Leslie Sheppard
Laura Barnhardt
Kayla Rash
Multi-Text Study
Number the Stars
by Lois Lowry
&
Survivors of the Holocaust
by Jan Shuter
Leslie Sheppard
Laura Barnhardt
Kayla Rash
Lowry, L. (1998). Number the Stars. New York: Laurel Leaf. (Original work
published 1993)
Reading Level: 5th - 6th
We chose the fiction text Number the Stars for our multi-text unit because
it provides a context for students to read and think about a time in our history
known as the Holocaust. Number the Stars is about a young girl named
Annemarie Johanson. The story begins in Denmark in 1943, three years after
the Germans have occupied Denmark. Annemarie and her best friend Ellen
know the Germans as hateful soldiers that watch their every move. As the
Germans begin to “relocate” the Jews of Denmark, the Johanson family, along
with several others, take action to hide their friends. Through several close
encounters with the Germans, Annemarie shows her courage in helping her
friend escape to Sweden.
This fiction novel is extremely relevant for sixth grade students because of
what they are learning in social studies. Students are learning about the events
and people that shaped the societies of Europe in the past and in the present.
This type of book is also applicable to the curriculum because students are
learning to analyze challenging texts using reading strategies. Students also are
able to use what they know to create their own original writings. It is important
for our students to understand the implications of the Holocaust and the specific
ways that it changed people’s lives and the region as a whole.
Students at this age are better able to understand situations and identify
with what it may have been like through fictional characters that actually lived
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through the event. With this in mind, Number the Stars is a great text for
students to learn about the Holocaust and how it affected many different people
in many different ways.
Leslie Sheppard
Laura Barnhardt
Kayla Rash
Shuter, J. (2003). Survivors of the Holocaust (The Holocaust). Chicago:
Heinemann.
Reading Level: 2nd -3rd
We chose the non-fiction text Survivors of the Holocaust for our multi-text
unit because it provides students with firsthand accounts of actual occurrences
during the Holocaust from people who survived. This informational text will allow
sixth grade students to learn about factual information that happened during the
Holocaust: how people lived, survived, and most importantly overcame this
horrific time. This is a very informational and personal book that helps children
understand what people went through during this time of war.
There were millions of Jewish people who died during the Holocaust not
all of them met this fate which leads us to wonder what happened to the
survivors of the holocaust. After the war, Europe was torn apart and in shambles.
There were hundreds and thousands of people that were left homeless to fend
for themselves. At the time they were called "displaced persons" and among
them were several hundred thousand Jewish people. They had survived the
horrors of the concentration camps and now were left roaming with no place to
go. They had freedom but with freedom came the reality of rebuilding their lives.
This book resembles the people who lived during this time and how they
overcame their obstacles they faced everyday of their life. One important
attribute that students will learn from this informational text is how to never give
up even in tough situations because you never know what they outcome could
possibly be.
Leslie Sheppard
Laura Barnhardt
Kayla Rash
Additional Unit Books
Fiction:
Johnston, T. (2008). The Harmonica. Watertown, MA: Charlesbridge Publishing.
The Harmonica is a fictional children’s book. This book is written on a first grade
reading level and provides most sixth grade students a chance to learn, how to
express or release their problems. Students will learn about a young boy living
during the Holocaust and losing his father. After his fathers death he found
comfort in playing his harmonica, which exemplifies how he dealt with his fathers
death and living in the concentration camp.
Roy, J. (2006). Yellow Star. New York: Marshall Cavendish.
Yellow Star by Jennifer Roy is a fictional children’s book in the form of free verse
poetry. This book is written on a fifth grade reading level and is about a young
girl’s reaction to living through the Holocaust. This book would be a great read
for students who are able to read the book as a whole and the students who want
to just analyze short sections of poetry. Students can use this text to inspire their
own free verse journal writing about the things occurring in their own lives.
Friedman, D. D. (2009). Escaping into the Night. New York: Simon & Schuster
Children's Publishing.
