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DiggingDeeperintoReadingANovelStudyforNumbertheStars

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Published by jcs82098, 2019-12-16 22:12:45

DiggingDeeperintoReadingANovelStudyforNumbertheStars

DiggingDeeperintoReadingANovelStudyforNumbertheStars

DIGGING DEEPER
INTO READING…

Number the Stars
A novel unit where students
read closely, think deeply, and
write clearly!

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Number the Stars
T his novel unit is a little different than others out there…
there aren’t a ton of question pages… vocabulary in isolation…
quizzes… or projects.
Instead, it is filled with suggested teaching points and reflection
questions (in two formats—full page reproducibles and “clippable”
versions to glue into reader’s notebooks).
T his resource is meant to nurture discussion, “close reading”, and
proving ideas with evidence from the text. If you are looking
for an in-depth resource to use with small groups, a class read
aloud, or to support individual students with quality instruction
and deep thinking—you’ve come to the right place! My goal is
to help teachers nurture a love of reading and talking and
writing about books!
I hope you enjoy this and other novel units in my store.

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

What’s included?

 Full page reproducible copies of open ended, constructed response
comprehension questions focusing on key plot elements, deeper thinking, and

proving ideas with examples in the text for EACH chapter—providing
students the opportunity to show their understanding and to give them a

way to organize their thinking for discussions.
 T he same questions or “prompts” in a format that makes it easy to cut

and glue into notebooks.
 A sample response checklist to help you assess and to help students

recognize the level of expectations required of their work
 A page of teaching “tips” and suggestions. After using this book with

students many times, I have gathered a collection of “things to notice”,
places where students sometimes struggle, and other literary elements

that I like to highlight with the text.
 A list of the grade 4 and grade 5 CCSS connections to see how this book

can help meet the requirements of the CCSS
 A set of “bonus” response pages that can be used with this resource to

cover certain areas in more depth, to use as assessments or as
enrichment, or to extend the learning further

 A set of graphic organizers to provide even more ways to help students
show their deeper thinking about the text

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Common Core Connections

Whether your school teaches using the CCSS or not, I think you will agree that
thinking deeply about text, digging into the text to prove ideas with evidence, and
writing about text are all critical literacy skills. This resource is designed to help

your students do just that!

Key Ideas and Details—GRADE 4

•CCSS.ELA-Literacy.RL.4.1 Refer to details and examples in a text when explaining what the
text says explicitly and when drawing inferences from the text.
•CCSS.ELA-Literacy.RL.4.2 Determine a theme of a story, drama, or poem from details in the
text; summarize the text.
•CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in a story or
drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or
actions).

Craft and Structure

•CCSS.ELA-Literacy.RL.4.6 Compare and contrast the point of view from which different
stories are narrated, including the difference between first- and third-person narrations.

Integration of Knowledge and Ideas—GRADE 5

CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
CCSS.ELA-Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details in the
text, including how characters in a story or drama respond to challenges or how the speaker
in a poem reflects upon a topic; summarize the text.
CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or events
in a story or drama, drawing on specific details in the text (e.g., how characters interact).

© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Reading Response
Guidelines/Rubric

Use these checklists (color, black and white, and mini)
to post or to glue into notebooks to aid in

assessment and reflection. T he beauty of this open
ended document is that whether you give letter
grades, number graders, or other—you can help
define for students what it means to have a
“quality” response. Whether you score their work
with a “4” or an “A’ or a “+”, this checklist can help
your students understand the depth of response
needed to get top scores.

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

A QUALITY READING RESPONSE WILL…

 Show a deep level of comprehension about the big
ideas and events in the text.

 Cite examples from the text to prove your ideas.

 Show that you understand about the characters,
setting, and events of the text.

 Have clearly written sentences with careful
capitalization, spelling, punctuation, word choice, and

grammar.

 Be written with enough detail that the reader can
easily understand your thoughts.

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

A QUALITY READING RESPONSE WILL…

 Show a deep level of comprehension about the big
ideas and events in the text.

