DiggingDeeperintoReadingANovelStudyforNumbertheStars

Number the Stars Chapter 14 Teaching Points

 While Annemarie is walking, she is thinking about the story “Little Red Riding Hood”. Fairy
tales pop up several times in the book. If students don’t notice it on their own, ask them why
they think this might be. What do they know about fairy tales? What is the “theme” of
many fairy tales? Why do people tell stories? The discussion could take many paths!

 This chapter is tricky for some students to read—again, because a great deal is happening
in Annemarie’s mind. It might be a good idea to do a “close read” and look for what sentences
are actually “actions” and what sentences are thoughts inside her head.

 Hopefully students feel the tension and the suspense when Annemarie is thinking about the
wolf and the soldiers and their dogs appear. Do they think this was a coincidence or did the
author do it on purpose?

 There are lots of places in this chapter where descriptive language helps the reader visualize
and feel the emotion. Ask students to find different places where this is the case.

 This chapter is one of many with ‘cliff hanger” endings. What do the students think will
happen next? What will Annemarie do?

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

Number the Stars Chapter 15
Annemarie has to be a bit of an actress in this chapter. What does she do to
appear more like Kirsti? How did her plan work? What could have gone wrong?
Make sure to use specific examples from the text.

How did Uncle Henrik react upon seeing Annemarie? What do you think was
going through his mind?

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

Number the Stars Chapter 15

Annemarie has to be a bit of an actress in this chapter. What does she
do to appear more like Kirsti? How did her plan work? What could have

gone wrong? Make sure to use specific examples from the text.

How did Uncle Henrik react upon seeing Annemarie? What do you think
was going through his mind?

Annemarie has to be a bit of an actress in this chapter. What does she
do to appear more like Kirsti? How did her plan work? What could have

gone wrong? Make sure to use specific examples from the text.

How did Uncle Henrik react upon seeing Annemarie? What do you think
was going through his mind?

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

Number the Stars Chapter 15 Teaching Points

 Annemarie has to be a bit of an actress in this chapter. What does she do to appear more
like Kirsti? How did her plan work? What could have gone wrong? Make sure students can
find specific examples in the text.

 How did the soldiers treat Annemarie? Can the students go back into the text and find
examples to prove their ideas?

 Students may be noticing that many of the chapters in this book end either as a cliff
hanger or with a piece of important information. In this chapter, Annemarie makes it to
Uncle Henrik. How did he react upon seeing her?

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

Number the Stars Chapter 16
Annemarie and Uncle Henrik have a lengthy conversation in the barn. What
would you say is the most important information that he shares with
Annemarie? Explain why you think this.

We learn a great deal more about Peter in this chapter. Write a paragraph
that explains what we now know about Peter and his role in this mission.

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

Number the Stars Chapter 16

Annemarie and Uncle Henrik have a lengthy conversation in the barn.
What would you say is the most important information that he shares

with Annemarie? Explain why you think this.

We learn a great deal more about Peter in this chapter. Write a paragraph
that explains what we now know about Peter and his role in this mission.

Annemarie and Uncle Henrik have a lengthy conversation in the barn.
What would you say is the most important information that he shares

with Annemarie? Explain why you think this.

We learn a great deal more about Peter in this chapter. Write a paragraph
that explains what we now know about Peter and his role in this mission.

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

Number the Stars Chapter 16 Teaching Points

 This chapter has a very different feel than the others. See if the students recognize that a
big chunk of this chapter is a flashback where Uncle Henrik is explaining to Annemarie how
the day had unfolded. Students may not realize that this is one way authors can “fill in”
missing parts of a story. A great deal of history is taught in this chapter as well; students
may not know that authors work a lot of history into their stories—and that they
sometimes have “epilogues” or “author’s notes” to help give even more critical information to
help the story make sense.

 See if students recognize the settings of this chapter. They need to be able to recognize the
difference between what is taking place in the “present” and what is a part of the flashback.

 See if students can pick out what they feel is the most important information that Henrik
shares. Consider doing a “top 5” list or find another way to have them really discuss and
prioritize the information. It’s a great way for them to practice defending their ideas and
proving ideas by going back into the text.

 Henrik tells Annemarie that she was brave but she protests and tells him that she was NOT
brave—that she was scared. Students may enjoy having a discussion about what it means
to brave as well as deciding whether people who are brave can also be scared. What does
bravery mean?

 We learn a great deal more about Peter in this chapter. He has been a bit of a mystery to
this point. Ask students to clarify what new information they have. This idea of a
“resistance” movement is probably new—and they may not realize the great risks Peter
took to help the Jewish people of Denmark.

