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Samantha Finnegan - NTS Literature Response Journal - 1083484 (1)

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Published by Samantha Finnegan, 2019-12-17 14:45:24

Samantha Finnegan - NTS Literature Response Journal - 1083484 (1)

Samantha Finnegan - NTS Literature Response Journal - 1083484 (1)

Number the Stars

Reflection Journal

By: Your first and last name

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 tell the Germans that the jews caused
all the problems. Starting in 1941, Jewish people were put in
concentration camps. In these camps over 6 million Jews
died. He joined forces with italy and Germany. When
Japanese bombed pearl harbor on December 7, 1941, the
United States entered the war and fought against the
Germany and Italy powers until september 2, 1945 when the

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? During the People gathered
world war 2 information and
Underground slaves started files of information
Railroad to escape about the enemy's
through the next move.
undergroung
railroad.

The underground Underground World
railroad was not a Movements War II
real railroad it
was a secret Conductors were
passage that people who
slaves used to helped the slaves
escape there to escape and to
slave owners. get them to
different save
places

Building Background
Knowledge

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

Background of this Story:
“For centuries, the Star of David was a symbol of Jewish

pride. But during World War II, Nazis used the Star to
segregate and terrorize the Jewish people. Except in
Denmark. When Nazi soldiers occupied his country, King
Christian X of Denmark committed himself to keeping all
Danes safe from harm. The bravery of the Danes and their
king has inspired many legends. The most enduring is the
legend of the yellow star, which symbolizes the loyalty and
fearless spirit of the king and his people.”

Source: Peachtree Publishers

Interpretive Question: How did King Christian X’s
response to the yellow Star order in the story
affect the citizens of Denmark?

R Restate the Question (green) Team Response:
- Read the question or prompt
- Underline keywords King Christian's response affected the citizens of
- Rewrite the question as a Denmark in several good ways. King Christian
statement using your own words affected the citizens of denmark by showing all
the citizens to wear a yellow star so that his
A Answer the Question (green) citizens would stand together and fight for there
- Answer the question friends and family. The evidence in the story is
*If there is more that one part of on page 10 he said,¨If you wish to hide a star.
the question, make sure to answer ¨where would you place it?¨”Of course among its
ALL parts. sisters.¨ This is evidence because he hid his jews
with everyone else saying that they stand
C Cite Evidence (yellows) together and that if you mess with one of his
- Use evidence from the text to citizens you mess with all the citizens. This
support your answer. effected the jews the none jews and the tailor
-Include both paraphrased because the tailor riked his life by helping the
evidence and direct quotes king stand aganced the people that wanted to
hurt the jews. Also the none jew were affected
Possible evidence starters: because they decided to were the yellow star so
According to the text…
For example… that the jews would not get hurtThis show one of
On page ___ it says… the several ways that king Christian helped his
Further support can be found... country.
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 than ours in
- Read the question or prompt many ways. There lives are different because
- Underline keywords there are soldiers on every corner and they give
- Rewrite the question as a orders to kids. In the text on page 2 it says,
statement using your own words ¨Halte!¨ the soldier ordered in a stern voice.¨
This evidence proves that he is giving order to
A Answer the Question (green) kids. Another way that their lives are different is
- Answer the question because they have not had any butter or sugar
*If there is more that one part of the for a year. In the story on page number 9 it says,
question, make sure to answer ALL ¨There hasn't been any butter, or sugar for
parts. cupcakes, for a long time. A year at least.¨ This
shows how there hasn't been any butter or sugar
C Cite Evidence (yellows) for a year. One more way that there lives are
- Use evidence from the text to different is because A person named Peter
support your answer. Neilsen sneaks illegal newspaper to people
-Include both paraphrased hidden in books and paper and then they burn
evidence and direct quotes it so that they won't find out. In the text on page
8 it says,¨De Frie Danske-The Free Danes- was an
Possible evidence starters: illegal newspaper; Peter Neilsen brought it to
According to the text… them occasionally, carefully folded and hidden
For example… among ordinary books and papers, and mama
On page ___ it says… always burned it after she and papa read it.¨ This
Further support can be found... clearly shows that there were illegal newspaper
In the article/ chapter it states... that had to be hidden. These are three ways that
the characters lives were different than ours.
Explain (reds)
E - 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)
In the story it was talking about fairy tales. And in the fairy tale
there was a King and a Queen and they lived in a palace. The
queen had beautiful gowns with gold trimming just like in the
picture. Also in the text it started to talk about king Christianl and
how he would ride on his horse in the morning and they talked
about a teenage boy like in the picture.