 Cite examples from the text to prove your ideas.

 Show that you understand about the characters,
setting, and events of the text.

 Have clearly written sentences with careful
capitalization, spelling, punctuation, word choice, and

grammar.

 Be written with enough detail that the reader can
easily understand your thoughts.

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

A QUALITY READING RESPONSE WILL… A QUALITY READING RESPONSE WILL…

 Show a deep level of comprehension about the big  Show a deep level of comprehension about the big
ideas and events in the text. ideas and events in the text.

 Cite examples from the text to prove your ideas.  Cite examples from the text to prove your ideas.

 Show that you understand about the characters,  Show that you understand about the characters,
setting, and events of the text. setting, and events of the text.

 Have clearly written sentences with careful  Have clearly written sentences with careful
capitalization, spelling, punctuation, word choice, capitalization, spelling, punctuation, word choice,
and grammar. and grammar.

 Be written with enough detail that the reader can  Be written with enough detail that the reader can
easily understand your thoughts. easily understand your thoughts.

A QUALITY READING RESPONSE WILL… A QUALITY READING RESPONSE WILL…

 Show a deep level of comprehension about the big  Show a deep level of comprehension about the big
ideas and events in the text. ideas and events in the text.

 Cite examples from the text to prove your ideas.  Cite examples from the text to prove your ideas.

 Show that you understand about the characters,  Show that you understand about the characters,
setting, and events of the text. setting, and events of the text.

 Have clearly written sentences with careful  Have clearly written sentences with careful
capitalization, spelling, punctuation, word choice, capitalization, spelling, punctuation, word choice,
and grammar. and grammar.

 Be written with enough detail that the reader can  Be written with enough detail that the reader can
easily understand your thoughts. easily understand your thoughts.

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Chapter
Pausing Points
And Teaching Points

Reflection questions to print in two formats
as well as teacher tips and teaching points

NOT E: Where possible, I have put 2 sets of questions
on the “clippable” prompt pages to save on copies!

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Number the Stars Chapter 1
Who are the main characters we meet in this chapter? Compare how the
different characters handled the situation with the soldiers. Prove your ideas
with evidence from the text.

Find examples in the text to show that the characters in this story are going
through difficult times. Explain your ideas clearly.

What promise do the girls make Mrs. Rosen? Why do you think she made them
promise this?

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Number the Stars Chapter 1

Who are the main characters we meet in this chapter?
Compare how the different characters handled the situation
with the soldiers. Prove your ideas with evidence from the text.

Find examples in the text to show that the characters in this
story are going through difficult times. Explain your ideas clearly.

What promise do the girls make Mrs. Rosen? Why do you think
she made them promise this?

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Number the Stars Chapter 1 Teaching Points

 Remember that most students who are going to be experiencing this book will probably have
very little background knowledge about the war, the Nazis, and even the geography of Europe.
Consider doing a little information gathering before you begin reading the text so the
students don’t have to try to figure out everything as they read. There will be plenty for
them to learn as they go!

 Throughout this book, Lois Lowry works to paint “word pictures” of the emotions the
characters are feeling. It is a great idea to get the students used to hunting for the
descriptive language that lets us see and imagine what the characters are doing and feeling.

 As with any chapter book, the first chapter is filled with important information that must
be processed to make sure the rest of the book unfolds logically. Consider starting an anchor
chart to record key characters and events as you read so students have a visual tracking of
the story and a quick reference for key names. Making character webs that you add to as
you get to know the characters is another way for students to build understanding in the
early chapters.

 Discuss the role of the soldiers during this time frame. Why are they out on the street? How
is this different than life today in most places (though it is important for students to
understand that there ARE places worldwide where the military presence is felt on a daily
basis)?

 The two mothers are very worried when the girls are stopped by the German soldiers. During
this chapter, the author shares information about several pieces of information about the
war…the Resistance, the rationing of food, and the violence of the times. Students may need
to reread some of these sections multiple times as they try to make sense of this new topic.

