Literature Circle Guide Number The Stars

Literature Circle Guide:
Number the Stars

by Tara McCarthy
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Guide written by Tara McCarthy

Edited by Sarah Glasscock
Cover 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

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

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

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

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

The Good Discussion You may want to let another group experiment
with a discussion so students can try out what
In a good literature discussion, students are they learned from the first one.
always learning from one another. They listen to ◆ Assessing Discussions: The following tips
one another and respond to what their peers will help students monitor how well their group
have to say. They share their ideas, questions, is functioning:
and observations. Everyone feels comfortable
1. One person should keep track of all behaviors
about talking, and no one interrupts or puts
by each group member, both helpful and
down what anyone else says. Students leave a
unhelpful, during the discussion.
good literature discussion with a new
understanding of the book—and sometimes with 2. At the end of the discussion, each individual
new questions about it. They almost always feel should think about how he or she did. How
more engaged by what they have read. many helpful and unhelpful checks did he or
she receive?
◆ Modeling a Good Discussion: In this era of
combative and confessional TV talk shows, 3. The group should look at the Literature
students often don’t have any idea of what it Discussion Evaluation Sheet and assess their
means to talk productively and creatively performance as a whole. Were most of the
together. You can help them have a better idea of behaviors helpful? Were any behaviors
what a good literature discussion is if you let unhelpful? How could the group improve?
them experience one. Select a thought-provoking
short story or poem for students to read, and
then choose a small group to model a discussion In good discussions, you will often hear
of the work for the class. students say the following:
Explain to participating students that the
“I was wondering if anyone knew . . .”
objective of the discussion is to explore the text
thoroughly and learn from one another. “I see what you are saying. That reminds me of
Emphasize that it takes time to learn how to something that happened earlier in the book.”
have a good discussion, and that the first “What do you think?”
discussion may not achieve everything they
hope it will. Duplicate a copy of the Literature “Did anyone notice on page 57 that . . .”
Discussion Evaluation Sheet for each student. “I disagree with you because . . .”
Go over the helpful and unhelpful contributions
shown on the Literature Discussion Evaluation “I agree with you because . . .”
Sheet. Instruct students to fill it out as they “This reminds me so much of when . . .”
watch the model discussion. Then have the
“Do you think this could mean . . .”
group of students hold its discussion while the
rest of the class observes. Try not to interrupt or “I’m not sure I understand what you’re saying.
control the discussion and remind the student Could you explain it a little more to me?”
audience not to participate. It’s okay if the
“That reminds me of what you were
discussion falters, as this is a learning experience. saying yesterday about . . .”
Allow 15–20 minutes for the discussion. When
“I just don’t understand this.”
it is finished, ask each student in the group to
reflect out loud about what worked and what “I love the part that says . . .”
didn’t. Then have the students who observed “Here, let me read this paragraph. It’s an
share their impressions. What kinds of example of what I’m talking about.”
comments were helpful? How could the group
have talked to each other more productively?

About Number the Stars World War II in her mother’s Pennsylvania
hometown, went to junior high in Japan, and
In this carefully researched book, Lois Lowry has then attended high school in New York City. She
managed to capture in the simplest of language still loves to visit new places.
the terrible threat that Germany posed to the Through her travels, Lowry has experienced a
world, the plight of Jews during that period, and variety of cultures and the different ways in
the cleverness and courage of the people who which people live together. Although she always
resisted the Nazis. had scribbled down stories and poems, Lowry
Number the Stars was inspired by the stories didn’t start writing books professionally until
of Lowry’s friend, Annelise Platt, who grew up after the birth of her four children in the mid-
in Copenhagen during World War II. As the 1970s. To date, she has written over 20 books.
author recalls, “the most important thing was a Of her work, Lowry writes, “My books have
story she told me, not about her own family, but varied in content and in style. Yet it seems to me
about what really happened to all the Danes dur- that all of them deal, essentially, with the same
ing that time when the Jews were to be taken general theme: the importance of human connec-
away by the Nazis and the Danish Christian pop- tions… Number the Stars, set in a different cul-
ulation rose up as group and hid and saved their ture and era, tells of the same things: the role that
Jewish population. And that seemed to me to be we humans play in the lives of our fellow beings.”
such an important story to be told that I decided
Lois Lowry presently lives in Cambridge,
to write the book.”
Massachusetts, with her Tibetan terrier Bandit,
In 1990, Lowry won the Newbery Award and the and spends weekends at an old farmhouse in
National Jewish Book Award for Number the Stars. New Hampshire. She has two grandchildren.
Photography is one of Lowry’s hobbies, and her
photos have appeared on the covers of Number
the Stars and The Giver.
Other Books
by Lois Lowry:
About the Author: Lois Lowry All About Sam
Anastasia Krupnik
All writers make use of material from their own
lives in their work. It may be obvious what Autumn Street
experiences they have drawn from, or the Find a Stranger, Say Goodbye
connections may be more subtle or hidden.
As you share this information about Lois Lowry's Gathering Blue
life, ask students to notice which issues are The Giver
important to her and why she might have wanted
Looking Back: A Book of Memories
to address them in Number the Stars.
Rabble Starkey
Lowry describes herself as a “solitary child
who lived in the world of books.” A middle child A Summer to Die
with an older sister and a younger brother, she Zooman Sam
lived all over the world because her father was
in the military. Lowry was born in Hawaii, spent

