NTS Literature Response Journal

Number the Stars

Reflection Journal

By: Gabe Rose

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” describes

how Adolf Hitler set out to rule the world. He came into power
in 1933 and began to persuade people that jewish people are
bad. Starting in 1941, Jewish people were killed by Hitler
using gas tanks. In these camps over 2 million people died.
He joined forces with japan and italy. When Japanese aircraft
bombed pearl harbor on Dec 7, 1941, the United States
entered the war and fought against the other Axis powers until
Sept 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 eveWnhtesn
considering
throughout history? This was a world war II,
war between we tend to
Underground the Nazis think of all
Railroad and the underground
Danes movements

as being the

Underground good guys

A group of Movements
slaves
going to A time World
different where War II
houses to there were
be free slaves
trying to
get away

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 affected the citizens of Denmark in many positive
statement using your own words ways. One positive way he affected the citizens of
Denmark, was when he stood up for his citizens and
A Answer the Question (green) told the Nazis that he wouldn’t let the Nazis keep the
- Answer the question flag up on top of Denmark. King Christian X’s didn’t
*If there is more that one part of like the flag being held up, so King Christian X’s sent
the question, make sure to answer a Danish soldier up to take down the flag. The Nazi’s
ALL parts. didn’t like the idea that they took the flag down off of
the palace. The next day, a Nazi came back and
C Cite Evidence (yellows) complained that they shouldn’t have taken the flag
- Use evidence from the text to down. The Nazis said that they would put the flag up
support your answer. the next day. Then King Christian X said that he
-Include both paraphrased would send another solder up there to take it down.
evidence and direct quotes The Nazis were so angry that the Nazis threatened to
shoot his men. King Christian X said well ready your
Possible evidence starters: guns. The Nazis said to the people of Denmark if
According to the text… you are Jewish to wear a yellow star. King Christian
For example… X was scared for his people. He has heard of the
On page ___ it says… people who wore a yellow star and was never seen
Further support can be found... again. So he called in his tailor and told him what he ́
In the article/ chapter it states... ll have to do to help his people. The day after that
night he wore his finest clothes with a yellow star on
E Explain (reds) his vest, but he wore the yellow star even though he
- Explain how each piece of text wasn't Jewish. The day after, the king marched down
evidence supports your answer. the street his people realized that if their king went
down then they went down so that day all Danes and
Possible explain starters: Jewish wore a yellow star. That is why King
This clearly shows that… Christian X’s response to the yellow star affect the
This means that… citizens of Denmark.
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 character lives are different than
- Read the question or prompt ours because we have the freedom to do
- Underline keywords what we want,buy the food we want and
- Rewrite the question as a access to all the news. For example
statement using your own words when Annemarie and Ellen were
running they were stopped by soldiers
A Answer the Question (green) who asked what they were doing. This
- Answer the question proves one reason why the characters
*If there is more that one part of the lives are different than ours. Another
question, make sure to answer ALL example is that they have limited access
parts. to food. It says in the text they don’t
have butter, sugar, tea, or coffee, but we
C Cite Evidence (yellows) have access to all the food we need. The
- Use evidence from the text to last reason their lives are different is
support your answer. their newspapers are controlled by the
-Include both paraphrased Nazis and they have to get their real
evidence and direct quotes news from an illegal underground
newspaper. Our newspapers are not
Possible evidence starters: controlled by the government and are
According to the text… able to print what they want. Clearly we
For example… have more freedoms than they do.
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:

(Can be expressed in bulleted points or paragraph form)
● This picture relates to the book because in chapter 2

Annemarie was telling a story to Kirsti about a king and
queen.

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” means that
C Cite Evidence (yellows) their friends and family will do all they can to
- Use evidence from the text to protect the Jews. For example, the Nazis
support your answer. closed the button shop and the friends of the
-Include both paraphrased Hirsch's helped the Hirsch's.This clearly shows
evidence and direct quotes that the community is willing to help people in
need. The second reason is on first page that
Possible evidence starters: Annemarie and Ellen walked to school while
According to the text… avoiding tall soldiers. This clearly shows
For example… another reason why _____ said “Now I think all
On page ___ it says… of Denmark must be the bodyguard for the
Further support can be found... Jews as well” The last reason is it says that
In the article/ chapter it states... one store was closed and it was written. The
reason I say this is because the Germans are
E Explain (reds) taking over by pulling down shops and putting
- Explain how each piece of text soldiers everywhere. To sum up “Now I think all
evidence supports your answer. of Denmark must be the bodyguard for the
Jews as well”.This are my examples.
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:

(Can be expressed in bulleted points or paragraph form)
This picture relates to the chapter because when Annemarie and Kirsti heard
booming their mother said it was fireworks for Kirsti’s birthday but it was actually the
Danes destroying their own fleet so the Germans couldn’t use the fleet.