 Annemarie is the older sister and knows much more than Kirsti. See if students can look
back into the text to find clues that the author put in chapter one to help us see this side of
Annemarie.

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Number the Stars Chapter 2
Why does Lois Lowry include so much information about King Christian? How
does this information help us to understand the story?

This chapter has clues that a great deal of time has passed. What are some
important events that are mentioned in this chapter?

Who is Lise and what do we learn about her in this chapter?

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Number the Stars Chapter 2

Why does Lois Lowry include so much information about King
Christian? How does this information help us to understand
the story?

This chapter has clues that a great deal of time has passed.
What are some important events that are mentioned in this
chapter?

Who is Lise and what do we learn about her in this chapter?

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Number the Stars Chapter 2 Teaching Points

 Students may have different background knowledge about fairy tales and the fact that
many European countries were, indeed, ruled by kings and queens. Interested students may
wish to research King Christian of Denmark to see that Lowry wove pieces of truth into this
fictional story (he DID ride through the streets of Denmark!).

 The concept of “dying for your country” is one that students may have a hard time
grasping. Can any of them imagine being asked to give up your life for your country? They
may connect to family members they have in the military.

 This might be a great time to refer to a map of Europe to show where all the countries
mentioned in this chapter are. Students might also be interested to know that the map
looks different today than it did in the 1940’s and that not all countries have the same
names and/or borders.

 We learn of Lise’s death in this chapter. How does the death of a family member affect a
family?

 The concept of a “trousseau” is most likely new for the students. It is a piece of evidence to
show how this book is, indeed, historical fiction and details in this chapter help paint the
picture of what life was like at this time.

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Number the Stars Chapter 3
The “time” of this story has changed in this chapter. Use evidence from the
text to show how time has changed.

What happened when the girls went to buy a new button for Kirsti’s coat?

We learn important information about the Rosen family in this chapter.
What is it—and why do you think this might be important to the story?

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Number the Stars Chapter 3

The “time” of this story has changed in this chapter. Use
evidence from the text to show how time has changed.

What happened when the girls went to buy a new button for
Kirsti’s coat?

We learn important information about the Rosen family in
this chapter. What is it—and why do you think this might be

important to the story?

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Number the Stars Chapter 3 Teaching Points

 The time setting changes in this chapter and there are lots of clues for students to pick up
on. It is a great teaching point—and students might look for similar clues in other texts
they read to further understand their books. Some books take place over just a day or two,
other take place over weeks, months, or even years and students should always be on the
lookout for clues that help show how time is passing.

 Students may not fully understand the idea of being “occupied” during a time of war.
Similarly, they may not know what a swastika is or what the Nazi Party represented. The
level of maturity of your students should dictate to what degree you tackle these concepts.

 There are many text clues to show that times are tight. Have students go back into the
text to prove this.

 The story now becomes more complicated as we learn that the Rosen family is Jewish.
Students might need an explanation of why being Jewish at this time was so terribly
dangerous.

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Number the Stars Chapter 4
At the beginning of this chapter, Kirsti is having a rough time. Explain what
is going on—and make sure to explain from Kirsti’s point of view AND her
mother’s point of view!

In this book, there seem to be many times when the characters are trying to
have “happy times” even when things are actually quite terrible. Find an
example in this chapter where they are trying to keep positive even when the
situation is not. Explain your thinking.

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Number the Stars Chapter 4

At the beginning of this chapter, Kirsti is having a rough time.
Explain what is going on—and make sure to explain from
Kirsti’s point of view AND her mother’s point of view!

In this book, there seem to be many times when the characters are
trying to have “happy times” even when things are actually quite
terrible. Find an example in this chapter where they are trying to
keep positive even when the situation is not. Explain your thinking.

At the beginning of this chapter, Kirsti is having a rough time.
Explain what is going on—and make sure to explain from
Kirsti’s point of view AND her mother’s point of view!

In this book, there seem to be many times when the characters are
trying to have “happy times” even when things are actually quite
terrible. Find an example in this chapter where they are trying to
keep positive even when the situation is not. Explain your thinking.