Enrichment: world. Among his prime goals was the
conquest of England, whose prime minister
World War II and the Holocaust Winston Churchill correctly predicted that the
battle against Germany would be won only
Adolf Hitler was a powerful speaker. Through his
through “blood, sweat, and tears.” England and
frenzied public speeches, he managed to convince
the other countries fighting the Axis powers
many Germans that their financial problems after
were called the Allies.
their nation’s devastating defeat in World War I
were caused by people in other nations, and Many Americans, still recovering from World
especially by Jews, wherever they lived. War I, wanted to remain neutral. It wasn’t until
December 7, 1941, that the United States officially
As soon as Hitler came to power in 1933, he
entered the war. On that date, Japanese aircraft
began to promote and encourage persecution of
attacked the U.S. fleet anchored at Pearl Harbor,
the Jews in Germany. Their property and
Hawaii. Most of the ships were destroyed, and
businesses were taken. They were prohibited
hundreds of sailors died. On December 11, the
from going to universities and stripped of their
United States also declared war against the other
civil rights. As the powerful German army
Axis powers, Germany and Italy.
moved into Poland, Belgium, Denmark, France,
the Netherlands, and Russia, millions of Jews in World War II officially ended on September 2,
these countries were killed or forced to work as 1945. Millions of lives were lost—soldiers on
slave labor. each side, civilians in big cities and small towns,
and most notably the Jews who died in
By 1941, the Nazis had devised an even worse
concentration camps.
fate for Jews in the conquered countries: They
were to be relocated, which meant shipped to The last century saw two world wars. Do you
concentrations camps. There, old people, most think the entire world will ever go to war again?
children, and many women were immediately Will there be a third world war? What you would
killed in gas chambers. Those who escaped the fight for, and what do you believe your country
gas chamber lived in horrible conditions. Worked should fight for?
night and day by their Nazi
captors, most of these
survivors eventually died
from starvation and Winston Churchill Adolph Hitler
disease. It’s estimated that
at least six million Jewish
men, women, and
children—more than two-
thirds of the Jews in
Europe—were put to death.
This mass murder has come to
be called the Holocaust.
Japan and Italy joined the
Germans in the war. They were
known as the Axis powers. At
first, Western nations tried to
reason with them. But it
soon became obvious that
Hitler wanted to rule the
10

