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Literature Circle Guide:

Number the Stars

by Tara McCarthy

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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. Noother part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmittedin any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without permissionof the publisher. For information regarding permission, write to Scholastic Professional Books, 555 Broadway,New York, NY 10012-3999.

Guide written by Tara McCarthyEdited by Sarah GlasscockCover design by Niloufar Safavieh Interior design by Grafica, Inc.Interior illustrations by Mona Mark

Credits Cover: Jacket cover for NUMBER THE STARS by Lois Lowry. Copyright © 1962 by Lois Lowry. Used by permission of Random House Children’s Books, a division of Random House, Inc.

Copyright © 2002 by Scholastic Inc. All rights reserved.

ISBN: 0-439-27170-3

Printed in the U.S.A.


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


Group Discussion Reproducible: Chapters 3-4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18




Group Discussion Reproducible: Chapters 7-8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

Literature Response Journal Reproducible: Chapters 9-10 . . . . . . . . . . . . . . . . . . . .23


Literature Response Journal Reproducible: Chapters 11-12 . . . . . . . . . . . . . . . . . . .25

Group Discussion Reproducible: Chapters 11-12 . . . . . . . . . . . . . . . . . . . . . . . . . . . .26





Reproducible: After Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

Reproducible: Individual Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

Reproducible: Group Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

Literature Discussion Evaluation Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33

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As a teacher, you naturally want to instill in yourstudents the habits of confident, critical, indepen-dent, and lifelong readers. You hope that evenwhen students are not in school they will seek outbooks on their own, think about and questionwhat they are reading, and share those ideas withfriends. An excellent way to further this goal is byusing literature circles in your classroom.

In a literature circle, students select a book toread as a group. They think and write about it ontheir own in a literature response journal and thendiscuss it together. Both journals and discussionsenable students to respond to a book and developtheir insights into it. They also learn to identifythemes and issues, analyze vocabulary, recognizewriting techniques, and share ideas with eachother—all of which are necessary to meet stateand national standards.

This guide provides the support materials forusing literature circles with Number the Stars byLois Lowry. The reading strategies, discussionquestions, projects, and enrichment readings willalso support a whole class reading of this text orcan be given to enhance the experience of anindividual student reading the book as part of areading workshop.

Literature Circles

A literature circle consists of several students(usually three to five) who agree to read a booktogether and share their observations, questions,and interpretations. Groups may be organizedby reading level or choice of book. Often thesegroups read more than one book together since,as students become more comfortable talkingwith one another, their observations andinsights deepen.

When planning to use literature circles in yourclassroom, it can be helpful to do the following:

A Recommend four or five books from whichstudents can choose. These books might begrouped by theme, genre, or author.

A Allow three or four weeks for students to readeach book. Each of Scholastic’s LiteratureCircle Guides has the same number of sectionsas well as enrichment activities and projects.Even if students are reading different books inthe Literature Circle Guide series, they can bescheduled to finish at the same time.

A Create a daily routine so students can focuson journal writing and discussions.

A Decide whether students will be reading booksin class or for homework. If students do alltheir reading for homework, then allot classtime for sharing journals and discussions. Youcan also alternate silent reading and writingdays in the classroom with discussion groups.

To the Teacher

Read More AboutLiterature Circles

Getting the Most from Literature Groupsby Penny Strube (Scholastic ProfessionalBooks, 1996)

Literature Circles by Harvey Daniels(Stenhouse Publishers, 1994)


Using the Literature CircleGuides in Your Classroom

Each guide contains the following sections:

A background information about the authorand book

A enrichment readings relevant to the book

A Literature Response Journal reproducibles

A Group Discussion reproducibles

A Individual and group projects

A Literature Discussion Evaluation Sheet

Background Information andEnrichment Readings

The background information about the author andthe book and the enrichment readings are designedto offer information that will enhance students’understanding of the book. You may choose toassign and discuss these sections before, during, or after the reading of the book. Because eachenrichment concludes with questions that invitestudents to connect it to the book, you can use thissection to inspire them to think and record theirthoughts in the literature response journal.

Literature Response JournalReproducibles

Although these reproducibles are designed for individual students, they should also be used to stimulate and support discussions in literature circles. Each page begins with a readingstrategy and follows with several journal topics.At the bottom of the page, students select atype of response (prediction, question,observation, or connection) for free-choicewriting in their response journals.