Escaping into the Night is a fictional novel about a young girl named Halina who,
upon learning that her mother is among those the Nazis forcibly evacuated from
their Polish ghetto, joins her friend Batya and others in fleeing the ghetto through
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an underground tunnel. Eventually rescued by other Jews who have escaped,
they join a community living in the woods. When Batya and Halina join in an
effort to acquire food in a nearby village, the mission goes horribly awry—the
girls are captured. Halina narrowly escapes, but she then decides (with the help
of her friend Reuven) to return to rescue Batya, even though the adults have
given them up for lost. This is a story for the mature sixth grader who wants to
know more about the Holocaust and an example of what happened to some
people during this event. This books is written on a seventh grade reading level.
Drucker, M., & Halperin, M. (1994). Jacob's Rescue. New York: Yearling.
Jacob’s Rescue is a fictional story about a young boy whose life changes when
the Germans invade Poland. He and his family are forced into the ghettos and
then are almost sent to work in the concentration camps. Jacob’s grandmother
sends him and his brother into hiding so that they can escape going to the
concentration camps. This story provides accurate insight into the life of a family
who lived during the Holocaust. This novel is written on a fourth grade reading
level, making it accessible to most sixth grade students while also presenting
them with new and important information.
Leslie Sheppard
Laura Barnhardt
Kayla Rash
Non-Fiction:
Beal, M. D., Stadtler, B., & Waxman, M. L. (1973). The Holocaust: A History of
Courage and Resistance. New York: Behrman House Publishing.
The Holocaust: A History of Courage and Resistance is a non-fiction book that
contains many short stories for students to read about survivors and courageous
men and women who lived during the Holocaust. At the end of each story, there
are questions that check students understanding of the story. This collection is
written on a fourth grade reading level and provides many students with the
opportunity to engage with the true stories of the Holocaust.
Lawton, C. A. (2002). Auschwitz: The Story of a Nazi Death Camp (Watts
Nonfiction). Cambridge: Candlewick.
Auschwitz: The Story of a Nazi Death Camp is an informational non-fiction text
on the concentration camp Auschwitz. This text provides students with pictures,
maps, and timelines on exactly what took place in the concentration camps. This
text is a more challenging text for students to read and must be used with some
discretion but it still provides students with an accurate picture and understanding
of what took place during the Holocaust. This text is appropriate for sixth grade
students and helps them to make connections between the fictional characters of
novels and the non-fictional characters who survived the Holocaust.
Leitner, I. (1992). The Big Lie: A True Story. New York: Scholastic.
The Big Lie: A True Story is a non-fiction novel written on a third grade reading
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level. This story is told in the first person and explains what happened to one
Jewish woman in Hungary. This text is another that demonstrates the impact of
the Holocaust to many different regions of Europe. This text provides lower-level
reading students the opportunity to encounter the same type of first-hand
account.
Maarsen, J. V. (2007). A Friend Called Anne: One Girl's Story of War, Peace,
and a Unique Friendship with Anne Frank. Logan, Iowa: Perfection
Learning.
A Friend Called Anne: One Girl’s Story of War, Peace, and a Unique Friendship
with Anne Frank puts a new perspective on the story of Anne Frank. In this
story, Jacqueline van Marrasen tells of her encounters with Anne Frank as she
remembers it and the feelings that she had in learning of what had happened to
the Frank family. This story is written on an eighth grade reading level which
may be challenging for many students, but it is an opportunity for higher level
readers to take on a text that might interest them.
Leslie Sheppard
Laura Barnhardt
Kayla Rash
Unit Activity
NC Language Arts Grade 6
1.02 Explore expressive
Before, during and
materials that are read,
after reading students heard, and/or viewed by:
will complete a K-W-L.
I will use this to assess
 monitoring
what the students
comprehension for
know before, want to
understanding of what
know and learned from
is read, heard and/or
reading the texts.
viewed.
Students will begin to
 analyzing the
understand the
characteristics of
meaning of the
expressive works.
Holocaust and the
 determining the effect
effects it had on past
of literary devices
and present society.
and/or strategies on
the
reader/viewer/listener.
 making connections
between works, self
and related topics.
 comparing and/or
contrasting
information.
 drawing inferences
and/or conclusions.
 determining the main
idea and/or
significance of events.
 generating a learning
log or journal.
 creating an artistic
interpretation that
connects self to the
work.
 discussing print and
non-print expressive
works formally and
informally.
NC Social Studies Grade 6
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 longrange effects on political,
economic, and social
institutions.
8.01 Describe the role of key
historical figures and evaluate
their impact on past and
present societies in South
America and Europe.
