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Gillian Bernardin - NTS Literature Response Journal - 4525020

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Published by Gillian Bernardin, 2019-12-16 14:53:56

Gillian Bernardin - NTS Literature Response Journal - 4525020

Gillian Bernardin - NTS Literature Response Journal - 4525020

Number the Stars

Reflection Journal

By: Gillian bernardin

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 explain

how Adolf Hitler set out to rule the world. He came into power
in 1933 and began to. Starting in 1941, Jewish people were
sent to concentration camps. In these camps over Jews died.
He joined forces with japan and italy. When japanese bombed
on the united states, 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 movemeUnntdseragrfofuencted events
Not all
throughout history? d undergrou
movements
nd
help the
movement
Underground Jews s are good
Railroad escape guys

Underground
Movements

Passagew It was World
ay to the never a War II
North for railroad
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
- 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
- Read the question or prompt different from ares because
- Underline keywords
- Rewrite the question as a they have solder
statement using your own words schoolbooks and they have
solder with guns. On page 2
A Answer the Question (green) it says ‘‘Halte!’’ the soldier
- Answer the question
*If there is more that one part of the ordered in a stern voice.
question, make sure to answer ALL Beside that I put we don’t
parts. have solder bossing kids
around here. On page 5 it
C Cite Evidence (yellows)
- Use evidence from the text to says go study your
support your answer. schoolbooks. Next to that I
-Include both paraphrased
evidence and direct quotes put we don’t have school
books here in fifth grade.
Possible evidence starters:
According to the text… On page 5 it says two
For example… soldiers, who stood with
On page ___ it says… their guns on this corner as
Further support can be found... well. Beside that I put we
In the article/ chapter it states... don’t have soldiers here
with guns. So that is how
E Explain (reds) their lives are different
- Explain how each piece of text
evidence supports your answer. from ares.

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:

On page 11 Kirsti says Anne Marie tell me a bedtime story
and annemarie tells one about one that starts with a king and
queen and there lovely daughter that lived in a big wonderful pales
and that is what they are doing in the picture above so that is how
the picture related to the story.

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 The question is “Now I think all
ALL parts.
of Denmark must be the bodyguard
C Cite Evidence (yellows) for the Jews as well.” What does
- Use evidence from the text to
support your answer. this mean? It means the quote
-Include both paraphrased about being a bodyguard for
evidence and direct quotes the jews means that the
Danes need to protect the
Possible evidence starters: jews against the Nazis. On
According to the text… page 14 chapter 2 it says Any
For example… Danish citizen would die for
On page ___ it says… King Christian, to protect
Further support can be found... him." "You too, Papa?" "Yes."
In the article/ chapter it states... "And Mama?" "Mama too." It
supports the question
E Explain (reds) because the danish citizen
- Explain how each piece of text would die for King so then
evidence supports your answer. they are his bodyguard. So
now you no what that
Possible explain starters: question means.
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
On page 31 on chapter 4 it said she remembered the music
and the brightly colored lights, the carousel and ice cream
and especially the magnificent fireworks on the evenings. It
is related to the story because it says magnificent fireworks
and the picture shows.

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

Like the Jewish Compared
people
Feelings about the
Jewish people Hate the Jewish
people

Blonde and dark Hair color Orange and brown

They talk in a nice How nice or mean They talk in a mean
voice
they are voice

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:

It relates to the story because on page 53 it says "I'm sending Inge to you
today with the children,and she will be bringing you a carton of cigarettes.
And there are a lot of cigarettes available in Copenhagen now. So that is how

it relates to the story.

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
S - Rewrite the question as a

statement using your own words The war changes people because

Answer the Question (green) whenever someone in Ellen’s family
- Answer the question sees a soldier they get scared. On page
*If there is more that one part of
the question, make sure to answer 63 Mama says, “I’m afraid there are
ALL parts. soldiers everywhere. And especially

Cite Evidence (yellows) now. This is a bad time.” This clearly
- Use evidence from the text to shows that a lot of bad things
support your answer.
-Include both paraphrased happened in the war that make people
evidence and direct quotes afraid. On page 64 it says "Where is
my necklace?"she asked. "What did
you do with it?" "I hid it in a safe
Possible evidence starters:

According to the text… place,"Annemarie told her. "Avery
For example… secret place where no one will ever
On page ___ it says… find it. And I will keep it there for you
Further support can be found...

In the article/ chapter it states... until it is safe for you to wear it again."

