Literature Circle Guide – Number the Stars

Literature Circle Guide: Number the Stars

by Tara McCarthy

SCHOLASTIC PROFESSIONAL B OOKS

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Literature Circle Guide: Number the Stars © Scholastic Teaching Resources Scholastic Inc. grants teachers permission to photocopy the reproducibles from this book for classroom use. No other part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without permission of the publisher. For information regarding permission, write to Scholastic Professional Books, 555 Broadway, New York, NY 10012-3999.

Guide written by Tara McCarthy Edited by Sarah Glasscock Cover design by Niloufar Safavieh Interior design by Grafica, Inc. Interior illustrations by Mona Mark

ISBN: 0-439-27170-3

Printed in the U.S.A.

Literature Circle Guide: Number the Stars © Scholastic Teaching Resources Contents

To the Teacher ...... 4 Using the Literature Circle Guides in Your Classroom ...... 5 Setting Up Literature Response Journals ...... 7 The Good Discussion ...... 8 About Number the Stars ...... 9 About the Author: Lois Lowry ...... 9 Enrichment Readings: World War II and the Holocaust, Underground Movements, Historical Fiction ...... 10 Literature Response Journal Reproducible: Before Reading the Book ...... 13 Group Discussion Reproducible: Before Reading the Book ...... 14 Literature Response Journal Reproducible: Chapters 1-2 ...... 15 Group Discussion Reproducible: Chapters 1-2 ...... 16 Literature Response Journal Reproducible: Chapters 3-4 ...... 17 Group Discussion Reproducible: Chapters 3-4 ...... 18 Literature Response Journal Reproducible: Chapters 5-6 ...... 19 Group Discussion Reproducible: Chapters 5-6 ...... 20 Literature Response Journal Reproducible: Chapters 7-8 ...... 21 Group Discussion Reproducible: Chapters 7-8 ...... 22 Literature Response Journal Reproducible: Chapters 9-10 ...... 23 Group Discussion Reproducible: Chapters 9-10 ...... 24 Literature Response Journal Reproducible: Chapters 11-12 ...... 25 Group Discussion Reproducible: Chapters 11-12 ...... 26 Literature Response Journal Reproducible: Chapters 13-14 ...... 27 Group Discussion Reproducible: Chapters 13-14 ...... 28 Literature Response Journal Reproducible: Chapters 15-17 ...... 29 Group Discussion Reproducible: Chapters 15-17 ...... 30 Reproducible: After Reading ...... 31 Reproducible: Individual Projects ...... 32 Reproducible: Group Projects ...... 32 Literature Discussion Evaluation Sheet ...... 33

Literature Circle Guide: Number the Stars © Scholastic Teaching Resources To the Teacher As a teacher, you naturally want to instill in your A Allow three or four weeks for students to read students the habits of confident, critical, indepen- each book. Each of Scholastic’s Literature dent, and lifelong readers. You hope that even Circle Guides has the same number of sections when students are not in school they will seek out as well as enrichment activities and projects. books on their own, think about and question Even if students are reading different books in what they are reading, and share those ideas with the Literature Circle Guide series, they can be friends. An excellent way to further this goal is by scheduled to finish at the same time. using literature circles in your classroom. A Create a daily routine so students can focus In a literature circle, students select a book to on journal writing and discussions. read as a group. They think and write about it on A Decide whether students will be reading books their own in a literature response journal and then in class or for homework. If students do all discuss it together. Both journals and discussions their reading for homework, then allot class enable students to respond to a book and develop time for sharing journals and discussions. You their insights into it. They also learn to identify can also alternate silent reading and writing themes and issues, analyze vocabulary, recognize days in the classroom with discussion groups. writing techniques, and share ideas with each other—all of which are necessary to meet state and national standards. This guide provides the support materials for Read More About using literature circles with Number the Stars by Literature Circles Lois Lowry. The reading strategies, discussion questions, projects, and enrichment readings will Getting the Most from Literature Groups also support a whole class reading of this text or by Penny Strube (Scholastic Professional can be given to enhance the experience of an Books, 1996) individual student reading the book as part of a reading workshop. Literature Circles by Harvey Daniels (Stenhouse Publishers, 1994) Literature Circles

A literature circle consists of several students (usually three to five) who agree to read a book together and share their observations, questions, and interpretations. Groups may be organized by reading level or choice of book. Often these groups read more than one book together since, as students become more comfortable talking with one another, their observations and insights deepen. When planning to use literature circles in your classroom, it can be helpful to do the following: A Recommend four or five books from which students can choose. These books might be grouped by theme, genre, or author.

Literature Circle Guide: Number the Stars © Scholastic Teaching Resources Using the Literature Circle If everyone in class is reading the same book, Guides in Your Classroom you may present the reading strategy as a mini- lesson to the entire class. For literature circles, however, the group of students can read over and Each guide contains the following sections: discuss the strategy together at the start of class A background information about the author and then experiment with the strategy as they and book read silently for the rest of the period. You may A enrichment readings relevant to the book want to allow time at the end of class so the group can talk about what they noticed as they A Literature Response Journal reproducibles read. As an alternative, the literature circle can A Group Discussion reproducibles review the reading strategy for the next section after they have completed their discussion. That A Individual and group projects night, students can try out the reading strategy A Literature Discussion Evaluation Sheet as they read on their own so they will be ready for the next day’s literature circle discussion. Background Information and Literature Response Journal Topics Enrichment Readings A literature response journal allows a reader to The background information about the author and “converse” with a book. Students write questions, the book and the enrichment readings are designed point out things they notice about the story, recall to offer information that will enhance students’ personal experiences, and make connections to understanding of the book. You may choose to other texts in their journals. In other words, they assign and discuss these sections before, during, are using writing to explore what they think about or after the reading of the book. Because each the book. See page 7 for tips on how to help enrichment concludes with questions that invite students set up their literature response journals. students to connect it to the book, you can use this 1. The questions for the literature response section to inspire them to think and record their journals have no right or wrong answers but thoughts in the literature response journal. are designed to help students look beneath the surface of the plot and develop a richer Literature Response Journal connection to the story and its characters. Reproducibles 2. Students can write in their literature response Although these reproducibles are designed for journals as soon as they have finished a reading individual students, they should also be used to assignment. Again, you may choose to have stimulate and support discussions in literature students do this for homework or make time circles. Each page begins with a reading during class. strategy and follows with several journal topics. 3. The literature response journals are an excellent At the bottom of the page, students select a tool for students to use in their literature circles. type of response (prediction, question, They can highlight ideas and thoughts in their observation, or connection) for free-choice journals that they want to share with the group. writing in their response journals. 4. When you evaluate students’ journals, Reading Strategies consider whether they have completed all the Since the goal of the literature circle is to empower assignments and have responded in depth and lifelong readers, a different reading strategy is thoughtfully. You may want to check each day introduced in each section. Not only does the to make sure students are keeping up with the reading strategy allow students to understand this assignments. You can read and respond to the particular book better, it also instills a habit of journals at a halfway point (after five entries) mind that will continue to be useful when they and again at the end. Some teachers suggest read other books. A question from the Literature that students pick out their five best entries Response Journal and the Group Discussion pages for a grade. is always tied to the reading strategy. 5