� Reading StrategiesSince the goal of the literature circle is to empowerlifelong readers, a different reading strategy isintroduced in each section. Not only does thereading strategy allow students to understand thisparticular book better, it also instills a habit ofmind that will continue to be useful when theyread other books. A question from the LiteratureResponse Journal and the Group Discussion pagesis always tied to the reading strategy.

If everyone in class is reading the same book,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 anddiscuss the strategy together at the start of classand then experiment with the strategy as theyread silently for the rest of the period. You maywant to allow time at the end of class so thegroup can talk about what they noticed as theyread. As an alternative, the literature circle canreview the reading strategy for the next sectionafter they have completed their discussion. Thatnight, students can try out the reading strategyas they read on their own so they will be readyfor the next day’s literature circle discussion.

� Literature Response Journal TopicsA literature response journal allows a reader to“converse” with a book. Students write questions,point out things they notice about the story, recallpersonal experiences, and make connections toother texts in their journals. In other words, theyare using writing to explore what they think aboutthe book. See page 7 for tips on how to helpstudents set up their literature response journals.

1. The questions for the literature response journals have no right or wrong answers but are designed to help students look beneath thesurface of the plot and develop a richerconnection to the story and its characters.

2. Students can write in their literature responsejournals as soon as they have finished a readingassignment. Again, you may choose to havestudents do this for homework or make time during class.

3. The literature response journals are an excellenttool for students to use in their literature circles.They can highlight ideas and thoughts in theirjournals that they want to share with the group.

4. When you evaluate students’ journals, consider whether they have completed all theassignments and have responded in depth andthoughtfully. You may want to check each dayto make sure students are keeping up with theassignments. You can read and respond to thejournals at a halfway point (after five entries)and again at the end. Some teachers suggest that students pick out their five best entries for a grade.

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Group Discussion Reproducibles

These reproducibles are designed for use inliterature circles. Each page begins with a seriesof discussion questions for the group toconsider. A mini-lesson on an aspect of thewriter’s craft follows the discussion questions.See page 8 for tips on how to model gooddiscussions for students.

� Literature Discussion Questions: In a literature discussion, students experience a bookfrom different points of view. Each reader bringsher or his own unique observations, questions,and associations to the text. When studentsshare their different reading experiences, theyoften come to a wider and deeper understandingthan they would have reached on their own.

The discussion is not an exercise in finding theright answers nor is it a debate. Its goal is toexplore the many possible meanings of a book.Be sure to allow enough time for theseconversations to move beyond easy answers—try to schedule 25–35 minutes for each one. In addition, there are important guidelines to ensure that everyone’s voice is heard.

1. Let students know that participation in theliterature discussion is an important part of theirgrade. You may choose to watch one discussionand grade it. (You can use the LiteratureDiscussion Evaluation Sheet on page 33.)

2. Encourage students to evaluate their ownperformance in discussions using the LiteratureDiscussion Evaluation Sheet. They can assessnot only their own level of involvement but alsohow the group itself has functioned.

3. Help students learn how to talk to one another effectively. After a discussion, help themprocess what worked and what didn’t. Videotapediscussions if possible, and then evaluate themtogether. Let one literature circle watch anotherand provide feedback to it.

4. It can be helpful to have a facilitator for eachdiscussion. The facilitator can keep students frominterrupting each other, help the conversation getback on track when it digresses, and encourageshyer members to contribute. At the end of eachdiscussion, the facilitator can summarize everyone’scontributions and suggest areas for improvement.

5. Designate other roles for group members. Forinstance, a recorder can take notes and/or listquestions for further discussion. A summarizercan open each literature circle meeting bysummarizing the chapter(s) the group has justread. Encourage students to rotate these roles, aswell as that of the facilitator.

� The Writer’s Craft: This section encouragesstudents to look at the writer’s most importanttool—words. It points out new vocabulary, writing techniques, and uses of language. One ortwo questions invite students to think moredeeply about the book and writing in general.These questions can either become part of the literature circle discussion or be written about instudents’ journals.

Literature Discussion Evaluation Sheet

Both you and your students will benefit fromcompleting these evaluation sheets. You can usethem to assess students’ performance, and asmentioned above, students can evaluate their ownindividual performances, as well as their group’sperformance. The Literature Discussion EvaluationSheet appears on page 33.


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Setting Up Literature Response Journals

Although some students may already keep literature response journals, others may notknow how to begin. To discourage students frommerely writing elaborate plot summaries and toencourage them to use their journals in a meaningful way, help them focus their responsesaround the following elements: predictions,observations, questions, and connections.

