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The Devil’s Arithmetic By Jane Yolen
Comprehension Guide The Devil's Arithmetic is a written by American author Jane Yolen in 1988. The book is about a Jewish girl, Hannah, who lives in New Rochelle. During a over Seder, Hannah is transported back in time to Poland in 1942, during World War II, where she is sent to a Nazi concentration camp. It is there she learns the importance of knowing about the past.
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Name: ____________________ Date: _______________
The Devil’s Arithmetic Comprehension Guide
Directions: Answer the following questions about the story The Devil’s Arithmetic. Always use complete sentences. Prior to Reading Strategy Focus: Background Knowledge To help better understand the story, please take some time to fill in the left side of the chart below before reading the story.
Prior to Reading Story
After Reading Story
Who were the Nazis during World War II?
What do you know about the Jewish people during World War II?
What happened in the Nazi concentration camps?
Good Readers will try to find meanings from the words… Word Study In order to better comprehend what they are reading, good readers will try to find the meanings of the key vocabulary in the story. Please refer to the “Word Study” sheet in the back of your packet for the words. Some vocabulary words may have several meanings, so make sure that your definition fits the way you think it would be used in the story.
Good Readers will use context clues…
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Chapters 1-3
Why didn’t Hannah want to go to her family’s Seder?
What did Hannah’s mother want her to ?
, reading is thinking…
Who was Hannah named after?
Why was Grandpa Will upset at the beginning of Chapter 2?
What did Hannah do as a young girl to please her Grandpa Will? What was his reaction?
What honor was Hannah given to do at the end of Chapter 2?
What did Hannah see when she opened the door? Write notes inside the open door below.
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Chapters 4-5
Good readers will draw pictures in their heads when reading…
Strategy Focus: Visualizing Good readers draw pictures in their head as they read to better comprehend the story. This is called visualizing. In the box below draw and color a picture of what Hannah saw in the room she was now in. Then below the box, write down details of what she saw in complete sentences.
Two sentences:
Describe Gitl and Shmuel below. Use details from Chapter 4 to help.
What did Gitl call Hannah? What did Hannah know about the name?
Why was Chaya with Gitl and Shmuel?
What did Hannah about her old life?
What was Hannah afraid of if she moved closer to Shmuel?
In the beginning of Chapter 5, what is the first thing Hannah did when she woke up? Why?
How did Shmuel react to Hannah saying she was from America?
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Chapters 6-7 What did Hannah think of the dress that Gitl gave her? What was Gitl’s response?
In the mirror below, write what Hannah saw when she looked at herself. Include not only physical details, but her thoughts as well.
What tributes did Gitl and Shmuel load onto the wagons? You can either draw and label the tributes, or write them in a sentence.
Why were the girls shocked when Hannah said she was friends with a Catholic girl?
What were some details that Hannah shared with the girls that they could not believe?
How were her friendships different with her new friends compared to her friends in New Rochelle?
What did the badchan say to Chaya about her name?
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Chapters 8-9
Good readers will draw pictures in their heads when reading…
Describe Fayge as Hannah sees her for the first time below.
Why was Fayge happy when Hannah told her about what Shmuel had said?
Strategy Focus: Visualizing Good readers draw pictures in their head as they read to better comprehend the story. This is called visualizing. In the box below draw and color a picture of Viosk. Then below the box, write down details of what Viosk looked like.
Three sentences:
What did the badchan say about the man with the medals? Where had Hannah heard that before?
What year was it on the Jewish calendar and the Christian calendar? What did Hannah realize?
Strategy Focus: Making Predictions Before you read Chapter 9, predict what you think will happen to the wedding party. Make sure to explain your prediction.
What story did Hannah tell earlier that led people not to believe her about the Nazis? Why?
What would it have been like for Hannah to board the trucks knowing what she knew about the Nazis? What would you have done?
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Chapters 10-11 On the boxcar below, describe what the conditions were like inside the boxcar.
What were three stories that some men shared on the boxcar about what they heard that the Nazis had done?
What happened to a child on the boxcar at the end of Chapter 10? Why do you think this happened?
What terrible things happened at the first stop at the beginning of Chapter 11?
What did Hannah think the showers were?
After the shower, what happened to the women? Why?
What thoughts would’ve been going through your mind if you were Hannah in this chapter? Go back to getting off the boxcar all the way to then end of the chapter.
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Chapters 12-13 Why was thinking dangerous in the camp?
Strategy Focus: Summarize Write about the experience where Hannah gets her number. Discuss what the man who writes the number down on her arm notices about her too. You should have at least four sentences.
What was the Nazi soldiers’ response to Gitl when she asked them for food for the children?
What had happened to little Tzipporah? What was Gitl’s reaction when Chaya tried to touch her?
Describe Rivka. What tips does she give Hannah to help her survive?
How do you know that Hannah’s memory is slipping from the past? Write down examples from the chapter on the picture below.
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Chapters 14-15 What had happened to Rivka’s family in the year that they had been at the camp?
Strategy Focus: Making Predictions Good readers will predict. Predict why you think Rivka talks about “a brutal arithmetic” in the beginning of Chapter 14.
Describe what each letter or number means to Rivka. Write your answer below each one.
What were at least three rules that Rivka shared with Hannah?
