ours is we don’t have soldiers on every corner.
statement using your own words My cite evidence is when Annemarie and Ellen
are racing and Annemarie came to the corner
A Answer the Question (green) and the soldier stopped her and said “Halte” on
- Answer the question page 2. We don’t have soldiers on every corner
*If there is more that one part of the
question, make sure to answer ALL because in the book Annemarie, Ellen and
parts. everyone else that was alive then was alive
during World War II. We are alive 74 years after
Cite Evidence (yellows) World War II ended. That’s why we don’t have
- Use evidence from the text to soldiers on every corner. Clearly, this shows
support your answer. why the characters’ lives are way different than
-Include both paraphrased
evidence and direct quotes our lives today.

C 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 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 picture relates to the chapter because on page 11 Kristi wanted
Annemarie to tell her a fairy tale. Kristi said “Tell me a fairy tale”. “Tell

one that starts with a king and a queen. And they have a beautiful
daughter.” Then Annemarie started telling the reader about her sister
Lisa that died. Annemarie heard Kristi had already fallen asleep so she
said that is was the end of the story. Annemarie knew that Kristi had

fallen asleep because of her deep breathing.

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

R Restate the Question (green) Chapter 3
- Read the question or prompt
- Underline keywords “Now I think all of Denmark
- Rewrite the question as a must be the bodyguard for
statement using your own words the Jews as well.” What does

A Answer the Question (green) this mean?
- Answer the question
*If there is more that one part of Response:
the question, make sure to answer
ALL parts. “Now I think all of Denmark must be
the bodyguard for the Jews as well”
C Cite Evidence (yellows) means that since the Germans are
- Use evidence from the text to making the Jews close down their
support your answer. shops than they can’t make any
-Include both paraphrased money because no one is buying their
evidence and direct quotes stuff so they need to be provided with
stuff. I know this because in the text
Possible evidence starters: on page 23 Annemarie’s dad said
According to the text… “Peter tells us that the Germans have
For example… issued orders closing many stores run
On page ___ it says… by Jews.” That means the Germans are
Further support can be found... making the Jews close down their
In the article/ chapter it states... stores. To sum it up that is what “Now
I think all of Denmark must be the
E Explain (reds) bodyguard for all the Jews as well.”
- 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 4

How does this picture relate to the chapter?

My Thoughts:

This picture relates to the chapter because on page 31 Annemarie said “I remember
the fireworks best of all” Annemarie said that when they were playing with dolls.
Then, Kirsti said “Me too”. Then, Annemarie said “You never saw the fireworks.
Then, Kirsti said It was my birthday. I woke up in the night and I could hear the
booms.” Annemarie thought “Kirsti was right - the sky in the southeast had been
ablaze, and Mama had comforted her by calling it a birthday celebration.”

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 Citizens and Nazis.
The first attribute has been chosen for you. Choose at

least two additional attributes to compare.

Danish Attributes Nazi Soldiers
Citizens Being

Compared

They would do Feelings about the The Nazi’s hated
anything to protect Jewish people the Jews
them

The Danish would Feelings about King The Nazi’s wanted

die for King Christian Christian X King Christian X to

X die

The Danish would Greeting the Jews When you came
say Hello, how are across the Nazi’s
you? they would say hault!

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

Chapter 6

How does this picture relate to the chapter?

My Thoughts:

This picture relates to the chapter because on page 53 Papa said “I’m sending Inge
to you today with the children, and she will be bringing you a carton of cigarettes.’’
That explains why this picture relates to the chapter. Also, Annemarie thought
“Cigarettes were the that Papa missed, the way Mama missed coffee. That’s how
the picture of cigarettes above it related to the chapter.

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?
Restate the Question (green)
R
A - Read the question or prompt
C
- Underline keywords
E
- Rewrite the question as a

statement using your own words When war changes people it makes them
very different. War can make people
Answer the Question (green) different because some people can die
- Answer the question and some people might never come
*If there is more that one part of home again. On page 72 and 73 it says
the question, make sure to answer “There has been a death, and tonight
ALL parts. your Great-aunt Birte will be resting in
the living room, in her casket, before she
Cite Evidence (yellows) is buried tomorrow.” Even though
- Use evidence from the text to Annemarie doesn’t think she even
support your answer. existed, maybe her Great-aunt Birte was
-Include both paraphrased in the war and she died. And also war can
evidence and direct quotes change people because Ellen said that
she has never been that close to the
Possible evidence starters: ocean before. Maybe war keeps the
According to the text… people like Ellen from going that close to
For example… the ocean because there are soldiers
On page ___ it says… everywhere. Also maybe in some places
Further support can be found... they can still have or hide butter and
In the article/ chapter it states... sugar and I think that’s because the war
isn’t all the way where their uncle Henrik
Explain (reds) lives. To sum it up, that is how war
- Explain how each piece of text changes people.
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 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

(page 85) Their reactions when the (page 86)
When the Nazi officer Nazi officer slapped Mama When the Nazi officer
slapped Mama across the across the face slappedMama acoross the
face “She staggered face Annemarie cried
backward, and a white mark “Mama!”
on her cheek darkened.”