Have students take time after each assignedsection to think about and record their responsesin their journals. Sample responses appear below.

� Predictions: Before students read the book,have them study the cover and the jacket copy.Ask if anyone has read any other books by LoisLowry. To begin their literature response journals,tell students to jot down their impressions aboutthe book. As they read, students will continue tomake predictions about what a character mightdo or how the plot might turn. After finishing thebook, students can re-assess their initialpredictions. Good readers understand that theymust constantly activate prior knowledge before,during, and after they read. They adjust theirexpectations and predictions; a book that iscompletely predictable is not likely to captureanyone’s interest. A student about to readNumber the Stars for the first time might predictthe following:

I read on the back cover that this storyhappens in 1943 in Denmark, and that theNazis are searching for Jews and carryingthem away. The character called Ellen mustbe Jewish, because she has to pretend to bepart of another family. From these hints, Ican pretty well guess that this story isbased on history, and that it will tell aboutDanish efforts to protect Danish Jews.

� Observations: This activity takes placeimmediately after reading begins. In a literatureresponse journal, the reader recalls freshimpressions about the characters, setting, andevents. Most readers mention details that stand out for them even if they are not sure what theirimportance is. For example, a reader might list

phrases that describe how a character looks or thefeeling a setting evokes. Many readers note certainwords, phrases, or passages in a book. Others notethe style of an author’s writing or the voice inwhich the story is told. A student just starting toread Number the Stars might write the following:

The story starts out kind of happy. It’s obvious that Ellen and Annemarie are reallygood friends, and that they’re used to doingthe carefree stuff that most friends do. Butthen those German soldiers appear and theatmosphere changes into a threatening one.Ellen is really scared, and Annemarie has todo some fast thinking. Maybe this is what itfeels like to be in a country taken over byenemy forces.

� Questions: Point out that good readers don’tnecessarily understand everything they read. Toclarify their uncertainty, they ask questions.Encourage students to identify passages thatconfuse or trouble them and emphasize that theyshouldn’t take anything for granted. Share thefollowing student example:

If Annemarie’s family is so afraid of theNazis, how come they’re reading an illegalnewspaper? What would happen to them ifthey got caught doing that? Are Mrs.Johansen and Mrs. Rosen aware of somethingthat their children don’t know about yet?

� Connections: Remind students that onestory often leads to another. When one friendtells a story, the other friend is often inspired totell one, too. The same thing happens whensomeone reads a book. A character reminds thereader of a relative, or a situation is similar tosomething that happened to him or her.Sometimes a book makes a reader recall otherbooks or movies. These connections can behelpful in revealing some of the deeper meaningsor patterns of a book. The following is anexample of a student connection:

Some students in our school come fromcountries where warfare and conflictsbetween groups are real-life issue right now.I bet these kids could give me a lot ofinsights into the feelings of the charactersin this book.


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The Good Discussion

In a good literature discussion, students arealways learning from one another. They listen toone another and respond to what their peershave to say. They share their ideas, questions,and observations. Everyone feels comfortableabout talking, and no one interrupts or putsdown what anyone else says. Students leave agood literature discussion with a newunderstanding of the book—and sometimes withnew questions about it. They almost always feelmore engaged by what they have read.

� Modeling a Good Discussion: In this era ofcombative and confessional TV talk shows,students often don’t have any idea of what itmeans to talk productively and creativelytogether. You can help them have a better idea ofwhat a good literature discussion is if you letthem experience one. Select a thought-provokingshort story or poem for students to read, andthen choose a small group to model a discussionof the work for the class.

Explain to participating students that theobjective of the discussion is to explore the textthoroughly and learn from one another.Emphasize that it takes time to learn how tohave a good discussion, and that the firstdiscussion may not achieve everything theyhope it will. Duplicate a copy of the LiteratureDiscussion Evaluation Sheet for each student. Go over the helpful and unhelpful contributionsshown on the Literature Discussion EvaluationSheet. Instruct students to fill it out as theywatch the model discussion. Then have thegroup of students hold its discussion while therest of the class observes. Try not to interrupt orcontrol the discussion and remind the studentaudience not to participate. It’s okay if thediscussion falters, as this is a learning experience.

