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Isabella Stokes - NTS Literature Response Journal - 1083704

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Published by Isabella Stokes, 2019-12-11 13:33:49

Isabella Stokes - NTS Literature Response Journal - 1083704

Isabella Stokes - NTS Literature Response Journal - 1083704

Number the Stars

Reflection Journal

By: Isabella Stokes

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 encourage and blame the jews in
germany. Starting in 1941, Jewish people were relocated to
concentration camps. In these camps over ____ died. He
joined forces with ______ and _____. When _______
bombed __________ on _____________, 1941, the United
States entered the war and fought against the ______ powers
until _________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? natzis Bombing
at Pearl
Underground Harbor
Railroad

Slaves Underground World
escaped Movements War II
their
“owners” Conductors
helped to
free slaves

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 When King Christian X wore the yellow star, it
- Rewrite the question as a affected the citizens when all of the kingdom
statement using your own words decided they would defend their king in the fight
for the Jews. The reaction that the Nazis gave was
A Answer the Question (green) once the flag that bore the symbol was taken
- Answer the question down in the kingdom, the Nazis were angry and
*If there is more that one part of they wanted to start a war. But, the Danes were
the question, make sure to answer not going to take that. After the king began to
ALL parts. wear the yellow star, the Nazis could have shot
him. But, the citizens wore it too, and thus, the
C Cite Evidence (yellows) kingdom were all Jews. For example in the book
- Use evidence from the text to it says, “ The following morning the King of
support your answer. Denmark, with courage and defiance, rode alone
-Include both paraphrased through Copenhagen. He was dressed in his
evidence and direct quotes finest clothing. As they watched him pass, the
subjects of King Christian understood what they
Possible evidence starters: should do.” This shows that they know that they
According to the text… have to wear the yellow star to be able to succeed
For example… in defeating the Danes. In conclusion, this is
On page ___ it says… how King Christian X affected the kingdom in
Further support can be found... such a way.
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) These characters lives are so different than ours. They are
- Read the question or prompt different because here we do not have soldiers yelling orders
- Underline keywords at children. In the text on page 2 it says, “Halte” the soldier
- Rewrite the question as a ordered in a stern voice.” This shows that they are ordering
statement using your own words the children to stop which they do not do here. Another thing
that is different is that they do not have butter or sugar. In the
A Answer the Question (green) text it says, “for a little girl, you have a long memory,” she
- Answer the question told kristi. “There hasn’t been any butter, or sugar for
*If there is more that one part of the cupcakes, for a long time. A year, at least.” This shows that
question, make sure to answer ALL they do not have sugar or butter while we have easy access
parts. to those two ingredients. Therefore, their lives are so much
different than ours.
C Cite Evidence (yellows)
- Use evidence from the text to
support your answer.
-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)
● Because of the story that Annemarie told Kristi

● King Christian X

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 that Denmark Must be the
bodyguard for all of the Jews as well.
C Cite Evidence (yellows) This means that Denmark is hiding jews
- Use evidence from the text to and the germans are slowly taking away
support your answer. the jewish. In the text on page 24 it
-Include both paraphrased states, “Jews? Annemarie repeated. Is
evidence and direct quotes Mrs. Hirsch Jewish! Is that why the
button shop closed? Why have they done
Possible evidence starters: that?” that shows that they took away
According to the text… Mrs. Hirsch because she is Jewish and
For example… she was in Denmark and the Germans
On page ___ it says… are taking away the Jews.
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 4

How does this picture relate to the chapter?

My Thoughts:

(Can be expressed in bulleted points or paragraph form)
The fireworks can relate to chapter four in many ways. The fireworks can relate to
chapter four because on page 30 it says, “we shall go to Tivoli to dance and watch
the fireworks.” this shows that the fireworks are relating in the game that they are
playing with dolls. Another piece of evidence on page 31 says, “and ice cream and
especially the magnificent fireworks.” this shows that Ellen saw the fireworks and
thought that they were beautiful and the best part of the fair.
Therefore, this is why the picture of fireworks relates to chapter four in many ways.

