Pre Reading Activities for Number the Stars

Number the Stars,past Lois Lowry. New York: Dell 1990

Grade Levels: 3 through 5

Objectives:

The pupil should exist able to:

• Recognize and understand the courage and heroism of the Danish and Swedish people and all others who resisted the Nazis.
• Realize that each of u.s.a. has the chapters to do adept as well as evil.
• Clarify and understand the reasons and motivations that acquired certain people to accept a stand.
• Recognize his or her own power to work for justice and brand a difference in ane's own guild and culture.

Sunshine State Standards:

• Grades 3-5
  • SS.A.1.two.1, 1.2.2, 2.ii.3, 2.3.1, 2.three.2
  • SS.B.1.ii.1, one.ii.two, ane.ii.three
  • LA.A.two.2.ane, 2.2.2, 2.two.4, 2.2.seven
  • LA.Due east.1.two.4, 2.2.3, 2.ii.4

View all Sunshine State Standards

Story Summary:

In Kingdom of denmark in 1943, the lives of all Jews are in jeopardy. 10-year-onetime Annemarie's best friend, Ellen, is Jewish. Annemarie's family undertakes the dangerous mission of smuggling Ellen and her family to Sweden aboard the line-fishing gunkhole that belongs to Annemarie's uncle. But when Anemarie'south mother is injured, and the special parcel that was to be delivered to Annemarie'southward uncle on the line-fishing boat is found beside the porch, it is upwards to Annemarie to deliver the package safely. Along the fashion, she must contend with German soldiers, as well as her ain fear.

Concept Summary:

Annemarie spends much fourth dimension reflecting on what it means to exist dauntless. She feels she is not brave because of her fright. But Annemarie comes to realize that bravery and fear often go mitt in manus. The volume dramatizes the heroism of the Danish people as a whole, as well as individuals like Annemarie and her family. An afterward explains the historical facts behind the fiction.

Procedures: Pre-Reading Activities and Word Questions:

1. Earth War 2 was one of the costliest and virtually destructive wars in history. What exercise you know about this terrible conflict? Choose ane of the following topics, exercise some inquiry about it in the library, and share what you learned with your classmates.

Causes of World War Two

State of war in Europe

War in the Pacific

Plight of the Jews during the state of war and Hitler's final solution

Bombing of Hiroshima and Nagaski

2. Find the land of Denmark on a map or a globe. Answer the following:
1. Which city is the capital of Kingdom of denmark? Where is the city located?
2. Which part of Denmark is near the country of Sweden?
3. What separates Denmark from Sweden?
4. Which land is straight south of Denmark?
3. Work in your literature circle grouping and complete a FRIENDSHIP web. Complete the web every bit you talk over what friendship means to you. Then compare your friendship spider web to the webs fabricated by other groups in your class.
4. Devise a program to hide a friend for a week from cruel representatives of an unjust government. Determine the safest identify to offer your friend shelter, the way y'all would bring food to your friend, and how you would brand certain that others would not know your friend'southward whereabouts.

Suggested Topics for Literature Circumvolve Discussion and Responding:

• Tell why Kirsti's reaction to the soldiers in chapter 1 is different from Ellen's and Annemarie's.
• Explain what Henrik means when he says, "Information technology is easier to exist brave if you practice not know everything" (folio 76).
• On page 79, explain the idea that Annemarie feels that she and her female parent were equals.
• What are the other sources of pride to which Annemarie is referring on pages 93-94?
• Explain why it is harder for the ones waiting (p. 98)?
• Why doesn't Annemarie'due south mother tell her what is in the packet?
• Why doesn't Annemarie think she was brave (p.122)? Do you hold with her? Explain why or why not. Use text reference to back up your response.

Suggested Topics for Word and Responding:

• Discuss some of the everyday hardships that the Johansens and the Rosens had to face up because of the war.
• Consider Annemarie's words, "Now I think that all of Denmark must be bodyguard for the Jews." How might the people of Denmark attain that task?
• Write most an effect that happened in your own life every bit through it were a flashback. This event should be one that would assist someone you know empathise yous better.
• Think near what you have learned and so far well-nigh Annemarie and the times in which she lived. Practise you recall Annemarie will be called upon to exhibit courage and bravery in some way? What might Annemarie be called upon to do? As y'all go on to read the story, compare your prediction to what really happens.
• Compare and contrast the German soldiers who came to the Johansens' dwelling different from those who patrolled the streets.
• Compare and contrast Annemarie and Ellen. Use a Venn diagram. List the traits they had in common on the overlapping part of the circles.
• Predict what might happen next in the story.
• Write a letter to Papa telling about your journey to Uncle Henriks home. Tell what y'all did the forenoon after your inflow. Then explicate the foreign events of that evening. Include personal feelings that y'all remember Annemarie might have had during that time.
• Write a journal entry reflecting the nigh recent events in your life. Predict what you recall is going to happen adjacent.
• Write a journal entry describing what yous did and how y'all felt during your dangerous adventure.
• Locate passages in chapter 15 that create a sense of danger and fear and allow the reader to know how Annemarie felt. Choose 2 passages that reflect the heady and suspenseful mood. List them, and tell why they made yous feel that way.
• Imagine a situation in which Annemarie and Ellen meet again after the war. Write a journal entry that explains where, when, how, what and why. Draw the fourth dimension and place. Work with your group and write a scene that can be presented to the course.
• Imagine that you are a newspaper reporter and the fourth dimension is a few weeks after the end of World War II. You lot have just learned about the heroic efforts of the Danish people to salvage their Jewish population from the Nazis. Write an article for your newspaper describing those efforts and how the Danes accomplished their goals.
• Choose i of the characters in Number the Stars. Pretend that you are the character. Write a short autobiography of your life. Innovate yourself to the rest of the class as the character you selected and read your autobiography aloud.
• Create a Heritage Day. Bring in items from home to correspond your cultural background such every bit old pictures, recipes, maps and articles of clothing. Utilise the library to locate folk tales, legends, and songs that depict or gloat your heritage. Share the items yous brought from home past placing them on display in your classroom. Then join together with your classmates to read some of the stories and sing some of the songs. Invite other classes, or families to attend.

