Multi-text Unit
Number the Stars
By: Lois Lowry
Betsy Rinehardt,
Marissa Ireland &
Kate Fairchild
Outline
Day One:
-Groups on Jewish culture and Holocaust (small groups)
-Answer questions associated with book in groups.
-Discuss book and questions to the rest of the class.
Day Two:
-Anticipation guide
-Read section Chapters 1-2
-Map of Denmark and Germany for location and size comparison
-Vocab own definition section 1
-Character sketcher 1&2
Day Three:
-Read Chapters 3-4
-Wanted poster
-Vocab own definition section 2
Day Four:
-Read chapters 5-6
-Vocab own definition section 3
-Create Star of David
-Star of David story web
Day Five:
-Read Chapters 7-8
-Vocab own definition section 4
-Internet workshop
Day Six:
-Read Chapters 9-10
-Vocab own definition section 5
-DED
Day Seven:
-Read Chapters 11-12
-Vocab own definition section 6
-Escape route
Day Eight:
-Read Chapters 13-14
-Vocab own definition section 7
-Prediction activity as to what is to com
Day Nine:
-Read Chapters 15-16
-Vocab own definition section 8
-Quiz
Day Ten:
-Read Chapter 17
-I poem as a class
-Assessment
Discovering the Time
In your group, you will be given a book to read and discuss with your group as you learn about the holocaust and the Jews. This will be an introduction to a book we will begin reading called Number the Stars. The first step in your station is to take turns reading the book that is given to you. You will then answer the questions given to you that relate to the book you have just read. You will be given one of the following books:
The Memory Coat by Elvira Woodruff
Star of Fear, Star of Hope by Jo Hoestlandt
Rose Blanche by Roberto Innocenti
Fireflies in the Dark-chapters 3-4 by Susan Goldman Rubin
Angel Girl by Laurie Friedman
The Memory Coat by Elvira Woodruff
- On page 3 what was the name for a town where Jewish people lived?
2. On page 10 who entered their town and caused commotion and chaos?
3. On page 11 where did Rachel’s family want to go to be safe?
4. On page 13 what is Ellis Island? Where is Ellis Island located?
5. On page 16 how did the family travel?
6. On page 19 what were some of the questions that they were asking and seemed to be concerned about?
7. On page 24 what was Rachel’s idea for Grisha’s coat?
Star of Fear, Star of Hope by Jo Horstlandt
- On page 2 what was sewed onto Lydia’s jacket? What does it represent?
2. On page 5 how did Madam Eleven O’Clock act while she was in the hall?
3. On page 7 who was the man that knocked on Helen’s door? What did he want?
4. On page 11 why could Madam Eleven O’Clock not go back home?
5. On page 17 what do you think papa was warning Lydia’s parents of?
6. On page 19 what was the French Soldier looking for?
7. Also on page 19 what were most of the people in the street carrying and wearing?
8. On page 27 what was the saying that was stated throughout the book?
Rose Blanche by Roberto Innocenti
1. On page 1 what had arrived that was uncommon?
2. On page 7 why do you think the little boy tried to run away?
3. On page 14 what did the young girl find by following the truck?
4. On page 16 why had Rose Blanche’s appetite increased?
5. On page 18 what was pinned on some of the young children’s shirts?
6. On page 22 what happened that caused Rose Blanche drop her food?
Fireflies in the Dark-chapters 3-4 by Susan Goldman Rubin
1. On page 14 why could school not be taught at Terezin?
2. On page 14 what type of guards were they watching for?
3. On page 15 what was their only escape? (mentally)
4. On page 18 what was meant by the line in the poem that stated “Why did they tear me away?”
5. On page 21 the people of Terezin were all hungry but who suffered the most?
6. On page 21 what group of people was able to get more food?
7. On page 22 what were some of the foods that they were expected to eat?
8. On page 23 what is a special occasion for Jewish individuals?
9. On page 23 how many people had to share a toilet?
10. On page 23 how did the prisoners bathe? How often were they allowed to bathe?
11. On page 23 what were some of the conditions Helga had to sleep in?
Angel Girl by Laurie Friedman
1. On page 1 how where individuals separated?
2. Also on page 1 who do you think was clicking their boots and pointing their guns?
3. On page 6 what do you notice about the uniforms? What seems to stand out?
4. On page 7 what time did the work begin? What conditions were the prisoners in?
5. On page 9 where did the young boy have to sleep at night?
6. On page 15 how was the young boy not starving like others in the camp?
- On page 17 what happened that set the young boy free?
