Caden Ashley - NTS Literature Response Journal - 4496706

Number the Stars

Reflection Journal

By: caden Ashley

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”showed

how Adolf Hitler set out to rule the world. He came into power
in 1933 and began to he started to treat the jews bad.
Starting in 1941, Jewish people were sent to conrchrin camps
. In these camps over 1 millions died. He joined forces with
japan and italy. When japanese bombed u.s. on december
11, 1941, the United States entered the war and fought
against the japanese powers until world war 2 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
Movements to
Underground
Railroad help jews
escape

Not a Underground World
railroad Movements War II

Passage
to the north

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
- Rewrite the question as a
statement using your own words

A Answer the Question (green)
- Answer the question
*If there is more that one part of
the question, make sure to answer
ALL parts.

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

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
- Read the question or prompt than ours because we don't have
- Underline keywords
- Rewrite the question as a soldiers. On page two it says
statement using your own words halte!” the soldier ordered and a
Stern voice. So they have kids
A Answer the Question (green)
- Answer the question ordered to do stuff and we
*If there is more that one part of the don't.On page 5 it says so we
question, make sure to answer ALL don't run you look like hoodlums
parts.
when you run.
C Cite Evidence (yellows)
- Use evidence from the text to This clearly shows that soldiers
support your answer. were strict on their bosses rules.
-Include both paraphrased to sum it up the character lives we
evidence and direct quotes don't have soldiers that bosses
around.
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:

● There was a king and a queen that live together in a palace.
● They had a daughter.
● The Queen had her dresses made of gold.

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
A - Read the question or prompt
C - Underline keywords “Now I think all of Denmark
- Rewrite the question as a must be the bodyguard for
E statement using your own words the Jews as well.” What does

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. Annemarie wants to help the Jews
because the Jews are getting taken away
Cite Evidence (yellows) and she wants to help them. Jews are
- Use evidence from the text to getting taken away from their homes
support your answer. and did nothing to the Germans. The
-Include both paraphrased Germans are taking away the jews
evidence and direct quotes because they think they are a threat.
The johannsson are scared that the
Possible evidence starters: Germans are going to take them away.
According to the text… She and all the danes where to be
For example… bodyguard of Ellen and Ellen's parents
On page ___ it says… and all of Denmark's Jews. According to
Further support can be found... the text there was a secret newspaper
In the article/ chapter it states... for the Jews. The Jews have to burn
newspaper so they don't get caught. To
Explain (reds) sum it up the Jews are scared of the
- Explain how each piece of text Germans taking them away.
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:

● Kirsti They were fireworks when they were bombs
● Kirsti kood not go to sleep cuz the big explosions
● Kirsti was frightened from the bombs

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
angery
worried Compared

Feelings about the
Jewish people

scared mad

Feelings about Nazi
soldiers being
everywhere

Feelings about King curious
of Denmark
worried

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 - Read the question or prompt War has changed people in
- Underline keywords many different ways. on page
- Rewrite the question as a

statement using your own words 66 it says “In the earlier time he
had always over her laughter
A Answer the Question (green) tonight there was no laughter at
- Answer the question all.´ this further supports the
*If there is more that one part of idea that war change people
the question, make sure to answer because people are getting
ALL parts.

Cite Evidence (yellows)
- Use evidence from the text to

C support your answer. taken away and they're sad
-Include both paraphrased because they don't know if
evidence and direct quotes they're going to get taken away.

Possible evidence starters:
According to the text…

For example… another reason is when the two
On page ___ it says… girls went out to the meadow
Further support can be found... and when they came back
In the article/ chapter it states...

Explain (reds) mama was waiting to ask him

E - Explain how each piece of text two questions number one did
evidence supports your answer. you see anyone number two did
you talk to anyone. that means
Possible explain starters: mama was nervous because she
This clearly shows that…
This means that…
This further supports the idea that…

S Sum it Up (green) didn't know if they were
- Conclude your answer soldiers.curious curious
- Link back to the topic sentence because you didn't know if the
using different words soldiers would have talked to

Possible summary starters:

Clearly Definitely Certainly themor looking for someone.
To sum up In fact Obviously

To sum it up war has changed

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

Feelings about Nazi
soldiers

he said something nothing

What they did when
the Nazi soldiers
arrived

What did they say to
the Nazi soldiers

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 most of the
*If there is more that one part of time but some of the time you should
the question, make sure to answer not tell the truth. For example,
ALL parts. Annemarie was going to the barn and
then she yells at Uncle Henrik for lying to
C Cite Evidence (yellows) her. Uncle Henrik was lying so he can
- Use evidence from the text to protect Ellen and the Jews.In chapter 5
support your answer. Ellen lied saying she was Lise
-Include both paraphrased Johansen.Ellen lied so she wouldn't get
evidence and direct quotes taken to a concentration camp. To sum it
up lying is okay sometimes but don't lie
Possible evidence starters: all the time.
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 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
● Annemarie was trying to save all the Jews. Well saved people so they

can survived the Twin Tower attack on September XI.
● Annemarie saved Ellen.Well saved saved a bunch of groups of people.
● both Annemarie and Wells both risked their lives to save other 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 author's purpose of
the question, make sure to answer including the Little Red Riding
ALL parts. Hood during and Rays run
through the forest because
C Cite Evidence (yellows) they can make a
- Use evidence from the text to connection.For example in the
support your answer. book Annemarie’s was running
-Include both paraphrased through the woods and she
evidence and direct quotes heard a growl. this makes a
connection and read Little Red
Possible evidence starters: Riding Hood the last one Little
According to the text… Red Riding Hood heard a
For example… growl. was holding a basket of
On page ___ it says… food. this makes a connection
Further support can be found... with Little Red Riding Hood.
In the article/ chapter it states... to sum it up and Marie is just
like Little Red Riding Hood in
E Explain (reds) the forest because they make
- Explain how each piece of text connections
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

R Chapter 16-17 and
A 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?

- Read the question or prompt
- Underline keywords
- Rewrite the question as a
statement using your own words

the author include the afterword

Answer the Question (green)
- Answer the question
*If there is more that one part of
the question, make sure to answer
ALL parts.

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