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Kalei Fowler - NTS Literature Response Journal - 4504146

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Published by Kalei Fowler, 2019-12-13 14:25:40

Kalei Fowler - NTS Literature Response Journal - 4504146

Kalei Fowler - NTS Literature Response Journal - 4504146

Number the Stars

Reflection Journal

By: Your first and last name
Kalei Fowler

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
- Underline keywords In the book, The Composition, Pedro,
- Rewrite the question as a his family, and their entire community are
statement using your own words negatively affected by the dictatorship
government. One example from the text of
A Answer the Question (green) the problems that the dictatorship caused can
- Answer the question be found on page 8. Don Daniel was dragged
*If there is more that one part of down the street by two men who were
the question, make sure to answer “pointing machine guns at him.” This clearly
ALL parts. shows that the dictatorship is treating the
people in the community poorly by
C Cite Evidence (yellows) threatening them with weapons. Pedro’s
- Use evidence from the text to parents lived in fear that they would be
support your answer. caught going against the government. They
-Include both paraphrased had to turn their radio down very low so that
evidence and direct quotes they wouldn’t be caught listening. Pedro’s
mom was so scared that she “cried silently at
Possible evidence starters: the table.” This is further evidence that the
According to the text… government was making the people live in
For example… fear and even their daily tasks are being
On page ___ it says… impacted. Finally, Pedro himself was
Further support can be found... negatively affected by the government. He
In the article/ chapter it states... was put in the position of having to lie on his
composition so that his parents wouldn’t be
E Explain (reds) caught. The dictatorship tried to turn children
- Explain how each piece of text against their own parents. Obviously, the
evidence supports your answer. dictatorship created fear and hardships for
everyone that Pedro was close to in his life.
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

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” Videos

how Adolf Hitler set out to rule the world. He came into power in 1933 and began to promote
and encourage persecution of the jews in germany. Starting in 1941, Jewish people were
forced to go to concentrations camp. In these camps over six thousand people 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?

undergrou not all
undergrou
nd nd
movement movemen
to help the are good
guys.
Underground Jews
Railroad Escape. World
War II
passagew Underground
ay to the Movements
north for
slaves. 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
- 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

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

R Restatthe tahenQuoesutiorns(?green)
A
- Read the question or prompt The Characters lives are different
- Underline keywords than ours in many ways. On page 2 is
- Rewrite the question as a said ¨Halte!¨ The soldier in a stern
statement using your own words

Answer the Question (green) voice giving children orders on the
- Answer the question

*If there is more that one part of the street. This shows that soldiers give
question, make sure to answer ALL children orders. This makes are lives
parts.

C Cite Evidence (yellows) different then theirs by they had
- Use evidence from the text to soldiers yelling at the kids. On page
support your answer. six
-Include both paraphrased
evidence and direct quotes a soldier grabbed the girl hair

Possible evidence starters: and yanked it. This shows that the
According to the text… soldiers yanking a little girls hair is
For example… not like we do today. This makes are
On page ___ it says… lives different than theirs because
Further support can be found... the soldiers are yanking the kids hair.
In the article/ chapter it states... This clearly shows that the
characters lives are different than
E Explain (reds) ares in many ways.
- 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:

Hans Christian Andersen, the most famous of the tale tellers had
been danish himself. And Hans Christian Andersen is the one in
the picture is talking to the king and queen about him being
danish himself. And everyone loved the king and queen and said
they would die to protect the king and queen. And Hans Christian
Andersen is the messenger from other people to the king and
queen.

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 must
- Rewrite the question as a be the bodyguard for the Jews as
statement using your own words well.” What does this mean?

A Answer the Question (green) Response:
- Answer the question
*If there is more that one part of ¨Now i think all of denmark must be the bodyguard for
the question, make sure to answer the jews as well¨ This means that Annie Marie wants to
ALL parts. protect the jewish because bad stuff started to happen.
On page 24 it says that That the Hirsch's were jewish.
C Cite Evidence (yellows) It said that they left because they wanted to
- Use evidence from the text to tournament jewish people. This further explained
support your answer. they wanted to tournament jewish people. Another
-Include both paraphrased example is that the button shop was close down for
evidence and direct quotes good. This clearly shows that Germans have issued
orders closing many stores run by jews. This is why i
Possible evidence starters: think all of denmark must be the bodyguard for the
According to the text… jews.
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 4

How does this picture relate to the chapter?