Literature Circle Guide: Number the Stars © Scholastic Teaching Resources Group Discussion Reproducibles 4. It can be helpful to have a facilitator for each discussion. The facilitator can keep students from These reproducibles are designed for use in interrupting each other, help the conversation get literature circles. Each page begins with a series back on track when it digresses, and encourage of discussion questions for the group to shyer members to contribute. At the end of each consider. A mini-lesson on an aspect of the discussion, the facilitator can summarize everyone’s writer’s craft follows the discussion questions. contributions and suggest areas for improvement. See page 8 for tips on how to model good discussions for students. 5. Designate other roles for group members. For instance, a recorder can take notes and/or list Literature Discussion Questions: In a questions for further discussion. A summarizer literature discussion, students experience a book can open each literature circle meeting by from different points of view. Each reader brings summarizing the chapter(s) the group has just her or his own unique observations, questions, read. Encourage students to rotate these roles, as and associations to the text. When students well as that of the facilitator. share their different reading experiences, they often come to a wider and deeper understanding The Writer’s Craft: This section encourages than they would have reached on their own. students to look at the writer’s most important tool—words. It points out new vocabulary, The discussion is not an exercise in finding the writing techniques, and uses of language. One or right answers nor is it a debate. Its goal is to two questions invite students to think more explore the many possible meanings of a book. deeply about the book and writing in general. Be sure to allow enough time for these These questions can either become part of the conversations to move beyond easy answers— literature circle discussion or be written about in try to schedule 25–35 minutes for each one. In students’ journals. addition, there are important guidelines to ensure that everyone’s voice is heard. Literature Discussion 1. Let students know that participation in the Evaluation Sheet literature discussion is an important part of their grade. You may choose to watch one discussion Both you and your students will benefit from and grade it. (You can use the Literature completing these evaluation sheets. You can use Discussion Evaluation Sheet on page 33.) them to assess students’ performance, and as mentioned above, students can evaluate their own 2. Encourage students to evaluate their own individual performances, as well as their group’s performance in discussions using the Literature performance. The Literature Discussion Evaluation Discussion Evaluation Sheet. They can assess Sheet appears on page 33. not only their own level of involvement but also how the group itself has functioned. 3. Help students learn how to talk to one another effectively. After a discussion, help them process what worked and what didn’t. Videotape discussions if possible, and then evaluate them together. Let one literature circle watch another and provide feedback to it.

Literature Circle Guide: Number the Stars © Scholastic Teaching Resources Setting Up Literature phrases that describe how a character looks or the Response Journals feeling a setting evokes. Many readers note certain words, phrases, or passages in a book. Others note the style of an author’s writing or the voice in Although some students may already keep which the story is told. A student just starting to literature response journals, others may not read Number the Stars might write the following: know how to begin. To discourage students from merely writing elaborate plot summaries and to The story starts out kind of happy. It’s encourage them to use their journals in a obvious that Ellen and Annemarie are really meaningful way, help them focus their responses good friends, and that they’re used to doing around the following elements: predictions, the carefree stuff that most friends do. But observations, questions, and connections. then those German soldiers appear and the atmosphere changes into a threatening one. Have students take time after each assigned Ellen is really scared, and Annemarie has to section to think about and record their responses do some fast thinking. Maybe this is what it in their journals. Sample responses appear below. feels like to be in a country taken over by Predictions: Before students read the book, enemy forces. have them study the cover and the jacket copy. Questions: Point out that good readers don’t Ask if anyone has read any other books by Lois necessarily understand everything they read. To Lowry. To begin their literature response journals, clarify their uncertainty, they ask questions. tell students to jot down their impressions about Encourage students to identify passages that the book. As they read, students will continue to confuse or trouble them and emphasize that they make predictions about what a character might shouldn’t take anything for granted. Share the do or how the plot might turn. After finishing the following student example: book, students can re-assess their initial predictions. Good readers understand that they If Annemarie’s family is so afraid of the must constantly activate prior knowledge before, Nazis, how come they’re reading an illegal during, and after they read. They adjust their newspaper? What would happen to them if expectations and predictions; a book that is they got caught doing that? Are Mrs. completely predictable is not likely to capture Johansen and Mrs. Rosen aware of something anyone’s interest. A student about to read that their children don’t know about yet? Number the Stars for the first time might predict Connections: Remind students that one the following: story often leads to another. When one friend I read on the back cover that this story tells a story, the other friend is often inspired to happens in 1943 in Denmark, and that the tell one, too. The same thing happens when Nazis are searching for Jews and carrying someone reads a book. A character reminds the them away. The character called Ellen must reader of a relative, or a situation is similar to be Jewish, because she has to pretend to be something that happened to him or her. part of another family. From these hints, I Sometimes a book makes a reader recall other can pretty well guess that this story is books or movies. These connections can be based on history, and that it will tell about helpful in revealing some of the deeper meanings Danish efforts to protect Danish Jews. or patterns of a book. The following is an example of a student connection: Observations: This activity takes place immediately after reading begins. In a literature Some students in our school come from response journal, the reader recalls fresh countries where warfare and conflicts impressions about the characters, setting, and between groups are real-life issue right now. events. Most readers mention details that stand I bet these kids could give me a lot of out for them even if they are not sure what their insights into the feelings of the characters importance is. For example, a reader might list in this book.