Describe what each letter or number means to Chaya. Write your answer below each one.
Why did the children run to the midden? What was in the midden?
What did it mean to be “chosen?” What types of people would fit this category?
What had happened to the rabbi and the badchan? Why?
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Chapters 16-17 Strategy Focus: Making Predictions Good readers will predict. Predict why Gitl calls what is happening, “The Devil’s Arithmetic.”
What had happened to the blokova’s hand?
Strategy Focus: Summarize Describe what happened with Reuven in Chapter 16. You should include at least four sentences.
What was happening with the latest arrivals to the camp? How did the long-termers feel about this?
What did Gitl tell Hannah at the beginning of Chapter 17? What do you think it will be?
Explain “The Devil’s Arithmetic” as it is described in Chapter 17.
Strategy Focus: Summarize Describe what happened when they tried to carry out the plan. Your summary should include at least four events of what happened during the plan.
Where did Gitl go to bed? Why do you think she did this?
Whose shoes did Hannah wear? Why did that bring a small laugh to Gitl?
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Chapter 18-Epilogue How did Breuer make it sound like he was a good person?
What happened to the men and Fayge?
Who was the boy that carried Fayge? What was his job?
What does Hannah tell the girls around the well? Why does she want them to ?
What did the guard tell the children about people who do not work?
Who does the guard choose? What does Chaya do in response to this?
What story does Hannah tell the girls as they entered the door?
Where did Chaya end up when she entered the door?
What was Hannah able to do when she saw Great Aunt Eva’s arm?
Who was Wolfe? Who was Rivka? Were you surprised?
Which villagers that had come with Chaya to the camp had survived?
What did Gitl create after the war? What was it named?
Strategy Focus: Background Knowledge Now that you have read the story, go back to the beginning and fill in “After Reading the Story” column.
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End of the Book Activity
Fact or Fiction At the end of the book, the author explains what is fact or fiction from the story. Fill in the chart below with information in the correct category. You should have at least 5 facts and 2 fictional pieces of information.
FACT
FICTION
End of the Book Activity
Map of Europe Directions: Locate and label the countries of Poland, Russia, and on the map of Europe below.
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The Devil’s Arithmetic End of Novel Project Choices
Concentration Camps In this story, Chaya is sent to a Nazi concentration camp. Design a way to teach the class what concentration camps were like. Include: what would happen when you arrived, daily routines that were followed, and if you were part of The Choosing. You can do this through a PowerPoint, oral report, or any other form that would teach the class what horrible places these were.
Game Board Make up a board game about the story on a larger piece of tag board. Your game must contain at least ten events that happened in the story. Your game board must tell the main events of the story.
Hannah/Chaya and Rivka/Eva Hannah became another person of the past, while Rivka survived into the future. Tell the story of Hannah/Chaya and Rivka/Eva so the audience understands their importance to the story. Your project must include: how Hannah became Chaya, the events that led up to her being sent to the camp, the meeting of Rivka, the explanation of her number, how Rivka helped Chaya, how Chaya saved Rivka, and finally how Hannah and Eva reconnected in the present.
World War II World War II involved many countries and resulted in the loss of lives of millions worldwide. Research this war. Include: what countries were involved on each side, when each country ed the war, at least 4 famous battles and outcomes, and the final outcome of the War in the Pacific and the War in Europe. You can choose what method you would like to present this information to the class.
Collage Create a collage that is about the story. On the back of the collage, write a paragraph (5 sentences) about why you chose the pictures that you did.
Wanted Poster You will need to create a wanted poster about a character in the story. Your wanted poster must include: a physical description of the character, why the person is wanted, how much money the reward is for, and a picture with a caption.
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The Devil’s Arithmetic Word Study
Reading Strategy Focus: Word Study
Good readers will try to find the meanings of key words…
In order to better comprehend what they are reading, good readers will try to find the meanings of the key vocabulary in the story. Sometimes they may ask someone what a word means or use context clues to figure out the meaning. Good readers will also look up the definition. Optional Activity: Your job will be to either use the vocabulary words below in a sentence or find the meanings of the words. Some vocabulary words may have several meanings, so make sure that your definition fits the way you think it would be used in the story. Please skip lines between each definition. This work must be done neatly or you will do it over. If there are more than 2-3 words per day, your teacher may have you work with a partner, discuss them in a group, or provide the meanings for you. Chapter 1 Seder p. 3 Yiddish p. 4 Nazis p. 4 Haggadah p. 5 Chapter 2 Guttural p. 9 Compensation p. 10 Chapter 3 Droned p. 13 Mortified p. 14 Kosher p. 17 Wisps p. 17 Chapter 4 Embroidered p. 23 Hypnotic p. 23 Conspiratorial p. 27 Solemn p. 29 Chapter 5 Mused p. 36 Snick p. 38 Gabbling p. 39 Dainty p. 40
Chapter 6 Privy p. 42 Bodice p. 43 Plaits p. 43 Coax p. 44 Goyish p. 46 Chapter 7 Jostling p. 51 Abrupt p. 54 Jester p. 56 Chapter 8 Undecipherable p. 62 Chapter 9 Hastily p. 65 Adamantly p. 66 Assent p. 68 Billeted p. 69
Chapter 10 Periphery p. 73 Protruding p. 73 Tremulous p. 76 Impudent p. 82
Chapter 16 Insanity p. 135
Chapter 11 Vehemence p. 89 Discernible p. 94 Shorn p. 94
Chapter 18 Pocked p. 152
Chapter 12 Unadorned p. 97 Garish p. 101 Affirmation p. 101 Ingrate p. 102 Ominous p. 102 Dissipating p. 102 Chapter 13 Bellowing p. 105 Arbitrary p. 108 Fervor p. 108 Toting p. 109 Elusive p. 109 Raucous p. 110 Chapter 14 Valis p. 115 Chapter 15 Luminous p. 126 Burnished p. 127 Cleft p. 127
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Chapter 17 Thudding p. 147
Superimposed p. 155
Chapter 19 no words Epilogue Rations p. 165 emigrated p. 165 Remnants p. 166
The Devil’s Arithmetic
Comprehension Guide Answer Key By Jane Yolen
Name: _____________________ Date: _____________ Directions: Answer the following questions about the story The Devil’s Arithmetic. Always use complete sentences. Prior to Reading Strategy Focus: Background Knowledge
Prior to Reading Story
After Reading Story
Who were the Nazis during World War II? Answers will vary (AWV).
