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Number the Stars

Page history last edited by Wendy Rooney 11 years, 1 month ago

FrontPage

Number the Stars - 2

Number the Stars - 3

http://www.mce.k12tn.net/reading23/number_the_stars.htm - Number the Stars Novel Questions

http://www.carolhurst.com/titles/numberthestars.html- Number the Stars Study Guide

http://www.multcolib.org/talk/guides-number.html - Number the Stars Discussion Questions

http://www.bookrags.com/Number_the_Stars - Book Rags Study Guide

http://www.forks.wednet.edu/middle/summerschool99/classes/reading/number-the-stars-all.html - NTS Questions

http://www.cyberlearning-world.com/lessons/ushistory/ww2/europeantheater.htm - Interactive Map

http://www.teachervision.fen.com/tv/printables/TCR/1557342105_43_key.pdf - Fact or Opinion

http://www.dltk-teach.com/rhymes/littlered/1.htm- Little Red Riding Hood

http://www.storybookonline.net/article.aspx?Article=redcap - Grimm's Little Red Cap

http://www.storybookonline.net/article.aspx?Article=dahl - Roald Dahl's Little Red Riding Hood

http://www.mce.k12tn.net/reading23/lesson_plans_for_number_the_star.htm - Number the Stars

http://fcit.usf.edu/holocaust/timeline/timeline.htm - WWII Timeline

http://teacherlink.ed.usu.edu/tlresources/units/byrnes-literature/simpson.html - Number the Stars

http://www.teachervision.fen.com/reading/activity/2536.html - Number the Stars Jeopardy

http://www.teachervision.fen.com/tv/printables/Number-the-Stars-Jeopardy.pdf - Character Jeopardy

http://earthrenewal.org/Holocaust.htm - The Holocaust

http://www.classzone.com/novelguides/litcons/number/guide.cfm - NTS Novel Study

http://www.emints.org/ethemes/resources/S00000539.shtml - Holocaust Survivor Stories

http://www.ncsu.edu/midlink/bkfair/derby/LACEY/ - NTS Power Point

http://edsitement.neh.gov/view_lesson_plan.asp?id=373 - Anne Frank

http://www.holocaustsurvivors.org/ - Survivor Stories

http://college.usc.edu/vhi/ - Shoah Foundation - Survivor Stories

http://louisville.edu/education/ciidl/quicklinks/presentations/kycec-2007-differentiated-instruction-session/Number%20The%20Stars%20Suggested%20Unit%20Activities.doc/view - NTS Activities - Elements of Fiction, Tessallations

http://www.millikenpub.com/Med/Pages/EMP3190.pdf© Milliken Publishing Company 1 MP3190 Number the Stars

Objectives

Comprehension

—Students will demonstrate understanding of the novel through

written and verbal responses to sectional comprehension questions which fit all

learning styles.

Vocabulary

—Using vocabulary words from the novel, students will define familiar

and unfamiliar words based on context. They will practice using reference books,

such as the dictionary and thesaurus, and they will complete activities which

require higher–level thinking and application skills.

Writing Activities

—Students will extrapolate and apply information from the

novel into activities which relate to extended content areas: writing skills/activities,

reading skills, research, and journal writing.

Summary of Novel

Set in Copenhagen, Denmark during World War II, this historical–fiction novel follows

the lives of a Danish family and a Jewish family. Two girls, Ellen and Annemarie,

struggle to understand the meaning of the war and the drastic changes in their lives

since the German occupation. Then Annemarie discovers that Ellen and her family are

in grave danger of being arrested by Nazis simply because they are Jews.

Annemarie believes her father’s story about the Danish people’s willingness to give

their lives to save King Christian X, but she has never believed that she would be

called upon to risk her life to save another. Through her courage, Annemarie helps

her friend and other Jews escape to safety. Yet Annemarie continues to face the

uncertainties and tragedies caused by the war.

EMBARKING ON A JOURNEY

Directions for Playing “Rattle On!”

1. Work with a partner in pairs. Combine two pairs together to form groups of four

students. Designate pairs as Team A or Team B. The pairs will compete against

each other in “Rattle On!” a game similar to “Outburst™.”

2. Distribute one copy of “Rattle On!” to each pair of students. Cut page 3 in

hal. Each teamgets either the half labelled Team A or the half labelled

Team B, but not both halves.

3. Team A begins by naming the topic of one category for Team B. Team B then has

90 seconds to identify as many of the items for the topic as possible. In the second

round, Team B names the topic. Team A guesses the items. Continue until each

team has named three topics.