Literature Circle Guide: Number the Stars © Scholastic Teaching Resources The Good Discussion You may want to let another group experiment with a discussion so students can try out what In a good literature discussion, students are they learned from the first one. always learning from one another. They listen to Assessing Discussions: The following tips one another and respond to what their peers will help students monitor how well their group have to say. They share their ideas, questions, is functioning: and observations. Everyone feels comfortable 1. One person should keep track of all behaviors about talking, and no one interrupts or puts by each group member, both helpful and down what anyone else says. Students leave a unhelpful, during the discussion. good literature discussion with a new understanding of the book—and sometimes with 2. At the end of the discussion, each individual new questions about it. They almost always feel should think about how he or she did. How more engaged by what they have read. many helpful and unhelpful checks did he or she receive? Modeling a Good Discussion: In this era of combative and confessional TV talk shows, 3. The group should look at the Literature students often don’t have any idea of what it Discussion Evaluation Sheet and assess their means to talk productively and creatively performance as a whole. Were most of the together. You can help them have a better idea of behaviors helpful? Were any behaviors what a good literature discussion is if you let unhelpful? How could the group improve? them experience one. Select a thought-provoking short story or poem for students to read, and then choose a small group to model a discussion In good discussions, you will often hear of the work for the class. students say the following:

Explain to participating students that the “I was wondering if anyone knew . . .” objective of the discussion is to explore the text thoroughly and learn from one another. “I see what you are saying. That reminds me of Emphasize that it takes time to learn how to something that happened earlier in the book.” have a good discussion, and that the first “What do you think?” discussion may not achieve everything they hope it will. Duplicate a copy of the Literature “Did anyone notice on page 57 that . . .” Discussion Evaluation Sheet for each student. “I disagree with you because . . .” Go over the helpful and unhelpful contributions “I agree with you because . . .” shown on the Literature Discussion Evaluation Sheet. Instruct students to fill it out as they “This reminds me so much of when . . .” watch the model discussion. Then have the “Do you think this could mean . . .” group of students hold its discussion while the rest of the class observes. Try not to interrupt or “I’m not sure I understand what you’re saying. control the discussion and remind the student Could you explain it a little more to me?” audience not to participate. It’s okay if the “That reminds me of what you were discussion falters, as this is a learning experience. saying yesterday about . . .” Allow 15–20 minutes for the discussion. When “I just don’t understand this.” it is finished, ask each student in the group to reflect out loud about what worked and what “I love the part that says . . .” didn’t. Then have the students who observed “Here, let me read this paragraph. It’s an share their impressions. What kinds of example of what I’m talking about.” comments were helpful? How could the group have talked to each other more productively?

Literature Circle Guide: Number the Stars © Scholastic Teaching Resources About Number the Stars World War II in her mother’s Pennsylvania hometown, went to junior high in Japan, and In this carefully researched book, Lois Lowry has then attended high school in New York City. She managed to capture in the simplest of language still loves to visit new places. the terrible threat that Germany posed to the Through her travels, Lowry has experienced a world, the plight of Jews during that period, and variety of cultures and the different ways in the cleverness and courage of the people who which people live together. Although she always resisted the Nazis. had scribbled down stories and poems, Lowry Number the Stars was inspired by the stories didn’t start writing books professionally until of Lowry’s friend, Annelise Platt, who grew up after the birth of her four children in the mid- in Copenhagen during World War II. As the 1970s. To date, she has written over 20 books. author recalls, “the most important thing was a Of her work, Lowry writes, “My books have story she told me, not about her own family, but varied in content and in style. Yet it seems to me about what really happened to all the Danes dur- that all of them deal, essentially, with the same ing that time when the Jews were to be taken general theme: the importance of human connec- away by the Nazis and the Danish Christian pop- tions… Number the Stars, set in a different cul- ulation rose up as group and hid and saved their ture and era, tells of the same things: the role that Jewish population. And that seemed to me to be we humans play in the lives of our fellow beings.” such an important story to be told that I decided Lois Lowry presently lives in Cambridge, to write the book.” Massachusetts, with her Tibetan terrier Bandit, In 1990, Lowry won the Newbery Award and the and spends weekends at an old farmhouse in National Jewish Book Award for Number the Stars. New Hampshire. She has two grandchildren. Photography is one of Lowry’s hobbies, and her photos have appeared on the covers of Number the Stars and The Giver.

Other Books by Lois Lowry:

About the Author: Lois Lowry All About Sam Anastasia Krupnik All writers make use of material from their own lives in their work. It may be obvious what Autumn Street experiences they have drawn from, or the Find a Stranger, Say Goodbye connections may be more subtle or hidden. As you share this information about Lois Lowry's Gathering Blue life, ask students to notice which issues are The Giver important to her and why she might have wanted Looking Back: A Book of Memories to address them in Number the Stars. Rabble Starkey Lowry describes herself as a “solitary child who lived in the world of books.” A middle child A Summer to Die with an older sister and a younger brother, she Zooman Sam lived all over the world because her father was in the military. Lowry was born in Hawaii, spent

Literature Circle Guide: Number the Stars © Scholastic Teaching Resources Enrichment: world. Among his prime goals was the World War II and the Holocaust conquest of England, whose prime minister Winston Churchill correctly predicted that the battle against Germany would be won only Adolf Hitler was a powerful speaker. Through his through “blood, sweat, and tears.” England and frenzied public speeches, he managed to convince the other countries fighting the Axis powers many Germans that their financial problems after were called the Allies. their nation’s devastating defeat in World War I were caused by people in other nations, and Many Americans, still recovering from World especially by Jews, wherever they lived. War I, wanted to remain neutral. It wasn’t until December 7, 1941, that the United States officially As soon as Hitler came to power in 1933, he entered the war. On that date, Japanese aircraft began to promote and encourage persecution of attacked the U.S. fleet anchored at Pearl Harbor, the Jews in Germany. Their property and Hawaii. Most of the ships were destroyed, and businesses were taken. They were prohibited hundreds of sailors died. On December 11, the from going to universities and stripped of their United States also declared war against the other civil rights. As the powerful German army Axis powers, Germany and Italy. moved into Poland, Belgium, Denmark, France, the Netherlands, and Russia, millions of Jews in World War II officially ended on September 2, these countries were killed or forced to work as 1945. Millions of lives were lost—soldiers on slave labor. each side, civilians in big cities and small towns, and most notably the Jews who died in By 1941, the Nazis had devised an even worse concentration camps. fate for Jews in the conquered countries: They were to be relocated, which meant shipped to The last century saw two world wars. Do you concentrations camps. There, old people, most think the entire world will ever go to war again? children, and many women were immediately Will there be a third world war? What you would killed in gas chambers. Those who escaped the fight for, and what do you believe your country gas chamber lived in horrible conditions. Worked should fight for? night and day by their Nazi captors, most of these survivors eventually died from starvation and Winston Churchill Adolph Hitler disease. It’s estimated that at least six million Jewish men, women, and children—more than two- thirds of the Jews in Europe—were put to death. This mass murder has come to be called the Holocaust. Japan and Italy joined the Germans in the war. They were known as the Axis powers. At first, Western nations tried to reason with them. But it soon became obvious that Hitler wanted to rule the