My Thoughts:

This picture is similar to the text by that Kristies birthday was on the Fourth of July.
And she was awaked and frightened because of the big explosions in the southeast
had been ablazed. And another thing to the picture is that Kristie reambers the
Fireworks on the Fourth of July. And also she was really excited about the Fourth of
July because that was when her birthday was. But she wasn't excited about the
explosions.

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

Feelings about the The Nazi soldiers
Jewish people came into the

johansens house and
yelled at the girls.

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:

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) The war changes people in many ways. For
- Read the question or prompt example it says that there was no sugar for
- Underline keywords
- Rewrite the question as a their apples. It changed people because
statement using your own words they have to change what they have to eat.
Because they didn't have the things they did
A Answer the Question (green) before the war. Before the war there was no
- Answer the question laughter and one night there was not. This
*If there is more that one part of
the question, make sure to answer changes people because the war made
ALL parts. people like down because of the people like
the jewish were being taken away and that
C Cite Evidence (yellows) made the danish really sad. This is why the
- Use evidence from the text to
support your answer. war changes people in many ways. This
-Include both paraphrased clearly shows that this changes people.
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 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 said What did they said Annie Marie said that
something different, that in the casket it in the crasket was
for example, she said really was aunt great her Great Aunt
that Your right to the birdy.Because she birded.
officer because
wasn't real.

What did they do

What did they feel

They both felt shock
when the soldiers
walk in to the
wedding.

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 telling the
statement using your own words truth important?

A Answer the Question (green) In some cases Telling the truth and not telling
- Answer the question the truth is bad and good. One page 88 it says
*If there is more that one part of “That there was no one in the casket at all.
the question, make sure to answer Instead it seemed to be stuffed blankets and
ALL parts. articles of clothing. “ They didn't tell the truth
because the blankets were for the jewish
C Cite Evidence (yellows) people and they didn't want the soldiers to
- Use evidence from the text to know so they said a Great Aunt Birdy was in
support your answer. there. Another example is when mama and
-Include both paraphrased Uncle Henrik lie about Great Aunt Birdy
evidence and direct quotes because they didn't want Annie Marie to know
about her not being real. This clearly shows
Possible evidence starters: that Not telling the truth can sometime protect
According to the text… people. Clearly this shows not telling the truth
For example… is important in certain situations.
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:

This picture goes with the book by that Peter was brave and nice and kid like
this guy in the picture.

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 Red Riding
statement using your own words Hood during Annemarie’s run through
the forest?
A Answer the Question (green)
- Answer the question The author's purpose of including the
*If there is more that one part of story of little red riding hood during Annemarie´s
the question, make sure to answer run through the forest because it's easy to make a
ALL parts. connection.For example it says ¨Now it was dark
again, as the trees and bushes closed around her,
C Cite Evidence (yellows) and she had to move more slowly.¨ This clearly
- Use evidence from the text to shows a connection because in Little red riding
support your answer. Hood the setting is also the forest .On page 110
-Include both paraphrased they even eat berries . This connects to little red
evidence and direct quotes riding hood because Annemarie ate berries in the
book and little red riding hood ate berries. This the
Possible evidence starters: author's purpose of the making a connection to
According to the text… little red riding hood and number the stars.
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

R Restate the Question (green) Chapter 16-17 and
- Read the question or prompt Afterword
- Underline keywords
- Rewrite the question as a Why does the author include the
statement using your own words “Afterword?” Why is it important
to read the afterword, especially
A Answer the Question (green) in historical fiction books?
- Answer the question
*If there is more that one part of The Author included the
the question, make sure to answer
ALL parts. After word because she telling us about how she
came up with the characters and how she got the
C Cite Evidence (yellows) the characters.On page 133 it said “Annemarie
- Use evidence from the text to johansen is a child of my imagination, though she
support your answer. grew there from the stories told to me by my
-Include both paraphrased friend Annelise Platt, to whom this book is
evidence and direct quotes dedicated, who was herself a child in
Copenhagen during the long years of the
Possible evidence starters: German occupation. This means that she has
According to the text… someone in her life that made her think of the
For example… Characters. For example when she said that it
On page ___ it says… was a johnson was her an imagination. Clearly
Further support can be found... this shows why it was important to read the
In the article/ chapter it states... afterword afterall.

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


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