Literary Devices:

• Flashback in literature refers to a scene or a series of episodes that interrupts the normal sequence of events to describe an event or events that happened in the past. Skim through Chapter two to detect a flashback. Answer to the following:
• What is the time period of the flashback?
• What happens in the flashback?
• Why is the information in the flashback important?
• Allusion is a reference in literature to a familiar person, place or event. Do some research to detect out about the Norse God Thor to whom Kirsti alluded when she named her cat. Why was Thor a humorous proper noun for the kitten?

• A cliffhanger in literature is a device borrowed from serialized silent films in which an episode or affiliate ends at a moment of heightened tension and suspense to encourage the reader to keep on in the story. Tell about the cliff-hanger at the end of Chapter twelve.
• Personification in literature is a device in which an author grants human qualities or attributes to inanimate objects.

Dawn would creep across the Swedish farmland and declension; then it would wash trivial Kingdom of denmark with light and move beyond the North Bounding main to wake Norway.

• The last section of the book is called the Afterward. Consider the information that the author gives the reader in this section. Discuss why this department was included, what yous learned by reading the department, and if there would be another effective style to include this information somewhere else in the text.

Literary Elements:

• Create a sense chart that identifies a specific identify. Include the v senses. Think well-nigh a special place that you once visited. What did you see, hear, odour, taste, and experience while you were there? Employ the nautical chart to listing the things that yous experienced with your senses. Use at least one descriptive word to tell about each item. Try to write a draft of a story virtually this identify.

Suggested Activities:

• Have students use classroom resources materials and media center resources to detect out about when the German occupation of Copenhagen began. Investigate the response of the people of Kingdom of denmark.
• Use classroom and media centre resources to inquiry Christian X, who was portrayed in the novel as a very principled, courageous man. Have students discover out near this unusual ruler.
• Using a map of Europe, have students locate and characterization Denmark, Kingdom of norway, Holland, Kingdom of belgium, France, Sweden, the Baltic Ocean, the North Sea (and the part of the North Bounding main chosen Kattegat, p.16), Hillerod, and Norrebro (page 7).
• Have students research the culture, economy, and history of Denmark. Accept students research and find out virtually places Annemarie remembered that her family enjoyed prior to the state of war (pages 30-31). Have them present findings to the rest of their literature group, or to the class in a creative way.
• Accept students write a story, or poem that explores the meaning of bravery. Annemarie wonders what information technology means to be brave. Students tin express their thoughts to Annemarie.
• Annemarie sets out to evangelize the package containing the handkerchief, while doing this she tells herself the story of Little Red Riding Hood. Writers often use devices such as metaphor and allegory that help to bring a deeper meaning to their text. Utilise examples of metaphor and allegory to aid students understand how these devices are used. Then, ask students to write a journal entry comparing Annemarie'south feel on her mission to evangelize the package to the tale of Little Cerise Riding Hood. Take them share the ways that Annemarie's experience mirrors the tale. Have students also discuss the ways it is dissimilar.
• Ask students to detect an prototype that Lois Lowry created that helps them sympathize the story. Ask students to create a piece of work of art that would help express these thoughts.
• Danish boats ferried Jews to safety in Sweden from the post-obit points on the map: Gillelje, Rungsted, Copenhagen and Mon. Locate these places on a map and tell about the boats and people that ferried people to condom.
• Have students select two characters from the story. Draw their pictures. Nether the picture have them utilise descriptive language and tell about the characters, make certain that they compare and contrast.
• Students can create a poster or chart that show the elements of fiction found in Number the Stars. Have them present their poster in a artistic way.
• After each twenty-four hours's reading, encourage students to write one or more new things they learned from the text.
• Provide students with quotes from the novel and ask them to write their own responses.
• Students can design a postcard to send to Papa in Copenhagen. Have them use descriptions from the book to draw the postcard (countryside, farm of Uncle Henrik, the seashore, or a fishing boat). Take them write a bulletin to Papa telling him of the trip to Uncle Henriks. Remind the students that Nazis might intercept the mail, and that they need to write in code. Display the finished postcards. (Do front and back on two pieces of 3x5 oak tag.)

A Teacher'south Guide to the Holocaust
Produced by the Florida Middle for Instructional Technology,
Higher of Education, Academy of Due south Florida © 1997-2013.

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Source: https://fcit.usf.edu/holocaust/activity/35plan/number1.htm

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