4. Team A keeps score for Team B, and Team B keeps score for Team A. Teams

score one point for each correct answer identified. If a team correctly identifies

all ten items within the time limit, they receive an extra five points.

5. The team that chooses the topic may give clues to the other team; however, there is

no rule requiring the team to do so. One team in a group may give clues, while the

other team chooses not to give clues.

After the game, discuss the categories with the class.

Which items were easy to identify?

Which items surprised you? Why?

Were there any items you did not understand?

What do you know about the novel from this activity?

Team A

Reproducible

Countries in Europe

Norway France Denmark

Poland Sweden Germany

Switzerland Belgium England

Portugal

Things You Might Do/Feel in a Dangerous Situation

panic talk to yourself to stay calm

fear injury, death, or capture stay clearheaded and focused

feel unsure/doubt yourself be brave/courageous

run act/pretend you are

fight someone else

stay alert

What You Would Do (and How You Would Feel) if a Friend Were in Danger

TEAM B

Things Related to World War II

feel guilty (Why friend and not me?) assess situation

feel powerless get help

(tell parents, police)

worry, feel nervous or terrified for friend stay calm, reassure friend

fear for your own safety make a plan to help

panic act on plan

(hide friend,

throw a rope, etc.…)

rationing Germany Holocaust

Hitler concentration camps soldiers

Pearl Harbor weapons Jews

bombs

You Know You’re Growing Up When Adults Let You...

go out with friends babysit younger siblings

stay home with no babysitter stay up late

go to or have a coed party make your own decisions

know family secrets go places by yourself

taste wine/alcoholic beverages drive

want invaders to leave fear of dying

wish to hide somewhere fear of being a prisoner

want things the way they used to be anger

confused that this could happen want to go fight the enemy

hatred for the enemy powerless to do anything

How You Would Feel if Your Country was Invaded?

COMPREHENSION Menus

Objective:

Purpose

Checking the students’ comprehension of a novel is more than simply asking them to

reiterate what they have just read. It involves asking them to think about what they

have read, looking for meaning “between the lines of text.” Students should be able to

respond to the novel’s meaning by inferring answers that are not in black and white

print. They should be able to apply the meaning to their own lives and to formulate

answers using their own background. Students should also be able to create meaning

based on the information in the book.

Methods for Using the Menus

Following are methods for using the learning–style questions from the comprehension

menus. Vary the methods you use to keep students enthusiastic and motivated.

1. Assign a portion* or all of the comprehension menu for a given section. Students

respond to each assigned question by writing a complete sentence/paragraph

answer in a reading notebook. Class discussion follows completion of the reading

and writing. Questions should be evaluated for completeness and accuracy.

2. Assign half* of the questions for individual written responses and the other half for

small–group or partnered responses in a verbal format. Written work will be read

and discussed within the group while members evaluate one another’s answers,

offering positive and constructive remarks. The small groups will then discuss the

other half of the questions while recording their answers. Class discussion on all

assigned questions follows.

3. Students should be paired. Each partner will be responsible for answering the same

number of questions off the menu. Partner A reads a question and Partner B

answers. Partner A evaluates and discusses the answer with Partner B. Then

Partner B reads a question. The process continues until all questions have been

discussed.

4. Review the questions as a class or in small groups BEFORE reading the section.

Discuss and record students’ predictions for each question based on what they

already know about the novel. Students then read the section, aloud or individually,

and again answer questions using any of the above methods. Compare their

predictions with their answers after they have read the section.

* Students should select the questions they feel most comfortable answering.

Teacher selections defeat the purpose of the learning–style approach.

Students will demonstrate understanding of the novel through written

and/or verbal responses to sectional comprehension questions that fit all learning

styles.

Students will interact with concepts and vocabulary from the novel

in order to obtain a basic understanding of these before they begin reading.