Allow 15–20 minutes for the discussion. Whenit is finished, ask each student in the group toreflect out loud about what worked and whatdidn’t. Then have the students who observedshare their impressions. What kinds ofcomments were helpful? How could the grouphave talked to each other more productively?

You may want to let another group experimentwith a discussion so students can try out whatthey learned from the first one.

� Assessing Discussions: The following tipswill help students monitor how well their groupis functioning:

1. One person should keep track of all behaviorsby each group member, both helpful andunhelpful, during the discussion.

2. At the end of the discussion, each individualshould think about how he or she did. Howmany helpful and unhelpful checks did he or she receive?

3. The group should look at the LiteratureDiscussion Evaluation Sheet and assess theirperformance as a whole. Were most of thebehaviors helpful? Were any behaviorsunhelpful? How could the group improve?

“I was wondering if anyone knew . . .”

“I see what you are saying. That reminds me ofsomething that happened earlier in the book.”

“What do you think?”

“Did anyone notice on page 57 that . . .”

“I disagree with you because . . .”

“I agree with you because . . .”

“This reminds me so much of when . . .”

“Do you think this could mean . . .”

“I’m not sure I understand what you’re saying.Could you explain it a little more to me?”

“That reminds me of what you were saying yesterday about . . .”

“I just don’t understand this.”

“I love the part that says . . .”

“Here, let me read this paragraph. It’s an example of what I’m talking about.”

In good discussions, you will often hearstudents say the following:


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About Number the Stars

In this carefully researched book, Lois Lowry hasmanaged to capture in the simplest of languagethe terrible threat that Germany posed to theworld, the plight of Jews during that period, andthe cleverness and courage of the people whoresisted the Nazis.

Number the Stars was inspired by the storiesof Lowry’s friend, Annelise Platt, who grew upin Copenhagen during World War II. As theauthor recalls, “the most important thing was astory she told me, not about her own family, butabout what really happened to all the Danes dur-ing that time when the Jews were to be takenaway by the Nazis and the Danish Christian pop-ulation rose up as group and hid and saved theirJewish population. And that seemed to me to besuch an important story to be told that I decidedto write the book.”

In 1990, Lowry won the Newbery Award and theNational Jewish Book Award for Number the Stars.

All writers make use of material from their own

Number the Stars.

Lowry describes herself as a “solitary childwho lived in the world of books.” A middle childwith an older sister and a younger brother, shelived all over the world because her father wasin the military. Lowry was born in Hawaii, spent

World War II in her mother’s Pennsylvaniahometown, went to junior high in Japan, andthen attended high school in New York City. Shestill loves to visit new places.

Through her travels, Lowry has experienced avariety of cultures and the different ways inwhich people live together. Although she alwayshad scribbled down stories and poems, Lowrydidn’t start writing books professionally untilafter the birth of her four children in the mid-1970s. To date, she has written over 20 books.

Of her work, Lowry writes, “My books havevaried in content and in style. Yet it seems to methat all of them deal, essentially, with the samegeneral theme: the importance of human connec-tions… Number the Stars, set in a different cul-ture and era, tells of the same things: the role thatwe humans play in the lives of our fellow beings.”

Lois Lowry presently lives in Cambridge,Massachusetts, with her Tibetan terrier Bandit,and spends weekends at an old farmhouse inNew Hampshire. She has two grandchildren.Photography is one of Lowry’s hobbies, and herphotos have appeared on the covers of Numberthe Stars and The Giver.

Other Books by Lois Lowry:

All About Sam

Anastasia Krupnik

Autumn Street

Find a Stranger, Say Goodbye

Gathering Blue

The Giver

Looking Back: A Book of Memories

Rabble Starkey

A Summer to Die

Zooman Sam

About the Author: Lois Lowry

lives in their work. It may be obvious whatexperiences they have drawn from, or theconnections may be more subtle or hidden.As you share this information about Lois Lowry'slife, ask students to notice which issues areimportant to her and why she might have wantedto address them in


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Enrichment: World War II and the Holocaust

Adolf Hitler was a powerful speaker. Through hisfrenzied public speeches, he managed to convincemany Germans that their financial problems aftertheir nation’s devastating defeat in World War Iwere caused by people in other nations, andespecially by Jews, wherever they lived.

As soon as Hitler came to power in 1933, hebegan to promote and encourage persecution ofthe Jews in Germany. Their property andbusinesses were taken. They were prohibitedfrom going to universities and stripped of theircivil rights. As the powerful German armymoved into Poland, Belgium, Denmark, France,the Netherlands, and Russia, millions of Jews inthese countries were killed or forced to work asslave labor.