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Number the Stars Chapter 4 Teaching Points

 One of the reflection questions reflects on Kirsti’s “tantrum” at the beginning of the
chapter. The question asks students to consider the event from different points of view—
both Kirsti’s and her mother’s. This might be a new concept for some students and you may
wish to give some real world examples of how different people perceive events. For example,
in my class, some students love indoor recess when it is cold outside and others would rather
be outside. When a child gets a low grade on a test, the child has a point of view, the parent
has a point of view, and even the teacher has a point of view!

 There are a number of words related to the Jewish faith in this chapter that may be new
for some students…Sabbath, synagogue, rabbi. Similarly, students may have no background
knowledge of “Gone With the Wind”, so they may get confused at this reference.

 This might be a good time to reflect on what he have learned about the main characters in
the text. We know that Kirsti is young and immature while Ellen and Annemarie are older
and wiser. Asking students to go back into the text to find examples of how the author
shows that would be useful. There are many examples in this chapter and earlier in the book
as well.

 The final pages of this chapter are extremely important and may need to be read more than
once. Reminding students that rereading when they sense something important is
happening is a great strategy to make sure they really understand the event.

 This is a chapter filled with emotions. Ask the students to look back and find the words the
author uses to convey feelings. Whether it be phrases like “quiet tension in the room” or
“Kirsti clapped her hands in delight” or “Papa’s face was troubled”, all of them are words
carefully selected to help us understand the emotions in the text. As an extension, you could
even create a “T chart” to showcase positive and negative feelings found in the text.

 One of the critical pieces of information students need to have after finishing this chapter
is that Annemarie’s family is going to be hiding Ellen from the Nazis. This is hard for
students to imagine—but some may be able to make connections to the Underground
Railroad or other times when people have worked to protect others in terrible times.

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Number the Stars Chapter 5
There are many very key events in this chapter. Pick what you think are
three of the most important things that happened . For each, explain why you
feel it is so important to the story.
Event 1:

Event 2:

Event 3:

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Number the Stars Chapter 5

There are many very key events in this chapter. Pick what you
think are three of the most important things that happened .
For each, explain why you feel it is so important to the story.

There are many very key events in this chapter. Pick what you
think are three of the most important things that happened .
For each, explain why you feel it is so important to the story.

There are many very key events in this chapter. Pick what you
think are three of the most important things that happened .
For each, explain why you feel it is so important to the story.

There are many very key events in this chapter. Pick what you
think are three of the most important things that happened .
For each, explain why you feel it is so important to the story.

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Number the Stars Chapter 5 Teaching Points

 One of the quotations in this chapter is worth noting. Ellen says, “It was still raining the
next morning when Mama told me. Mama was crying, and the rain made it seem as if the
whole world was crying.” This might be an interesting discussion to have with the students.
What might this mean?

 Students may make the connection that the two girls are doing what any two girls might do
during a “sleepover”! They are whispering and staying up late talking. Helping students see
that this is possibly an experience they have had might make the story feel even more real.

 In the second part of the chapter, the tone changes a great deal. The soldiers come in the
middle of the night, and the girls are petrified. Have the students look back to find examples
of what Lois Lowry did to convey the feelings of fear in this chapter.

 When the soldiers burst into the girls’ room, a number of important events happen. Ask the
students to discuss what they feel are the most important events—and explain their
reasons. Hopefully mention of the necklace, the “lie” about Ellen’s name, the use of the
family photo album, and Kirsti remaining asleep are all mentioned! How do the students feel
THEY would have handled this situation?

 The idea of telling lies to protect other people might be an interesting discussion point. Is it
ever acceptable to lie?

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Number the Stars Chapter 6
The Johansen family makes a big decision in this chapter. What is that
decision? Explain whether or not you agree with it. Prove your ideas with
examples in the text.

Think about the different characters in the book. Pick one of them and
explain their thoughts about going to Uncle Henrik’s from his/her point of view.