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

you’ll read, was the Danes’ decision to blow up
11

Enrichment: fiction create characters and events to keep read-
ers interested. Historical events are the backdrop
Historical Fiction in which these characters move. You may have
read many books in which you were learning
Historical fiction is a story that combines history
history without really realizing it, because the
and fictional, or made-up, characters. For an
characters and the plot were so engaging.
author, history is what happened many years
ago in the past. A book like Little Women is not With a partner, choose a book below that
historical fiction because the author Louisa May you’ve both read and discuss it. What historical
Alcott was alive during the Civil War, the time in event or situation does the story accurately por-
which her story is set. If a writer today were to tray? What is fictional about the story? How do
write a story set during the Civil War, that work the fictional characters react to real-life events?
would be historical fiction. In the same way,
Number the Stars is historical fiction because the
Adam of the Road by Elizabeth Janet Gray
author Lois Lowry wrote it in the late 1980s,
almost 40 years after the end of World War II. Caddie Woodlawn by Carol Ryrie Brink
Perhaps you can see right away the first major The Slave Dancer by Paula Fox
challenge that a writer of historical fiction faces: Johnny Tremain by Esther Forbes
He or she must get the history right! Writers of
historical fiction must start by doing extensive Island of the Blue Dolphins by Scott O’Dell
research. They must examine questions such as Roll of Thunder, Hear My Cry by Mildred D. Taylor
the following:
Across Five Aprils by Irene Hunt
A What was life like then? Lois Lowry set her
Sarah, Plain and Tall by Patricia MacLachlan
story in Copenhagen in the 1930s and 1940s.
She had to find out where people lived, what Morning Girl by Michael Dorris
they ate, how they traveled, how they com- The Courage of Sarah Noble by Alice Dalgliesh
municated important information, and how
their lives were changed by the war.
A What problems would the characters face? In
Number the Stars, you’ll see that the Danes
had to deal with the occupying Nazi forces.
Some Danes worked to resist the Nazis and
attempted to help people who were in danger.
Lowry had to understand how people actually
responded to these problems.
The second major challenge that a writer of
historical fiction faces is to create fictional char-
acters who react in believable ways to actual
events and situations. In Number the Stars, the
major characters are people that Lowry has made
up but, given the real-life circumstances in
which they find themselves, they behave in
ways that seem believable.
In writing any kind of fiction, story is every-
thing! Like all fiction writers, writers of historical
12

r e Re sp o n se J o u r n a l
L it e rat u
Name ______________________________________ Date _______________________
Number the Stars

Before Reading the Book
Reading Strategy:
Discovering What You Already Know
Take some time to think about this book and its author. What other books by Lois Lowry
have you read? What kinds of big ideas does she explore? What ideas come to mind
when you look at the cover of Number the Stars? Spend five minutes writing what you
know and feel about the book and its author. Don’t censor yourself, and write as fast as
you can.
Writing in Your Literature Reponse Journal

A. Write about one of these topics in your journal. Circle the topic you chose.
1. What do you know about World War II? Does your family have stories about
what life was like then? What kinds of books or magazine articles have you
read about that time? What kinds of movies and television shows have you
seen about the war?
2. To what lengths would you go to rescue a friend? Would you be willing to

endanger yourself to save him or her? Tell why or why not.
3. What conflict or war has been in the news recently? Which countries or people are
involved? What are the issues? Does one group seem to suffer more than the
other? Explain.
4. Do you think lying is ever justified? Defend your reasoning.
5. Have you ever witnessed prejudice against certain groups of people? Have you
ever experienced prejudice yourself? If so, explain the circumstances and describe
your reactions.
B. What were your predictions, questions, observations, and connections about the
book? Write about one of them in your journal. Check the response you chose.
❒ Prediction ❒ Question ❒ Observation ❒ Connection
13

Group D iscussion
Name ______________________________________ Date _______________________
Number the Stars

Before Reading the Book
For Your Discussion Group
A If you have read other books by Lois Lowry,
discuss the heroes and heroines in them and
the big decisions they had to face.
A Discuss the meaning of courage. Is it only a

physical thing, or can courage take other
forms as well? What are some everyday circumstances in which one’s courage might
be tested?
A Brainstorm a list of books in which the protagonists act courageously. List the different
ways in which they exhibit courage.
A Number the Stars is set in Denmark during World War II. Remember,
With your group, locate Denmark on a map of Europe. Use when you are brain-
the map to estimate the following: storming, the goal
• Denmark’s size compared to the size of Germany is to collect as
• the distance between Denmark and Sweden many different
ideas as possible
Keep your map handy so that you can locate other countries
and not to com-
mentioned in Number the Stars.
ment on them.
Everybody’s ideas
A As a group, you will probably have different answers to
should be included.
the above topics. It isn’t necessary that you decide upon
one correct answer, but you must listen to each other’s ideas
so that you develop a broader, richer understanding of
the book.
A When you have finished talking about these topics, take some time to write in your
journal about how people might exhibit courage in times of war.
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Chapters 1–2
Reading Strategy: Asking Questions
As you’re just getting into a good book, you usually find
yourself asking questions about the characters, the setting,
and the events. It’s the search for answers that keeps you turning the pages. Write down
your questions as you read and note the answers when you come to them later in the
story. Jot down the questions you have so far about Number the Stars.
Writing in Your Literature Response Journal