 In this chapter, we learn the importance of the handkerchief. Make sure students can clearly
explain how the people of Denmark tricked the Nazi soldiers and kept the Jewish travelers
safe and hidden.

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

Number the Stars Chapter 17
Even though Peter was not always a main character in the book, we learn at
the end just how important he was to the story. Explain below why someone
might claim that Peter is one of the most important characters in the book.

We never find out for sure if Ellen and her family return to Denmark. What
do you think? Explain your prediction with clear reasons.

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

Number the Stars Chapter 17

Even though Peter was not always a main character in the book, we
learn at the end just how important he was to the story. Explain below

why someone might claim that Peter is one of the most important
characters in the book.

We never find out for sure if Ellen and her family return to Denmark.
What do you think? Explain your prediction with clear reasons.

Even though Peter was not always a main character in the book, we
learn at the end just how important he was to the story. Explain below

why someone might claim that Peter is one of the most important
characters in the book.

We never find out for sure if Ellen and her family return to Denmark.
What do you think? Explain your prediction with clear reasons.

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

Number the Stars Chapter 17 Teaching Points

 This is a very “full” chapter…we learn how many pieces of this story fit together. It may
take some time for students to process it all. Consider a chart where you “track” all the new
information they learn.

 There is news that is not good in this chapter—and students might be shocked to learn
that Peter has died. Typically in children’s books there are happy endings. Why do the
students think that Lois Lowry had such a sad piece of news at the end of this book?

 Students may find pieces of information in this chapter “surprising”. Model for them
something that was surprising to you and then model how to explain your reasoning. For
example, you might tell them that you found it surprising that the friends and neighbors
took care of the plants and even dusted the homes of the Jewish people who had left. You
could tell them that it surprised you because in many cases the families were gone for months
or even years. It might also have surprised you because you thought that they might have
been worried that the Nazis would be watching them and that they could get in trouble for
doing so. Modeling this type of thinking can help them see the processes thoughtful readers
go through when reading a tricky text.

 We never find out for sure if Ellen and her family come back and if Annemarie is able to give
her necklace back to her. Ask students to discuss what the possibilities are—and what they
feel is the most likely outcome.

 As this book concludes, discuss the “Afterword” with the students so they get confirmation of
how much of this fictional story is based in truth. Explain that some of the best historical
fiction is filled with details to make the story feel more “real”.

 Finally, as the story is now finished, ask students to reflect upon lessons learned in the book
and to try to capture the idea of “theme” or “themes” of this book. Whether students feel
the theme is bravery, or friendship, or being willing to take risks for others—certainly you
can have a very rich discussion about these big ideas that run throughout this book.

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

Additional
Pausing Points
And response sheets

For additional work with the text…both
while reading and after reading

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

Pausing Point—”Getting to know you”

Character’s name _______________
Pick one of the characters you are getting to know in this text. Take some time to
describe what you have learned about this character so far. Use examples from
the text to prove your ideas.

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Vocabulary Study Vocabulary Study

Chapter______ Chapter______

Jot down unfamiliar words you find Jot down unfamiliar words you find
in this chapter. Be ready to in this chapter. Be ready to

discuss the words and what you discuss the words and what you
think they may mean. think they may mean.

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

Pausing Point—”What did you say?”

Often what a character says helps us understand more about his/her life. Find
two examples of quotations from a character and write them below. After each

quotation, explain what each teaches you about the character.

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

Pausing Point—”I see what you mean!”

Good writing allows you to “see” the story in your mind. Create an illustration of
a character in an important scene from the text. Go back and reread the section

to make sure you have a clear picture in your mind. When you finish, write a
caption that reflects the scene you drew and the character’s role in it.

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

Pausing Point--”Meet the challenge!”

In many fictional texts, one or more characters have to face some sort of
challenge. Pick one character and explain what challenge (or challenges) s/he had

to meet. Explain how this person handled that challenge. Make sure to give
specific examples from the text.

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

Pausing Point—”Compare/Contrast”

Compare and contrast two characters in your book (or two characters from two
different texts). Write one paragraph that explains how the two of them are alike

and one paragraph that explains how the two of them are different.

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

Pausing Point—”Changes”

Select one of the characters in the text that you feel changed from the beginning
to the end. Explain what this person was like at the beginning, what s/he was like

at the end, and why you think the person changed.

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

Pausing Point—”Setting matters”

Do you feel that the setting of this text affects the characters? Explain your
thinking. Use specific examples from the text.