Wanted to kill every Jewish person that lived in Europe.
What do you know about the Jewish people during World War II? Answers will vary (AWV).
They were strong in that they survived the holocaust. They were heroes.
What happened in the Nazi concentration camps? Answers will vary (AWV).
People were forced to be naked, get their heads shaved, do manual labor, and millions were killed by firing squads, gas chambers, or being burned alive.
Good Readers will try to find meanings from the words… Word Study In order to better comprehend what they are reading, good readers will try to find the meanings of the key vocabulary in the story. Please refer to the “Word Study” sheet in the back of your packet for the words. Some vocabulary words may have several meanings, so make sure that your definition fits the way you think it would be used in the story.
Good Readers will use context clues…
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Chapters 1-3 Why didn’t Hannah want to go to her family’s Seder? There won’t be a lot of kids, everyone will say how much they have grown, and all the jokes punch lines will be in Yiddish.
What did Hannah’s mother want her to ? She wanted her to how much family means to Grandpa Will and Grandma Belle. They both escaped from the Nazis. Who was Hannah named after? She was named after one Aunt Eva’s dead friends. Why was Grandpa Will upset at the beginning of Chapter 2? He was watching TV and there were old photos of Nazi concentration camp victims. What did Hannah do as a young girl to please her Grandpa Will? What was his reaction? She wrote numbers on her arm like he had. He was upset and screamed in Yiddish. It took a while to calm him down. What honor was Hannah given to do at the end of Chapter 2? She was allowed to open the door for the prophet Elijah. What did Hannah see when she opened the door? Write notes inside the open door below.
See chapter 3- p. 20
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Chapters 4-5 Strategy Focus: Visualizing Good readers draw pictures in their head as they read to better comprehend the story. This is called visualizing. In the box below draw and color a picture of what Hannah saw in the room she was now in. Then below the box, write down details of what she saw in complete sentences.
Three sentences: See Chapter 4, page 22. Describe Gitl and Shmuel below. Use details from Chapter 4 to help. Gitl-dark skirt, smudged apron, embroidered blouse, sleeves rolled up, blue kerchief on her head, thick black hair Shmuel-thick black beard, full head of black hair, cap, full sleeved shirt, loose fitting tros, high leather boots What did Gitl call Hannah? What did Hannah know about the name? She was called Chaya. That was her Hebrew name, the one given to her to honor her Great Aunt Eva’s dead friend. Why was Chaya with Gitl and Shmuel? Both her parents had died from terrible fevers. What did Hannah about her old life? She ed her mother, father, brother, her house, junglegym, 17 stuffed dogs, best friend Rosemary, her school in New Rochelle. What was Hannah afraid of if she moved closer to Shmuel? She was afraid she would become more of Chaya and less of Hannah. In the beginning of Chapter 5, what is the first thing Hannah did when she woke up? Why? She opened the front door and wished that she would be back home. How did Shmuel react to Hannah saying she was from America? He thought she was joking with him to help him forget about his wedding. He thought she was a strange little bird.
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Chapters 6-7 What did Hannah think of the dress that Gitl gave her? What was Gitl’s response? She thought it was a rag, a shmatte. Gitl said the dress was for a princess, and it was more beautiful then the wedding dress. In the mirror below, write what Hannah saw when she looked at herself. Include not only physical details, but her thoughts as well. No more braces or lipstick, same heart-shaped face, slightly crooked smile, same brown hair, same gray eyes, something old-fashioned and haunting like one of the old photos that was from her grandma’s family.
What tributes did Gitl and Shmuel load onto the wagons? You can either draw and label the tributes, or write them in a sentence. There were crocks of butter, lengths of cloth, white lace tablecloth, wooden bowls, pair of silver candlesticks, and cages of chickens. Why were the girls shocked when Hannah said she was friends with a Catholic girl? Esther said her dad wouldn’t even let her talk to a goy (Catholic). What were some details that Hannah shared with the girls that they could not believe? Hannah said she went to school, the mall, had toilets inside the house, an upstairs and downstairs, and goes to movies. How were her friendships different with her new friends compared to her friends in New Rochelle? She was not popular in New Rochelle. She had three friends. Here she was popular. What did the badchan say to Chaya about her name? The name Chaya means life. It was a strong name for a strange time. Be good and long life to your friends, young-old Chaya.