iRubric: Number the Stars Reading Menu Self- Evaluation rubric

preview rubric

Number the Stars Reading Menu Sef- Evaluation

Self-Evaluation Enter rubric description
	Outstanding 4 pts	Achieving 3 pts	Progressing 2 pts	Beginning 1 pts
Conflict Characters in stories deal with problems or CONFLICT. The types of conflict we see are: Character vs. Character , Character vs. Self, Character vs. Society, Character vs. Nature	Outstanding I found an example of all four types of conflict in the story.	Achieving I found an example of three of the types of conflict in the story.	Progressing I found an example of two of the types of conflict in the story.	Beginning I found an example of one of the types of conflict in the story.
Cause and Effect The plot of the story has many cause/effect events. One plot element happens as a result of something else.	Outstanding I identified six cause/effect events in the story.	Achieving I identified 4-5 cause/effect events in the story.	Progressing I identified 3 cause/effect events in the story.	Beginning I identified 1-2 cause/effect events in the story.
Theme- Courage Courage is a theme of this story. Many of the characters displayed courageous behavior.	Outstanding I found courageous behavior in 7 of the characters.	Achieving I found courageous behavior in 5-6 of the characters.	Progressing I found courageous behavior in 3-4 of the characters.	Beginning I found courageous behavior in 1-2 of the characters.
Historical Fiction Historical fiction mixes true facts and fiction.	Outstanding I found 5 historical facts and 5 fictional events in the story.	Achieving I found 4 historical facts and 4 fictional events in the story.	Progressing I found 2-3 historical facts and 2-3 fictional events in the story.	Beginning I fournd 1 historical fact and 1 fictional event in the story.
Free Choice Write the name of the Task you chose.	Outstanding I completed the Task that was described on the menu.	Achieving I did most of the Task that was described on the menu.	Progressing I did some of the Task that was described on the menu.	Beginning I did not complete the Task that was described on the menu.

http://www.mrsfullilove.com/numberthestarsplans.html- NTS Activities

http://www.mrsfullilove.com/numberthestarsplans.html - Who Betrayed Anne Frank Video

Theme

Introducing Vocabulary.
Write occupation and resistance side by side on the chalkboard, overhead, or chart paper. The common use of the word occupation; has a different meaning in Number the Stars. Identify the roots occupy and resist. Using the roots and a dictionary if necessary. Establish the military definitions of occupation and resistance. Define these words : surrender, sabotage, persecution, swastika, relocation, rationing, curfew. Work in small groups to define these words and relate them to occupation and resistance.
Tapping Prior Knowledge: Quickwrite.
Write about an incident—from your own experience or from their reading—in which someone took a stand against injustice (unfairness). Describe what happened and explain how the incident made them feel. Students will share their responses. Make connections between their experiences and events in the novel.

Cross Curricular Activities

A Journalist is Born.
Interview a grandparent or another person who lived through World War II about his or her memories. Plan your questions and record the person's answers in the form of a printed interview. You can find interviews in magazines or other publications to use as models.
In Memory.
Make scrapbooks honoring the characters Lise or Peter, who die for Denmark's Resistance Movement. Create pictures, captions, newspaper clippings, and so on, covering significant moments mentioned in the novel.

Research Assignments

Resistance across Europe.
Research resistance efforts in countries occupied by the Nazis before and during World War II.

Suggested Procedure:

Brainstorm a list of places where you might find information about resistance efforts. For example, you might check encyclopedia entries on World War II, the Holocaust, or various countries occupied by Germany. You might look up books or computer resources on resistance organizations, and follow up with biographical material on individuals.
Explore available resources to identify possible research topics. For example, Le Chambon, France; or Oskar Schindler. There were resistance movements in every Nazi-controlled country, including Germany and Italy, and in some ghettos and camps, such as the Warsaw Ghetto.
Choose a resistance movement or hero to research. Cover a variety of people and places. Include visuals, such as drawings of people or places.

Fact or Fiction.
Find and read a factual account about Denmark at the time of the German occupation, using an encyclopedia, a history book, the Internet, or the library. Write an essay comparing the factual account to Number the Stars. Discuss the advantages and disadvantages of each type of writing.

Vocabulary

Obstinate – stubborn, unyielding

Occupation – possession of a country by military force

Sabotage – destruction or willful damage of property or resources

Rationed - limited in amount

Haughtily – in a way that is arrogant and scornful of others

Synagogue – a Jewish place of religious worship

Imperious – commanding

Relocate – to move to a different place

Reluctantly – unwillingly

Urgency – need for quick or prompt action

Ruefully – in a way that shows regret

Condescending - to act like you are better than someone else

Protruding – sticking out

Donned – to put on clothing

Segment – part or section of a whole

Insolently – in a rude manner, insulting

Discovery – detection

Cowardly – afraid

http://gillett.wi.schoolwebpages.com/education/page/download.php?fileinfo=Q2hhcmFjdGVyX0NvbG9yYXRpb25zLnBkZjo6Oi93d3c3L3NjaG9vbHMvd2kvZ2lsbGV0dC9pbWFnZXMvZG9jbWdyLzI3NWZpbGUxODM4LnBkZg== - Character Colorations Activity - Match the Character to the Phrases

Journal Questions

Chapters 1-2

There are Nazi soldiers on every street corner. Their presence makes me feel…

Chapters 3-4

I am afraid for my friend, Ellen, because she is Jewish.

Chapters 5-6

We are not even safe in our own homes.