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Kayla Rash
1.01 Narrate an expressive
Students will write an “I account (e.g., fictional or
Am” poem using a
autobiographical) which:
main character from
Number the Stars.
 uses a coherent
Students will write a
organizing structure
letter to Ellen telling
appropriate to purpose,
her about what is really
audience, and context.
going on in the story
 tells a story or
since she is in the
establishes the
dark.
significance of an
event or events.
 uses remembered
feelings and specific
details.
 uses a range of
appropriate strategies
(e.g., dialogue,
suspense, movement,
gestures, expressions).
Students will take on
various roles such as
“character sketcher,”
“discussion director,”
“investigator,” and
“artsy artist” in order to
facilitate
comprehension.
Students define Tier 2
vocabulary with their
student packet and
complete various
vocabulary. The
student’s knowledge of
the vocabulary words
is assessed at the end
of the unit.
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 self-selected
6.01 Demonstrate an
understanding of conventional
written and spoken
expression by:

determining the meaning
of unfamiliar vocabulary
words by using context
clues, a dictionary, a
glossary, a thesaurus,
and/or structural analysis
(roots, prefixes, suffixes)
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of words.

extending vocabulary
knowledge by learning
and using new
words.literature and
other materials of
individual interest.
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Kayla Rash
Internet Workshop
You are invited to explore the sites below to learn a little more about the
Holocaust. You should discover how and why the Holocaust began and who the
Holocaust affected. You should also learn about the camps that were created for
the Jews. Some of the things you will read about and see may be hard to
imagine but it is important that we learn from history so that we will not repeat its
mistakes.
http://www.ushmm.org/outreach/en/article.php?ModuleId=10007718
http://library.thinkquest.org/5026/
http://library.thinkquest.org/3300/
http://library.thinkquest.org/13915/gather/frame.htm
After browsing these sites you should be able to answer the following questions:
1. How many Jews were killed during the Holocaust?
2. Who was Adolf Hitler and what were his beliefs about the German race?
3. What were the conditions like in the concentration camps? Name at least
four things that the Jews often had to go through at the camps.
4. What was the “final solution?”
Leslie Sheppard
Laura Barnhardt
Kayla Rash
Reading Outline
Week 1:
Day
Read Chapters
1
Chapters 1 & 2 (pages 1-17)
2
Chapters 3 & 4 (pages 18-38)
3
Chapters 5 & 6 (pages 39-59)
4
Chapters 7 & 8 (pages 60-73)
5
Chapter 9 (pages 74-81)
Activities
Day 1
 Before you read: Answer the questions about what you think the book will be
about. You will do by observing the front cover and the back cover summary.
Record your predictions on the Before You Read! sheet. (class)
 KWL (individually)
 Reading Roles* (small groups)
Day 2
 Internet Workshop (individually)
 Reading Roles* (small groups)
Day 3
 Reading Roles* (small groups)
Day 4
 Reading Roles* (small groups)
Day 5
 Record important information on new facts about the story in their Number the
Stars reading folders. (individually)
*The students will have time to read their section of the book, work on their
assignment, and then share with their reading circle.
Leslie Sheppard
Laura Barnhardt
Kayla Rash
Week 2:
Day
Read Chapters
6
Chapters 10&11 (pages 82-94)
7
Chapters 12 & 13 (pages 18-38)
8
Chapters 14 & 15 (pages 39-59)
9
Chapters 16 & 17 (pages 60-73)
10
Summative
Activities
Day 6
 “I Poem” (first model with class, then do individually)
Day 7
 Letter to Ellen (individually)
 Introduce research topic (pairs)
Day 8
 Continue research on various resistance movements in WWII (small groups)
Day 9
 “Resisters Wanted” poster (individually)
Day 10
 Summative Wrap-Up (whole class)
 Presentation of research topics and “Resisters Wanted” posters
 Completion of “L” in K-W-L charts (individually)
Leslie Sheppard
Laura Barnhardt
Kayla Rash
Name:
KWL
Topic: Holocaust
What I know . . .
What I want to
know . . .
What I learned . . .
1.
1.
1.
2.
2.
2.
3.
3.
3.
4.
4.
5.
5.
4.
5.
Leslie Sheppard
Laura Barnhardt
Kayla Rash
Name: ________________
BEFORE YOU READ!
Look at the front and back covers of the book.