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Chapters 8-9 Describe Fayge as Hannah sees her for the first time below. She is the most beautiful woman that she has seen. She was in all white, had an elegantly beaded headdress, jet black curly hair, gold rings on her fingers, gold dangling from her ears, strong nose, and a fierce, piercing look. Why was Fayge happy when Hannah told her about what Shmuel had said? She thanked Hannah and was happy to hear that he was nervous too. Strategy Focus: Visualizing Good readers draw pictures in their head as they read to better comprehend the story. This is called visualizing. In the box below draw and color a picture of Viosk. Then below the box, write down details of what Viosk looked like.
Three sentences: See Chapter 8, page 61. What did the badchan say about the man with the medals? Where had Hannah heard that before? He said, “I see the malach ha-mavis. The Angel of Death. Hannah heard that from her grandfather when she had drawn the long number on her arm. What year was it on the Jewish calendar and the Christian calendar? What did Hannah realize? It was 5701 on the Jewish calendar, and 1942 on the Christian one. She realized that they were coming towards Nazis and that they needed to stop and turn around. Strategy Focus: Making Predictions Before you read Chapter 9, predict what you think will happen to the wedding party. Make sure to explain your prediction. AWV. What story did Hannah tell earlier that led people not to believe her about the Nazis? Why? She told the story of Hansel and Gretel and how there was a witch who shoved little boys and girls into ovens. What would it have been like for Hannah to board the trucks knowing what she knew aobut the Nazis? What would you have done? AWV. Wise Guys © 2012
Chapters 10-11 Describe what the conditions were like inside the boxcar on the picture below. People were packed together so tightly, there was no room to move. It was very dark and hard to breathe. It was hot. It smelled of human waste.
What were three stories that some men shared on the boxcar about what they heard that the Nazis had done? a. Russian Jews were made to lie down in trenches and they were killed. Then lime was spread over them and more were piled on top. b. There was a fine doctor operating on a Christian woman and the soldiers came in and used his own instruments to kill him. c. There was a town on the border of Poland and the Jews were locked in a synagogue and the Nazis burned the church down with the people in it. Some were able to escape. What happened to a child on the boxcar at the end of Chapter 10? Why do you think this happened? The child died. AWV. One possible answer could be due to the conditions on the train. What terrible things happened at the first stop at the beginning of Chapter 11? Three women had died. A fourth was weak. All four bodies were thrown off the car. The dead baby was pried from the woman’s arms and slung behind a horse’s watering trough. What did Hannah think the showers were? She thought they were in gas ovens that would burn them up. After the shower, what happened to the women? Why? Their heads were shaved. The Nazis didn’t want them to have lice. What thoughts would’ve been going through your mind if you were Hannah in this chapter? Go back to getting off the boxcar all the way to then end of the chapter. AWV. Many will talk about the horrible treatment of the Jews. Standing naked, being ushered in like cattle, taking a short shower, having their heads shaved…
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Chapters 12-13 Why was thinking dangerous in the camp? AWV. Thinking was dangerous because any pause could lead the Nazis to kill them. Strategy Focus: Summarize Below write about the experience where Hannah gets her number. Discuss what the man who writes the number down on her arm notices about her too. You should have at least five sentences. He asked for her name. After she said her name, the man said, “I knew it would come, the angel of death.” His daughter had been named Chaya and she was actually wearing her dress too. He said her name means life. He gave her the number J197241. He told her to live and . What was the Nazi soldiers’ response to Gitl when she asked them for food for the children? He said he heard nothing important from the Jews. He then pointed to the smokestack and said it was “Jew smoke.” He said that they need to learn to eat what is given to them or they will end up in that smoke. What had happened to little Tzipporah? What was Gitl’s reaction when Chaya tried to touch her? She died during the night. Gitl did not want her to touch the girl. She slapped her and then cried about how she would have to tell Yitzchak. Describe Rivka. What tips does she give Hannah to help her survive? Rivka was plain faced with a broad forehead and deep set brown eyes. She smiled at Chaya. She told Chaya to memorize her bowl and to not lose it. She told Chaya to meet with her later for more advice. How do you know that Hannah’s memory is slipping from the past? Write down examples from the chapter on the picture below.
She thought she heard a clock radio, but didn’t what one was. She couldn’t a mean old school teacher. She could not the stories she had told in the forest.
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Chapters 14-15 What had happened to Rivka’s family in the year that they had been at the camp? Her mother, sisters, father and brother have been killed. Her brother Wolfe is still alive, but part of the walking dead. Strategy Focus: Making Predictions Good readers will predict. Predict why you think Rivka talks about “a brutal arithmetic” in the beginning of Chapter 14. AWV. Many may say that it is the horrific subtraction/elimination of the Jews by being killed by the Nazis. Below on each letter and number write what they meant to Rivka.