Literature Circle Guide: Number the Stars © Scholastic Teaching Resources Enrichment: their own fleet of ships rather than have the Underground Movements Nazis take it for their own purposes. And underground operatives in some European nations also worked to move Jews and other Underground movements are secret movements people in danger to safe havens. carried out by people who resist a ruling government. Usually, people who are part of an In addition to underground members who underground movement are considered criminals, devoted almost all their time to resistance, because they’re violating laws. thousands of other people took part in special missions. At Dunkirk, fleets of British fishermen One of the most famous undergrounds in rescued English soldiers from a no-win situation American history was the Underground Railroad. on the shores of France. It was not a railroad in the true sense of the word, but rather a series of homes that were When considering World War II, we tend to way stations and safe havens for enslaved think of all underground movements as being people who were fleeing north to freedom. The composed of “good guys”—people who helped Fugitive Slave Acts said the Allied cause. But that slaveholders could keep in mind that each capture any of their side of a conflict has slaves who had run its own underground away and return them network. For example, to the south. prior to and after the “Conductors” and other bombing of Pearl people involved in the Harbor, Germany and Underground Railroad Japan had defied these laws. underground agents in America. They held Many underground ordinary jobs in such movements sprang up places as embassies, during World War II. factories, and There was resentment government offices. among the people Their secret mission whom the Nazis had was to collect vital conquered. Still, some information for the people in occupied Axis powers, plant territory gave in and propaganda, and plan tried to cope with the and carry out acts of invasion; they adjusted sabotage. their lives as well as they could. Others became part of underground As you read Number the Stars, think about the resistance movements aimed at thwarting Nazi cause for which members of the Danish goals. Resistance included blowing up railroad Underground, like Peter and Lise, risked their stations and bridges, sabotaging factories, lives. Underground members were ordinary distributing illegal newspapers, rescuing people—just like you. Put yourself in their place. marooned Allied servicemen, and obtaining Would you join the Danish Underground? If not, secret Nazi files to gather information about the would you find another way to resist the Nazis? enemy’s next move. If members of the resistance Or would you silently live your life, believing were captured, they were executed. that eventually things would return to normal? One of the most startling resistance actions, as you’ll read, was the Danes’ decision to blow up

Literature Circle Guide: Number the Stars © Scholastic Teaching Resources Enrichment: fiction create characters and events to keep read- Historical Fiction ers interested. Historical events are the backdrop in which these characters move. You may have read many books in which you were learning Historical fiction is a story that combines history history without really realizing it, because the and fictional, or made-up, characters. For an characters and the plot were so engaging. author, history is what happened many years ago in the past. A book like Little Women is not With a partner, choose a book below that historical fiction because the author Louisa May you’ve both read and discuss it. What historical Alcott was alive during the Civil War, the time in event or situation does the story accurately por- which her story is set. If a writer today were to tray? What is fictional about the story? How do write a story set during the Civil War, that work the fictional characters react to real-life events? would be historical fiction. In the same way, Number the Stars is historical fiction because the Adam of the Road by Elizabeth Janet Gray author Lois Lowry wrote it in the late 1980s, almost 40 years after the end of World War II. Caddie Woodlawn by Carol Ryrie Brink Perhaps you can see right away the first major The Slave Dancer by Paula Fox challenge that a writer of historical fiction faces: Johnny Tremain by Esther Forbes He or she must get the history right! Writers of historical fiction must start by doing extensive Island of the Blue Dolphins by Scott O’Dell research. They must examine questions such as Roll of Thunder, Hear My Cry by Mildred D. Taylor the following: Across Five Aprils by Irene Hunt A What was life like then? Lois Lowry set her Sarah, Plain and Tall by Patricia MacLachlan story in Copenhagen in the 1930s and 1940s. She had to find out where people lived, what Morning Girl by Michael Dorris they ate, how they traveled, how they com- The Courage of Sarah Noble by Alice Dalgliesh municated important information, and how their lives were changed by the war. A What problems would the characters face? In Number the Stars, you’ll see that the Danes had to deal with the occupying Nazi forces. Some Danes worked to resist the Nazis and attempted to help people who were in danger. Lowry had to understand how people actually responded to these problems. The second major challenge that a writer of historical fiction faces is to create fictional characters who react in believable ways to actual events and situations. In Number the Stars, the major characters are people that Lowry has made up but, given the real-life circumstances in which they find themselves, they behave in ways that seem believable. In writing any kind of fiction, story is everything! Like all fiction writers, writers of historical

Literature Circle Guide: Number the Stars © Scholastic Teaching Resources re Response Jou Literatu rnal

Name ______Date ______

Number the Stars Before Reading the Book

Reading Strategy: Discovering What You Already Know

Take some time to think about this book and its author. What other books by Lois Lowry have you read? What kinds of big ideas does she explore? What ideas come to mind when you look at the cover of Number the Stars? Spend five minutes writing what you know and feel about the book and its author. Don’t censor yourself, and write as fast as you can.

Writing in Your Literature Reponse Journal

A. Write about one of these topics in your journal. Circle the topic you chose.

1. What do you know about World War II? Does your family have stories about what life was like then? What kinds of books or magazine articles have you read about that time? What kinds of movies and television shows have you seen about the war?

2. To what lengths would you go to rescue a friend? Would you be willing to endanger yourself to save him or her? Tell why or why not.

3. What conflict or war has been in the news recently? Which countries or people are involved? What are the issues? Does one group seem to suffer more than the other? Explain.

4. Do you think lying is ever justified? Defend your reasoning.

5. Have you ever witnessed prejudice against certain groups of people? Have you ever experienced prejudice yourself? If so, explain the circumstances and describe your reactions.

B. What were your predictions, questions, observations, and connections about the book? Write about one of them in your journal. Check the response you chose.

❒ Prediction ❒ Question ❒ Observation ❒ Connection

Literature Circle Guide: Number the Stars © Scholastic Teaching Resources Group Discussion

Name ______Date ______

Number the Stars Before Reading the Book

For Your Discussion Group

A If you have read other books by Lois Lowry, discuss the heroes and heroines in them and the big decisions they had to face.

A Discuss the meaning of courage. Is it only a physical thing, or can courage take other forms as well? What are some everyday circumstances in which one’s courage might be tested?