Chapters 7-8

I do not have a Great-aunt Birte. Why would mama lie?

Chapters 9-10

I was never so frightened in my whole life as when Nazis came to our prayer service for Great-aunt Birte.

Chapters 11-12

I know that someday I will see Ellen again.

Chapters 13-15

Now I know what Uncle Henrik meant when he told me that it would be easier to be brave if I didn’t know everything.

Chapters 16, 17, Afterword

I have learned many hard lessons about life in the past 2 years.

Journal Rubric

Number the Stars Journal Rubric

Name:____________________________ Score:%

The Journal:

High Quality (3)

High-Mid Quality (2)

Mid Quality (1)

Low Quality (0)

Has each question written

Yes

Questions are all written, but not always correctly

1 is missing

2+ are missing

Is written from Annemarie’s perspective

All are written properly

------------------------------

1 entry not correct

2+ entries not correct

Has appropriate answers for each question written in paragraph form

All answers are appropriate

1 answer is not appropriate or are not written in paragraph form

2 answers are not appropriate or are not written in paragraph form

3+ answers are not appropriate or are not written in paragraph form

Contains paragraphs with at least 4 sentences

All paragraphs contain at least 4 sentences

1 paragraph does not contain at least 4 sentences

2 paragraphs do not contain at least 4 sentences

3+ paragraphs do not contain at least 4 sentences

Contains writing that is neat and easy to read

Always

Often

Occasionally

Rarely or never

Contains entries that are all dated

All entries are dated

1 date is missing

2 dates are missing

3+ dates are missing

Contains entries that use proper grammar (capitalization, punctuation, complete sentences, etc.)

Always

Often

Occasionally

Rarely or never

Is written neatly in cursive

Always

Often

------------------------

Sometimes or never

Rubric is turned in with the assignment

Yes

------------------------------

--------------------------

Number the Stars

Chapter 1-2 Questions

Name:_______________________ Score:________

Answer the following questions. Be sure to label your answers a, b, c, etc. as needed.

A) How did Annemarie and Ellen react when the soldiers stopped them as they raced to the corner after school? B) What was Kirsti’s reaction? C) Why do you think her reaction was different from that of the older girls?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Why do you think it was important for the girls to be “one of the crowd” when facing the Nazi soldiers?

________________________________________________________________________________________________________________________________________________________________

A) Why didn’t King Christian fight the Nazis when they came to Denmark? B) Do you think his decision was wise? Why or why not?

A) How did the people feel about King Christian? B) Which words and incidents gave you information about the way that the Danes felt?

________________________________________________________________________________________________________________________________________________________________

Number the Stars

Chapter 3-4 Questions

Name:_______________________ Score:________%

Answer the following questions. Be sure to label your answers a, b, c, etc. as needed.

A) What orders did the Germans issue affecting the Jewish shop owners? B) Why were the orders issued? C) How did the Johansens feel about the orders?

What were some of the everyday hardships that the Johansens and the Rosens had to face because of the war?

A) Why did the Danes destroy their own naval fleet? B) How did Kirsti interpret the sounds and lights caused by the destruction?

Number the Stars

Chapter 5-6 Questions

Name:_______________________ Score:________

Answer the following questions. Be sure to label your answers a, b, c, etc. as needed.

1. What did Annemarie know about Lise’s death?

2. In what ways did the Johansens and the Rosens demonstrate their strong bond of friendship during the wartime?

________________________________________________________________________________________________________________________________________________________________

3. How were the German soldiers who came to the Johansens’ home different from those seen on the streets?

________________________________________________________________________________________________________________________________________________________________4. What did Mr. Johansen do to convince the Germans that Ellen was his daughter?

________________________________________________________________________________________________________________________________________________________________

A) Where did Uncle Henrik live? B) What did he do for a living?

MORE ON NEXT PAGE ---------------------------------------------------------------------------------------à

________________________________________________________________________________________________________________________________________________________________

Number the Stars

Chapter 7-8 Questions

Name:_______________________ Score:________

Answer the following questions. Be sure to label your answers a, b, c, etc. as needed.

Why do you think Mama warned the girls to “stay away from people” while they were at Uncle Henrik’s house?

A) What did Annemarie say she did with Ellen’s necklace? B) Where do you think she might have put it?

________________________________________________________________________________________________________________________________________________________________

3. A) Who was Thor?

________________________________________________________________________________________________________________________________________________________________

A) How did Uncle Henrik and Annemarie’s mother feel about each other? B) How was their time spent together on this visit different from the time they spent together on other visits?