J=Jew, 1=I am alone, 8=# in family, 2=all that is left of her family, 0=Wolfe feels like nothing, 2=when we are free we will be 2 again. What were at least three rules that Rivka shared with Hannah? You must learn to read numbers and to be able to identify the good from the bad. You have to learn how to let people go. You have to know when to fight, and when not to. You have to know who to talk to and who to avoid. Read the numbers, the lower the number the longer they have been here. Also, to know the midden. Below on each letter and number write what they mean to Chaya.
J=Jew, 1=alone, 9=nine “no”, 7=each day I stay alive, 2=Gitl and Shmuel, 4= of my family, 1=all alone Why did the children run to the midden? What was in the midden? They thought they would be safe from the commandant there. It was a garbage dump full of old rags, used bandages, waste of slop buckets… What did it mean to be “chosen?” What types of people would fit this category? It meant that you were to be killed. It would be people who could no longer work. What had happened to the rabbi and the badchan? Why? They were killed. The rabbi’s heart was broken and the badchan had talked back to the Nazis.
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Chapters 16-17 Strategy Focus: Making Predictions Good readers will predict. Predict why Gitl calls what is happening “The Devil’s Arithmetic.” AWV. Hannah realizes that each day she is alive she is still alive and not counted in the death numbers. She lives each day. What had happened to the blokova’s hand? She had lost two fingers, one for a riot that was not controlled, and the other for losing control when six Jews hung themselves. Strategy Focus: Summarize Describe what happened with Reuven in Chapter 16. You should include at least four sentences. Reuven was frozen in fear and was not running for the midden when the commandant came. Hannah yelled out to him to run. Reuven didn’t answer when Breuer talked to him, but Hannah spoke up and said his mom was dead. The commandant said a boy his age should be with his mother, so Reuven was sent to be killed. What was happening with the latest arrivals to the camp? How did the long-termers feel about this? They were being sent immediately to be killed. The long-termers were frightened. What did Gitl tell Hannah at the beginning of Chapter 17? What do you think it will be? There is a plan to try and escape. AWV. Explain “The Devil’s Arithmetic” as it is described in Chapter 17. One is taken away from the top line becomes one added to the bottom. Strategy Focus: Summarize Describe what happened when they tried to carry out the plan. It should include at least four events of what happened during the plan. See pages 146-149. Where did Gitl go to bed? Why do you think she did this? She crawled in with Hannah. AWV. She was scared and wanted to feel close to someone. She knew there would be death in the morning. Whose shoes did Hannah wear? Why did that bring a small laugh to Gitl? They were the blokova’s shoes. She would probably lose another finger.
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Chapter 18-Epilogue How did Breuer make it sound like he was a good person? He said that he had let them live to work. What happened to the men and Fayge? They were shot and taken to be burned. Who was the boy that carried Fayge? What was his job? It was Wolfe, Rivka’s brother. His job was to take the dead bodies to be burned. What does Hannah tell the girls around the well? Why does she want them to ? She tells them the story of the Holocaust and of over 6 million Jews that died. She wanted them all to so the story could be told to others of what had happened. What did the guard tell the children about people who do not work? He told them they were to go to the gate. Who does the guard choose? What does Chaya do in response to this? He chooses Esther, Shifre, and Rivka. Chaya takes Rivka’s kerchief and tells her to run and blend in since the soldier is new. Chaya takes her place. What story does Hannah tell the girls as they entered the door? She tells them the story about herself, a girl from New Rochelle in America. Where did Chaya end up when she entered the door? She was back in New Rochelle at the apartment door 4N. What was Hannah able to do when she saw Great Aunt Eva’s arm? She was able to recite what each letter and number meant. Who was Wolfe? Who was Rivka? Were you surprised? Wolfe was Great Aunt Eva’s brother, Grandpa Will. Rivka is Great Aunt Eva. AWV. Which villagers that had come with Chaya to the camp had survived? Gitl and Yitzchak survived. What did Gitl create after the war? What was it named? She created an adoption agency called CHAYA-life. Strategy Focus: Background Knowledge Now that you have read the story, go back to the beginning and fill in “After Reading the Story” column. Wise Guys © 2012
End of the Book Activity
Fact or Fiction At the end of the book, the author explains what is fact or fiction from the story. Fill in the chart below with information in the correct category. You should have at least 5 facts and 2 fictional pieces of information.
FACT
FICTION
Seder The horrible treatment of the Jews in the camps The cattle car journeys Tattooing of numbers malnutrition Musselmen Kommandos Lack of proper clothing The choosing of victims Midden pile The real camps: Auschwitz, Treblinka… Whole families, villages, countrysides disappeared
Characters: Chaya, Gitl, Shmuel and the rest The exact camp did not exist
End of the Book Activity
Map of Europe Directions: Locate and label the countries of Poland, Russia, and on the map of Europe below.
Russia Poland
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End of Story Comprehension Check Name ___________________________ Date _________________ Project Choice: ________________________________
Student Evaluation 1. On a scale of 0-5, I would rate this book a ______. 2. My favorite part of this books was:
3. On a scale of 0-5, I would rate my effort on the final project a ______. 4. On a scale of 0-5, I would rate the neatness of my final project a _____. 5. I think my overall grade on the final project would be a ______.
Teacher Evaluation
Content
Effort
5 Points
4-3
2-1
Wow! Above and Beyond expectation! Your project really shows that you understood the story!