A Brainstorm a list of books in which the protagonists act courageously. List the different ways in which they exhibit courage.

A Number the Stars is set in Denmark during World War II. Remember, With your group, locate Denmark on a map of Europe. Use when you are brain- the map to estimate the following: storming, the goal • Denmark’s size compared to the size of Germany is to collect as • the distance between Denmark and Sweden many different ideas as possible Keep your map handy so that you can locate other countries and not to com- mentioned in Number the Stars. ment on them. Everybody’s ideas A As a group, you will probably have different answers to should be included. the above topics. It isn’t necessary that you decide upon one correct answer, but you must listen to each other’s ideas so that you develop a broader, richer understanding of the book.

A When you have finished talking about these topics, take some time to write in your journal about how people might exhibit courage in times of war.

Literature Circle Guide: Number the Stars © Scholastic Teaching Resources re Response Jou Literatu rnal

Name ______Date ______

Number the Stars Chapters 1–2

Reading Strategy: Asking Questions

As you’re just getting into a good book, you usually find yourself asking questions about the characters, the setting, and the events. It’s the search for answers that keeps you turning the pages. Write down your questions as you read and note the answers when you come to them later in the story. Jot down the questions you have so far about Number the Stars.

Writing in Your Literature Response Journal

A. Write about one of these topics in your journal. Circle the topic you chose.

1. Annemarie’s sister, Lise, died three years before the story opens. What questions do you have about her death?

2. What are the differences between the reactions of Annemarie, Ellen, and Kirsti to the Nazi soldiers? How do you account for these differences?

3. Annemarie feels that “the whole world has changed.” What does she mean? What specific aspects of her day-to-day life are different than they were a few years ago?

B. What were your predictions, questions, observations, and connections as you read? Write about one of them in your journal. Check the response you chose.

❒ Prediction ❒ Question ❒ Observation ❒ Connection

Literature Circle Guide: Number the Stars © Scholastic Teaching Resources Group Discussion

Name ______Date ______

Number the Stars Chapters 1–2

For Your Discussion Group

A Although members of the Danish Resistance probably would not answer you, discuss what questions you’d like to ask them anyway. What special qualities do you think Resistance members had to have?

A Danes who were not members of the Resistance had to cope with the Nazi invasion in their own ways. Discuss how they had to alter their behavior.

A Discuss the differences between life in Copenhagen and life in the fairy tale world that Annemarie tells Kirsti about. How might these fantasy stories help Annemarie as well as her sister?

Writer’s Craft: Atmosphere

Atmosphere is the general feeling or mood in a work of literature. Writers create atmosphere by using imagery and descriptions. For example, the description of the Nazi soldiers as they stop the girls sets up an atmosphere of danger and fear.

In contrast, there’s an atmosphere of happiness and pride in the descriptions of King Christian. In these two chapters, as in the rest of the book, you’ll find many places in which the atmosphere changes very suddenly, for example, from comfort to menace. How might these sudden changes be an accurate picture of life during wartime?

Literature Circle Guide: Number the Stars © Scholastic Teaching Resources re Response Jou Literatu rnal

Name ______Date ______

Number the Stars Chapters 3–4

Reading Strategy: Making Predictions

At this point in the story, you probably have a pretty firm idea about the nature of the danger that Ellen and her family are facing. You also know that the Johansens are determined to keep Ellen safe. In fact, you may be predicting some ways in which they’ll try to protect her. As readers become engrossed in a story, they cannot help but predict what’s gong to happen next. A prediction, of course, is an intelligent guess. As the story unfolds, a reader often changes his or her prediction. How have your predictions about the story changed so far?

Writing in Your Literature Response Journal

A. Write about one of these topics in your journal. Circle the topic you chose.

1. Annemarie’s father says that she and Ellen must pretend to be sisters. Why do you suppose he gives this instruction? Predict why Ellen may have to act like a member of the Johansen family.

2. Annemarie says to herself that she’s glad to be an ordinary person who will never be called upon for courage. What’s your prediction? Will she turn out to be correct or incorrect? Explain why you think so.

3. Imagine that you are Ellen. Write in the first-person (I) to relate your feelings and thoughts as you prepare to stay with the Johansens for the night.

B. What were your predictions, questions, observations, and connections as you read? Write about one of them in your journal. Check the response you chose.

❒ Prediction ❒ Question ❒ Observation ❒ Connection

Literature Circle Guide: Number the Stars © Scholastic Teaching Resources Group Discussion

Name ______Date ______

Number the Stars Chapters 3–4

For Your Discussion Group

A What are the Nazis doing that make you realize the Jews are in immediate danger? With your group, predict what might happen to people who attempt to protect the Jews.

A Mr. and Mrs. Rosen have left with Peter, and Mr. Johansen assures Ellen that they are safe. What’s your prediction about the Rosens’ destination? Do you think Mr. Johansen is positive about their safety, or is he trying to console Ellen? Explain your opinion.

A What do you think Mr. Johansen means when he says, “It will be a long night”? With your group, predict what might happen at the Johansens’ home during the night.

A Annemarie recalls the night of Kirsti’s birthday when the Danes blew up their naval fleet to keep it out of German hands. Discuss the advantages and disadvantages of their actions.

Writer’s Craft: Suspense

Suspense is that anxious feeling that results from being uncertain or doubtful. Writers create suspense by putting their characters into tough situations or having them face serious problems or hard decisions. Readers anxiously read on, eager to find out what happens next or whether their predictions are accurate. Some writers of chapter books deliberately end each chapter with a note of suspense, to make readers hurry on to the next chapter. Suspenseful chapter endings are often called cliffhangers, a term that comes from old serial stories and movies. In the early part of the twentieth century, for example, a movie installment might conclude with the hero or heroine tied to a railroad track or hanging from a cliff. Audiences hurried back to the theater the next week to find out how (or whether) the character escaped. How does Lois Lowry create suspense in Chapters 3 and 4? Tell whether or not you think the chapters end with cliffhangers.

Literature Circle Guide: Number the Stars © Scholastic Teaching Resources re Response Jou Literatu rnal

Name ______Date ______

Number the Stars Chapters 5–6

Reading Strategy: Visualizing

The events in Chapters 5 and 6 take place in three starkly different places—in a home invaded by Nazi soldiers; on a train moving across the Danish countryside; and in a seemingly peaceful area around a farm. As a good reader, you pick up the details that enable you to visualize or imagine these settings. When you take time to visualize settings, characters, or events, the story becomes more vivid to you. You can almost experience what is happening, as if you were watching a captivating movie. Draw a sketch of one of the settings in these chapters in your journal.