________________________________________________________________________________________________________________________________________________________________

Number the Stars

Chapter 9-11 Questions

Name:_______________________ Score:________

Answer the following questions. Be sure to label your answers a, b, c, etc. as needed.

1. A. Why did uncle Henrik lie to the girls about Great-aunt Birte? B. What made Annemarie suspect that Great-aunt Birte wasn’t real? C. Did Ellen and Kirsti suspect this? Why or why not?

2. Why do you think Uncle Henrik left his boat so soon after everyone assembled in his living room?

________________________________________________________________________________________________________________________________________________________________

What did Annemarie mean when she said that Ellen had “moved now into a different world, the world of her own family and whatever lay ahead for them”?

________________________________________________________________________________________________________________________________________________________________4. Do you agree that knowing nothing can make being brave come more easily?

_______________________________________________________________________

MORE ON NEXT PAGE ---------------------------------------------------------------------------------------à

________________________________________________________________________________________________________________________________________________________________

Number the Stars

Chapter 12-15 Questions

Name:_______________________ Score:________

Answer the following questions. Be sure to label your answers a, b, c, etc. as needed.

1. A. How do you think Annemarie felt when she said good-bye to Ellen? B. How would you feel if you were saying good-bye to a friend who faced a very dangerous situation?

2. Do you think Mrs. Johansen knew of the plan to take the Rosens to Sweden? Why or why not?

________________________________________________________________________________________________________________________________________________________________

3. A. What did Mrs. Johansen do while she was away from the house? B. How did she injure herself?

________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________

Number the Stars

Chapter 16-Afterword Questions

Name:_______________________ Score:________

Answer the following questions. Be sure to label your answers a, b, c, etc. as needed.

1. Uncle Henrik told Annemarie that her actions were very brave, but Annemarie thought she was only frightened. How would you describe Annemarie’s actions? Give a reason for your answer.

2. A. Where did Uncle Henrik hide the Rosen family and the others? B. What was the importance of the handkerchief that Annemarie brought Uncle Henrik?

________________________________________________________________________________________________________________________________________________________________3. Do you think the country of Denmark accomplished the task of being a “bodyguard for the Jews” as Annemarie once said it must? Why or why not?

________________________________________________________________________________________________________________________________________________________________

4. What surprising facts did Annemarie learn about her sister Lise and Peter Neilson? ________________________________________________________________________________

5. A. Where had Annemarie hidden Ellen’s Star of David? B. Do you think it was a good hiding place? Why or why not?

MORE ON NEXT PAGE ---------------------------------------------------------------------------------------à

Why do you think Annemarie chose to wear Ellen’s Star of David until she saw her friend again?

Journal Questions

Chapters 1-2

There are Nazi soldiers on every street corner. Their presence makes me feel…

Chapters 3-4

I am afraid for my friend, Ellen, because she is Jewish.

Chapters 5-6

We are not even safe in our own homes.

Chapters 7-8

I do not have a Great-aunt Birte. Why would mama lie?

Chapters 9-10

I was never so frightened in my whole life as when Nazis came to our prayer service for Great-aunt Birte.

Chapters 11-12

I know that someday I will see Ellen again.

Chapters 13-15

Now I know what Uncle Henrik meant when he told me that it would be easier to be brave if I didn’t know everything.

Chapters 16, 17, Afterword

I have learned many hard lessons about life in the past 2 years.

Persuasive Writing Activity:

Write a letter to the President of the United States to request help for the people of Europe.

Write a letter to the Editor of a newspaper encouraging citizens to help the Jewish people in their time of need.

JIGSAW ACTIVITY

Group 1:

Jewish Religion

What are the beliefs?

Symbols?

Group 2:

Nazis

What does the Nazi Party believe?

Who was the head of the Nazi Party?

Group 3:

World War II

Who were the Allies?

Who were the Axis Powers?

When did the USA get involved?

Group 4:

King Christian X of Denmark

How did he react to the Nazis?

What was he famous for?

Group 5:

Concentration Camps

What were they?

Who were the prisoners? Why?

Who was in charge of the camps?

Group 6:

Resistance Fighters

Who were they?

What did they do?

Where could you find them?

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Number the Stars

iRubric: Number the Stars Reading Menu Self- Evaluation rubric

preview rubric

Obstinate – stubborn, unyielding

Name:____________________________ Score:%

Rarely or never

Number the Stars

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Number the Stars

iRubric: Number the Stars Reading Menu Self- Evaluation rubric

preview rubric

Obstinate – stubborn, unyielding

Name:____________________________________ Score:________%

Rarely or never

Number the Stars

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Insert links

Comments (0)

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Name:____________________________ Score:%