Year 7–8 / Grades 6–7
Number the Stars — a five-lesson scheme of work
This sequence takes us from the first encounter with occupied Copenhagen to an in-depth look at themes of courage, identity, and moral choice throughout all seventeen chapters of Lois Lowry's novel. Students start by exploring the world that Annemarie lives in and the threats that change it. They then analyze how Lowry creates tension using language and structure, followed by examining how different characters show— or sometimes don’t show— courage. One lesson zeroes in on the climax of the novel and the use of deception as a form of resistance. The final lesson ties everything together in a comprehensive analytical essay. By the end, students will be able to craft a well-structured, evidence-based argument about how Lowry shapes meaning.
Objectives
- Analyse how Lowry uses narrative perspective through Annemarie to shape the reader's understanding of occupation and fear in Chapters 1–5.
- Explain how Lowry builds tension through language choices and structural techniques in the confrontation scenes of Chapters 5, 10 and 15.
- Evaluate how Lowry presents courage as an active, performed choice through the actions of Annemarie, Mama and Peter across Chapters 8–14.
- Analyse how Lowry uses deception and dramatic irony in Chapters 9–10 and 12–15 to explore the theme of resistance.
- Write a structured, evidenced analytical essay that sustains an argument about how Lowry presents one theme across the novel as a whole.
The sequence
Lesson 1: Occupation and Ordinary Life: Annemarie's World in Chapters 1–5
55 min · ch. 1, 2, 3, 4, 5- Do now
Without opening the novel, jot down three things you can already guess about what daily life might be like for a child living in a country occupied by enemy soldiers. Consider aspects such as food, movement, fear, and friendship. You have four minutes.
- Teacher input
Read aloud the opening of Chapter 1, from 'It was a game' to 'the soldier moved on.' Notice how Lowry immerses the reader in Annemarie's limited viewpoint: the soldiers are depicted solely through a child's sensory details — 'shiny boots,' 'the strange pale eyes' — ensuring the reader shares Annemarie's understanding. On the board, annotate how the present-tense narration and the term 'game' establish dramatic irony: the reader senses the lurking danger that Annemarie is still beginning to recognize.
- Independent task
Students will read the moment in Chapter 5 ('Who Is the Dark-Haired One?') when the German soldiers enter the Johansens' apartment at night and demand to see Ellen's face, starting from 'Papa got out of bed' and ending with 'The door closed.' After that, they will write one PEEL paragraph (Point, Evidence, Explain, Link) in response to the question: How does Lowry use Annemarie's perspective to convey the danger Ellen faces? Students are required to quote at least two phrases from the passage and analyze the effect of specific word choices. The paragraph should be between 120 and 180 words and submitted by the end of the lesson.
- Exit ticket
In one sentence, explain why Lowry chooses to tell this story through Annemarie's eyes rather than Ellen's — what does that narrative choice make the reader feel that a different narrator could not?
Lesson 2: Building Tension: Language and Structure in the Confrontation Scenes
55 min · ch. 10, 15- Do now
Open your copy of Chapter 10 ('Let Us Open the Casket') and locate the paragraph that starts with 'Slowly, as if he were very tired.' Read it quietly. Jot down two words or phrases that strike you as threatening, along with one word that feels intentionally ordinary. Be prepared to share your reasoning behind these selections.
- Teacher input
Model a close reading of the moment in Chapter 10 when the German officer insists that Uncle Henrik's 'mourners' open the casket, particularly focusing on the sentence: 'He turned and walked to the casket, and reached out to open it.' On the board, annotate how Lowry employs a tricolon of short clauses ('turned,' 'walked,' 'reached') to stretch out time and capture the collective breath-holding of everyone present. Highlight how the verb 'reached' hangs at the end of the sentence, creating an unresolved tension — the reader, just like Annemarie, is left uncertain about what happens next. This is the key point: how the rhythm of the sentence builds suspense.