7. On page 22 where did the young boy move away to?
Name:_______________________ Number the Stars Activity #1: Anticipation Guide Use Before Reading
Anticipation Guide
Directions: Respond to the following eight statements by indicating “agree” or “disagree” prior to reading the book. The statements refer to themes and ideas raised in the book. After reading the book, again indicate “agree” or “disagree.” If you changed your opinion or intensified it, explain in a sentence or two on the reverse side of this sheet.
| Before Reading | After Reading | |
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staying focused, and overcoming your fears. |
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© Novel Units, Inc. All rights reserve
Character Sketcher 1
You are invited to learn more about Annemarie. Please take notes on how Annemarie acts and looks.
v To begin, reread the following passages, determine “descriptive words” that capture Annemarie’s personality and explain why the words describe Annemarie.
v Reread page 1 and also read the 9th paragraph on page 25. Which words describe Annemarie? __________________________________________
v Focus on page 11 paragraph three to the end of the page.
She acts _____________________because_____________________
______________________________________________________.
v Reread page 13 paragraphs one and two and page 17 paragraph one. Which words describe Annemarie? ____________________________.
v She acts _____________________because_____________________
______________________________________________________.
v Reread page 22 paragraph 7, and page 23 paragraph one. Which words describe Annemarie?______________________________________.
v She acts _____________________because_____________________
_______________________________________________________.
Character Sketcher 2
You are invited to learn more about Ellen. Please take notes on how Ellen acts and looks.
v To begin, think about “descriptive words” that capture Ellen’s personality and try to find passages in Chapter 1 that show how Ellen is acting. Think about why or how those words describe Ellen in the passages. Remember these will be implied traits. Use the traits below to help you.
v Choose 3 of the following traits and find passages in Chapter 1 that demonstrate Ellen and how she acts:
| frightened | hesitant | clever | assertive |
| shocked | mischievous | excited | surprised |
v On page ___1___ paragraphs ___2-4____ Ellen acts
______________________________________ because/when
_______________________________________________________
_______________________________________________________.
v On page ___4____ paragraph __2___ Ellen acts
______________________________________ because/when
_______________________________________________________
_______________________________________________________.
v On page ____5___ paragraph ___5____ Ellen acts
______________________________________ because/when _
______________________________________________________
______________________________________________________.
As seen in the book Number the Stars, the people of Denmark had to sacrifice privileges, desires, and wants. Your job is to put yourself in the shoes of these people and create a WANTED poster expressing a privilege(s) or want(s) you wish you still had.
Your WANTED poster should include the following:
- An artistic representation of the privilege or want of your choice
- Two reasons why you chose that want or privilege
- The name of what you chose
- Amount of money you would give to have this in your life
Please use the template provided and make sure to keep all of your information on your WANTED poster, inside the blank area.
Star of David
The six-pointed star, the Star of David, has been the symbol of Judaism and the Jewish culture for many centuries. The meaning of this symbol can be interpreted in various ways. Its importance to the Jewish community can be seen throughout Number the Stars.
To learn more about the Star of David, visit the following website:
http://pw1.netcom.com/~mokeeffe/Page8.01.htm
You will be creating your own Star of David from Popsicle sticks using the following directions:
- Glue 3 Popsicle sticks into a triangle, and then glue the other 3 to make another triangle. Let the glue set for a little bit.
- Place the triangles as pictured to form a star. Put some glue on the spots that meet.
- Once it is dry, tie a loop of yarn or ribbon through one of the points
and then you can hang it up.
Star of David Story Web
At each of the six points, write one of the five W’s and How of good reporting that you have learned about so far in the book. Who? (are the main characters) When? (did this happen) What? (did they do) Why? (was the story written) Where? (did this happen) How? (is the story developing)
Internet workshop
http://sites.google.com/site/numberthestarsinternetworkshop/home
I invite you to visit this website and explore this internet workshop. Each page will direct you to a website that you will explore and answer questions about. Have fun and learn lots!!
Double Entry Diary
Quotes within Number the Stars
You are invited to complete a Double-Entry Diary for this section of the book. You will look for specific quotes that you found to be important or had a connection to. You will write down the passage in which you find it and write your response to it. Remember to write down the quotation or passage and the page number on the left side of your paper. On the right side of your paper, write your response or personal reactions and connections to what was written in the left column.
Part 1: Pick three quotes from chapter 4-5 that grab your attention. Be sure to include in your responses why you picked the quote you picked.