By 1941, the Nazis had devised an even worsefate for Jews in the conquered countries: Theywere to be relocated, which meant shipped toconcentrations camps. There, old people, mostchildren, and many women were immediatelykilled in gas chambers. Those who escaped thegas chamber lived in horrible conditions. Workednight and day by their Nazicaptors, most of thesesurvivors eventually diedfrom starvation anddisease. It’s estimated thatat least six million Jewishmen, women, andchildren—more than two-thirds of the Jews inEurope—were put to death.This mass murder has come tobe called the Holocaust.

Japan and Italy joined theGermans in the war. They wereknown as the Axis powers. Atfirst, Western nations tried toreason with them. But itsoon became obvious thatHitler wanted to rule the

world. Among his prime goals was theconquest of England, whose prime ministerWinston Churchill correctly predicted that thebattle against Germany would be won onlythrough “blood, sweat, and tears.” England andthe other countries fighting the Axis powerswere called the Allies.

Many Americans, still recovering from WorldWar I, wanted to remain neutral. It wasn’t untilDecember 7, 1941, that the United States officiallyentered the war. On that date, Japanese aircraftattacked the U.S. fleet anchored at Pearl Harbor,Hawaii. Most of the ships were destroyed, andhundreds of sailors died. On December 11, theUnited States also declared war against the otherAxis powers, Germany and Italy.

World War II officially ended on September 2,1945. Millions of lives were lost—soldiers oneach side, civilians in big cities and small towns,and most notably the Jews who died inconcentration camps.

The last century saw two world wars. Do youthink the entire world will ever go to war again?Will there be a third world war? What you wouldfight for, and what do you believe your countryshould fight for?

Winston Churchill Adolph Hitler


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Enrichment: Underground Movements

Underground movements are secret movementscarried out by people who resist a ruling government. Usually, people who are part of anunderground movement are considered criminals,because they’re violating laws.

One of the most famous undergrounds inAmerican history was the Underground Railroad.It was not a railroad in the true sense of theword, but rather a series of homes that wereway stations and safe havens for enslavedpeople who were fleeing north to freedom. TheFugitive Slave Acts saidthat slaveholders couldcapture any of theirslaves who had runaway and return themto the south.“Conductors” and otherpeople involved in theUnderground Railroaddefied these laws.

Many undergroundmovements sprang upduring World War II.There was resentmentamong the peoplewhom the Nazis hadconquered. Still, somepeople in occupiedterritory gave in andtried to cope with theinvasion; they adjustedtheir lives as well asthey could. Others became part of undergroundresistance movements aimed at thwarting Nazigoals. Resistance included blowing up railroadstations and bridges, sabotaging factories,distributing illegal newspapers, rescuingmarooned Allied servicemen, and obtainingsecret Nazi files to gather information about theenemy’s next move. If members of the resistancewere captured, they were executed.

One of the most startling resistance actions, asyou’ll read, was the Danes’ decision to blow up

their own fleet of ships rather than have theNazis take it for their own purposes. Andunderground operatives in some Europeannations also worked to move Jews and otherpeople in danger to safe havens.

In addition to underground members whodevoted almost all their time to resistance,thousands of other people took part in specialmissions. At Dunkirk, fleets of British fishermenrescued English soldiers from a no-win situationon the shores of France.

When considering World War II, we tend tothink of all underground movements as beingcomposed of “good guys”—people who helped

the Allied cause. Butkeep in mind that eachside of a conflict hasits own undergroundnetwork. For example,prior to and after thebombing of PearlHarbor, Germany andJapan hadunderground agents inAmerica. They heldordinary jobs in suchplaces as embassies,factories, andgovernment offices.Their secret missionwas to collect vitalinformation for theAxis powers, plantpropaganda, and planand carry out acts ofsabotage.

As you read Number the Stars, think about thecause for which members of the DanishUnderground, like Peter and Lise, risked theirlives. Underground members were ordinarypeople—just like you. Put yourself in their place.Would you join the Danish Underground? If not,would you find another way to resist the Nazis?Or would you silently live your life, believingthat eventually things would return to normal?


