process for them. Allowing conversations within small groups around their own questions and ideas about the books will prove to be satisfying for all. As they share opinions, debate character motivations, discuss connections and ask questions of their peers they will become more and more authentically engaged with the text. This type of independence and group work does not come naturally to all children. In order for this type of learning to work well there needs to be a lot of up front teaching around the expectations, routines and group dynamics before students are to be set free. I have found the Literature Circle model described by Harvey Daniels to be very helpful in establishing book clubs in the classroom. As you already know, providing a variety of reading opportunities the classroom is essential to effective reading instruction. At times you may read these or other books aloud to the class, have students read in pairs, or independently if the book is on their reading level or you may also provide some students with a listening center, where they can listen to the book on tape. I found that many of the books in this curriculum are available on tape or CD at local libraries. As you use these mini lessons and the initial curriculum to provide explicit reading instruction and establish a classroom of enthusiastic, critical, independent readers, I wish you many animated conversations focused around great literature and the compelling topic of courage. Enjoy, Kelly K. Smith Author, Mini Lessons Guide Preview Chapter Summaries The summary provides an overview of the main events and ideas from the chapter. Questions to Promote Discussion and Stimulate Journal Writing For each chapter, there will be a set of suggestion questions designed to develop comprehension of the story and stimulate discussion of the themes and the way in which they story relates to your students’ lives, particularly with respect to courage. In addition, some of the questions and activities will also provide ideas for linking Number the Stars to the Boston Public Schools’ Key Questions and Close Reads with corresponding concepts from the Boston Public Schools Standards and Curriculum Frameworks and Common Core State Standards (CCSS). There will also be Key Questions in the “Post-Reading” section. As with all activities and questions, it is not necessary to answer or complete all questions. When you preview the guide, it may be helpful to make a preliminary list of those questions which you feel will most benefit your students. . If you decide to use some of the Key Questions and Close
A static character is one whose personality does not change throughout the events in the story's plot. For example, the evil stepmother in the fairytale, Cinderella, is manipulative and cruel at the beginning of the story, and continues to be an evil character the close of the story. As we read Number the Stars, you want to be aware of the characters and be noticing how the events in their lives change or do not change them as people. Journal/Discussion: Use a characterization chart to keep track of the characters traits throughout the book. Occasionally reference it to notice any changes. (You may even want to assign one group the job of being the character detectives. They will remind the class to look for this as they notice it happening in this or other books.) See Appendix Chapter 2 Mini Lesson for handout Activities to Extend Comprehension and Relate Literature to Life King for a Day In pairs, have one student play the role of the King of Denmark and one students play the role of the King of Norway. Ask students to role play a scene where the two kings meet to discuss their reasons for making their respective decisions about fighting Germany. The Royal Parade As a critical viewing activity, have students look at pictures of King Christian X and make observations his character based on the photos. You may want to present students with pictures of other royalty or political figures, contemporary or historical, and have them complete the same task. Discuss with students the importance of loyalty to the crown in some countries such as Denmark or England. Also discuss the differences between a king or queen and an elected official like a president. Have students compare their analysis of King Christian X from the photos with what they learn about him from the text. {Resources} Chapter 3: Where is Mrs. Hirsch? Summary Pages 18-26: Mrs. Johansen sends Annemarie to Mrs. Hirsch’s button shop to replace a button on Kirsti’s winter coat. Annemarie returns and informs her mother that the shop is closed and that a swastika and a sign written in German are hanging on the door. This news deeply worries Mrs. Johansen, who quickly goes to talk to Mrs. Rosen. That night, Peter pays a visit to the Johansen household and informs them that many Jewish-owned stores have been ordered closed.
Max Connection Henrik explains to Annemarie, “It is much easier to be brave if you do not know everything.” Ask students to reflect on this statement and on what they think Max would say in response to this statement. Have students write the dialogue that Max and Uncle Henrik would have about courage if they were to meet. Chapter 10: Let Us Open the Casket Summary Pages 82-87: After everyone arrives, Uncle Henrik leaves to spend the night on his fishing boat and the “mourners” sit quietly around the coffin. During the vigil, the Nazis arrive and demand to see what is inside the casket, but Mrs. Johansen is able to dissuade them from opening the lid. After the Nazis leave, Peter reads a psalm and then opens the lid of the casket. Questions to Promote Discussion and Stimulate Journal Writing Who is in the living room? Why are they sitting around? Annemarie refers to a recurring nightmare. What is she talking How do the Nazis try to intimidate the Danes? What examples do we have of their cruelty? {Key Question} Why does Annemarie find is hard to be {Key Question} At one Peter reaches slowly with one hand toward his side. What do you think he is doing? How does Mama react when the Nazis suggest opening the casket? Does her behavior remind you of any other character? How does Mama trick the soldiers? Can you think of other times when she has been clever? When Peter was reading the psalm, how may it have given strength and courage to those who were listening? {Key Question} Why do you think the book is called Number the Stars? {Key Question} {Close Read} Vocabulary: (CCSS: L4A, RL4) (p. 82) increase suddenly Recurring (p. 83) repeated Staccato (p. 83) quick and clipped Custom (p. 84) Gleamed (p. 84) brightly Condescending (p. 84) snobby Coffin (p. 85) box for corpse Typhus (p. 85) infectious fever Linger (p. 85) wait around Staggered (p. 85) to move unsteadily Diseased (p. 85) specific disorder Spattered (p. 86) splash with liquid Mantel (p. 86) fireplace frame Random (p. 86) without pattern