Quotes Reponses
| “It was hours later, but still dark, when she was awakened abruptly by the pounding on the apartment door.” | This shocked me because I can’t imagine how scary this must have been for Annemarie and her family to have German soldiers knocking at their door. |
DED Continued
Part 2: Also pick two important quotes out of the excerpt from the book Darkness over Denmark and record them in your DED.
Quotes Responses
| “Bam! Bam! Bam! A fierce banging on the front door awakened Leo and his brother” | This quote stood out to me because I could hear the knocking by the word choice used. |
Chapters 11-12
You have just read about Ellen and her family escaping by faking a funeral. In your group you will plan an escape from the school. Be sure to think about how you will disguise yourself and how you will get out. You will also need to know what type of transportation you will take to get away from the school. You will need to think about all the small details that could get you caught just as Ellen and her family had to. Be sure to draw a map of the escape plan that you choose.
Chapters 13-14
Annemarie has just been stopped by 2 dogs and 3 soldiers. What do you think is going to happen? Do you think Annemarie will be able to reach her uncle Henrik? What do you think was in the white envelope that Annemarie found? Use the sheet of paper below to make a prediction as to what you think Annemarie will do. Be sure to carefully create your sentences and use vocabulary terms that we have learned throughout the story.
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Number the Stars Chapters 15 – 16 Pages 113 – 127
1. How did Annemarie act when the soldiers stopped her?
a) frightened
b) like a silly little girl
c) angry
d) tough
2. The soldiers ___________
a) ate the bread
b) gave the bread to the dogs
c) stomped on the bread
d) gave the bread back to Annemarie
3. The soldiers expected to see _____________ at the bottom of the basket.
a) meat
b) apples
c) money
d) papers
4. _________________ was in the package at the bottom of the basket.
a) A map
b) A handkerchief
c) Papers
d) Money
5. How did Henrik react to getting the package?
a) upset
b) excited
c) angry
d) relieved
6. When Annemarie returned to the farm house she ________________.
a) took Mama to the hospital
b) ate breakfast
c) milked Blossom
d) woke Kirsti
7. How did Henrik carry the Rosens to Sweden without others noticing them?
a) Henrik put the Rosens in his cabin.
b) Henrik put the Rosens in a secret compartment on his boat.
c) Henrik dressed the Rosens as fishermen.
8. What was on the handkerchief?
a) a chemical that keeps the dogs from smelling
b) poison
c) blood
d) perfume
9. Which statement from Number the Stars contains a cause-effect relationship?
a) My Uncle Henrik forgot his lunch, and I’m taking it to him.
b) He’s a fisherman.
c) “Are you alone?” one asked.
d) One soldier stepped forward.
10. To learn more about how the Nazis used police dogs to sniff out hidden passengers, which would be the most reliable source of information?
a) student made website
b) fictional story
c) encyclopedia
d) tabloid magazine
11. From which point of view is Number the Stars written?
a) first
b) second
c) third
I Poem
In this section we will create an I poem. We will place ourselves in the shoes of Annemarie and help the reader identify with the character’s thoughts, actions, emotions, and personality. If possible, include personification and similes in your poem. You may wish to use the format presented below. Or, you may want to use your own format. Below is a format in which we can use to get us started.
FIRST STANZA
I am (two special characteristics you have)
I wonder (something you are actually curious about)
I hear (an imaginary sound)
I see (an imaginary sight)
I want (an actual desire)
I am (the first line of the poem repeated)
SECOND STANZA
I pretend (something you actually pretend to do)
I feel (a feeling about something imaginary)
I touch (an imaginary touch)
I worry (something that really bothers you)
I cry (something that makes you very sad)
I am (the first line of the poem repeated)
THIRD STANZA
I understand (something you know is true)
I say (something you believe in)
I dream (something you actually dream about)
I try (something you really make an effort to do)
I hope (something you actually hope for)
I am (the first line of the poem repeated)
Example
I am a pirate.
I tower over all around me with fierce bold eyes of terror.
I look of a dreadful heathen with dark black dreadlock hair with ribbons of those who cross me twined within.
I am a beast of a man and am an unpleasant guest in any area.
I am a pirate.
I sail the turbulent and trifling seas daily.
I hear the roaring ocean beckoning me as it laps against the edge of my ship.
I listen to the devastation of the sea as I pull into harbor and out of its reach.
I long to own the sea and all that it beholds.
I am a pirate.
I pretend I am a friend until I steal your very name.
I feel I do no wrong and only help those that I come across.
I seize vessels to expand my fleet.
I worry my crew will lose patience and fail me and my ship.