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:In the text when it says this it
the question, make sure to answer
ALL parts. means that the jews get their shops taken away. In
the text it says,¨But after school, when the girls
C Cite Evidence (yellows)
- Use evidence from the text to stopped at the shop, which had been there as long as
support your answer. annemarie can remember, they found it closed.
-Include both paraphrased There was a new padlock on the door, and a sign.
evidence and direct quotes
But the sign was in germain they could not read the
Possible evidence starters: words. This clearly show that the jews had their
According to the text… shops taken away by the german soldiers. In
For example…
On page ___ it says… Conclusion this show that the jews had their shops
Further support can be found... taken away.
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 ¨´´whendrawing inferences from the text.

Chapter 4

How does this picture relate to the chapter?

My Thoughts:

(Can be expressed in bulleted points or paragraph form) This picture relates
to the story because Annemarie was talking about the fireworks and the blasts

of color.

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
The nazi soldiers think that they
The danish think that if they take Compared should take away the jews in
any of there jews then they will denmark.
have to go through everyone. Feelings about the
Jewish people

The danish people dress normally The way they dress The soldiers wear big heavy boots
and casually. the have guns and they wear
helmets.

The danish ask politely to do things They way they ask The soldiers bark orders at people.
someone to do
something

Learning Target: I can quote accurately from a text when explaining what the text
says explicitly and whendrawing 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)
This picture relates to the chapter because Annemarie's father referred to

Ellen as a carton of cigarettes.

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

Chapter 7-8
How does war change people?
Why?
Restate the Question (green)
R
A - Read the question or prompt
C
- Underline keywords
E
- Rewrite the question as a

statement using your own words War changes people because the
resources that they can not use and
Answer the Question (green) because the fear of losing family and
- Answer the question friends. In the text on page number 68 it
*If there is more that one part of says,¨ It was a very long time since she
the question, make sure to answer had tasted cream.¨ In the text on page 9
ALL parts. it also said,¨ There has not been butter or
sugar for a long time. A year at least.¨ This
Cite Evidence (yellows) proves that there had not been very
- Use evidence from the text to many resources as there used to be
support your answer. before the soldiers came. In the text on
-Include both paraphrased page 64 it also says,¨ and I will keep it
evidence and direct quotes there for you until it is safe for you to
wear it again.¨ in the text on the page 63
Possible evidence starters: it also says,¨ you didn't see anyone, did
According to the text… you? You didnt talk to anyone?”This show
For example… that mama is worried about the safety of
On page ___ it says…
Further support can be found... the girls because of the soldiers.
In the article/ chapter it states... Inconclution This proves that it is not
safe for her friend and that she is scared
Explain (reds) of losing her. This also proves that they
- Explain how each piece of text do not have very many resources and
evidence supports your answer. that they are afraid that there friends will

Possible explain starters: be taken.
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

Mama came face to The way they stood Annemarie as in
face with the danger up to the soldier. danger by telling a
little lie and did not go
and got hurt. On and stand up to the
page 85 it says,¨ with
soldier.
a swift motion the
nazi officer slapped
mama across her

face.¨

Mama was happy to When ellen's parents Annemarie did not
see that she gotta came to see her even smile when she
see her parents.
saw her with her
parents on the couch.
On page 82 it said.¨