1. Annemarie’s sister, Lise, died three years before the story opens. What questions
do you have about her death?
2. What are the differences between the reactions of Annemarie, Ellen, and Kirsti to
the Nazi soldiers? How do you account for these differences?
3. Annemarie feels that “the whole world has changed.” What does she mean? What
specific aspects of her day-to-day life are different than they were a few years ago?
B. What were your predictions, questions, observations, and connections as you

read? Write about one of them in your journal. Check the response you chose.
15

Group D iscussion
Name ______________________________________ Date _______________________
Number the Stars

Chapters 1–2
A Although members of the Danish
Resistance probably would not
answer you, discuss what questions
you’d like to ask them anyway.
What special qualities do you think
Resistance members had to have?
A Danes who were not members of the

Resistance had to cope with the Nazi
invasion in their own ways. Discuss
how they had to alter their behavior.
A Discuss the differences between life in Copenhagen and life in the fairy tale world that
Annemarie tells Kirsti about. How might these fantasy stories help Annemarie as well
as her sister?
Writer’s Craft: Atmosphere

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

Christian. In these two chapters, as in the rest of the book, you’ll find many places in
which the atmosphere changes very suddenly, for example, from comfort to menace.
How might these sudden changes be an accurate picture of life during wartime?
16

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Name ______________________________________ Date _______________________
Number the Stars

Chapters 3–4
Reading Strategy: Making Predictions
At this point in the story, you probably have a pretty
firm idea about the nature of the danger that Ellen and
her family are facing. You also know that the
Johansens are determined to keep Ellen safe. In fact,
you may be predicting some ways in which they’ll try
to protect her. As readers become engrossed in a story,
they cannot help but predict what’s gong to happen
next. A prediction, of course, is an intelligent guess. As the story unfolds, a reader often
changes his or her prediction. How have your predictions about the story changed so far?

1. Annemarie’s father says that she and Ellen must pretend to be sisters. Why do
you suppose he gives this instruction? Predict why Ellen may have to act like a
member of the Johansen family.
2. Annemarie says to herself that she’s glad to be an ordinary person who will never
be called upon for courage. What’s your prediction? Will she turn out to be correct
or incorrect? Explain why you think so.
3. Imagine that you are Ellen. Write in the first-person (I) to relate your feelings and
thoughts as you prepare to stay with the Johansens for the night.

17

Group D iscussion
Name ______________________________________ Date _______________________
Number the Stars

Chapters 3–4
A What are the Nazis doing that make you
realize the Jews are in immediate danger?
With your group, predict what might happen
to people who attempt to protect the Jews.
A Mr. and Mrs. Rosen have left with Peter,

and Mr. Johansen assures Ellen that they are
safe. What’s your prediction about the Rosens’
destination? Do you think Mr. Johansen is
positive about their safety, or is he trying to
console Ellen? Explain your opinion.
A What do you think Mr. Johansen means when he says, “It will be a long night”? With
your group, predict what might happen at the Johansens’ home during the night.
A Annemarie recalls the night of Kirsti’s birthday when the Danes blew up their naval
fleet to keep it out of German hands. Discuss the advantages and disadvantages of
their actions.
Writer’s Craft: Suspense

Suspense is that anxious feeling that results from being uncertain or doubtful. Writers
create suspense by putting their characters into tough situations or having them face
serious problems or hard decisions. Readers anxiously read on, eager to find out what
happens next or whether their predictions are accurate. Some writers of chapter books
deliberately end each chapter with a note of suspense, to make readers hurry on to the
next chapter. Suspenseful chapter endings are often called cliffhangers, a term that
comes from old serial stories and movies. In the early part of the twentieth century, for
example, a movie installment might conclude with the hero or heroine tied to a railroad
track or hanging from a cliff. Audiences hurried back to the theater the next week to find
out how (or whether) the character escaped. How does Lois Lowry create suspense in
Chapters 3 and 4? Tell whether or not you think the chapters end with cliffhangers.
18

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Name ______________________________________ Date _______________________
Number the Stars