Learning Target: I can compare and contrast two or more characters, settings, or
events in a story, drawing on specific details in the text.

Chapter 5

Compare and contrast the Danish Citizens and Nazis.
The first attribute has been chosen for you. Choose at

least two additional attributes to compare.

Danish Attributes Nazi Soldiers
Citizens Being

Compared

They are trying to Feelings about the They are going for
hide the Jewish so Jewish people the Jews and are
they do not get taken trying to find all of the
away like for instance hiding Jews who are
Mrs. Hirsch got taken hiding in stores,
away because she is homes, and lots of

a Jewish other places

The Danish do not Against Each Other They are trying to
like the Natzi soilders take away the Jews
and that is making
because they are
taking away their the Danish mad
friends, family, co
workers, and other
people who are nice

to them.

They are scared of Additude They are not scared
the Natzi Soilders if they are rather mad
at the people who are
they are keeping keeping the Jews
Jews

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)
The picture of cigars relate to the chapter. They relate to the chapter because in the
story they say alot about cigarettes. For example on page 53 it states, “and she will
be bringing you a carton of cigarettes.” this means that they are going to
Annemarie's uncles house and they will bring him a carton of cigars. In the text also
on page 53 it says, “cigarettes where the thing that papa missed, the way mama
missed coffee.” this means that papa misses cigarettes after the war they did not
have cigarettes. It also says, “he had complained only yesterday that there were no
cigarettes in the stores” this means that there are no cigarettes in the stores
because of the wasr. And that is why this picture relates to chapter 6.

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?

Restate the Question (green)
- Read the question or prompt
- Underline keywords
- Rewrite the question as a
statement using your own words

A Answer the Question (green) Why does war change people and why?
- Answer the question This is a very important question because
*If there is more that one part of why do people get taken away? Why do
the question, make sure to answer people fire guns at one another? Those
ALL parts. are some questions i cannot answer, but
number the stars can. In the book
C Cite Evidence (yellows) number the stars on page 63 it says, “you
- Use evidence from the text to didn't see anyone, did you? you didn't
support your answer. talk to anyone? Annamarie shook her
-Include both paraphrased head. Just the kitten. Ellen had picked it
evidence and direct quotes up and it lay purring in her arms as she
stroked its small head and talked to it
Possible evidence starters: softly. I meant to war you. You must stay
According to the text… away from people while we are here. But
For example… there is no one around here annemarie
On page ___ it says… reminded her.” this shows that it is unsafe
Further support can be found... for them if they see anyone because if
In the article/ chapter it states... they see Ellen they will take her away.
Also on page 64 it says, “i found enough
E Explain (reds) apples for applesauce. Even though there
- Explain how each piece of text is no sugar, the apples are sweet.” this
evidence supports your answer. shows that they do not have sugar to
make applesauce and they have not had
Possible explain starters: it for a while. Therefore, war changes
This clearly shows that… people i have no idea why people just
This means that… decide to go into war, but they do. And it
This further supports the idea that… affects people in miserable ways.

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 Being Annemarie
Compared

She had confidence and Confidence Annemarie was also
was trying her best not to confident in not spilling the
tea but she was tired and
spill the secret that
really, nobody was dead probably wouldn't tell
anyone about it.
it was just fake.
Annemarie was brave also,
Momma was as brave as bravery she did not really say a
it could get she even
started to open the single word but she spoke
casket at the end to the Natzi soilders and
thats very brave of her to do
showing that their must if she said the wrong thing
have been something or who knows what could've

someone in there happened!