Write down your predictions about the following:
Title: ____________________________
What do you think the title means? ____________________________________
________________________________________________________________
________________________________________________________________
Setting (time and place)
When and where do you think the story takes place?
________________________________________________________________
________________________________________________________________
________________________________________________________________
Characters (the people, animals, or objects in the story)
Who do you think the main character will be?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
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Problems & Solutions (what do you think might happen in the story)
What do you predict will be the largest and most significant problem in the book?
How do you think this problem will be solved?
________________________________________________________________
_______________________________________________________________
________________________________________________________________
________________________________________________________________
Any other observations, questions, comments, or predictions about the
book:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Leslie Sheppard
Laura Barnhardt
Kayla Rash
Character Sketcher
As a Character Sketcher your job is to identify a character’s
actions (character traits) and explain or prove these traits, identify the
character’s goal (which is what the character wants to do or
accomplish), identify the problem and solution in the reading, and
complete a sketch or illustration of the character.
The character traits will NOT be directly state in the passage.
You will have to come up with character traits based on what you
have read. You need want to use descriptive words for your character
traits. Do NOT use words like good, bad, nice, and mean.
Sometimes the solution to your character’s problem will not be
in the section of the book that you are reading. You will need to
come up with a possible solution for your character’s problem.
Once you have finished with the 3 traits, the characters goal,
and possible solutions to the problem, you will represent your
character artistically on the character sketch drawing paper. Use
physical descriptions from the text to help you. If there are not
physical descriptions in the text then draw what you think the
character would look like.
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Kayla Rash
Character’s Name:
________________________________________
Title of the book: ______________________________
Character Traits (Pick 3)
1. (Trait) ____________________
(Page) __________
(Paragraph) __________
(Explanation from the text of trait)
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. (Trait) ____________________
(Page) __________
(Paragraph) __________
(Explanation from the text of trait)
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. (Trait) ____________________
(Page) __________
(Paragraph) __________
(Explanation from the text of trait)
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Character’s Goal:
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____________________’s goal is to ___________________________________
________________________________________________________________.
Problem (If a problem):
____________________’s problem is __________________________________
________________________________________________________________.
Possible Solution:
________________________________________________________________
________________________________________________________________
________________________________________________________________.
Leslie Sheppard
Laura Barnhardt
Kayla Rash
Character Name: ____________________________
Artist:____________________________
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Discussion Director
Your job as the discussion director is to involve the students in
your reading circle by thinking and talking about the section of the
book you have just read. You are going to ask questions that really
help the students around you think about the reading. Your
questions should require students to discuss their interpretations of
the text and connect background experience and knowledge with
the text. You want to involve your entire reading circle so it may be
necessary to call on each student.
Your job as the Discussion Director is to come up with 5
questions. Do NOT use yes/no questions. Questions that students
have to look up the answer for in the book are GREAT! Write down
the questions, answers, and page numbers where the answer can
be found.
When writing your questions think about Annemarie’s
experiences with her best friend, Ellen; when the Nazi officers come
into her home; going to Uncle Henrik’s house; and her journey along
the path.
Leslie Sheppard
Laura Barnhardt
Kayla Rash
Discussion Director
Name: ______________________
1._______________________________________________________________
________________________________________________________________
Answer: _________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2._______________________________________________________________
________________________________________________________________
Answer: _________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
3._______________________________________________________________
________________________________________________________________
Answer: _________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
4._______________________________________________________________
________________________________________________________________
Answer: _________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
5._______________________________________________________________
________________________________________________________________
Answer: _________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Leslie Sheppard
Laura Barnhardt
Kayla Rash
Investigator
Your job is to dig up some background information on any topic
related to your book. This is not a formal research report. The
idea is to find bits of information or material that helps your
reading circle better understand the characters, setting, plot,
and themes of the novel. Investigate something that really
interests you - something that struck you as puzzling or curious
while you were reading. This might include information about
the author, location of the story, famous or important people
during the Holocaust, or some other related topic. Cite where
your research is from.
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Laura Barnhardt
Kayla Rash
Investigator
Name: ______________
Topic of research: ______________________________________
Information




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Citations
Artsy Artist
Your job is to draw some kind of picture related to the reading. It can
be a sketch of the setting, a cartoon, comic strip of plot, timeline, a map,
or some type of graphic display of the various settings. Draw a picture
of something that is discussed specifically in the section of the book you
read. Write one paragraph of what your illustration represents and why
it is important on the back of your construction paper.