Writing in Your Literature Response Journal

A. Write about one of these topics in your journal. Circle the topic you chose.

1. What words and phrases in Chapter 5 enable you to visualize the voices and actions of the Nazis who break into the Johansens’ home? How do you feel as you visualize the invaders’ behavior? Why do you think you feel that way?

2. Toward the end of Chapter 5, the author describes three crucial pictures that Mr. Johansen pulls from the family album to convince the Nazis that Ellen is one of the Johansens. From the details that are given, visualize these pictures. In your journal, draw and label the pictures.

3. In Chapter 6, Mrs. Johansen seems to be taking her children and Ellen to a safe haven—a place far away from the troubles that afflict them in Copenhagen. Write about a time when you went to a safe haven to escape your troubles. Where was it? Why did that particular place feel safe?

B. What were your predictions, questions, observations, and connections as you read? Write about one of them in your journal. Check the response you chose.

❒ Prediction ❒ Question ❒ Observation ❒ Connection

Literature Circle Guide: Number the Stars © Scholastic Teaching Resources Group Discussion

Name ______Date ______

Number the Stars Chapters 5–6

For Your Discussion Group

A Visualize the sudden nighttime Nazi invasion of the Johansens’ home. What do the Johansens fear the most, and why? Are they fearful for their own lives, Ellen’s, or both?

A Discuss the quick thinking and talking the Johansens do to put off or delay the Nazis’ inspection. Why does the Johansens’ ruse work for the time being? What do the invaders do that suggests they’re not entirely ready to believe the Johansens?

A Why does Annemarie suddenly yank the Star of David off of Ellen’s neck?

A Discuss the coded telephone conversation that Annemarie’s father uses with Uncle Henrick. What might the seemingly harmless question “Is the weather good for fishing?” really mean? What meaning does Annemarie attach to “a carton of cigarettes”?

A Aboard the train, how do the Nazi inspectors try to trip up the Johansens? Why is this a suspenseful moment in the story? How is the suspense resolved?

Writer’s Craft: Description

As you read about the sights outside the train window and the characters’ safe arrival in Gilleleje, you probably visualize a world that is safer and more benign than the one they left behind in Copenhagen. What you visualize is greatly due to the writer’s power of description. The following are examples of description in the story:

The air was breezy and cool, and carried the sharp, not unpleasant smell of salt and fish. High against the pale clouds, seagulls soared. . . .

Here the path skirted the edge of a field, along a fence, and beyond it they could see the gray sea, ruffled by wind. The breeze moved the high grass.

With your group, look back quickly through Chapters 1–6 to identify and read aloud other descriptive passages.

Literature Circle Guide: Number the Stars © Scholastic Teaching Resources re Response Jou Literatu rnal

Name ______Date ______

Number the Stars Chapters 7–8

Reading Strategy: Making Inferences

An inference is a conclusion that readers reach after studying the evidence given in the story. Like all good writers, Lois Lowry provides enough clues along the way to allow readers to make valid inferences. For example, you’ve probably correctly inferred that the Johansens are intent on saving Danish Jews in general, even though this precise goal is not stated in so many words in the story. You can also infer that Peter’s unusual seriousness and hasty visits result from his participation in the Danish Resistance, even though he never admits it.

Writing in Your Literature Response Journal

A. Write about one of these topics in your journal. Circle the topic you chose.

1. Use your inference skills. Why do you think Mrs. Johansen has brought her children and Ellen to Henrick’s farm? Suggest at least two possibilities.

2. There are several differences between life in Copenhagen and on Henrik’s farm. Compare and contrast life, as Ellen and Annemarie experience it, in the two places.

3. At the end of Chapter 8, Annemarie realizes that there is no one named Great-Aunt Birte in her family. Why do you think a funeral is being held for someone who doesn’t exist?

B. What were your predictions, questions, observations, and connections as you read? Write about one of them in your journal. Check the response you chose.

❒ Prediction ❒ Question ❒ Observation ❒ Connection

Literature Circle Guide: Number the Stars © Scholastic Teaching Resources Group Discussion

Name ______Date ______

Number the Stars Chapters 7–8

For Your Discussion Group

A In her bedroom, Annemarie listens to her mother and uncle talk. She notices the absence of the laughter these two used to share. From this clue, and from the developments in Chapter 8, you can make some inferences about the subject of Mrs. Johansen and Henrick’s conversation. Share your ideas about what they’re discussing.

A Over the telephone, Annemarie’s father asked, “Is the weather good for fishing?” Now, in Chapter 8, Henrick says, “Tomorrow will be a good day for fishing.” Discuss why Annemarie finds this statement odd. What does your group think the statement means?

A Annemarie makes a joke about the Nazis relocating Uncle Henrik’s butter. One of the impacts of war is a shortage of food. Talk about which foods you would miss the most. Then discuss which foods would be most important for you to have to stay healthy.

Writer’s Craft: Character Development

In real life, the more you observe a person—the more you see him or her acting and reacting in different circumstances—the more you come to know that person. In a good story, readers get to know characters in a similar way: The writer develops the characters by showing how they react to a series of challenges and problems. Think about Annemarie. What were your first impressions of her in the opening chapter? In later chapters, what does she think and do that helps you build a richer picture of her character? What else do you hope the writer will reveal about Annemarie?

Literature Circle Guide: Number the Stars © Scholastic Teaching Resources re Response Jou Literatu rnal

Name ______Date ______

Number the Stars Chapters 9–10

Reading Strategy: Recognizing Cause and Effect

In an exciting story like this one, where problems and situations change rapidly, you may frequently say, “Oh, I see! This incident happened because of what happened before!” For example, at the beginning of Chapter 9, Annemarie is upset because her mother and uncle lied to her by pretending there was a relative called Great-Aunt Birte. The cause is the lie, and the effect is Annemarie’s anger. If you look back at previous chapters, you can identify a whole series of causes and effects, starting with how the soldiers’ behavior in Chapter 1 caused Annemarie and Ellen to feel fearful. Find at least one other cause and effect in the early chapters.

Writing in Your Reading Journal

A. Write about one of these topics in your journal. Circle the topic you chose.

1. Ellen says, “I’m so sorry your Aunt Birte died.” What causes Annemarie to keep the truth from Ellen? What effect does Annemarie’s silence have on Ellen?

2. Uncle Henrick talks with Annemarie about the nature of bravery. He says that it’s easier to be brave if you don’t know everything. Do you agree with him? Explain why or why not. If possible, give an example from your own life.