- Independent task
Students receive a printed excerpt from Chapter 15 ('My Dogs Smell It'), which features the scene where the German soldier's dog sniffs the packet that Annemarie is carrying, starting from 'The dog sniffed' and ending at 'She made herself breathe.' Each student will annotate the excerpt on their own, pinpointing at least three specific language or structural choices made by Lowry that contribute to building tension. Following this, they will compose a brief analytical response (150–200 words) discussing how two of those choices work in tandem to create suspense. Students are to submit both the annotated excerpt and their written analysis.
- Exit ticket
Write one sentence identifying the single most effective technique Lowry uses in either the Chapter 10 casket scene or the Chapter 15 dog scene to create tension, and name the specific word or phrase that carries that technique.
Lesson 3: Performing Courage: Annemarie, Mama and Peter in Chapters 8–14
55 min · ch. 8, 9, 11, 12, 13, 14- Do now
Take a look at the characters listed on the board: Annemarie, Mama, Peter, Papa, Uncle Henrik. Rank them from 'most courageous' to 'least courageous' based on your reading so far, and then write one sentence explaining why you chose your top pick. Remember, there's no right answer — just make sure you can support your ranking.
- Teacher input
Read aloud the passage in Chapter 8 ('There Has Been a Death') where Mama falls on the dark path leading to Uncle Henrik's barn and tells Annemarie to go on without her: 'You must go alone, Annemarie. I cannot get up.' Notice how Lowry illustrates courage not as the absence of fear but as the choice to act in spite of it. Pay attention to how Mama's short, fragmented sentences convey both physical pain and emotional weight, while Annemarie's internal thoughts ('She was not brave') directly clash with her subsequent actions. Lowry skillfully highlights the contrast between a character's self-perception and their behavior to shape our understanding of courage.
- Independent task
Students should select one of the three moments listed below and compose a PEEL paragraph (150–200 words) arguing how Lowry portrays courage as a choice rather than just a feeling: (A) Peter handing out the New Testament packets to the Jewish families in Chapter 11 ('Will We See You Again Soon, Peter?'); (B) Annemarie running through the dark woods alone in Chapter 13 ('Run!'); (C) Mama lying still on the path and encouraging Annemarie to go on in Chapter 8. In their paragraphs, students must quote directly from the selected passage, analyze the effect of at least one specific word, and connect their argument back to the notion that in this novel, courage is always exercised in the face of observation or danger. Paragraphs should be submitted at the end of the lesson.
- Exit ticket
In two sentences, explain what Lowry suggests is the difference between bravery and courage in Number the Stars, using the name of one character and one moment from Chapters 8–14 to support your answer.
Lesson 4: Deception as Resistance: Dramatic Irony in Chapters 9–10 and 12–15
55 min · ch. 9, 10, 12, 13, 14, 15- Do now
Sure! Here’s a more natural version of your request:
Take a moment to recall two instances in the novel where a character has intentionally lied. For each instance, write a single sentence explaining whether you believe that lie was justified or not, and why. You have four minutes for this task.
- Teacher input
Model a reading of the scene in Chapter 9 ('Why Are You Lying?') where Annemarie deceives the German soldiers regarding the 'funeral' gathering. Focus on the exchange: 'It is our Great-aunt Birte,' Annemarie said. 'She has died.' On the board, annotate how Lowry crafts dramatic irony — the reader is aware that there is no Great-aunt Birte, while the soldiers remain oblivious, and Annemarie is fabricating a story under immense life-or-death pressure. Highlight how Lowry employs free indirect discourse with the line, 'She had never lied to a soldier before. It felt surprisingly easy,' which allows the reader to connect with Annemarie's unexpected moral dilemma. The key point: using dramatic irony as a means to delve into the ethics of deception.
- Independent task
Students will read the passage in Chapter 12 ('Where Was Moses When the Lights Went Out?'), where the rabbi reads from the Psalms and Peter hands out the packets. They will then write a comparative paragraph (180–220 words) that examines how Lowry employs dramatic irony in both Chapter 9 (the lie about Great-aunt Birte) and Chapter 12 (the concealed purpose of the 'funeral' gathering). The focus will be on how Lowry portrays deception as an act of moral courage rather than mere dishonesty. Students should quote from both chapters, discuss how the reader's greater knowledge generates tension or sympathy, and provide an interpretation of what Lowry intends for the reader to understand about lying during wartime. The completed paragraphs are due at the end of the lesson.