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

1. What words and phrases in Chapter 5 enable you to visualize the voices and actions
of the Nazis who break into the Johansens’ home? How do you feel as you visualize
the invaders’ behavior? Why do you think you feel that way?
2. Toward the end of Chapter 5, the author describes three crucial pictures that Mr.
Johansen pulls from the family album to convince the Nazis that Ellen is one of the
Johansens. From the details that are given, visualize these pictures. In your journal,
draw and label the pictures.
3. In Chapter 6, Mrs. Johansen seems to be taking her children and Ellen to a safe
haven—a place far away from the troubles that afflict them in Copenhagen. Write
about a time when you went to a safe haven to escape your troubles. Where was it?
Why did that particular place feel safe?

19

Group D iscussion
Name ______________________________________ Date _______________________
Number the Stars

Chapters 5–6
A Visualize the sudden nighttime Nazi invasion of the
Johansens’ home. What do the Johansens fear the most, and
why? Are they fearful for their own lives, Ellen’s, or both?
A Discuss the quick thinking and talking the Johansens do to

put off or delay the Nazis’ inspection. Why does the
Johansens’ ruse work for the time being? What do the invaders do that suggests
they’re not entirely ready to believe the Johansens?
A Why does Annemarie suddenly yank the Star of David off of Ellen’s neck?
A Discuss the coded telephone conversation that Annemarie’s father uses with Uncle
Henrick. What might the seemingly harmless question “Is the weather good for 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 this
a suspenseful moment in the story? How is the suspense resolved?
Writer’s Craft: Description

As you read about the sights outside the train window and the characters’ safe arrival in
Gilleleje, you probably visualize a world that is safer and more benign than the one they
left behind in Copenhagen. What you visualize is greatly due to the writer’s power of
description. The following are examples of description in the story:
The air was breezy and cool, and carried the sharp, not unpleasant smell of salt and
fish. High against the pale clouds, seagulls soared. . . .
Here the path skirted the edge of a field, along a fence, and beyond it they could see
the gray sea, ruffled by wind. The breeze moved the high grass.
With your group, look back quickly through Chapters 1–6 to identify and read aloud
other descriptive passages.
20

L it e rat u
Name ______________________________________ Date _______________________
Number the Stars

Chapters 7–8
Reading Strategy: Making Inferences
An inference is a conclusion that readers reach after studying the
evidence given in the story. Like all good writers, Lois Lowry provides
enough clues along the way to allow readers to make valid inferences. For example,
you’ve probably correctly inferred that the Johansens are intent on saving Danish Jews
in general, even though this precise goal is not stated in so many words in the story.
You can also infer that Peter’s unusual seriousness and hasty visits result from his
participation in the Danish Resistance, even though he never admits it.

1. Use your inference skills. Why do you think Mrs. Johansen has brought her
children and Ellen to Henrick’s farm? Suggest at least two possibilities.
2. There are several differences between life in Copenhagen and on Henrik’s farm.
Compare and contrast life, as Ellen and Annemarie experience it, in the two places.
3. At the end of Chapter 8, Annemarie realizes that there is no one named Great-Aunt
Birte in her family. Why do you think a funeral is being held for someone who
doesn’t exist?

21

Group D iscussion
Name ______________________________________ Date _______________________
Number the Stars

Chapters 7–8
A In her bedroom, Annemarie listens to her mother
and uncle talk. She notices the absence of the
laughter these two used to share. From this clue,
and from the developments in Chapter 8, you can
make some inferences about the subject of Mrs.
Johansen and Henrick’s conversation. Share your
ideas about what they’re discussing.
A Over the telephone, Annemarie’s father asked, “Is the weather good for fishing?”
Now, in Chapter 8, Henrick says, “Tomorrow will be a good day for fishing.”
Discuss why Annemarie finds this statement odd. What does your group think
the statement means?
A Annemarie makes a joke about the Nazis relocating Uncle Henrik’s butter. One of the
impacts of war is a shortage of food. Talk about which foods you would miss the most.
Then discuss which foods would be most important for you to have to stay healthy.
Writer’s Craft: Character Development

In real life, the more you observe a person—the more you see him or her acting and
reacting in different circumstances—the more you come to know that person. In a good
story, readers get to know characters in a similar way: The writer develops the characters
by showing how they react to a series of challenges and problems. Think about
Annemarie. What were your first impressions of her in the opening chapter? In later
chapters, what does she think and do that helps you build a richer picture of her
character? What else do you hope the writer will reveal about Annemarie?
22

