Number the Stars

Number the Stars

Reflection Journal

By:Lila Reynolds

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 harass the jews.Starting in 1941,
Jewish people were sent to concentration camp In these
camps over 6 million people died. He joined forces with Japan
and Italy. When the Japanese bombed Pearl Harbor on
December 7th 1941, 1941, the United States entered the war
and fought against the access powers until September 2nd
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? Underground *Not all
Movements to help the underground
Underground movement are
Railroad Jews Escape good people*

Passagew Underground World
ay to the Movements War II
north for
slaves It was not
a 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 In the book The Yellow Star, it shows that King Christian's
- Rewrite the question as a response to the Yellow Star order was a good thing for the
statement using your own words people of Denmark.
According to the text, The King called his tailor to the palace.
A Answer the Question (green) He had him sew a yellow star on to his uniform and said:
- Answer the question “You do understand what this means?”
*If there is more that one part of The king was respected and powerful. If he was willing to
the question, make sure to answer wear the yellow star and stand by the Jews, all the people
ALL parts. would know they should do the same.
On the last page of the book, we see that the people are all
C Cite Evidence (yellows) wearing yellow stars.
- Use evidence from the text to This supports the idea that King Christian's idea was good
support your answer. because the Nazis couldn’t tell who was a Jew.
-Include both paraphrased Clearly, King Christian's idea was a good one.
evidence and direct quotes

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

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

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

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

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

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 because in
- Read the question or prompt ours live we don't have soldiers screaming at
- Underline keywords kids for running with their friends on the
- Rewrite the question as a sidewalk.
statement using your own words In the book they say that a soldier tells a little
girl to halt and she dose and he asked her what
A Answer the Question (green) she was running from and she said the she
- Answer the question was having a race with her friends then the
*If there is more that one part of the soldier told her not to run.
question, make sure to answer ALL This clearly shows that we don't have people
parts. tell little kids to stop running with their
friends or just running over all.
C Cite Evidence (yellows) This shows that characters lives are different
- Use evidence from the text to back then and now because soldiers don't
support your answer. scream at kids in general
-Include both paraphrased
evidence and direct quotes

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

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

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

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

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

Learning Target: I can 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 kid wanted someone to tell her a bedtime story so she asked
her dad and he did, he started to story and he was talking about a
queen and a king he was talking about what they did and then the
story ended.

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. The quote about being a bodyguard
for the jews means that them danes
C Cite Evidence (yellows) need to protect the jews against the
- Use evidence from the text to Nazis. On page 21 it says that mrs
support your answer. hirst shop was closed and there was a
-Include both paraphrased poster written in german. The danes
evidence and direct quotes should protect the jews because the
Nazis are closing their shops.
Possible evidence starters:
According to the text…
For example…
On page ___ it says…
Further support can be found...
In e 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 4

How does this picture relate to the chapter?

My Thoughts:

(Can be expressed in bulleted points or paragraph form)
● We shall go to the tivoli dance and watch the fireworks
● The magnificent fireworks
● I remember the fireworks
● I woke up in the night I hear your booms ans there was light in the sky
● I got fireworks for my 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
Don't help the jews
Help the jews Compared

Feelings about the
Jewish people

They are nice They are mean

They both care about
their country

They were yellow They both help there They do not wear
stars king yellow stars

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)
● It says and she will be bringing you a carton of cigarettes
● then it says there are a lot of cigarettes as bearable in Copenhagen
● Next it said yesterday that there were no cigarettes at the store

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

Chapter 7-8
how does war change people?
Why??
R Restate the Question (green)
A
- Read the question or prompt
C
- Underline keywords The war changed their lives because if a
- Rewrite the question as a jew is in denmark they get in big trouble
statement using your own words and get sent to concentration camp.

Answer the Question (green) Concentration camp is a place were jews
- Answer the question go if there in denmark. The people in
*If there is more that one part of concentration camp are not fed well or

the question, make sure to answer treated well. Concentration camp was
ALL parts. such a bad place over ten thousand

Cite Evidence (yellows) people died. When people go there they
- Use evidence from the text to lose their homes and all there money so
support your answer. when they come back they have
-Include both paraphrased nothing. Obviously the war changed people
evidence and direct quotes lives in really bad ways.

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 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

Was sitting by the What did they do Was sitting in a
coffin rocking chair

She said nothing That is my great aunt

What did they say birte

Felt scared and How did the feel Felt terrified and
anxious. nervous

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 Sometimes it is important to tell the
*If there is more that one part of truth but sometimes it is not. If you
the question, make sure to answer tell the truth to someone that can kill
ALL parts. you you might want to lie. Like if a
Soldier came to your house and he
C Cite Evidence (yellows) has the power to kill you and you tell
- Use evidence from the text to him something bad you did you
support your answer. would want to lie. Because like when
-Include both paraphrased mama was acting like there was an
evidence and direct quotes great aunt betty she had to lie to the
soldier or she could be killed. She
Possible evidence starters: would get in trouble because if she
According to the text… told the truth the soldier would know
For example… there When you were jews. And they
On page ___ it says… would get sent to concentration camp
Further support can be found... and there they are not fed well or
In the article/ chapter it states... treated well. When you get sent to
concentration camp you lose your
E Explain (reds) money food and house. Obviously there
- Explain how each piece of text are some good times to tell the truth and bad
evidence supports your answer. times

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 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)
● They both save people
● They both care about people but them self
● They both save people

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 purpose of doing that was to help the
the question, make sure to answer reader understand what was going on in the
ALL parts. story. It help us understand bye tell us how she
was feeling. She told that story because that
C Cite Evidence (yellows) story was related to what was going on with
- Use evidence from the text to her. Because she was alone in the woods bring
support your answer. food for someone just like little red riding hood.
-Include both paraphrased This clearly shows that she was telling the
evidence and direct quotes story because that is how she felt. For example
when she was bringing the food to Uncle
Possible evidence starters: Henrik she felt like little red riding hood. This
According to the text… means that she thot of the story when she was
For example… running because she was bringing food to
On page ___ it says… someone and she thot of Ellen. That is why the
Further support can be found... author included Little Red Riding Hood in his
In the article/ chapter it states... story.

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

- Rewrite the question as a

statement using your own words

Why does the author include the Afterword?

Answer the Question (green) others include that afterward because it tells
- Answer the question about the characters in the story. This

*If there is more that one part of clearly shows when the author includes the

the question, make sure to answer afterward it can tell if their characters are
ALL parts.
real people are not. For example if you

Cite Evidence (yellows) wanted to know if someone was is the real
- Use evidence from the text to person you would want to know that so if
support your answer. you want to do research. They also include

-Include both paraphrased in afterward so then they can talk about the

evidence and direct quotes person if they are real to pay their respects.

Possible evidence starters: So then you can pay respects to buy
According to the text… honoring them by putting Flowers by their

For example… grave. Then when the author pay their
On page ___ it says… respects you can do research about where
Further support can be found... the grave is so you can to. those are some
In the article/ chapter it states... reasons why authors put afterwords.

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