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Number the Stars Chapter 6

The Johansen family makes a big decision in this chapter. What
is that decision? Explain whether or not you agree with it.
Prove your ideas with examples in the text.

Think about the different characters in the book. Pick one of
them and explain their thoughts about going to Uncle Henrik’s

from his/her point of view.

The Johansen family makes a big decision in this chapter. What
is that decision? Explain whether or not you agree with it.
Prove your ideas with examples in the text.

Think about the different characters in the book. Pick one of
them and explain their thoughts about going to Uncle Henrik’s

from his/her point of view.

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Number the Stars Chapter 6 Teaching Points

 One thing that students may not be aware of is how some authors choose to show setting or
time changes. In Number the Stars, Lois Lowry sometimes puts space between sections to
show this. This is a very common way to visually break text up to show that something
different is happening. Another way authors sometimes do this is to put a symbol or row of
symbols in a text to show a change in setting. In this chapter, students can see an example
of this as well right before the family and Ellen begin their train ride.

 The decision to leave is a big one, and Mrs. Johansen is going to have to be very brave to
travel alone during this time of war. Ask the students to talk about this decision—and
whether or not they agree with it. What are the pros and cons?

 The idea of talking in “code” might be confusing to students. Before you read, have them
look at the chapter title and discuss what they think it might mean. Remind them that
authors tend to put a lot of thought into their chapter titles and book titles, so as they
read they might want to think hard about why “Is the Weather Good for Fishing?” was
chosen for this chapter.

 After reading, ask the students to go back into the text to find examples of the phrases
used “in code”.

 Did students notice the part when Kirsti spoke up to the soldiers? Were they worried that
she was going to say something to get them in trouble?

 Annemarie’s family is putting itself in danger by helping Ellen’s family. Why are they doing
it? Do you think they should have done it—or should they be worried about just keeping
their own family safe?

 The setting is described quite carefully as they walk to Uncle Henrik’s house. You might want
to have the students go back into the text to find ways the author works to help us “see”
where they are going.

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Number the Stars Chapter 7
Annemarie and Ellen are obviously very close friends. Search the chapter for
examples that show this.

What thoughts are going through Ellen’s mind at this point in the story?
Explain your thinking with evidence in the text.

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Number the Stars Chapter 7

Annemarie and Ellen are obviously very close friends.
Search the chapter for examples that show this.

What thoughts are going through Ellen’s mind at this point in the
story? Explain your thinking with evidence in the text.

Annemarie and Ellen are obviously very close friends.
Search the chapter for examples that show this.

What thoughts are going through Ellen’s mind at this point in the
story? Explain your thinking with evidence in the text.

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Number the Stars Chapter 7 Teaching Points

 The first few paragraphs of this chapter are interesting. What do the students think it
means when Lowry writes, “The house and the meadows that surrounded it were so much a
part of her childhood, a part of her life, that she didn’t often look at them with fresh eyes.
But now she did, seeing Ellen’s pleasure. And it was true. They were beautiful.”?

 If you haven’t done so yet, now would be a good time to look at a map of Europe to point out
where Denmark and Sweden are. This might help them see how surprising it is that Ellen
hasn’t been to the sea. Make sure students understand why she has not.

 Even though they are out “in the country”, Mrs. Johansen cautions the girls to stay inside
and to talk to no one. Ask students to find examples of how the tone of the story has
changed somewhat—but also examples of how the fear never really leaves.

 Have a discussion about how Ellen must be feeling right now. Students can dig back into the
text to find proof for their ideas. How is Annemarie trying to help her friend through this
difficult time?

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Number the Stars Chapter 8
Writing a summary is a way to take a larger piece of text (like a chapter) and
reduce it to a few sentences that capture the most important ideas and
messages from the text. Try writing a summary of chapter 8 where you
capture these important elements without retelling every little detail.

Why do you think Annemarie said nothing about Great-aunt Birte even
though she knew no such person existed? Why did she keep quiet?