3. Annemarie lies to the Nazi soldier who harshly asks, “Who died?” What would have happened if she had told the truth? Do you think Annemarie is justified in lying in this situation?

B. What were your predictions, questions, observations, and connections as you read? Write about one of them in your journal. Check the response you chose.

❒ Prediction ❒ Question ❒ Observation ❒ Connection

Literature Circle Guide: Number the Stars © Scholastic Teaching Resources Group Discussion

Name ______Date ______

Number the Stars Chapters 9–10

For Your Discussion Group

A In Chapter 10, you finally discover the source of Lois Lowry’s title for this book. Identify the passage in which “number the stars” is mentioned. Where does the passage come from?

A Bibles and other literature often use comparisons and figures of speech that we can interpret in different ways. For example, the biblical quotation in this chapter includes, “he who numbers the stars one by one. . . .” Discuss whom the stars might stand for in this story.

A After Peter reads the biblical passage, he says, “Now . . . it is time.” What does he mean? Predict why Peter read that particular biblical passage.

Writer’s Craft: Dialogue

Dialogue means the exact words, enclosed in quotation marks, that someone says. Good writers use dialogue for the following purposes: 1. to move the plot along and 2. to reveal something important about the character who is speaking. Dialogue may be introduced or followed by words that show how the character says the words.

“There has been a death,” Mama’s voice replied calmly. “Who died?” he asked harshly.

Find other examples in these chapters like the ones shown above. Rewrite the dialogue so the mood or voice of the person speaking isn’t revealed. Don’t use any adjectives or adverbs, just use verbs such as replied, said, and asked. What effect does this have on the dialogue? What effect does it have on you, the reader?

Literature Circle Guide: Number the Stars © Scholastic Teaching Resources re Response Jou Literatu rnal

Name ______Date ______

Number the Stars Chapters 11–12

Reading Strategy: Recognizing Point of View

In literature, point of view refers to the person who is telling the story. In Number the Stars, readers see the events from Annemarie’s point of view. We see what Annemarie sees, feels, and experiences as she tries to understand the risks her family is taking and the dangers her friend Ellen is facing. Writers use point of view to help readers identify with the main character. It’s almost like you—the reader—are struggling along with the character to solve the problems in the story. How do you think the story would change if it were told from someone else’s point of view?

Writing in Your Literature Response Journal

A. Write about one of these topics in your journal. Circle the topic you chose.

1. Write from Ellen’s point of view. How does it feel to set off on the perilous journey to Sweden? What thoughts go through her mind? One way to get started is to write in the first-person, for example, I’m so afraid of crossing this sea. Will we really be safe? Will I ever see Annemarie again?

2. Peter is obviously a participant in moving Danish Jews to a safe haven. Imagine you are Peter. Explain why you are taking part in this rescue operation.

3. Have you ever tried to rescue a friend from a dangerous situation? Write about the situation and what was at stake. Tell about your rescue plan and whether or not it succeeded.

B. What were your predictions, questions, observations, and connections as you read? Write about one of them in your journal. Check the response you chose.

❒ Prediction ❒ Question ❒ Observation ❒ Connection

Literature Circle Guide: Number the Stars © Scholastic Teaching Resources Group Discussion

Name ______Date ______

Number the Stars Chapters 11–12

For Your Discussion Group

A Since the story is told from Annemarie’s point of view, readers only know what she knows and sees. For instance, as Annemarie gets involved in the rescue operation, some aspects of it become clear to her, while others remain mysterious. What does she know for sure? What questions is she unable to answer for sure? Answer the following questions from Annemarie’s point of view:

Why is the casket filled with blankets and clothing? Why does the baby Rachel have to be sedated? What is in the packet that Henrick gives to Mr. Rosen? What assignment must Annemarie’s mother carry out? Why is Mama lying on the ground?

Writer’s Craft: Imagery

Imagery is language that appeals to the senses—sight, smell, touch, hearing, and taste. Imagery helps readers imagine settings and experience what the characters are experiencing. The images in the following paragraph from Chapter 12 appeal to the reader’s sense of hearing:

The night was quiet, too. A slight breeze moved in the tops of the trees, and from across the meadow came the sound of the sea’s movement, which was a constant sound here and had always been. But no birds called or cried here now, in the night. The cow slept silently in the barn, the kitten upstairs in Kirsti’s arms.

With your group, look for passages in the chapters you’ve read that appeal to different senses. You might start with the paragraph that follows the one quoted above. 26

Name ______Date ______

Number the Stars Chapters 13–14

Reading Strategy: Recognizing References

As an eventful tale moves rapidly along, the writer often makes brief references to things that have happened previously in the story. One purpose of such references is to help readers link major steps in the plot. For example, in Chapter 13 Annemarie finds a packet in the grass and says, “Mr. Rosen tripped on the step, remember? It must have fallen from his pocket. . . .” This is a reference to a very brief incident in Chapter 11. If you’ve been reading closely and carefully, you recognize the incident. On the other hand, if a reference isn’t clear to you, you may want to use a related strategy— rereading—to find out why this latest development is significant. Find the place in Chapter 11 in which Mr. Rosen receives the packet, and then evidently loses it.

Writing in Your Literature Response Journal

A. Write about one of these topics in your journal. Circle the topic you chose.

1. Mama says, “They will sail soon. . . . Soon they will be safe, too.” What does Mama mean? To whom is she referring? How will “they be safe”?

2. Imagine that you are Annemarie delivering the packet. Write in the first-person (I) to tell how you feel as you set off along the dark path. Are you afraid of or worried about anything? How does the once-familiar path seem different to you now?

3. Annemarie has changed since this story began. Compare the carefree schoolgirl with the girl who is now undertaking a dangerous assignment. If necessary, refer to previous chapters. What has Annemarie learned about her friends and family, and—most importantly—about herself?

B. What were your predictions, questions, observations, and connections as you read? Write about one of them in your journal. Check the response you chose.

❒ Prediction ❒ Question ❒ Observation ❒ Connection

Name ______Date ______

Number the Stars Chapters 13–14

For Your Discussion Group

A In the beginning chapters of this book, Annemarie often tells fairy tales to her little sister. Now it seems that a fairy tale has come true. Annemarie is re-enacting a fairy tale in a real-life situation.

A Decide which fairy tale Annemarie is acting out in this perilous situation. Discuss and connect the following references:

A girl is carrying a basket. She must walk through the woods. Her goal is to deliver the basket to a relative. There may be dangers in the woods.