Leslie Sheppard
Laura Barnhardt
Kayla Rash
Journal Writing
On day 5, students will write in Number the Stars
reading folder. The students will write and reflect of
what they have read in chapter 9. Write a short summary
of what happened and then write your opinion about
what happened during the chapter. Make a prediction of
what will happen next.
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Laura Barnhardt
Kayla Rash
“I Poem”
You are invited to complete an “I Poem” about either Ellen or Annemarie. By this
point in the story, you know enough about these characters to being working on
this. As you read farther in the book, feel free to edit and revise your poem.
Remember, you want this poem to be detailed enough that one who has not read
this book could understand your character by reading this! Please be very
detailed and use as many literary devices such as similes, metaphors, etc as you
possibly can!
While writing your “I Poem,” you may use the format below, or make your own
format similar to this one.
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)
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Kayla Rash
Letter to Ellen Assignment
You are now at a point in the story where Ellen doesn’t understand
many of the events that have taken place thus far. At this point, you
are invited to take the role of Annemarie and write a letter to Ellen
explaining, in detail, the events that are actually taking place at this
point in the story. Be sure to add the feelings you think Annemarie
may be experiencing in the letter (i.e. the meaning of bravery). You
also may edit and revise this letter through the remainder of the story
to update Ellen on the events that are taking place in the background.
You may begin this letter or take notes for your letter on this page.
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Laura Barnhardt
Kayla Rash
Research Assignment
As you have read through this book, you have learned somewhat
about the resistance efforts that took place during World War II in
Denmark. I invite you, in pairs, to research resistance efforts that
took place in nations other than Denmark. Possible countries may
include Sweden, Austria, etc. Please take notes on the information
you find, including the following:
Name of the country, the name of the resistance group, and the way
the resistance group fought the Nazi discrimination efforts.
***You will present this information on the final day of class
You are invited to take notes for this assignment on this page.
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Kayla Rash
Resisters Wanted!
Now that you are familiar with the resistance movement in Denmark,
and since you have also researched the various movements of
resistance in other nations, you are invited to participate in a special
activity. Your task is to create a “wanted poster” that encourages
others to join the resistance effort. Be creative and use your
information you’ve collected through the various activities with
Number the Stars.
You will present this wanted poster on the final day of our unit.
Please include the following on your poster:





The name of the resistance group
The location of the group
Tasks involved with being in the resistance group
Illustrations
Fine-print on bottom or back detailing possible threats
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Vocabulary
Students will have vocabulary assignments everyday. They will first find
the word in Number of Stars and read the sentence. They will look up the
word in the dictionary. They will keep a list of their vocabulary words,
definitions, and daily activities in their reading folders.
Teacher Sheet- Vocabulary Definitions
Week 1
Chapter 1 & 2
Sulking (page 3): to remain silent
Defiantly (page 4): boldly resistant or challenging
Trousseau (page 14): an outfit of clothing
Chapter 3 & 4
Glowering (page 27): to look or stare with sullen dislike, discontent, or anger
Belligerently (page 31): warlike; given to waging war
Ablaze (page 31): burning; on fire
Chapter 5 & 6
Abruptly (page 43): sudden or unexpected
Rationed (page 43): a fixed allowance of provisions or food
Chapter 7 & 8
Crooked (page 60): not straight; bending; curved
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Scampering (page 72): to run quickly
Chapter 9
Dismayed (page 76): to break down the courage of completely, as by sudden
danger or trouble
Wryly (page 77): abnormally bent or turned to one side; twisted
Teacher Sheet- Vocabulary Definitions
Week 2
Chapter 10 & 11
Staccato (page 83): cut short; crisp sound
Protruding (page 91): to push outward, to just out
Chapter 12 & 13
Faltered (page 101): moved unsteadily, stumbled
Wry (page 102): crooked, also means dryly humorous/ironic
Chapter 14 & 15
Peered (page 106): to look intently or carefully
Segment (page 110): parts which can be divided
Taut (page 112): pulled or drawn tight
Quavering (page 118): quivering from weakness, trembling
Afterward
Deprivation (page 133): experiencing loss
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Laura Barnhardt
Kayla Rash
Week 1 Vocabulary Words
As we begin week one of this book, please pay careful attention in the text to
these key vocabulary words. In the blank space, provide a definition, in your
own words, for each of the terms. There are also several empty rows on the
chart for you to fill with more words that you might come across while reading this
book. Please write definitions down for those words, as well.