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Number the Stars Chapter 8

Writing a summary is a way to take a larger piece of text (like a chapter)
and reduce it to a few sentences that capture the most important ideas
and messages from the text. Try writing a summary of chapter 8 where
you capture these important elements without retelling every little detail.

Why do you think Annemarie said nothing about Great-aunt Birte even
though she knew no such person existed? Why did she keep quiet?

Writing a summary is a way to take a larger piece of text (like a chapter)
and reduce it to a few sentences that capture the most important ideas
and messages from the text. Try writing a summary of chapter 8 where
you capture these important elements without retelling every little detail.

Why do you think Annemarie said nothing about Great-aunt Birte even
though she knew no such person existed? Why did she keep quiet?

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Number the Stars Chapter 8 Teaching Points

 The beginning part of this chapter has a much lighter tone. The characters seem relaxed
and there are some positive things that happen. Have the students go back and find
evidence to support this.

 This chapter may be confusing for some students because, again, the adults are talking in a
sort of “code”. Ask students to explain what they feel is happening in this chapter—and
correct any misconceptions they may have.

 Students may be confused about the preparations for the “funeral” and may have limited
background knowledge of the customs (current and in the past) related to funerals.

 Why do students think that the adults are preparing for this funeral—and why are they
not being honest about what they are doing? Here is another example of people telling lies in
this story. What do the students think about that?

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Number the Stars Chapter 9
Annemarie is very angry with Uncle Henrik at the beginning of this chapter.
Explain your thoughts about their talk in the barn. Make sure to use
examples from the text to prove your ideas.

What do you believe is the most important event in this chapter? Explain
your thinking.

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Number the Stars Chapter 9

Annemarie is very angry with Uncle Henrik at the beginning of this
chapter. Explain your thoughts about their talk in the barn. Make sure

to use examples from the text to prove your ideas.

What do you believe is the most important event in this chapter?
Explain your thinking.

Annemarie is very angry with Uncle Henrik at the beginning of this
chapter. Explain your thoughts about their talk in the barn. Make sure

to use examples from the text to prove your ideas.

What do you believe is the most important event in this chapter?
Explain your thinking.

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Number the Stars Chapter 9 Teaching Points

 This chapter starts with a harsh interaction between Annemarie and her uncle. Uncle
Henrik asks Annemarie if she is brave and she tells him, “Not very.” What do your students
think about this? What does it mean to be brave? Does being brave mean different things
to different people at different times? Jumping off a high dive might be a different kind of
bravery—maybe the students can have a discussion about this idea.

 Uncle Henrik talks to Annemarie about the fact that it might be easier to be brave if you
know less. What do the students think about this?

 This novel really shows a great deal about growing up…and how quickly some children had to
grow up during times of war. Whether they be teenagers joining the resistance or young
children like Annemarie having to see and hear more than they should, war changes people.
Ask students to reflect on the effect war can have on the “growing up” process.

 Students might be confused about why Annemarie knows about the “fake” funeral and yet
Ellen does not.

 Annemarie reflects back to the funeral when Lise had died…and this funeral seems like a very
different event. What is Annemarie noticing?

 The ending of this chapter has a very dramatic feel. Students should note which characters
reappear in this section and might want to have a discussion about why they think they
have all reappeared at this time. This is a great time to talk about predictions—and how
quality predictions come from being thoughtful about texts and putting together all the
information they know to make a really smart prediction, not just a random guess.

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Number the Stars Chapter 10
When authors add “tension” to their writing, they create a sense of suspense
and stress. Think back to this chapter and list one example of tension in the
chapter and explain what words the author used to create this feeling.

This book is filled with many examples of bravery. Look back and find specific
examples in this chapter and explain your thinking.

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Number the Stars Chapter 10

When authors add “tension” to their writing, they create a sense of
suspense and stress. Think back to this chapter and list one example
of tension in the chapter and explain what words the author used to

create this feeling.

This book is filled with many examples of bravery. Look back and find
specific examples in this chapter and explain your thinking.