Ellen looked up at
Annemarie but did

not smile.¨

Mama thinks that it is The way they feel Annemarie thinks that
necessary to lie so about lies it is wrong to lie. In

that they can be safe. the text on page 78 it

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 is important when you are
*If there is more that one part of lying for a dumb and stupid reason or when
the question, make sure to answer there is not a consequence. And it is important
ALL parts. to lie when there is a consequence or someone
can get hurt. In the text on page 84 it says,¨ My
C Cite Evidence (yellows) great aunt Birte. She lied in a firm voice.¨ This is
- Use evidence from the text to one example of when it is a good idea to lie so
support your answer. that others do not get hurt. Another example is
-Include both paraphrased on page 75 it says,¨ mama has never lied to me
evidence and direct quotes
before. Never.¨ this is an example of when
Possible evidence starters: someone did get hurt not physically but on the
According to the text…
For example… inside annemarie is hurt that mama is lying.
On page ___ it says… One last example is on page 85,¨ with a swift
Further support can be found... motion the nazi officer slapped mama across
In the article/ chapter it states... her face.¨ This shows that it is a good idea to tell
the truth when it is because of something dumb

and a good idea to lie when there is a
consequence.

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 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)

This book relates to the number the stars book because…
● Ellen was given something to her by her father just like weles was
● Annemarie was very brave when she offered to take the packet back to peter just like how
weles was brave when he went up and down the stairs to get people to safety.
● She helped her mother when she saw that she was on the ground and Weles helped the

woman who was so frightened that she could not move.
● They are both quick thinker like when Annemarie took Ellens star of david necklace off and

when he put his bandana on so that he would not breath the smoke

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 putting the little red riding
the question, make sure to answer hood in there is because he wanted to make
ALL parts. annemarie think of happier times. In the text
on page 108 it said,¨ She paused, stood still on
C Cite Evidence (yellows) the path, and smiled again.¨ this proves that it
- Use evidence from the text to made her think of happier times. Another piece
support your answer. of evidence is on page 107 it says,¨ Annemarie
-Include both paraphrased
evidence and direct quotes smiled, feeling her way through the dark,
remembering how Kirsti always interrupted
Possible evidence starters: stories to ask questions.¨ This is another way that
According to the text… it shows she was thinking of happier times. In
For example… conclusion these pieces of text evidence show
On page ___ it says… that the author put little red riding hood in the
Further support can be found...
In the article/ chapter it states... story because she wanted to show that
Annemarie was thinking of happier times.

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

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

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

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

Chapter 16-17 and
Afterword
Why does the author include the
“Afterword?” Why is it important
to read the afterword, especially
Restate the Question (green) in historical fiction books?
R
A - Read the question or prompt
C
- Underline keywords
E
S - Rewrite the question as a

statement using your own words The afterword is important because it tells you
how the story was created by the author and
Answer the Question (green) why they made the story also because it tells
- Answer the question
*If there is more that one part of you what it really was like in Denmark when this
the question, make sure to answer was happening. In the text on page 133 it says,¨
ALL parts.
Annemarie Johansen is a child of my
Cite Evidence (yellows) imagination, though she grew there from the
- Use evidence from the text to stories told to me by my friend Annelise Platt, to
support your answer. whom the book is dedicated, who wa herself a
-Include both paraphrased child in Copenhagen during the long years of
evidence and direct quotes german occupation.¨ This shows how she made
the book. Another piece of evidence is on page
Possible evidence starters: 133 it says,¨ I had always been fascinated and
According to the text… moved by Anneliese´s descriptions not only of
For example… the personal deprivation that her family and
On page ___ it says… neighbors suffered during those years, and the
Further support can be found...
In the article/ chapter it states... sacrifices they made, but even more by the
greater picture she drew for me of the courage
Explain (reds)
- Explain how each piece of text integrity of the Danish people under the
evidence supports your answer. leadership of the king they loved so much, king

Possible explain starters: Christian.¨ this proves that the author put the
This clearly shows that… afterwords in there because she wants to show
This means that…
This further supports the idea that… how she made the book. One last piece of
evidence is on page 136 it says,¨ Almost every
Sum it Up (green)
boat captain used such a permeated
handkerchief, and many lives were saved by the
device.¨ This shows that they put the afterwords

in because she wanted to show how it was for
the jew and how she made the story and why

they made the story.

- Conclude your answer

- Link back to the topic sentence

using different words

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


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