(page 86) Their reactions when (page 87)
When Peter read the Peter read a verse from the When Peter read the
verse “Mama sat down and bible verse Annemarie was
listened.” That shows that confused. “The words were
Mama understands and is unfamiliar to her, and she
listening. tried to listen, tried to
understand, tried to forget
the war and the Nazis, tried
not to cry, tried to be brave.”

(page 84) Their reactions when the (page 84)
When the officer asked officer asked who died When the officer asked
who died Mama was who died Annemarie was
shocked. “I do know your scared. “She swallowed. My
customs. He said, turning Great-aunt Birte, she lied, in
his gaze toward Mama, who a firm voice.”
still stood in the doorway.”

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

R Restate the Question (green) Chapter 11
- Read the question or prompt
- Underline keywords When is telling the truth
- Rewrite the question as a important? When is not
statement using your own words
telling the truth important?
A Answer the Question (green)
- Answer the question Even though telling the truth is
*If there is more that one part of important you can’t always tell the truth.
the question, make sure to answer A few reasons why you can’t always tell
ALL parts. the truth is because you don’t want to
hurt someone’s feelings or you are just
C Cite Evidence (yellows) trying to protect someone. For example,
- Use evidence from the text to in chapter 11 on page 84 Annemarie lied
support your answer. and said “She swallowed. My Great-aunt
-Include both paraphrased Birte, she lied in a firm voice.” Even
evidence and direct quotes though there was no one in the casket she
still said that her Great-aunt Birte was in
Possible evidence starters: there to protect all the people in the
According to the text… house. If she said something else other
For example… than her Great-aunt Birte, they would
On page ___ it says… have wanted to open the casket and see.
Further support can be found... Annemarie was protecting them by going
In the article/ chapter it states... along with the lie and not saying what
was actually in there even though she
E Explain (reds) already knew there was nobody in there.
- Explain how each piece of text Annemarie didn’t know what was in
evidence supports your answer. there, she just knew that there wasn’t
anything like a body in there. There was
Possible explain starters: actually blankets and articles of clothing
This clearly shows that… in there so when the soldiers leave
This means that… everyone can escape from the soldiers.
This further supports the idea that… Clearly, that explains why the telling the
truth is important.
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:

This book relates to the chapters because when Annemarie found the package that
Mr. Rosen dropped she was very brave and said “I will take it, she said. I know the
way, and it’s almost light now. I can run like the wind.” That kind of explains how the
book relates to the chapter because Weles (The man in the red bandana saved
people and Annemarie saved Mama by helping her up when she fell and she also
saved Mama by saying that she’d bring the package to Peter when Mama couldn’t
because she had broken her ankle.

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

R Restate the Question (green) Chapter 14-15
- Read the question or prompt
- Underline keywords What is the author’s purpose of
- Rewrite the question as a including the story of Little
statement using your own words Red Riding Hood during
Annemarie’s run through the
A Answer the Question (green) forest?
- Answer the question
*If there is more that one part of Here is the author’s purpose of the the of
the question, make sure to answer story Little Red Riding-Hood during
ALL parts. Annemarie’s run through the forest. The
author’s purpose of the story Little Red
C Cite Evidence (yellows) Riding - Hood during Annemarie’s run
- Use evidence from the text to through the forest is since Annemarie
support your answer. was carrying a basket to her Uncle Henrik
-Include both paraphrased it reminded her of the story she always
evidence and direct quotes told Kirsti which was Little Red Riding -
Hood. It reminded her because when
Possible evidence starters: Little Red Riding-Hood was bringing
According to the text… food to her sick grandmother Annemarie
For example… thought of herself bringing food and the
On page ___ it says… package to her Uncle Henrik. My
Further support can be found... evidence is chapter 14 page 111 it says
In the article/ chapter it states... “Annemarie continued the story in her
head. Suddenly, as Little Red
E Explain (reds) Riding-Hood walked through the woods,
- Explain how each piece of text she heard a noise. She heard a rustling in
evidence supports your answer. the bushes.” That’s kind what Annemarie
heard my text evidence is in chapter 14
Possible explain starters: page 112 it says “She heard footsteps.
This clearly shows that… And - she was certain it was not her
This means that… imagination - she heard a low growl.”
This further supports the idea that… Clearly, this shows the author’s purpose
of adding the Little Red Riding-Hood
S Sum it Up (green) into these two chapters.
- 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
Restate the Question (green) in historical fiction books?
R
A - Read the question or prompt
C
- Underline keywords
E
- Rewrite the question as a

statement using your own words The reason it’s so important to include
an afterword is because if your story is
Answer the Question (green) made up but with a real information,
- Answer the question then the readers are going to be
*If there is more that one part of wondering how much of the story is true
the question, make sure to answer and how much of the story is made up. If
ALL parts. the story is mostly a historical fiction
book, then also they will learn a lot about
Cite Evidence (yellows) history and the topic that the book was
- Use evidence from the text to about. Also, the afterword explains the
support your answer. story and how they first started writing
-Include both paraphrased their story along with who inspired them
evidence and direct quotes to write the story and how they came up
with the names in the story. The author
Possible evidence starters: explains the story if you didn’t
According to the text… understand it in the afterword and they
For example… explain the history along with the
On page ___ it says… explaining of the story. That’s why the
Further support can be found... author includes the afterword and why
In the article/ chapter it states... it’s important to read the afterword.

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