When authors add “tension” to their writing, they create a sense of
suspense and stress. Think back to this chapter and list one example
of tension in the chapter and explain what words the author used to

create this feeling.

This book is filled with many examples of bravery. Look back and find
specific examples in this chapter and explain your thinking.

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Number the Stars Chapter 10 Teaching Points

 At the beginning of the chapter, Mama told Annemarie that she could go to bed. Why didn’t
she go? Why did she stay up?

 There are several moments of “high drama” in this chapter. Ask students to tell you when
they feel there are examples of “tension”—moments where the author created drama with
her words.

 Students may not be aware of what “typhus” is….a highly contagious disease that was
common many years ago. It was characterized by a high fever, rash, and a high death rate.
People were very afraid to catch this disease as it was easily spread.

 This book is filled with many examples of bravery. Have the students look back and find
specific examples in this chapter.

 Annemarie has a variety of emotions in this chapter. Have students discuss her range of
feelings and provide examples from the text. This might be a good time for them to reflect
on how THEY think they would have handled this situation. This series of events would be a
lot for a 10 year old to handle, don’t they agree?

 This chapter ends with a “cliff hanger”. Students may wish to make predictions about what
happens when the casket is opened. Remind them to use their prior knowledge to make
reasonable predictions!

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Number the Stars Chapter 11
This chapter is entitled “Will We See You Again Soon, Peter?” What might be
another good title for this book. Write it below and then explain why you feel
it would be a good match for this part of the story.

The “mood” of this chapter is very somber and serious. Look back and hunt
for words and phrases that the author uses to help show how serious this time
in the book is.

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Number the Stars Chapter 11

This chapter is entitled “Will We See You Again Soon, Peter?” What
might be another good title for this book. Write it below and then
explain why you feel it would be a good match for this part of the story.

The “mood” of this chapter is very somber and serious. Look back and
hunt for words and phrases that the author uses to help show how
serious this time in the book is.

This chapter is entitled “Will We See You Again Soon, Peter?” What
might be another good title for this book. Write it below and then
explain why you feel it would be a good match for this part of the story.

The “mood” of this chapter is very somber and serious. Look back and
hunt for words and phrases that the author uses to help show how
serious this time in the book is.

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Number the Stars Chapter 11 Teaching Points

 Although this chapter is called “Will We See You Again Soon, Peter?”, students may enjoy a
discussion about different options for titles. Ask them to think about why authors choose
chapter titles—perhaps they pick an important event or characters, perhaps they want to
“tease” some new information, or perhaps there is another reason altogether. Why do they
think this chapter title was chosen? What are some other options?

 Students may be confused about the drops given to the baby to make her sleep. They should
try to make inferences from the information in the text, but if they cannot—let them
know that sometimes families who were desperate to escape drugged their babies to make
sure they were quiet and didn’t give away the families who were trying to remain hidden.

 In this chapter, Peter gives a package to Mr. Rosen and tells him it is “of great importance”.
Ask students what they think it might be. Although this event is only given a few sentences
in the book, it IS very important to the story so it is worth the time to make some
predictions.

 The “mood” of this chapter is very somber and serious. Ask students to look back and hunt
for words and phrases that the author uses to help the reader feel how serious this time in
the book is.

 Students may not realize that Peter is a “leader” in this operation. Ask them to think about
and discuss his role in the story.

 At the end of this chapter, Annemarie figures that her uncle is taking the Rosens and the
others to Sweden. What other thoughts are running through her mind at this point in the
book? Have them provide examples from the text.

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Number the Stars Chapter 12
At the beginning of this chapter, Ellen and her family leave and Annemarie is
left alone. Describe what is going through her mind during that time after
her friend leaves for her new life.

At the end of this chapter, Annemarie makes a startling discovery. What is it,
and what do you think happened? Make sure you explain your thinking.

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Number the Stars Chapter 12

At the beginning of this chapter, Ellen and her family leave and
Annemarie is left alone. Describe what is going through her mind during

that time after her friend leaves for her new life.