A In the fairy tale, the heroine meets a terrifying wolf that challenges her. Whom does Annemarie meet—in addition to the dogs—that symbolizes the wolf? What threat do they pose?

A Real-life incidents usually diverge, or are different in certain ways, from fairy-tale incidents. Discuss how Annemarie may escape from the “wolves” in this story.

Writer’s Craft: Theme

A theme is an idea that the story conveys about life. The writer usually doesn’t state the theme directly. It’s up to readers to discover the theme for themselves by using the incidents and ideas that the writer has presented. A story may also have more than one theme. For example, the fairy tale “Snow White” has the following themes: Don’t accept presents from strangers. Goodness and kindness will eventually be rewarded. With your group, discuss at least two themes you’ve found in Number the Stars. State each theme in a complete sentence.

Name ______Date ______

Number the Stars Chapters 15–17

Reading Strategy: Summarizing

Summarizing means capturing the plot of a story or the chapters in a story. When you summarize, you briefly list the main events of the story or chapter in sequence. Summarizing is not an easy skill to master because a good story has so many exciting plot steps that you may be tempted to list them all. Overcome the temptation! Focus on the important steps that move the story along. Read the following summary of Chapters 13–14:

Mama is injured on her way home. She and Annemarie discover that an important packet has not been delivered to Uncle Henrick. Annemarie undertakes the dangerous task of taking the packet to her uncle.

Summarizing is a useful skill when you’re reviewing the main events or ideas in a story. It is also helpful to summarize when you’re discussing a story with a classmate or writing down the main events of a story in your journal.

Writing in Your Literature Response Journal

A. Write about one of these topics in your journal. Circle the topic you chose.

1. Write two sentences to summarize the events that happened in Chapter 15.

2. Push your summarizing skills to the limit. Write four brief sentences to summarize what happened in Chapters 15 and 16.

3. Imagine that you’re a book reviewer. Write a summary of 100 words or less about what happened in Number the Stars.

B. What were your predictions, questions, observations, and connections as you read? Write about one of them in your journal. Check the response you chose.

❒ Prediction ❒ Question ❒ Observation ❒ Connection

Name ______Date ______

Number the Stars Chapters 15–17

For Your Discussion Group

In her journey to Uncle Henrick’s boat, Annemarie learns directly about the risks taken by members of the Danish Resistance movement and by the Jewish escapees. She also discovers her own ability to deal with dangerous situations.

A Summarize how Annemarie is able to make the Nazis think she’s a “silly little girl” delivering lunch to her uncle.

A What escape trick has Annemarie learned from her sister Kirstin?

A Annemarie learns more as Uncle Henrick explains why the handkerchief is so important. Summarize with your group what the handkerchief was used for.

A Think again about bravery and courage. Does bravery mean being unafraid, or does it mean doing something daring even if you are afraid? In your discussion, use Annemarie’s journey to her uncle’s ship as an example. What other examples of courage can you find in these chapters?

A Relate the story to your own real-life experiences and knowledge. Whom do you know that’s brave? What did she or he do? With your group, make a list of qualities that might show a person’s courage.

Writer’s Craft: Foreshadowing

Will Annemarie and Ellen ever meet again? Lowry’s use of foreshadowing, or hints about the future, suggests that they will. She tells us that Annemarie’s father anticipates the return of the Jews. Neighbors are looking after the homes of Danish Jews who had to flee during the Nazi occupation. Annemarie retrieves the Star of David necklace that she yanked from Ellen’s neck when the Nazis invaded the Johansens’ home. Annemarie puts it on and says that she’ll give it back to Ellen when her friend returns to Denmark. With your group, write and act out dialogue between Ellen and Annemarie when they meet again at last.

Number the Stars After Reading

After reading the final chapter of Number the Stars, you come to a section called the Afterword, in which Lois Lowry says to her readers, “How much of Annemarie’s story is true?. . . Let me try to tell you, here, where fact ends and fiction begins.” What follows in the Afterword are some important insights into this work of historical fiction. Lowry explains how she blended historical facts and the characters and situations that were her own inventions.

A Make a two-column chart. Give one column the heading of History. Label the other column Fiction. As you read the Afterword, record what is fact (history) and what is fiction in Number the Stars. An example is shown below.

History Fiction

Copenhagen was occupied by Nazis. Annemarie and her family and friends

A Think about a story that you might write that includes the same historical facts as Lowry’s story. Add another Fiction column to your chart. Write down the characters and events in your story, just as you did for Number the Stars. Keep in mind that your characters and incidents must relate to the historical facts you’ve already listed! For instance, you might make up a fictional character named Herman, who is a fisherman or an escapee. Whatever dangers or problems you devise for Herman must relate to history, which is the effort to rescue Danish Jews.

A After you complete your chart, discuss with your group what was difficult about it. Share your ideas about the challenges faced by writers of historical fiction.

Individual Projects

1. Draw a picture panel for each of the 17 chapters in Number the Stars. In each panel, show what you consider to be the main event in that chapter. Write a brief caption for each panel that summarizes the action in your picture. Put each panel on a separate page, and then bind the pages into a book.

2. From a newspaper, magazine, or from your personal knowledge and experience, choose a real-life example of heroism. Write an article about the heroic act. As a writer of historical fiction would, change minor details and the names of the people involved, but keep the basic details true to life.

3. Heroism displays itself in different ways. Think of five characters from Number the Stars who behave heroically. Explain what each character does that is heroic. Your explanation can be in writing, or in the form of an oral presentation to your classmates.

✃

Name ______Date ______

Group Projects

1. In wartime, secrecy and code language are vital when conveying important information about your tactics and the enemy. Discuss how the Danes conveyed information about rescue operations as revealed to you in Number the Stars. Then investigate the code that Navajo soldiers used to outwit Japanese forces during World War II. Why was this code so successful? Write a report about the Navajo Code Talkers for your classmates.

2. Imagine that your town has been overtaken by a force called the Zinates. The Zinates’ goal is to eliminate all people who have blond or brown hair and blue or green eyes. With your group, plan and write about a rescue operation you might perform to save the targeted victims from the Zinates. Then discuss how this exercise helped you to understand the real-life stresses the Danes faced during World War II.

3 Search Internet sites and print sources to find first-person descriptions of the Holocaust told by survivors. Discuss the most moving and compelling stories. Work together to compile a collection of these stories.

Literature Circle Guide: Number the Stars © Scholastic Teaching Resources Literature Circle Guide: Number the Stars © Scholastic Teaching Resources