Shows a lot of comprehension of story through activity chosen (main characters, setting, main events, problem, and solution).
Shows some or minimal comprehension of story through activity chosen.
Wow! Above and beyond expectations! Your work was very neat and it seems as though you put your best effort toward this!
Worked hard, was not easily distracted. Seems like you put some effort into your final project.
Worked hard, was sometimes distracted. Maybe could have used more effort on final project.
Grade: ________
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Guided Reading Packet Rubric Reader’s Name: __________________________ Date: ______________
Level 1
Level 2
Level 3-4
Above and Beyond
Reader made no connections between text and self/text/or world.
Reader made simple connections but did not explain them all in detail.
Reader made connections and based them on background knowledge and/or experiences. Reader also had clear explanations on most connections.
With all connections, reader explained in detail how their background experiences aided in the comprehension of text.
Reader did not identify any vocabulary words. Reader seems to have difficulty understanding meaning of many words in the book.
Reader identified some unknown words but seems to have some difficulty understanding meaning of some words in the book.
Reader identified many unknown words and was able to identify the meaning of most words discussed.
Reader identified the majority words that he/she did not understand. Reader seemed to gain a vast amount of knowledge through the word study and was also willing to share that with the group.
Reader showed little or no awareness of what the story was about through the assigned comprehension questions and discussions.
Reader included some main details in the comprehension questions and discussions but left out some very important events.
Reader retold the story using main ideas and ing details in the comprehension questions and discussions.
Reader retold the story effectively and efficiently and was always willing to share with the group.
Reader’s predictions seemed to lack any connection to what previously happened in the story or what could happen in the story.
Reader attempted to make predictions or draw conclusions but did not use the text to defend the statement.
Reader drew conclusions and/or made predictions based on what could happen in the story. The reader also defended these predictions by using information found in the story.
Reader’s predictions, interpretations, and/or conclusions about the story included connections between the text and the reader's background knowledge, ideas, and/or beliefs.
Reader’s packet was incomplete. Packet was messy.
Reader’s packet was somewhat complete. There were parts missing and/or questions were not fully answered.
Reader’s packet was complete. All questions were answered accurately and complete. Packet was neat.
Reader’s packet was complete. All answers were complete and detailed. Packet is neat and easy to read. Most spelling was accurate.
Making Connections Text-to-Text Text-to-Self Text-to-World
Vocabulary Word Recognition
Comprehension Summarizing
Predicting Making Inferences
Packet
A= 20-18
B= 17-16
Total Points ____
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C= 15-14
D= 13-12
Student grade: _______
Guided Reading Assessment Grid Directions: The following tables can be used as an assessment tool for when discussing books with the group at the table. You can refer to the back for more detailed rubric. Book Title: _________________________________ Date: ____________________ Student:
Student:
Connections
Connections
Vocabulary
Vocabulary
Comprehension
Comprehension
Predicting
Predicting
Rating Scale 1-5 (please refer to back for details)
Student:
Rating Scale 1-5 (please refer to back for details)
Student:
Connections
Connections
Vocabulary
Vocabulary
Comprehension
Comprehension
Predicting
Predicting
Rating Scale 1-5 (please refer to back for details)
Student:
Rating Scale 1-5 (please refer to back for details)
Student:
Connections
Connections
Vocabulary
Vocabulary
Comprehension
Comprehension
Predicting
Predicting
Rating Scale 1-5 (please refer to back for details)
Student:
Rating Scale 1-5 (please refer to back for details)
Student:
Connections
Connections
Vocabulary
Vocabulary
Comprehension
Comprehension
Predicting
Predicting
Rating Scale 1-5 (please refer to back for details)
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Rating Scale 1-5 (please refer to back for details)
Guided Reading Rubric Back Page
Making Connections Text-to-Text Text-to-Self Text-to-World
Vocabulary Word Recognition
Comprehension Summarizing
Predicting Making Inferences
Level 3-4
Above and Beyond
Reader made connections and based them on background knowledge and/or experiences. Reader also had clear explanations on most connections.
With all connections, reader explained in detail how their background experiences aided in the comprehension of text.
Reader identified some unknown words but seems to have some difficulty understanding meaning of some words in the book.
Reader identified many unknown words and was able to identify the meaning of most words discussed.
Reader identified the majority words that he/she did not understand. Reader seemed to gain a vast amount of knowledge through the word study and was also willing to share that with the group.
Reader showed little or no awareness of what the story was about through the assigned comprehension questions and discussions.
Reader included some main details in the comprehension questions and discussions but left out some very important events.
Reader retold the story using main ideas and ing details in the comprehension questions and discussions.
Reader retold the story effectively and efficiently and was always willing to share with the group.
Reader’s predictions seemed to lack any connection to what previously happened in the story or what could happen in the story.
Reader attempted to make predictions or draw conclusions but did not use the text to defend the statement.
Reader drew conclusions and/or made predictions based on what could happen in the story. The reader also defended these predictions by using information found in the story.
Reader’s predictions, interpretations, and/or conclusions about the story included connections between the text and the reader's background knowledge, ideas, and/or beliefs.
Level 1
Level 2
Reader made no connections between text and self/text/or world.
Reader made simple connections but did not explain them all in detail.
Reader did not identify any vocabulary words. Reader seems to have difficulty understanding meaning of many words in the book.