- Exit ticket
Write one sentence explaining what the phrase 'Where was Moses when the lights went out?' — the title of Chapter 12 — suggests about the role of hidden knowledge and faith in the novel's presentation of resistance.
Lesson 5: Sustained Argument: How Lowry Presents Courage Across the Whole Novel
60 min · ch. 1, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17- Do now
Without referring to your notes, jot down three quotes from the novel that you believe demonstrate how courage in Number the Stars is consistently tied to love for another person. If you can't recall the exact wording, describe the moment and indicate the chapter number. You have five minutes.
- Teacher input
Model the opening of a full analytical essay on the board, focusing on Chapter 17 ('All This Long Time'). Highlight the pivotal moment when it's revealed that Lise Johansen was killed by German soldiers and that Peter had known this all along, yet he continued his resistance work. Annotate how an essay introduction identifies the author's method, stating, "Lowry uses the retrospective revelation of Lise's death to reframe every act of courage in the novel as grief transformed into action." Include a quotation, such as, "He had loved Lise, and then he had loved his country, and then he had loved all people," and conclude with a clear statement that signals the essay's argument in a single sentence. Emphasize the importance of starting the essay with a claim that will guide the entire discussion.
- Independent task
Write an analytical essay of 400–500 words that answers the following question: How does Lois Lowry depict courage in Number the Stars? Your essay should start with a clear argument about the type of courage that Lowry values most. Use evidence from at least three different chapters, ensuring to include moments from Annemarie (Chapters 1, 13, or 14), Mama (Chapter 8), and one other character of your choice. Incorporate at least four direct quotations, each followed by an analysis of specific word choices. Conclude with a sentence that revisits your opening argument while introducing a new insight. You may reference your annotated extracts and previous paragraph work from earlier lessons. Remember to write in continuous prose—no bullet points or subheadings.
- Exit ticket
Read back your opening sentence. Does it name a method Lowry uses, make a claim about what that method achieves, and avoid simply retelling the plot? Write one sentence explaining what you would change about your introduction if you had five more minutes.
Activities
Perspective Hot-Seat: Ellen vs. Annemarie in Chapter 5 20 min · whole class
One student takes on the role of Ellen Rosen during the night-time soldier visit in Chapter 5, while another portrays Annemarie. The class poses questions about what each character observes, understands, and experiences during the scene. The teacher guides the discussion to emphasize what each narrator is aware of and what remains unknown to them. Students then submit a written sentence explaining one aspect of Lowry's choice of Annemarie as narrator that is concealed from the reader — and why it's significant.
Tension Thermometer: Tracking Chapters 10 and 15 25 min · pairs
Each pair gets a printed timeline for the casket scene (Chapter 10) and the dog-search scene (Chapter 15), broken down into eight numbered moments. Partners indicate a 'tension level' (1–10) for each moment and note one language feature that influenced their rating. Pairs return the annotated timeline along with a two-sentence explanation for their highest-rated moment in each chapter.
Courage Spectrum Sorting Activity 20 min · groups
Groups of three receive twelve quotation cards selected from Chapters 8–14, each depicting a character responding to pressure. The groups arrange the cards along a spectrum that ranges from 'instinctive reaction' to 'deliberate, chosen courage.' They need to reach a consensus on the position of at least eight cards and justify each placement. Finally, they return a photographed or drawn spectrum with a brief justification written beneath each card.
Dramatic Irony Annotation Race: Chapter 9 15 min · pairs
Each pair gets a printed excerpt from Chapter 9 where Annemarie tells a lie about Great-aunt Birte. With just five minutes on the clock, pairs mark every instance where the reader understands something that a character does not. Afterward, they choose their three most impactful annotations and return the annotated excerpt, including a one-sentence explanation of why their top choice represents the strongest example of dramatic irony in the chapter.
Character Letter: Peter Nielsen After Chapter 17 30 min · individual
Students are tasked with writing a 150–200 word letter from Peter Nielsen to the Johansen family, taking place after the events of Chapter 17. In this letter, Peter should express — in his own words — the reasons he chose to persist in his resistance efforts following Lise's death. Students are required to include at least one detail from Chapters 11 and 17, as well as one implied quotation from the novel. The completed letter will be submitted for evaluation based on voice, fidelity to the text, and comprehension of Peter's motivations.