L it e rat u
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Number the Stars

Chapters 9–10
Reading Strategy: Recognizing Cause and Effect
In an exciting story like this one, where problems and situations change rapidly, you
may frequently say, “Oh, I see! This incident happened because of what happened
before!” For example, at the beginning of Chapter 9, Annemarie is upset because her
mother and uncle lied to her by pretending there was a relative called Great-Aunt Birte.
The cause is the lie, and the effect is Annemarie’s anger. If you look back at previous
chapters, you can identify a whole series of causes and effects, starting with how the
soldiers’ behavior in Chapter 1 caused Annemarie and Ellen to feel fearful. Find at least
one other cause and effect in the early chapters.
Writing in Your Reading Journal

1. Ellen says, “I’m so sorry your Aunt Birte died.” What causes Annemarie to keep
the truth from Ellen? What effect does Annemarie’s silence have on Ellen?
2. Uncle Henrick talks with Annemarie about the nature of bravery. He says that it’s
easier to be brave if you don’t know everything. Do you agree with him? Explain
why or why not. If possible, give an example from your own life.
3. Annemarie lies to the Nazi soldier who harshly asks, “Who died?” What would
have happened if she had told the truth? Do you think Annemarie is justified in
lying in this situation?

23

Group D iscussion
Name ______________________________________ Date _______________________
Number the Stars

Chapters 9–10
A In Chapter 10, you finally discover the
source of Lois Lowry’s title for this book. Identify
the passage in which “number the stars” is mentioned.
Where does the passage come from?
A Bibles and other literature often use comparisons and figures of speech
that we can interpret in different ways. For example, the biblical quotation
in this chapter includes, “he who numbers the stars one by one. . . .” Discuss whom
the stars might stand for in this story.
A After Peter reads the biblical passage, he says, “Now . . . it is time.” What does he
mean? Predict why Peter read that particular biblical passage.
Writer’s Craft: Dialogue

Dialogue means the exact words, enclosed in quotation marks, that someone says.
Good writers use dialogue for the following purposes: 1. to move the plot along
and 2. to reveal something important about the character who is speaking. Dialogue
may be introduced or followed by words that show how the character says the words.
“There has been a death,” Mama’s voice replied calmly.

“Who died?” he asked harshly.
Find other examples in these chapters like the ones shown above. Rewrite the dialogue
so the mood or voice of the person speaking isn’t revealed. Don’t use any adjectives or
adverbs, just use verbs such as replied, said, and asked. What effect does this have on
the dialogue? What effect does it have on you, the reader?
24

L it e rat u
Name ______________________________________ Date _______________________
Number the Stars

Chapters 11–12
Reading Strategy: Recognizing Point of View
In literature, point of view refers to the person who is telling the story. In Number the
Stars, readers see the events from Annemarie’s point of view. We see what Annemarie
sees, feels, and experiences as she tries to understand the risks her family is taking and
the dangers her friend Ellen is facing. Writers use point of view to help readers identify
with the main character. It’s almost like you—the reader—are struggling along with the
character to solve the problems in the story. How do you think the story would change if
it were told from someone else’s point of view?

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

you are Peter. Explain why you are taking part in this rescue operation.
3. Have you ever tried to rescue a friend from a dangerous situation? Write about
the situation and what was at stake. Tell about your rescue plan and whether or
not it succeeded.

25

Group D iscussion
Name ______________________________________ Date _______________________
Number the Stars

Chapters 11–12
A Since the story is told from Annemarie’s point of view, readers only know what she
knows and sees. For instance, as Annemarie gets involved in the rescue operation,
some aspects of it become clear to her, while others remain mysterious. What does
she know for sure? What questions is she unable to answer for sure? Answer the
following questions from Annemarie’s point of view:
Why is the casket filled with blankets and clothing?