Following this recording sheet will be various daily vocabulary activities. You are
invited to complete these throughout your reading.
Word
sulking
p. 3
defiantly
p. 4
trousseau
p. 14
glowering
p. 27
belligerently
p. 31
Meaning
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ablaze
p. 31
abruptly
p. 43
rationed
p. 43
crooked
p. 60
scampering
p. 72
dismayed
p. 76
Wryly
p. 77
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Vocabulary Activities (Week 1)
Day 1
Sentence Completion
Fill in the blank.
Kristi was still sulking, and walking slowly toward the corner because
________________________________________________________________.
Day 2
Synonyms & Antonyms
Fill in the missing information.
Synonyms
Word
Antonyms
Glower(ing)
ablaze
Day 3
WORD NETWORK
Write down words (people, things, situations, etc) that come to your mind when
you think about the work ration. You may add more lines to add more ideas.
Ration
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Day 4
Alike & Different

What is alike or different about these words: scampering and crooked?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Day 5
Examples
Give examples of the word relating to the story.
Dismayed: _______________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Wryly: _______________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
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Laura Barnhardt
Kayla Rash
Vocabulary Assessment (Week 1)
Use the following vocabulary words from Number the Stars effectively in
complete sentences. Your sentence must reflect the meaning of the words.
1. sulking
_____________________________________________________________
_____________________________________________________________.
2. defiantly
_____________________________________________________________
_____________________________________________________________.
3. trousseau
_____________________________________________________________
_____________________________________________________________.
4. glowering
_____________________________________________________________
_____________________________________________________________.
5. belligerently
_____________________________________________________________
_____________________________________________________________.
6. ablaze
_____________________________________________________________
_____________________________________________________________.
7. abruptly
_____________________________________________________________
_____________________________________________________________.
8. rationed
_____________________________________________________________
_____________________________________________________________.
Leslie Sheppard
Laura Barnhardt
Kayla Rash
9. crooked
_____________________________________________________________
_____________________________________________________________.
10. scampering
_____________________________________________________________
_____________________________________________________________.
11. dismayed
_____________________________________________________________
_____________________________________________________________.
12. wryly
_____________________________________________________________
_____________________________________________________________.
Leslie Sheppard
Laura Barnhardt
Kayla Rash
Week 2 Vocabulary Words
As we continue through week two of this book, please pay careful attention in the
text to these key vocabulary words. In the blank space, provide a definition, in
your own words, for each of the terms. There are also several empty rows on
the chart for you to fill with more words that you might come across while reading
this book. Please write definitions down for those words, as well.
Following this recording sheet will be various daily vocabulary activities. You are
invited to complete these throughout your reading.
Word
Staccato
pg. 83
Protruding
p. 91
Faltered
p. 101
Wry
p. 102
Peered
p. 106
Meaning
Leslie Sheppard
Laura Barnhardt
Kayla Rash
segment
pg. 110
taut
pg. 112
quavering
pg. 118
deprivation
pg. 133
Leslie Sheppard
Laura Barnhardt
Kayla Rash
Vocabulary Activities (Week 2)
Day 6
Sentence Completion
Fill in the blank
In the dark of night, the movements made a sharp and staccato sound because
________________________________________________________________
________________________________________________________________.
The young boy’s pockets were filled with protruding items, including
________________________________________________________________
________________________________________________________________.
Day 7
Synonyms and Antonyms
Complete the chart
Synonyms
Word
Falter(ed)
wry
Antonyms
Leslie Sheppard
Laura Barnhardt
Kayla Rash
Day 8
Word Networks
Complete the following network by including different words (things, situations,
people, etc) that come to mind when you think about the words peered and
segment. You may add additional bubbles beyond those on the network.
peered
segment
Leslie Sheppard
Laura Barnhardt
Kayla Rash
Day 9
Making Choices
1. Which of the following would be examples of something taut?
1.
2.
3.
4.
5.