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Enrichment: Historical Fiction

Historical fiction is a story that combines historyand fictional, or made-up, characters. For anauthor, history is what happened many yearsago in the past. A book like Little Women is nothistorical fiction because the author Louisa MayAlcott was alive during the Civil War, the time inwhich her story is set. If a writer today were towrite a story set during the Civil War, that workwould be historical fiction. In the same way,Number the Stars is historical fiction because theauthor Lois Lowry wrote it in the late 1980s,almost 40 years after the end of World War II.

Perhaps you can see right away the first majorchallenge that a writer of historical fiction faces:He or she must get the history right! Writers ofhistorical fiction must start by doing extensiveresearch. They must examine questions such asthe following:

A What was life like then? Lois Lowry set herstory in Copenhagen in the 1930s and 1940s.She had to find out where people lived, whatthey ate, how they traveled, how they com-municated important information, and howtheir lives were changed by the war.

A What problems would the characters face? InNumber the Stars, you’ll see that the Daneshad to deal with the occupying Nazi forces.Some Danes worked to resist the Nazis andattempted to help people who were in danger.Lowry had to understand how people actuallyresponded to these problems.

The second major challenge that a writer ofhistorical fiction faces is to create fictional char-acters who react in believable ways to actualevents and situations. In Number the Stars, themajor characters are people that Lowry has madeup but, given the real-life circumstances inwhich they find themselves, they behave inways that seem believable.

In writing any kind of fiction, story is every-thing! Like all fiction writers, writers of historical

fiction create characters and events to keep read-ers interested. Historical events are the backdropin which these characters move. You may haveread many books in which you were learninghistory without really realizing it, because thecharacters and the plot were so engaging.

With a partner, choose a book below thatyou’ve both read and discuss it. What historicalevent or situation does the story accurately por-tray? What is fictional about the story? How dothe fictional characters react to real-life events?

Adam of the Road by Elizabeth Janet Gray

Caddie Woodlawn by Carol Ryrie Brink

The Slave Dancer by Paula Fox

Johnny Tremain by Esther Forbes

Island of the Blue Dolphins by Scott O’Dell

Roll of Thunder, Hear My Cry by Mildred D. Taylor

Across Five Aprils by Irene Hunt

Sarah, Plain and Tall by Patricia MacLachlan

Morning Girl by Michael Dorris

The Courage of Sarah Noble by Alice Dalgliesh


Name ______________________________________ Date _______________________

Number the StarsBefore 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 Lowryhave you read? What kinds of big ideas does she explore? What ideas come to mindwhen you look at the cover of Number the Stars? Spend five minutes writing what youknow and feel about the book and its author. Don’t censor yourself, and write as fast asyou 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 aboutwhat life was like then? What kinds of books or magazine articles have youread about that time? What kinds of movies and television shows have youseen 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 areinvolved? What are the issues? Does one group seem to suffer more than theother? Explain.

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

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

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

❒ Prediction ❒ Question ❒ Observation ❒ Connection

Literature Response Journal

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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 andthe big decisions they had to face.

A Discuss the meaning of courage. Is it only aphysical thing, or can courage take otherforms as well? What are some everyday circumstances in which one’s courage mightbe tested?

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

A Number the Stars is set in Denmark during World War II.With your group, locate Denmark on a map of Europe. Usethe map to estimate the following:

• Denmark’s size compared to the size of Germany • the distance between Denmark and Sweden

Keep your map handy so that you can locate other countriesmentioned in Number the Stars.

A As a group, you will probably have different answers to 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 yourjournal about how people might exhibit courage in times of war.

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Remember,when you are brain-storming, the goalis to collect asmany differentideas as possibleand not to com-ment on them.Everybody’s ideasshould be included.


Name ______________________________________ Date _______________________

Number the Stars Chapters 1–2

Reading Strategy: Asking Questions

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

Writing in Your Literature Response Journal


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

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

3. Annemarie feels that “the whole world has changed.” What does she mean? Whatspecific 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 youread? Write about one of them in your journal. Check the response you chose.



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Group Discussion

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A Although members of the DanishResistance probably would notanswer you, discuss what questionsyou’d like to ask them anyway.What special qualities do you thinkResistance members had to have?

A Danes who were not members of theResistance had to cope with the Naziinvasion in their own ways. Discusshow they had to alter their behavior.

A Discuss the differences between life in Copenhagen and life in the fairy tale world thatAnnemarie tells Kirsti about. How might these fantasy stories help Annemarie as wellas 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 KingChristian. In these two chapters, as in the rest of the book, you’ll find many places inwhich the atmosphere changes very suddenly, for example, from comfort to menace.How might these sudden changes be an accurate picture of life during wartime?