Why does the baby Rachel have to be sedated?
What is in the packet that Henrick gives to Mr. Rosen?
What assignment must Annemarie’s mother carry out?
Why is Mama lying on the ground?
Writer’s Craft: Imagery

Imagery is language that appeals to the senses—sight, smell, touch, hearing, and
taste. Imagery helps readers imagine settings and experience what the characters are
experiencing. The images in the following paragraph from Chapter 12 appeal to the
reader’s sense of hearing:
The night was quiet, too. A slight breeze moved in the tops of the trees, and from
across the meadow came the sound of the sea’s movement, which was a constant
sound here and had always
been. But no birds called or
cried here now, in the night.
The cow slept silently in the
barn, the kitten upstairs in
Kirsti’s arms.
With your group, look for

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

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Name ______________________________________ Date _______________________
Number the Stars

Chapters 13–14
Reading Strategy: Recognizing References
As an eventful tale moves rapidly along, the writer often makes brief references to things
that have happened previously in the story. One purpose of such references is to help
readers link major steps in the plot. For example, in Chapter 13 Annemarie finds a
packet in the grass and says, “Mr. Rosen tripped on the step, remember? It must have
fallen from his pocket. . . .” This is a reference to a very brief incident in Chapter 11. If
you’ve been reading closely and carefully, you recognize the incident. On the other
hand, if a reference isn’t clear to you, you may want to use a related strategy—
rereading—to find out why this latest development is significant. Find the place in
Chapter 11 in which Mr. Rosen receives the packet, and then evidently loses it.

1. Mama says, “They will sail soon. . . . Soon they will be safe, too.” What does
Mama mean? To whom is she referring? How will “they be safe”?
2. Imagine that you are Annemarie delivering the packet. Write in the first-person (I)
to tell how you feel as you set off along the dark path. Are you afraid of or worried
about anything? How does the once-familiar path seem different to you now?
3. Annemarie has changed since this story began. Compare the carefree schoolgirl
with the girl who is now undertaking a dangerous assignment. If necessary, refer
to previous chapters. What has Annemarie learned about her friends and family,
and—most importantly—about herself?

27

Group D iscussion
Name ______________________________________ Date _______________________
Number the Stars

Chapters 13–14
A In the beginning chapters of this
book, Annemarie often tells fairy
tales to her little sister. Now it seems
that a fairy tale has come true.
Annemarie is re-enacting a fairy tale
in a real-life situation.
A Decide which fairy tale Annemarie is

acting out in this perilous situation. Discuss and connect the following references:
A girl is carrying a basket.

She must walk through the woods.
Her goal is to deliver the basket to a relative.
There may be dangers in the woods.
A In the fairy tale, the heroine meets a terrifying wolf that challenges her. Whom does
Annemarie meet—in addition to the dogs—that symbolizes the wolf? What threat do
they pose?
A Real-life incidents usually diverge, or are different in certain ways, from fairy-tale
incidents. Discuss how Annemarie may escape from the “wolves” in this story.
Writer’s Craft: Theme

A theme is an idea that the story conveys about life. The writer usually doesn’t state the
theme directly. It’s up to readers to discover the theme for themselves by using the
incidents and ideas that the writer has presented. A story may also have more than one
theme. For example, the fairy tale “Snow White” has the following themes: Don’t accept
presents from strangers. Goodness and kindness will eventually be rewarded. With your
group, discuss at least two themes you’ve found in Number the Stars. State each theme
in a complete sentence.
28

L it e rat u
Name ______________________________________ Date _______________________
Number the Stars

Chapters 15–17
Reading Strategy: Summarizing
Summarizing means capturing the plot of a story or the chapters in a
story. When you summarize, you briefly list the main events of the story
or chapter in sequence. Summarizing is not an easy skill to master
because a good story has so many exciting plot steps that you may be tempted to list
them all. Overcome the temptation! Focus on the important steps that move the story
along. Read the following summary of Chapters 13–14:
Mama is injured on her way home. She and Annemarie discover that an important
packet has not been delivered to Uncle Henrick. Annemarie undertakes the dangerous
task of taking the packet to her uncle.
Summarizing is a useful skill when you’re reviewing the main events or ideas in a
story. It is also helpful to summarize when you’re discussing a story with a classmate
or writing down the main events of a story in your journal.

1. Write two sentences to summarize the events that happened in Chapter 15.
2. Push your summarizing skills to the limit. Write four brief sentences to summarize
what happened in Chapters 15 and 16.
3. Imagine that you’re a book reviewer. Write a summary of 100 words or less about
what happened in Number the Stars.