At the end of this chapter, Annemarie makes a startling discovery.
What is it, and what do you think happened? Make sure you explain

your thinking.

At the beginning of this chapter, Ellen and her family leave and
Annemarie is left alone. Describe what is going through her mind during

that time after her friend leaves for her new life.

At the end of this chapter, Annemarie makes a startling discovery.
What is it, and what do you think happened? Make sure you explain

your thinking.

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Number the Stars Chapter 12 Teaching Points

 The Rosens leave in the early paragraphs of this chapter, and students may not realize that
the next pages are really full of Annemarie’s thoughts. Have them reread this section where
she is all alone and thinking. What is going on in her mind at this point? Students often
struggle to understand sections of text where there is no “action”, only thoughts—so it
might be helpful to point this out to students!

 When Annemarie awakens midway through the chapter, she panics when she doesn’t find
Mama back at the house. What do students think she should do? What are her options?

 This chapter has many references to the “dark”. Words like “dim”, “darkness”, and “dark”
appear over and over. Why might the author have used these same words over and over?
What message was she trying to send? Students may realize that it is nighttime, but they
may also push their thinking and realize that “darkness’ is often a symbol for scary or bad
times.

 This chapter ends when Annemarie finds Mama lying in a heap outside. What do they think
happened? What should Annemarie do now that she has found her? Make sure students have
a discussion about reasonable options. 911 didn’t exist in the 1940’s!

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Number the Stars Chapter 13
Annemarie discovers Mama lying on the ground. What information does Mama
share with Annemarie at this time?

Imagine you were Annemarie. What would you be thinking about as you set
out on this dangerous journey?

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Number the Stars Chapter 13

Annemarie discovers Mama lying on the ground. What information does
Mama share with Annemarie at this time?

Imagine you were Annemarie. What would you be thinking about as you
set out on this dangerous journey?

Annemarie discovers Mama lying on the ground. What information does
Mama share with Annemarie at this time?

Imagine you were Annemarie. What would you be thinking about as you
set out on this dangerous journey?

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Number the Stars Chapter 13 Teaching Points

 Mama explains to Annemarie what happened. Ask students to summarize Mama’s story by
telling only the most important parts.

 Annemarie notices the package laying in the grass and Mama reacts strongly. She says, “It
may all have been for nothing.” What do the students think she means?

 Annemarie is given another opportunity to be brave—and she still doesn’t know what is in
the package. Why isn’t her mother telling her? Students may recognize that this is another
example of adults NOT telling children information to protect them. They may also realize
the urgency of the situation and that there is no time to discuss it.

 What directions did Mama give Annemarie before sending her off on this journey? Why do
you think she told her to be “nothing more than a silly girl”—when it is quite obvious that
Annemarie is no such thing!

 This is a huge responsibility for a young girl. Have a discussion with the students about what
must have been going through Annemarie’s mind at this time. Do they think Mama should
have sent her? What other options were there?

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Number the Stars Chapter 14
This chapter can be tricky to read because there are important events that
are actually happening, but much of this chapter is happening in Annemarie’s
thoughts. List some examples of actual events from the chapter as well as
examples of thoughts Annemarie is having. Explain clearly so your reader can
tell which is which.

There is a dramatic ending to this chapter. Make a prediction about what
might happen next.

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com

Number the Stars Chapter 14

This chapter can be tricky to read because there are important events
that are actually happening, but much of this chapter is happening in
Annemarie’s thoughts. List some examples of actual events from the
chapter as well as examples of thoughts Annemarie is having. Explain

clearly so your reader can tell which is which.

There is a dramatic ending to this chapter. Make a prediction about
what might happen next.

This chapter can be tricky to read because there are important events
that are actually happening, but much of this chapter is happening in
Annemarie’s thoughts. List some examples of actual events from the
chapter as well as examples of thoughts Annemarie is having. Explain

clearly so your reader can tell which is which.

There is a dramatic ending to this chapter. Make a prediction about
what might happen next.

Copyright © 2014 M. Celley-Anderson www.theteacherstudio.com


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