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Reading Strategy: Making Predictions

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



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

2. Annemarie says to herself that she’s glad to be an ordinary person who will neverbe called upon for courage. What’s your prediction? Will she turn out to be corrector incorrect? Explain why you think so.

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




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Group Discussion

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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 aresafe. What’s your prediction about the Rosens’destination? Do you think Mr. Johansen is positive about their safety, or is he trying toconsole Ellen? Explain your opinion.

A What do you think Mr. Johansen means when he says, “It will be a long night”? Withyour 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 navalfleet to keep it out of German hands. Discuss the advantages and disadvantages oftheir actions.

Writer’s Craft: Suspense

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

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Reading Strategy: Visualizing

The events in Chapters 5 and 6 take place in three starkly differentplaces—in a home invaded by Nazi soldiers; on a train moving across theDanish countryside; and in a seemingly peaceful area around a farm. As agood 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 morevivid to you. You can almost experience what is happening, as if you were watching acaptivating movie. Draw a sketch of one of the settings in these chapters in your journal.



1. What words and phrases in Chapter 5 enable you to visualize the voices and actionsof the Nazis who break into the Johansens’ home? How do you feel as you visualizethe 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 theJohansens. 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 safehaven—a place far away from the troubles that afflict them in Copenhagen. Writeabout a time when you went to a safe haven to escape your troubles. Where was it?Why did that particular place feel safe?




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Group Discussion

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

A Discuss the quick thinking and talking the Johansens do toput off or delay the Nazis’ inspection. Why does theJohansens’ ruse work for the time being? What do the invaders do that suggeststhey’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 UncleHenrick. What might the seemingly harmless question “Is the weather good for fish-ing?” 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 thisa 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 inGilleleje, you probably visualize a world that is safer and more benign than the one theyleft behind in Copenhagen. What you visualize is greatly due to the writer’s power ofdescription. The following are examples of description in the story:

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

Here the path skirted the edge of a field, along a fence, and beyond it they could seethe 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 aloudother descriptive passages.

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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 providesenough 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 Jewsin 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.



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-AuntBirte in her family. Why do you think a funeral is being held for someone whodoesn’t exist?




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Group Discussion

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A In her bedroom, Annemarie listens to her motherand uncle talk. She notices the absence of thelaughter these two used to share. From this clue,and from the developments in Chapter 8, you canmake some inferences about the subject of Mrs.Johansen and Henrick’s conversation. Share yourideas 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 theimpacts 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 andreacting in different circumstances—the more you come to know that person. In a goodstory, readers get to know characters in a similar way: The writer develops the charactersby showing how they react to a series of challenges and problems. Think aboutAnnemarie. What were your first impressions of her in the opening chapter? In laterchapters, 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?

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Reading Strategy: Recognizing Cause and Effect

In an exciting story like this one, where problems and situations change rapidly, youmay frequently say, “Oh, I see! This incident happened because of what happenedbefore!” For example, at the beginning of Chapter 9, Annemarie is upset because hermother 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 previouschapters, you can identify a whole series of causes and effects, starting with how thesoldiers’ behavior in Chapter 1 caused Annemarie and Ellen to feel fearful. Find at leastone other cause and effect in the early chapters.

Writing in Your Reading Journal


1. Ellen says, “I’m so sorry your Aunt Birte died.” What causes Annemarie to keepthe 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’seasier to be brave if you don’t know everything. Do you agree with him? Explainwhy 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 wouldhave happened if she had told the truth? Do you think Annemarie is justified inlying in this situation?




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Group Discussion

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A In Chapter 10, you finally discover thesource of Lois Lowry’s title for this book. Identifythe 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 speechthat we can interpret in different ways. For example, the biblical quotationin this chapter includes, “he who numbers the stars one by one. . . .” Discuss whomthe stars might stand for in this story.

A After Peter reads the biblical passage, he says, “Now . . . it is time.” What does hemean? 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 dialogueso the mood or voice of the person speaking isn’t revealed. Don’t use any adjectives oradverbs, just use verbs such as replied, said, and asked. What effect does this have onthe dialogue? What effect does it have on you, the reader?

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Reading Strategy: Recognizing Point of View

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



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 startedis to write in the first-person, for example, I’m so afraid of crossing this sea. Willwe really be safe? Will I ever see Annemarie again?