A tightrope
A jump rope ready to be swung
A leash being used by a dog who wants to be freed
A rope during a tug of war
A piece yarn being held by one end
2. Which of the following would be examples of something quavering?
1.
2.
3.
4.
5.
The lip of someone who is crying.
A strong person walking
The voice of someone who is afraid
The voice of a person who is very sick and weak
A young, healthy child playing
3. Which of the following would be examples of something experiencing
deprivation?
1.
2.
3.
4.
5.
A child who remembered to bring their homework to class
A dog who cannot find its bone
A man who has lost his car keys
A woman who always has her handbag on her shoulder
A child who has lost their favorite toy.
Leslie Sheppard
Laura Barnhardt
Kayla Rash
Vocabulary Assessment (Week 2)
Use the following vocabulary words from Number the Stars effectively in
complete sentences. Your sentence must reflect the meaning of the words.
1. Staccato
_____________________________________________________________
_____________________________________________________________.
2. Protruding
_____________________________________________________________
_____________________________________________________________.
3. Faltered-p
_____________________________________________________________
_____________________________________________________________.
4. Wry
_____________________________________________________________
_____________________________________________________________.
5. Peered
_____________________________________________________________
_____________________________________________________________.
6. Segment
_____________________________________________________________
_____________________________________________________________.
7. Taut
_____________________________________________________________
_____________________________________________________________.
8. Quavering
_____________________________________________________________
_____________________________________________________________.
Leslie Sheppard
Laura Barnhardt
Kayla Rash
9. Deprivation
_____________________________________________________________
_____________________________________________________________.
Leslie Sheppard
Laura Barnhardt
Kayla Rash
Grading Rubric
Activity



Points
Internet Workshop
Answers all 4 questions thoroughly
Presents accurate information
Use correct grammar
/ 10












KWL
Before You Read
Includes thoughtful responses about information
already known and information students hope to
learn
Includes at least 5 points that students want to
learn about during the unit
Information is grammatically accurate
Character Sketcher
Includes reasonable and accurate portrayals of
the traits of the character
Explanations for each character trait uphold the
student’s choice
Student responses are not directly taken from
the text, but are thoughtful and original
Discussion Director
Questions are relevant to material discussed in
the unit
Questions require a deeper interaction with
material in the text---extend beyond yes/no
questions
Thoughts in questions and answers are
complete and grammatically correct
Investigator
Topic researched is related to a topic in the text
At least 4 specific facts are included about the
topic
Sources used in research are cited (at least 3)
/5
/5
/5
/5
Leslie Sheppard
Laura Barnhardt
Kayla Rash






Artsy Artist
Sketch accurately portrays a scene or event in
the book
Sketch is neatly drawn and colored
Paragraph defines, in detail, what is taking place
in the sketch and why that particular event is
important in to the entire text
Journal
Reflection accurately describes material read
thus far in the book
Includes prediction of what will occur in the next
chapter
Writing is free of spelling and grammatical errors
/5
/5
“I Poem”



Is in the form of an I poem
Includes thoughtfully chosen words and images to
reveal character
Includes alliteration, simile or metaphor
/ 10









Letter to Ellen
Letter is addressed to Ellen and discusses key
events that have happened thus far in the text
Writing portrays the character of Annemarie and
possible feelings she may be experiencing
Writing is free of spelling and grammatical errors
Wanted Poster
Name and location of resistance group is
included, along with the tasks involved with
being a member
Illustrations on the poster are neat and reflect
material presented
Information is factual and grammatically correct
Research Assignment
Information regarding the resistance group is
factual
Resistance group chosen is located in another
nation and students list the name of the group
and the ways it fought Nazi rule
Writing is free of spelling and grammatical errors
/ 10
/ 10
/14
Leslie Sheppard
Laura Barnhardt
Kayla Rash

Vocabulary Assessment 1
Sentences accurately reflect the meaning of the
words
/8

Vocabulary Assessment 2
Sentences accurately reflect the meaning of the
words
/8
TOTAL
100 pts
Leslie Sheppard
Laura Barnhardt
Kayla Rash
Sources:
http://www.litcircles.org/
http://www.mce.k12tn.net/reading23/number_the_stars.htm
http://www.carolhurst.com/titles/numberthestars.html