Addison Ranchel - NTS Literature Response Journal - 1159328 (2)

Number the Stars

Reflection Journal

By: Addison Ranchel

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” shows

how Adolf Hitler set out to rule the world. He came into power
in 1933 and began to blame Jews for everything. Starting in
1941, Jewish people were sent to relocation camps. In these
camps over 6 million died. He joined forces with Japan and
Italy. When Japan bombed Pearl Harbor, Hawaii on
December 7th, 1941, the United States entered the war and
fought against the Japenese powers until Septemer 2nd,
1945 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
The north
throughout history? wants no

slaves The danes

and the blow up

Underground south their boats

Railroad does

Slaves Underground World
escaping Movements War II
to the
north for South
freedom. people go
and take
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 In the book The Yellow Star The people
- Underline keywords were negatively affected by the Nazis
- Rewrite the question as a because the Nazis forced the Danes that
statement using your own words were jews to sew a yellow star to their
cloths. In the yellow star, it states that the
A Answer the Question (green) Nazis forced the Jewish people of
- Answer the question Denmark to wear a yellow star. This
*If there is more that one part of means that the jews can be arrested
the question, make sure to answer because they go to church. Further
ALL parts. support can be found on page 15 king
Christian puts a yellow star on and he is
C Cite Evidence (yellows) not a jew. This further supports the idea
- Use evidence from the text to that all of king Christian’s subjects put a
support your answer. yellow star on then the Nazis leave. The
-Include both paraphrased tailor also was affected negatively he had
evidence and direct quotes to take down the flag. The tailor had also
been threatened because he took down
Possible evidence starters: the flag. To sum it up the Nazis wanted to
According to the text… take over Denmark until the king and his
For example… subjects wear a yellow star and the Nazis
On page ___ it says… leave.
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) How are the character's life different
- Read the question or prompt than our life? The characters lives are
- Underline keywords different because they are negatively
- Rewrite the question as a affected by the soldiers. For example
statement using your own words “Halte the tall soldier said.” Soldiers do
not give children orders because they
A Answer the Question (green) are not slaves. Another example is“One
- Answer the question of the soldiers the taller one, moved
*If there is more that one part of the toward her. Annemarie recognized him
question, make sure to answer ALL as the one they always called the giraffe
parts. because of his long neck that came out
of his collar. He and his partner were
C Cite Evidence (yellows) always on this corner.” No soldiers on
- Use evidence from the text to corners with rifles and poking children's
support your answer. bags with the rifle. For example, The
-Include both paraphrased soldier reached down to touch Kristi’s
evidence and direct quotes hair but Kristi just slapped him and
yelled don’t. Soldiers do not touch a
Possible evidence starters: little kid's hair. One more is “She is
According to the text… pretty like my own little girl the tall
For example… soldier said.” Soldiers don't call little
On page ___ it says… girls pretty and call them their own. To
Further support can be found... sum it up so far in the book the soldiers
In the article/ chapter it states... are trying to make life in Copenhagen
miserable because soldiers have
E Explain (reds) desperately tried to have war for all
- Explain how each piece of text these years in Copenhagen.
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)
● Lise is the queen and her fiancee is the king.
● Annemarie is queen and Kristi is the other person and Ellen

is king.
● This picture reminds me of King Christain X in the book

Annemarie and Ellen talk about him.

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 all of Denmark must be the
bodyguard for the Jews as well.” What does this
C Cite Evidence (yellows) mean? This means that you should protect the
- Use evidence from the text to Jews and everyone negatively affected and that
support your answer. will be all of Copenhagen. According to the text
-Include both paraphrased “After school, when the girls stopped at the shop,
evidence and direct quotes which had been there as long as Annemarie could
remember, they found it closed. This means that
Possible evidence starters: something happened to Mrs. Hirsch and the
According to the text… Jews. On page 23 it says “Peter tells us that the
For example… Germans have issued orders closing many stores
On page ___ it says… run by Jews.” This means almost all of
Further support can be found... Copenhagens shops run by Jews are gone.
In the article/ chapter it states... Clearly, the Germans are trying to make all life
miserable in Copenhagen.

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)
● Annemarie was thinking about Kristi’s birthday and there were fireworks.
● They were playing with dolls and making one of them say this: we shall go to

Tivoli to dance and watch the fireworks, and maybe there will be some
handsom men there.

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 care about the Feelings about the They don’t care about

Jewish feelings. Jewish people. the Jews feelings.

Care greatly about How the Jewish Don’t care about
the Jewish people. people are treated the Jews.

Really don’t like the How much people They love the camps.
camps. like the relocation

camps.

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)
● In the story it said “ Cigarettes were the thing that papa missed, the way

mama missed coffee. He complained often - he complained only yesterday -
that there were no cigarettes in the stores.