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

Pausing Point—”Personality Trait Time”

Think about one of the main characters. List two of this person’s primary
character traits. “Prove” your ideas by providing specific examples from the text.
Trait::

Trait::

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

Pausing Point—”Decisions, Decisions!”

Consider a decision that one of your characters made in this text. Explain what
that decision was. What choices did the character have? Did s/he make the right

one? Explain your thinking and use clear evidence from the text.

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

Pausing Point—”What do YOU think?”

Write a reflection about your opinions about a main character. How do you feel
about him/her? Why do you feel that way? Make sure to defend your ideas by

citing evidence from the text.

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

Pausing Point—”You Remind Me of Someone…”

Does this character remind you of anyone else—either a character in a different
text, movie, or television show—or someone in your “real” world?
Explain your thinking.

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

Pausing Point—”Dear __________,”

Write a letter to one of the main characters. In your letter, tell them your
thoughts about how they acted in the story, ask them questions, or give them
your advice about what they should do. Be specific and follow proper letter format.

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

Pausing Point—”X Marks the Spot!”

Rate your character on the following scales by making an “x” on the line. Explain
your rating below each one.

weak strong

cruel kind

foolish wise

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

Graphic
Organizers

Much like the collection of pausing points, there may be
times when you wish to have the students reflect their
comprehension using graphic organizers instead of in a

more formal written format. T his assortment of
organizers can be used at any point during the text or

after you finish for students to demonstrate their
understanding of the material.

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

“Character Change Chart”

Description of character at the beginning:

Turning Point (What event(s) helped the character make this change:
Explain your thinking:

Description of character at the beginning:

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

“Prove It!”

Good readers can explain their thinking by giving examples from the
text. Make a statement below about one of the main characters in the
text. In the bubbles below it, give three pieces of evidence from the text

that “proves” your thinking!

In this text, the character, ,
is very
.

Example 1 Example 2

Example 3

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

Characters: “Story Sketch”

Setting:

Problem:
Beginning:

Middle:

End:

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

“Character Clues”

What did we learn about the characters in this text? Pick two
characters and put one name in each oval. Make a “web” to show

what you learned about them.

Character 1:

Character 2:

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

“Setting the Stage”

Often, the words the author uses help us “see” the setting in our minds.
Pick 3 -5 words or phrases the author uses to describe the setting of
the text and write them in the ovals. In the boxes, explain how these
words help you “see” the setting or better understand the text.

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

“What Were They Thinking?”

Authors use all sorts of tricks to help you get to know the characters in a
text. As you read, it is a good idea to wonder about what the different

characters are thinking. It helps you better understand them! Pick three
different characters in this text and write something you think each might
say to explain what happened in the text. Don’t use words the character

actually said—write words YOU think the character might say!

Character 1:

Character 2:

Character 3:

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

“Comparing Characters”

Sometimes, thinking about what two characters have in common as
well as how they are different can better help us understand what is
going on in the text. Fill out the Venn diagram to show how two key
characters “compare and contrast”.

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

“Key Events”

When you read different texts, it helps to recognize what events are most
important and which ones are just supporting details. Think back to this
text and decide what you think the three “key” events are! Remember, an

“event” is something that happens!

Key Event 1:

Key Event 2:

Key Event 3:

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

“I Wonder…”

Sometimes, what the writer does NOT tell us is just as important!
Wondering about a text helps us think deeply and improve our
understanding of what is happening. It helps us make predictions
and connections. Below, write a list of some things this text made
YOU wonder about!

I Wonder…

I Wonder…

I Wonder…

I Wonder…

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

“Seeing It Through Their Eyes”

When you read different texts, it can help you understand better when you
really think about what the main characters are thinking and feeling.

Imagine you are 3 of the characters in this text. Write their names in the
circles and then describe one key event in the text “through their eyes”.

KEY EVENT:

Character 1:

Character 2:

Character 3:

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

“Fiction or Nonfiction?”

Oftentimes, writers will teach us about a topic by including real
information within a fictional story. Complete the T-chart below to
show parts of the story that were based on real life and parts of the

story that were created in the author’s mind.

“Nonfiction” “Fiction”

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

“Best of times/Worst of times”

In many texts, characters experience both good and bad times as the
story moves along. Think back to this text and generate a list of some of

the “best” times and some of the “worst” times. Explain your thinking!

A “best” time was A “worst” time was

I think this because I think this because

A “best” time was A “worst” time was
I think this because I think this because

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

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