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Comprehension Guide The Devil's Arithmetic is a written by American author Jane Yolen in 1988. The book is about a Jewish girl, Hannah, who lives in New Rochelle. During a over Seder, Hannah is transported back in time to Poland in 1942, during World War II, where she is sent to a Nazi concentration camp. It is there she learns the importance of knowing about the past.
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Name: ____________________ Date: _______________
The Devil’s Arithmetic Comprehension Guide
Directions: Answer the following questions about the story The Devil’s Arithmetic. Always use complete sentences. Prior to Reading Strategy Focus: Background Knowledge To help better understand the story, please take some time to fill in the left side of the chart below before reading the story.
Prior to Reading Story
After Reading Story
Who were the Nazis during World War II?
What do you know about the Jewish people during World War II?
What happened in the Nazi concentration camps?
Good Readers will try to find meanings from the words… Word Study In order to better comprehend what they are reading, good readers will try to find the meanings of the key vocabulary in the story. Please refer to the “Word Study” sheet in the back of your packet for the words. Some vocabulary words may have several meanings, so make sure that your definition fits the way you think it would be used in the story.
Good Readers will use context clues…
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Chapters 1-3
Why didn’t Hannah want to go to her family’s Seder?
What did Hannah’s mother want her to ?
, reading is thinking…
Who was Hannah named after?
Why was Grandpa Will upset at the beginning of Chapter 2?
What did Hannah do as a young girl to please her Grandpa Will? What was his reaction?
What honor was Hannah given to do at the end of Chapter 2?
What did Hannah see when she opened the door? Write notes inside the open door below.
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Chapters 4-5
Good readers will draw pictures in their heads when reading…
Strategy Focus: Visualizing Good readers draw pictures in their head as they read to better comprehend the story. This is called visualizing. In the box below draw and color a picture of what Hannah saw in the room she was now in. Then below the box, write down details of what she saw in complete sentences.
Two sentences:
Describe Gitl and Shmuel below. Use details from Chapter 4 to help.
What did Gitl call Hannah? What did Hannah know about the name?
Why was Chaya with Gitl and Shmuel?
What did Hannah about her old life?
What was Hannah afraid of if she moved closer to Shmuel?
In the beginning of Chapter 5, what is the first thing Hannah did when she woke up? Why?
How did Shmuel react to Hannah saying she was from America?
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Chapters 6-7 What did Hannah think of the dress that Gitl gave her? What was Gitl’s response?
In the mirror below, write what Hannah saw when she looked at herself. Include not only physical details, but her thoughts as well.
What tributes did Gitl and Shmuel load onto the wagons? You can either draw and label the tributes, or write them in a sentence.
Why were the girls shocked when Hannah said she was friends with a Catholic girl?
What were some details that Hannah shared with the girls that they could not believe?
How were her friendships different with her new friends compared to her friends in New Rochelle?
What did the badchan say to Chaya about her name?
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Chapters 8-9
Good readers will draw pictures in their heads when reading…
Describe Fayge as Hannah sees her for the first time below.
Why was Fayge happy when Hannah told her about what Shmuel had said?
Strategy Focus: Visualizing Good readers draw pictures in their head as they read to better comprehend the story. This is called visualizing. In the box below draw and color a picture of Viosk. Then below the box, write down details of what Viosk looked like.
Three sentences:
What did the badchan say about the man with the medals? Where had Hannah heard that before?
What year was it on the Jewish calendar and the Christian calendar? What did Hannah realize?
Strategy Focus: Making Predictions Before you read Chapter 9, predict what you think will happen to the wedding party. Make sure to explain your prediction.
What story did Hannah tell earlier that led people not to believe her about the Nazis? Why?
What would it have been like for Hannah to board the trucks knowing what she knew about the Nazis? What would you have done?
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Chapters 10-11 On the boxcar below, describe what the conditions were like inside the boxcar.
What were three stories that some men shared on the boxcar about what they heard that the Nazis had done?
What happened to a child on the boxcar at the end of Chapter 10? Why do you think this happened?
What terrible things happened at the first stop at the beginning of Chapter 11?
What did Hannah think the showers were?
After the shower, what happened to the women? Why?
What thoughts would’ve been going through your mind if you were Hannah in this chapter? Go back to getting off the boxcar all the way to then end of the chapter.
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Chapters 12-13 Why was thinking dangerous in the camp?
Strategy Focus: Summarize Write about the experience where Hannah gets her number. Discuss what the man who writes the number down on her arm notices about her too. You should have at least four sentences.
What was the Nazi soldiers’ response to Gitl when she asked them for food for the children?
What had happened to little Tzipporah? What was Gitl’s reaction when Chaya tried to touch her?
Describe Rivka. What tips does she give Hannah to help her survive?
How do you know that Hannah’s memory is slipping from the past? Write down examples from the chapter on the picture below.
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Chapters 14-15 What had happened to Rivka’s family in the year that they had been at the camp?
Strategy Focus: Making Predictions Good readers will predict. Predict why you think Rivka talks about “a brutal arithmetic” in the beginning of Chapter 14.
Describe what each letter or number means to Rivka. Write your answer below each one.
What were at least three rules that Rivka shared with Hannah?