I think her necklace has something to
do with the war so that is why she took
Explain (reds)

- Explain how each piece of text it so she would be safe and not in
evidence supports your answer. danger. On page 66 it says but there

Possible explain starters: was a difference. In the earlier times,
This clearly shows that… she had always overheard laughter.
This means that… Tonight there was no laughter at all. I
This further supports the idea that…

think they are at the war and that is
why it is so quiet cause they are at the
Sum it Up (green)

- Conclude your answer war. So you can see a lot of bad things
- Link back to the topic sentence happen in the war.
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

COOL AND CALM EMOTIONS NERVOUS AND
AFRAID

TALKING CHARACTERISTI QUIET
C

HAD KNOWLEDGE DID NOT KNOW
KNOWLEDGE OF WHAT WAS GOING
ON
WHAT WAS
GOING ON

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 The question is When is telling the truth
*If there is more that one part of important? When is not telling the truth
the question, make sure to answer important? It is important to tell the truth
ALL parts. because if you lie than you could get in
trouble but it is also good to lie sometimes
C Cite Evidence (yellows) to protect someone or to keep them safe. On
- Use evidence from the text to page 93 it says there was a slight commotion
support your answer. outside the door, and mama went quickly to
-Include both paraphrased look out. In a moment she was back. “Itś all
evidence and direct quotes right,” she said, in response to their looks. I
think that she was lying to them when she
Possible evidence starters: said In a moment she was back. “Itś all
According to the text… right,” she said, in response to their looks she
For example… was properly lying to them because she did
On page ___ it says… not want them to get sad or scared. On page
Further support can be found... 94 it says she knew how frightened Mrs.
In the article/ chapter it states... Rosen was of the sea. I think she was lying
that she was afraid of the sea because she
E Explain (reds) would've known someone that had
- Explain how each piece of text something to do with water and it made her
evidence supports your answer. afraid of water. On page 88 it says there was
no one in the casket at all instead it seemed
Possible explain starters: to be stuffed with folded baskets than on
This clearly shows that… page 90 it says peter removed the folded
This means that… baskets from the coffin one by one. Peter
This further supports the idea that… removed blankets from the coffin into the
casket and took all the other stuff out and
S Sum it Up (green) lied about it. Now you know when telling the
- Conclude your answer truth is important and when it is not
- Link back to the topic sentence important.
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 text relates to number the stars because on page 95 it says ¨and we can not
use any kind of light. I will go first I no the way very well and you follow me. Try not to
stumble over the tree roots in the path. It relates to the picture because the man in
the red bandana saved people and mama saved Mr. Rosen. So that is how they are
related.

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 including the
the question, make sure to answer story of Little Red Riding Hood
ALL parts.
because she was telling that story. On
C Cite Evidence (yellows) page 107 it says she thought of a story
- Use evidence from the text to
support your answer. she had often told to Kirsti as they
-Include both paraphrased cuddled in bed at night. "Once upon a
evidence and direct quotes
time there was a little girl,"she told
Possible evidence starters: herself silently, "who had a beautiful
According to the text… red cloak. Her mother had made it for
For example… her. It relates to the question because
On page ___ it says… they are both talking about the little
Further support can be found... red riding hood. On page 108 it says at
In the article/ chapter it states... the time of dawn, other fishermen

E Explain (reds) would be on the road, hurrying to
- Explain how each piece of text there boat for the long day at sea. And
evidence supports your answer. there might be soldiers. When she said
and there and there might be soldiers
Possible explain starters: here she did not sound scared. So that
This clearly shows that…
This means that… is the author's purpose of including
This further supports the idea that… the story of Little Red Riding Hood.

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
- Rewrite the question as a

statement using your own words The question was Why does the

Answer the Question (green) author include the “Afterword?”
- Answer the question Why is it important to read the
*If there is more that one part of afterword, especially in historical
the question, make sure to answer fiction books? The Afterword is
ALL parts.

Cite Evidence (yellows) important because it allows us to
- Use evidence from the text to understand what happened.
support your answer. Reading historical fiction allows us
-Include both paraphrased to be moved by what happened.
evidence and direct quotes

Possible evidence starters: This means that if you do not
According to the text… understand the book then you
For example… could read the afterword and you
On page ___ it says… would understand it more. An
Further support can be found...

In the article/ chapter it states... Afterword is also important because

Explain (reds) it retells the story in a shorter way.
- Explain how each piece of text This means that it takes all the
evidence supports your answer. important thing in the book and it

Possible explain starters: says all the important thing and
This clearly shows that… puts it in the back of the book. So

This means that… that is why the author includes
This further supports the idea that… afterwards

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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