Momma was calm and Response to Natzi soilders She was scared but calm
brave. She was about to and brave at the same time
open the casket and she she was brave by talking to

did not say a word or them and telling them a
fight back when the Natzi total lie she could have
been killed if they found out
soilder slapped her
it was a lie

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 Telling the truth and not telling the
*If there is more that one part of truth are two very different things and
the question, make sure to answer sometimes, they are both needed, And
ALL parts. that's ok. Telling the truth is important
when it is safe. Telling the truth is not
C Cite Evidence (yellows) important when it is unsafe and it could
- Use evidence from the text to possibly hurt you. In the text on page 85
support your answer. it says, “mama walked quickly across the
-Include both paraphrased room, directly to the casket, directly to
evidence and direct quotes the officer. You’re right, she said. The
doctor said it should be closed, because
Possible evidence starters: aunt Birte died of typhus, and he said
According to the text… that there was a chance the germs would
For example… still be there, would still be dangerous.”
On page ___ it says… this clearly shows she is lying (due to
Further support can be found...
In the article/ chapter it states... there being no Aunt Birte in the first
place) and also lying that she died of
E Explain (reds) typhus. But why is she lying? Because if
- Explain how each piece of text she told the truth, she could have died.
evidence supports your answer. That is the reason why it's good to lie at
times. In the text on page 88 it also
Possible explain starters: states, “There was no one in the casket
This clearly shows that… at all. Instead, it seemed to be stuffed
This means that… with folded blankets and articles of
This further supports the idea that… clothing.” this shows that they did not
have anyone in the casket and if they
S Sum it Up (green) opend it infront of the Natzis, they
- Conclude your answer could have died. This time, they also
- Link back to the topic sentence
using different words lied for a good reason.

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)

The man in the red bandana relates to this text. It relates
because annemarie took the packet in secret and went
as fast as she could. In the text on page 104 it says, “Go
shfe said firmly. Go right now. And run! As fast as you
can!”this shows that whatever that packet is, it's
important. And really important. So annemarie is going
as fast as she can to give this packet to uncle henrik.
Therefore, annemarie is like the man in the red bandana.

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 adds the story of
the question, make sure to answer little red riding hood. He adds
ALL parts.
this in the story because
C Cite Evidence (yellows) annemerie was kind of like red
- Use evidence from the text to riding hood, walking through
support your answer. the woods. In the book it says,
-Include both paraphrased
evidence and direct quotes “suddenly, as little red riding
hood walked through the
Possible evidence starters:
According to the text… woods, she heard a noise. She
For example… heard rustling in the bushes.”
On page ___ it says… and then later on it says, “but
Further support can be found... she had heard something else.
In the article/ chapter it states...
She heard bushes rustling
E Explain (reds) ahead. She heard footsteps.”
- Explain how each piece of text these parts of text show that
evidence supports your answer.
annemarie's trip to Uncle
Possible explain starters: Henrik was almost the same to
This clearly shows that…
This means that… little red riding hood.
This further supports the idea that… Therefore, the author adds the
story of little red riding hood
S Sum it Up (green)
- Conclude your answer for a very important reason.
- 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
in historical fiction books?
R Restate the Question (green)
- Read the question or prompt
- Underline keywords
- Rewrite the question as a

statement using your own words The afterword is very
important. It is important
A Answer the Question (green) because it says the true story
- Answer the question of this family and added
*If there is more that one part of
the question, make sure to answer
ALL parts.

Cite Evidence (yellows) them into a house in

C - Use evidence from the text to copenhagen. In the text it
support your answer. states, “ so i created little
-Include both paraphrased Annemarie and her family,
evidence and direct quotes
set them down in a
Possible evidence starters: Copenhagen apartment on
According to the text…
For example…
On page ___ it says…

Further support can be found... a street where i have walked
In the article/ chapter it states... myself, and imagined their

E Explain (reds) life there against the real
- Explain how each piece of text events on 1943.” this means
evidence supports your answer. that she made their family,
even thought these people
Possible explain starters:
This clearly shows that…
This means that…

This further supports the idea that… are not real, they are

Sum it Up (green) important. Therefore, the

S - Conclude your answer author added the end
- Link back to the topic sentence afterword for a reason.
using different words

Possible summary starters:

Clearly Definitely Certainly

To sum up In fact Obviously


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