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

- Rewrite the question as a

statement using your own words How does war change people why? War
changes people because the soldiers
Answer the Question (green) bark orders and take away things. On
- Answer the question page 64 Ellen asks where her necklace is
*If there is more that one part of and Annemarie answers I hid it in a safe
the question, make sure to answer place. The soldiers would take you away.
ALL parts. Ellen has been changed by soldiers
bursting in the apartment and her
Cite Evidence (yellows) parents leaving her. Soldiers come in
- Use evidence from the text to with guns if the Danes have sugar or
support your answer. butter to steel it. In the U.S. we do not
-Include both paraphrased have soldiers coming to our houses with
evidence and direct quotes guns and eating our butter and sugar.
To sum it up the soldiers want to not
Possible evidence starters: only make life miserable for the Jews
According to the text… but also for everyone else.
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

Got pushed and How harsh the Soldiers asking harsh
slaped by the soldiers. soldiers were to questions about the
them.
funeral.

She gave a lot of detail How they lied. She gave a very
to her lies. short lie.

She was brave and How they handled She didn’t move and
tried to protect fear told the lie she was

everyone by walking to told to tell.
the casket and the
soldier.

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 When was telling the truth important?
*If there is more that one part of When was not telling the truth
the question, make sure to answer important? Not telling the truth is
ALL parts. important when Ellen was about to be
taken away but she pretended to be Lise
C Cite Evidence (yellows) so she is not taken away. Telling the
- Use evidence from the text to truth is important when Annemarie
support your answer. finds out there is no Great Aunt Birte
-Include both paraphrased and tells her Uncle Henrik and he tells
evidence and direct quotes the truth. In the book on page 88, it says
“there was no one in the casket at all.
Possible evidence starters: Instead, it seemed to be stuffed with
According to the text… folded blankets and articles of clothing.
For example… Telling the truth is important when
On page ___ it says… Ellen finds out there is no Great Aunt
Further support can be found... Birte just coats, sweaters, and blankets.
In the article/ chapter it states... Not telling the truth is important when
Ellen was going to get taken away in
E Explain (reds) chapter 7. This was important because
- Explain how each piece of text without Lise dying Ellen would be in a
evidence supports your answer. relocation camp or worse. Obviously,
the soldiers plan to take every Danish
Possible explain starters: Jew to a relocation camp or kill them.
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)
● In chapter 13 page 101 it said “ I’m alright, really. Don’t worry. And the

Rosens are with Henrik. That’s the important thing. She smiled a little,
though her face was drawn with pain and she bit her lip, the smile fading.
We got there quite quickly, even though it was still so dark and it was
difficult for the Rosen’s, not knowing the path. Henrik was there waiting,
on the boat, and he took them aboard and down below so quickly they
were invisible in a instant. He said the others were already there; Peter
got them there safely too.”

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 Why does the author include the story
the question, make sure to answer of Little Red Riding Hood? The author
ALL parts. includes Little Red Riding Hood
because on Annemarie’s run she was
C Cite Evidence (yellows) like Little Red Riding Hood running
- Use evidence from the text to through the forest and ran into a wolf
support your answer. but in Annemarie’s situation, she runs
-Include both paraphrased into soldiers and dogs. On page 106 it
evidence and direct quotes says “She felt her way with her feet,
trying not to stumble. The handle of the
Possible evidence starters: basket scratched her arm through her
According to the text… sweater. She shifted it and tried to run.”
For example… Here she acted like she was in a play of
On page ___ it says… Little Red Riding Hood or she was Little
Further support can be found... Red Riding Hood. For example,
In the article/ chapter it states... Annemarie was telling herself the story
of Little Red Riding Hood in her head
E Explain (reds) like she was telling Kristi a story. Here
- Explain how each piece of text she thought of Little Red Riding
evidence supports your answer. Hood-like she was telling the story to
Kristi. So Annemarie’s run was
Possible explain starters: frightening but also reliving her Uncle
This clearly shows that… Henrik and all the Jewish people.
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
- Rewrite the question as a

statement using your own words Why does the author include the
afterword? Why is it important
Answer the Question (green) especially in historical fiction books?
- Answer the question The afterword is important because it
*If there is more that one part of tells you what the author went through
the question, make sure to answer and a little bit more about the
ALL parts. character's life. For example, the
handkerchief was attracting dogs and it
Cite Evidence (yellows) destroyed their sense of smell
- Use evidence from the text to temporarily. In the afterword, it said the
support your answer. handkerchief had a powder made by
-Include both paraphrased Swedish scientists to save the Jews. The
evidence and direct quotes story also said the story of how Lise and
Peter died. In the afterword, it said lots
Possible evidence starters: of young people died. To sum up the
According to the text… book it was sad that lots of people died
For example… during the war and that people had to
On page ___ it says… evacuate the city of Copenhagen and
Further support can be found... leave their king, Christan X.
In the article/ chapter it states...

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