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
Want to control the
They support the Compared Jews
Jews
Feelings about the
Jewish people

Care,treat nicely How they treat and Don’t care and treat
care about the Jews badly

Polite and kind How they walk up Rude and mean
to people’s doors

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:

(Can be expressed in bulleted points or paragraph form)
In a coded conversation between Uncle Henrik and Papa was about Ellen which
they referred to a carton of 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?
R Why?
A
C Restate the Question (green)

E - Read the question or prompt War affects people in many different
S - Underline keywords ways. One way war changes people is
- Rewrite the question as a people have to get away from wars and
statement using your own words try to stay alive even though if it means
leaving their home. For example in the
Answer the Question (green) text it says “The night before, so
- Answer the question shortened by the soldiers in the
*If there is more that one part of Copenhagen apartment, seemed long
the question, make sure to answer ago.”This is implying that the night was
ALL parts. shortened was that they had to move
because of the soldiers were in the
Cite Evidence (yellows) Copenhagen apartment. Another way
- Use evidence from the text to war affects people’s lives is people have
support your answer. to sacrifice their food for the army. For
-Include both paraphrased example, it said in the text “They
evidence and direct quotes relocate all the farmer’s butter, right
into the stomach of the army!”.This
Possible evidence starters: proves when there were soldiers they
According to the text… had to relocate food to the army.This is
For example… why they don’t have all the food they
On page ___ it says… need everyday.The last way how war
Further support can be found... changes people is that people get lost in
In the article/ chapter it states... the war. For example in the book their
Great-aunt Britne died. This is a tragedy
Explain (reds) for them so the next day they’re going to
- Explain how each piece of text barrie her.This clearly proves having a
evidence supports your answer. death in the family could change
people. To sum it up this is how war can
Possible explain starters: change people.
This clearly shows that…
This means that…
This further supports the idea that…

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

Worried about what How they felt when Shocked that mama
the soldiers would do mama lied about would even lie
if they found out if it a Great-aunt Birte
She was about to cry
lie

She worried about How they handled
others not instantly fear
making food

Worried How they felt when Worried
the soldiers were
about to open 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.

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 These are some examples of when
*If there is more that one part of telling the truth is important and when
the question, make sure to answer not telling the truth is important.One
ALL parts. reason not telling the truth can be
important is to protect and help
C Cite Evidence (yellows) someone. For example, Peter gave Mr.
- Use evidence from the text to Rosen an important package to carry
support your answer. without explaining what it was.If Mr.
-Include both paraphrased Rosen knew what was inside Mr. Rosen
evidence and direct quotes might be frightened or endangered.
One reason telling the truth is
Possible evidence starters: important is prepare people for what is
According to the text… about to happen. For example Peter tells
For example… them it will be cold on the boats while
On page ___ it says… he handed out coats. So in this case if
Further support can be found... he did not tell them, they would not
In the article/ chapter it states... know what to expect. The last reason
telling the truth is important is to
E Explain (reds) protect people. For example when Pete
- Explain how each piece of text asks how much the baby weighs so he
evidence supports your answer. gives her the right amount of medecine.
If the mother did not tell him the truth,
Possible explain starters: the baby might have gotten hurt. To
This clearly shows that… sum it up that is why telling and not
This means that… telling the truth is important.
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 12-13

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

My Thoughts:

(Can be expressed in bulleted points or paragraph form)

In chapter 13 it states that Mama told Annemarie to run as fast as she can
to deliver a very important package to help Uncle Henrik like in the book
The Man In The Red Bandanna how he needed to run into the smoke to

deliver a message and help the people inside.

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 The author’s purpose of including
the question, make sure to answer the story “ Little Riding Hood” during
ALL parts. Annemarie’s run through the forest is
similar things are happening. For
C Cite Evidence (yellows) example, Annemarie was carrying a
- Use evidence from the text to basket through the forest like Little Red
support your answer. Riding Hood. The errand was dangerous
-Include both paraphrased like in the Little Red Riding Hood.The
evidence and direct quotes last purpose the author included the
Little Red Riding Hood is when the
Possible evidence starters: soldiers, popped out of the bushes and
According to the text… asked if she was alone. This made it
For example… sound like Little Red Riding Hood
On page ___ it says… because the soldiers were like the wolf.
Further support can be found... To sum it up the author was comparing
In the article/ chapter it states... what Annemarie was doing to the Little
Red Riding Hood.

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

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 Here are some examples of why the
statement using your own words author included the chapter
“Afterword” and why it is so important
Answer the Question (green) to read it in historical fiction. One
- Answer the question example is in the “Afterword” the author
*If there is more that one part of answers many questions that people
the question, make sure to answer have asked. This clearly shows not
ALL parts. reading the “Afterword” would mean
your questions would not be answered.
Cite Evidence (yellows) A second example of why reading the
- Use evidence from the text to “Afterword” is important in historical
support your answer. fiction is it explains how much of the
-Include both paraphrased story was true.If the chapter was not
evidence and direct quotes added then we would not know how
much of the story is true.My last
Possible evidence starters: example of why adding the “Afterword”
According to the text… was so important is when the author
For example… explained why she made the book in the
On page ___ it says… first place.She was interested by the
Further support can be found... stories her friend told her about
In the article/ chapter it states... growing up during World War II.To sum
it up those are some reasons that adding
Explain (reds) the chapter “Afterword” was so
- Explain how each piece of text important.
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