I cry when I think of the day I can no longer sail the high sea.
I am a pirate.
I understand life on the sea is rough and rugged.
I say there is nothing better.
I dream of a peaceful life upon the coastal area of Bath NC.
I try to seek refuge and belonging.
I hope I can make my case and surpass the crowds’ dismay.
I am Blackbeard
Vocabulary Table:
Find the following words in Number the Stars to see how they are used. Then, create your own student-friendly definitions for the words provided. Make sure you check to see how the word is used in the book.
Section 1: Chapters 1-2 (pages 1-17)
| Tier 2 Words | Page # | Student Friendly Definitions |
| civilized | 1 | Mature, responsible |
| lanky | 1 | tall and slender |
| rucksack | 1 | book bag, satchel |
| plodding | 2 | Stomping |
| contempt | 3 | disgust, dishonor |
| sulking | 3 | Pouting |
| prodded | 3 | Poked |
| defiantly | 4 | resist, to stand up against |
| scurried | 5 | to move away from quickly |
| occupation | 6 | |
| anxiously | 6 | |
| resistance | 8 | |
| solemn | 13 | |
| surrendered | 13 | |
| Write your own student-friendly definitions: Make sure you check to see how the word is used in the book. | ||
Section 2: Chapter 3-4 (pages 18-38)
| dawdled | 18 | |
| kroner | 20 | |
| Swastika | 21 | |
| tormenting | 24 | |
| pondered | 29 | |
Section 3: Chapters 5-6 (pages 39-59)
| confessed | 40 | |
| abruptly | 43 | |
| gestured | 47 | |
| imprinted | 49 | |
| tentatively | 50 | |
| distorted | 55 | |
| faithful | 58 | |
Section 4: Chapters 7-8 (pages 60-73)
| scampered | 70 | |
| scolded | 70 | |
| grouch | 73 | |
Section 5: Chapters 9~10 (pages 74-87)
| kneeling | 74 | |
| recurring | 83 | |
| gleamed | 84 | |
| staggered | 85 | |
Section 6: Chapters 11-12 (pages 88-100)
| pride | 93 | |
| squinted | 100 | |
Section 7: Chapters 13-14 (pages 101-112)
| faltered | 101 | |
| clumsy | 102 | |
| recognized | 104 | |
| ignored | 109 | |
| battered | 110 | |
| tantalize | 111 | |
Section 8: Chapters 15-16 (pages 113-127)
| tense | 113 | |
| grumbled | 121 | |
| concealed | 124 | |
| courageous | 127 | |
Section 9: Chapters 17(pages 128-132)
| unoccupied | 128 | |
| captured | 129 | |
Final Assessment
Unit Test
Matching: Match each of the following items with the phrase that best relates to it.
- Kirsti a. cocaine and dried rabbit’s blood
- the “Giraffe” b. brave, but sloppy
- “cigarettes” c. green shoes
- Resistance d. code name for Jewish escapees
- handkerchief e. Annemarie’s best friend
- Ellen f. afraid of deep water
- Mrs. Rosen g. Danish money
- Uncle Henrik h. comparison using “like” or “as”
- kroner i. German soldier
- simile j. Danish freedom fighters
True or False: Write true or false next to each statement below.
一. Kirsti, Annemarie’s older sister, was afraid of the German soldiers.
一. Denmark, Germany, and Sweden were occupied by the Nazis during World War II.
一. The Resistance sank the Danish navy ships.
一. The Rosens were alerted to their danger by the Rabbi.
一. There was no such person as Great-aunt Birte.
Short Answer: Provide a short answer for each of these questions.
- Annemarie found out that and were in the Resistance.
- helped the Jews escape by hiding them in his boat.
- The man who rode through the streets of Copenhagen with all of Denmark as his guard was _____________________
- owned a button store until the Nazis came.
- ____________________—was engaged to Lise.
Essay: Write the answers to these questions on the back of this paper.
- Describe the Rosen family. Include family members, occupation of father, and religion.
- Why did Mama lie to Annemarie? Was this the right thing to do? Tell why or why not.
- What happened to Mama on her return from the boat?
Books We Chose
Number the Stars
This novel was chosen because it is required in most sixth grade curriculums across the state. This novel also discusses a very important time in our history. Number the Stars is easy to comprehend and gives enough detail of the occupation of Denmark for students to appreciate how far our world has come. There are several important messages that can be learned from the text. This novel also relates to the social studies curriculum for sixth grade. In sixth grade students study Europe and the countries of that continent, the novel talks of Denmark and of Germany and other countries located in Europe.