Essay Introduction Workshop: Claim, Method, Evidence 25 min · pairs
Each student writes an opening sentence for the summative essay, then exchanges it with their partner. Partners use a three-question checklist — Does it name a method? Does it make a claim? Does it avoid plot summary? — to provide written feedback. Students then revise their sentence and return both the original and the revised version along with their partner's checklist comments, allowing the teacher to understand the thought process behind the changes.
Assessment
- Lesson 1 exit ticket: checks whether students can articulate the effect of a specific narrative choice — Annemarie's limited perspective — rather than simply describing what happens in Chapter 5.
- Lesson 1 PEEL paragraph: checks whether students can embed a quotation from the Chapter 5 night-time scene and explain the effect of specific word choices rather than paraphrasing.
- Lesson 2 annotated extract: checks whether students can identify and name at least three distinct language or structural techniques in the Chapter 15 dog-search passage.
- Lesson 3 exit ticket: checks whether students can distinguish between bravery as a feeling and courage as a performed action, using a named moment from Chapters 8–14.
- Lesson 4 comparative paragraph: checks whether students can write about dramatic irony across two chapters (9 and 12) and offer a judgement about Lowry's thematic purpose, not just describe the technique.
Summative task
How does Lois Lowry present courage in Number the Stars? Write a 400–500-word analytical essay. Your essay must open with a clear argument about what kind of courage Lowry values most, use evidence from at least three different chapters, include at least one moment each from Annemarie, Mama and one other character of your choice, embed at least four direct quotations each followed by an explanation of specific word choices, and end with a concluding sentence that returns to your opening argument and adds something new. Write in continuous prose.
Marking notes
Highest-band responses maintain a clear central argument regarding the nature of courage (for instance, viewing courage as love made visible or as performance under surveillance) and revisit this idea in each paragraph. Mid-band responses recognize instances of courage across various characters but address each instance independently without connecting them to an overarching assertion. Lower-band responses simply recount events and label them as 'courageous' without clarifying how Lowry's language creates that quality. Quotes should be integrated into the analysis and accompanied by detailed word-level examination; quotes without such explanation should not surpass the mid-band level.
Standards covered
- Common Core 11 12
- RL.11-12.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- RL.11-12.3 — Analyse the impact of the author's choices regarding how to develop and relate elements of a story or drama, including where a story is set, how the action is ordered, and how the characters are introduced and developed.
- RL.11-12.6 — Analyse a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant.
- W.11-12.1 — Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- AP Literature
- Literary Argumentation (LAN-1) — Develop a thesis that makes a defensible claim about an interpretation of literature and use evidence from the text to support and develop the argument.
- Figurative Language (FIG-1) — Explain the function of specific words and phrases in a literary text, including how they contribute to meaning, tone and the reader's experience.
- Narration (NAR-1) — Explain the function of point of view and narrative perspective in a literary text and analyse how a narrator's reliability, knowledge and position shape the reader's understanding.
- Character (CHR-1) — Explain the function of a character, including how characters develop, how they respond to challenges, and what they reveal about larger ideas in the text.
- AQA
- AO1 — Read, understand and respond to texts; sustain a critical stance and use textual references, including quotations, to support and illustrate interpretations.
- AO2 — Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.
- AO3 — Show understanding of the relationships between texts and the contexts in which they were written and received.
- Edexcel
- AO1 — Develop an informed personal response, using textual evidence including quotation to support interpretation.
- AO2 — Analyse and evaluate how writers use language, form and structure to create meaning and impact, using relevant terminology.
- AO4 — Explore connections across texts and consider the significance of context.
- IB Lit
- Criterion A — Demonstrate understanding of the work studied and the ways in which meaning is constructed through language, structure and technique.
- Criterion B — Analyse how the author's choices of language, structure and technique shape meaning and the reader's response.
- Criterion C — Organise ideas into a coherent and well-supported argument that sustains a critical perspective throughout.
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