29

Group D iscussion
Name ______________________________________ Date _______________________
Number the Stars

Chapters 15–17
In her journey to Uncle Henrick’s boat, Annemarie learns
directly about the risks taken by members of the Danish
Resistance movement and by the Jewish escapees. She also
discovers her own ability to deal with dangerous situations.
A Summarize how Annemarie is able to make the Nazis

think she’s a “silly little girl” delivering lunch to her uncle.
A What escape trick has Annemarie learned from her

sister Kirstin?
A Annemarie learns more as Uncle Henrick explains why the handkerchief is so

important. Summarize with your group what the handkerchief was used for.
A Think again about bravery and courage. Does bravery mean being unafraid, or does
it mean doing something daring even if you are afraid? In your discussion, use
Annemarie’s journey to her uncle’s ship as an example. What other examples of
courage can you find in these chapters?
A Relate the story to your own real-life experiences and knowledge. Whom do you
know that’s brave? What did she or he do? With your group, make a list of qualities
that might show a person’s courage.
Writer’s Craft: Foreshadowing

Will Annemarie and Ellen ever meet again? Lowry’s use of foreshadowing, or hints
about the future, suggests that they will. She tells us that Annemarie’s father anticipates
the return of the Jews. Neighbors are looking after the homes of Danish Jews who had to
flee during the Nazi occupation. Annemarie retrieves the Star of David necklace that she
yanked from Ellen’s neck when the Nazis invaded the Johansens’ home. Annemarie puts
it on and says that she’ll give it back to Ellen when her friend returns to Denmark. With
your group, write and act out dialogue between Ellen and Annemarie when they meet
again at last.
30

Name ______________________________________ Date _______________________
Number the Stars

After Reading
After reading the final chapter of Number the Stars, you come to a section called the
Afterword, in which Lois Lowry says to her readers, “How much of Annemarie’s story is
true?. . . Let me try to tell you, here, where fact ends and fiction begins.” What follows
in the Afterword are some important insights into this work of historical fiction. Lowry
explains how she blended historical facts and the characters and situations that were her
own inventions.
A Make a two-column chart. Give one column the heading of History. Label the other
column Fiction. As you read the Afterword, record what is fact (history) and what is
fiction in Number the Stars. An example is shown below.
History Fiction
Copenhagen was occupied by Nazis. Annemarie and her family and friends
A Think about a story that you might write that includes the same historical facts as
Lowry’s story. Add another Fiction column to your chart. Write down the characters
and events in your story, just as you did for Number the Stars. Keep in mind that
your characters and incidents must relate to the historical facts you’ve already listed!
For instance, you might make up a fictional character named Herman, who is a
fisherman or an escapee. Whatever dangers or problems you devise for Herman must
relate to history, which is the effort to rescue Danish Jews.
A After you complete your chart, discuss with your group what was difficult about it.
Share your ideas about the challenges faced by writers of historical fiction.
31

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 for
each panel that summarizes the action in your picture. Put each panel on a separate page,
and then bind the pages into a book.
2. From a newspaper, magazine, or from your personal knowledge and experience, choose a
real-life example of heroism. Write an article about the heroic act. As a writer of historical
fiction would, change minor details and the names of the people involved, but keep the
basic details true to life.
3. Heroism displays itself in different ways. Think of five characters from Number the Stars
who behave heroically. Explain what each character does that is heroic. Your explanation
can be in writing, or in the form of an oral presentation to your classmates.
Name ______________________________________ Date _______________________
Group Projects
1. In wartime, secrecy and code language are vital when conveying important information
about your tactics and the enemy. Discuss how the Danes conveyed information about
rescue operations as revealed to you in Number the Stars. Then investigate the code that
Navajo soldiers used to outwit Japanese forces during World War II. Why was this code so
successful? Write a report about the Navajo Code Talkers for your classmates.
2. Imagine that your town has been overtaken by a force called the Zinates. The Zinates’
goal is to eliminate all people who have blond or brown hair and blue or green eyes.
With your group, plan and write about a rescue operation you might perform to save the
targeted victims from the Zinates. Then discuss how this exercise helped you to 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 Holocaust
told by survivors. Discuss the most moving and compelling stories. Work together to
compile a collection of these stories.
32


Literature Circle Guide Number The Stars

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