Darkness over Denmark
This book related very well with Number the Stars. This non-fiction informational text also had real life stories from individuals that experienced things that were written about in the book Number the Stars. The passages were fairly short and paired well with chapters that were written in the novel.
The short stories that we chose were used to introduce to students the topics that would be introduced in the novel Number the Stars. These stories all have the common theme of the Star of David that is an important topic throughout the book itself.
6th grade Social Studies
Competency Goal 1: The learner will use the five themes of geography and geographic tools to answer geographic questions and analyze geographic concepts.
1.02 - Generate, interpret, and manipulate information from tools such as maps, globes, charts, graphs, databases, and models to pose and answer questions about space and place, environment and society, and spatial dynamics and connections.
Competency Goal 4: The learner will identify significant patterns in the movement of people, goods and ideas over time and place in South America and Europe.
4.01 - Describe the patterns of and motives for the migrations of people, and evaluate their impact on the political, economic, and social development of selected societies and regions.
Competency Goal 7: The learner will assess connections between historical events and contemporary issues.
7.01 – Identify historical events such as invasions, conquests, and migrations and evaluate their relationship to current issues.
7.02 – Examine the causes of key historical events in selected areas of South America and Europe and analyze the short- and long-range effects on political, economic, and social institutions.
6th grade Language Arts
Competency Goal 1: The learner will use language to express individual perspectives drawn from personal or related experience.
1.03 - Interact appropriately in group settings by:
· listening attentively.
· showing empathy.
· contributing relevant comments connecting personal experiences to content.
· monitoring own understanding of the discussion and seeking clarification as needed.
1.04 - Reflect on learning experiences by:
· describing personal learning growth and changes in perspective.
· identifying changes in self throughout the learning process.
· interpreting how personal circumstances and background shape interaction with text.
Competency Goal 2: The learner will explore and analyze information from a variety of sources.
2.01 - Explore informational materials that are read, heard, and/or viewed by:
· monitoring comprehension for understanding of what is read, heard and/or viewed.
· studying the characteristics of informational works.
· restating and summarizing information.
· determining the importance and accuracy of information.
· making connections between works, self and related topics/information.
· comparing and/or contrasting information.
· drawing inferences and/or conclusions.
· generating questions.
Competency Goal 5: The learner will respond to various literary genres using interpretive and evaluative processes.
5.01 - Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by:
· using effective reading strategies to match type of text.
· reading literature and other materials selected by the teacher.
· discussing literature in teacher-student conferences and small group discussions.
· taking an active role in whole class seminars.
· discussing and analyzing the effects on texts of such literary devices as figurative language, dialogue, flashback and sarcasm.
· interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style.
· recognizing underlying messages in order to identify theme(s) within and across works.
· exploring relationships between and among characters, ideas, concepts and/or experiences.
6th grade Technology
Competency Goal 3: The learner will use a variety of technologies to access, analyze, interpret, synthesize, apply, and communicate information.
3.12 - Plan, collect, evaluate, interpret, and use information from a variety of resources to develop assignments about the Eastern Hemisphere, Europe, and Former Soviet Republics.
3.13 – Use evaluation tools to select Internet resources and information for content and usefulness in content area assignments.
Sources
Introductory activity used to introduce students to the ideas and concepts seen throughout the book:
The Memory Coat by Elvira Woodruff-K-2
Star of Fear, Star of Hope by Jo Hoestlandt-K-2
Rose Blanche by Roberto Innocenti-K-2
Fireflies in the Dark-chapters 3-4 by Susan Goldman Rubin-K-2
Angel Girl by Laurie Friedman-K-2
Anticipation guide used to measure students prior knowledge of the topic:
Number the Stars Student Packet by Phyllis A. Green
Star of David informational website:
http://pw1.netcom.com/~mokeeffe/Page8.01.htm
Internet workshop websites used to help students discover further information about the Holocaust and enhance the reading of Number the Stars:
http://sites.google.com/site/numberthestarsinternetworkshop/
http://www.graceproducts.com/fmnc/main.htm
http://www.pbs.org/daringtoresist/synopsis.htm
http://library.thinkquest.org/TQ0310721/ch%207-8.html
Double entry diary used to incorporate non-fiction text with the novel Number the Stars:
Darkness over Denmark by Ellen Levine
Used for comprehension question quiz:
http://www.mce.k12tn.net/reading23/number_the_stars.htm
Final assessment used to measure student’s knowledge after reading the text Number the Stars:
A Literature Unit for Number the Stars by: Kathy Jordan