2. Peter is obviously a participant in moving Danish Jews to a safe haven. Imagineyou 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 aboutthe situation and what was at stake. Tell about your rescue plan and whether ornot it succeeded.




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Group Discussion

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A Since the story is told from Annemarie’s point of view, readers only know what sheknows 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 thefollowing 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 areexperiencing. 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 fromacross the meadow came the sound of the sea’s movement, which was a constantsound here and had alwaysbeen. But no birds called orcried here now, in the night.The cow slept silently in thebarn, the kitten upstairs inKirsti’s arms.

With your group, look for passages in the chaptersyou’ve read that appeal to different senses. You mightstart with the paragraph thatfollows the one quoted above.

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Reading Strategy: Recognizing References

As an eventful tale moves rapidly along, the writer often makes brief references to thingsthat have happened previously in the story. One purpose of such references is to helpreaders link major steps in the plot. For example, in Chapter 13 Annemarie finds apacket in the grass and says, “Mr. Rosen tripped on the step, remember? It must havefallen from his pocket. . . .” This is a reference to a very brief incident in Chapter 11. Ifyou’ve been reading closely and carefully, you recognize the incident. On the otherhand, 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 inChapter 11 in which Mr. Rosen receives the packet, and then evidently loses it.



1. Mama says, “They will sail soon. . . . Soon they will be safe, too.” What doesMama 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 worriedabout anything? How does the once-familiar path seem different to you now?

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




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Group Discussion

Name ______________________________________ Date _______________________



A In the beginning chapters of thisbook, Annemarie often tells fairytales to her little sister. Now it seemsthat a fairy tale has come true.Annemarie is re-enacting a fairy talein a real-life situation.

A Decide which fairy tale Annemarie isacting 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 doesAnnemarie meet—in addition to the dogs—that symbolizes the wolf? What threat dothey pose?

A Real-life incidents usually diverge, or are different in certain ways, from fairy-taleincidents. 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 thetheme directly. It’s up to readers to discover the theme for themselves by using theincidents and ideas that the writer has presented. A story may also have more than onetheme. For example, the fairy tale “Snow White” has the following themes: Don’t acceptpresents from strangers. Goodness and kindness will eventually be rewarded. With yourgroup, discuss at least two themes you’ve found in Number the Stars. State each themein a complete sentence.

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Reading Strategy: Summarizing

Summarizing means capturing the plot of a story or the chapters in astory. When you summarize, you briefly list the main events of the storyor chapter in sequence. Summarizing is not an easy skill to masterbecause a good story has so many exciting plot steps that you may be tempted to listthem all. Overcome the temptation! Focus on the important steps that move the storyalong. 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 dangeroustask 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.



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 summarizewhat happened in Chapters 15 and 16.

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




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Group Discussion

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In her journey to Uncle Henrick’s boat, Annemarie learnsdirectly about the risks taken by members of the DanishResistance movement and by the Jewish escapees. She alsodiscovers her own ability to deal with dangerous situations.

A Summarize how Annemarie is able to make the Nazisthink 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 soimportant. 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, useAnnemarie’s journey to her uncle’s ship as an example. What other examples ofcourage can you find in these chapters?

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

Writer’s Craft: Foreshadowing

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

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Number the Stars After Reading

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

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

A Think about a story that you might write that includes the same historical facts asLowry’s story. Add another Fiction column to your chart. Write down the charactersand events in your story, just as you did for Number the Stars. Keep in mind thatyour 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 afisherman or an escapee. Whatever dangers or problems you devise for Herman mustrelate 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.

History Fiction

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


Name ______________________________________ Date _______________________

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 foreach 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 areal-life example of heroism. Write an article about the heroic act. As a writer of historicalfiction would, change minor details and the names of the people involved, but keep thebasic details true to life.

3. Heroism displays itself in different ways. Think of five characters from Number the Starswho behave heroically. Explain what each character does that is heroic. Your explanationcan 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 informationabout your tactics and the enemy. Discuss how the Danes conveyed information aboutrescue operations as revealed to you in Number the Stars. Then investigate the code thatNavajo soldiers used to outwit Japanese forces during World War II. Why was this code sosuccessful? 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 thetargeted victims from the Zinates. Then discuss how this exercise helped you to under-stand 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 Holocausttold by survivors. Discuss the most moving and compelling stories. Work together to compile a collection of these stories.

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