Describe what each letter or number means to Chaya. Write your answer below each one.
Why did the children run to the midden? What was in the midden?
What did it mean to be “chosen?” What types of people would fit this category?
What had happened to the rabbi and the badchan? Why?
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Chapters 16-17 Strategy Focus: Making Predictions Good readers will predict. Predict why Gitl calls what is happening, “The Devil’s Arithmetic.”
What had happened to the blokova’s hand?
Strategy Focus: Summarize Describe what happened with Reuven in Chapter 16. You should include at least four sentences.
What was happening with the latest arrivals to the camp? How did the long-termers feel about this?
What did Gitl tell Hannah at the beginning of Chapter 17? What do you think it will be?
Explain “The Devil’s Arithmetic” as it is described in Chapter 17.
Strategy Focus: Summarize Describe what happened when they tried to carry out the plan. Your summary should include at least four events of what happened during the plan.
Where did Gitl go to bed? Why do you think she did this?
Whose shoes did Hannah wear? Why did that bring a small laugh to Gitl?
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Chapter 18-Epilogue How did Breuer make it sound like he was a good person?
What happened to the men and Fayge?
Who was the boy that carried Fayge? What was his job?
What does Hannah tell the girls around the well? Why does she want them to ?
What did the guard tell the children about people who do not work?
Who does the guard choose? What does Chaya do in response to this?
What story does Hannah tell the girls as they entered the door?
Where did Chaya end up when she entered the door?
What was Hannah able to do when she saw Great Aunt Eva’s arm?
Who was Wolfe? Who was Rivka? Were you surprised?
Which villagers that had come with Chaya to the camp had survived?
What did Gitl create after the war? What was it named?
Strategy Focus: Background Knowledge Now that you have read the story, go back to the beginning and fill in “After Reading the Story” column.
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End of the Book Activity
Fact or Fiction At the end of the book, the author explains what is fact or fiction from the story. Fill in the chart below with information in the correct category. You should have at least 5 facts and 2 fictional pieces of information.
FACT
FICTION
End of the Book Activity
Map of Europe Directions: Locate and label the countries of Poland, Russia, and on the map of Europe below.
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The Devil’s Arithmetic End of Novel Project Choices
Concentration Camps In this story, Chaya is sent to a Nazi concentration camp. Design a way to teach the class what concentration camps were like. Include: what would happen when you arrived, daily routines that were followed, and if you were part of The Choosing. You can do this through a PowerPoint, oral report, or any other form that would teach the class what horrible places these were.
Game Board Make up a board game about the story on a larger piece of tag board. Your game must contain at least ten events that happened in the story. Your game board must tell the main events of the story.
Hannah/Chaya and Rivka/Eva Hannah became another person of the past, while Rivka survived into the future. Tell the story of Hannah/Chaya and Rivka/Eva so the audience understands their importance to the story. Your project must include: how Hannah became Chaya, the events that led up to her being sent to the camp, the meeting of Rivka, the explanation of her number, how Rivka helped Chaya, how Chaya saved Rivka, and finally how Hannah and Eva reconnected in the present.
World War II World War II involved many countries and resulted in the loss of lives of millions worldwide. Research this war. Include: what countries were involved on each side, when each country ed the war, at least 4 famous battles and outcomes, and the final outcome of the War in the Pacific and the War in Europe. You can choose what method you would like to present this information to the class.
Collage Create a collage that is about the story. On the back of the collage, write a paragraph (5 sentences) about why you chose the pictures that you did.
Wanted Poster You will need to create a wanted poster about a character in the story. Your wanted poster must include: a physical description of the character, why the person is wanted, how much money the reward is for, and a picture with a caption.
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The Devil’s Arithmetic Word Study
Reading Strategy Focus: Word Study
Good readers will try to find the meanings of key words…
In order to better comprehend what they are reading, good readers will try to find the meanings of the key vocabulary in the story. Sometimes they may ask someone what a word means or use context clues to figure out the meaning. Good readers will also look up the definition. Optional Activity: Your job will be to either use the vocabulary words below in a sentence or find the meanings of the words. Some vocabulary words may have several meanings, so make sure that your definition fits the way you think it would be used in the story. Please skip lines between each definition. This work must be done neatly or you will do it over. If there are more than 2-3 words per day, your teacher may have you work with a partner, discuss them in a group, or provide the meanings for you. Chapter 1 Seder p. 3 Yiddish p. 4 Nazis p. 4 Haggadah p. 5 Chapter 2 Guttural p. 9 Compensation p. 10 Chapter 3 Droned p. 13 Mortified p. 14 Kosher p. 17 Wisps p. 17 Chapter 4 Embroidered p. 23 Hypnotic p. 23 Conspiratorial p. 27 Solemn p. 29 Chapter 5 Mused p. 36 Snick p. 38 Gabbling p. 39 Dainty p. 40
Chapter 6 Privy p. 42 Bodice p. 43 Plaits p. 43 Coax p. 44 Goyish p. 46 Chapter 7 Jostling p. 51 Abrupt p. 54 Jester p. 56 Chapter 8 Undecipherable p. 62 Chapter 9 Hastily p. 65 Adamantly p. 66 Assent p. 68 Billeted p. 69
Chapter 10 Periphery p. 73 Protruding p. 73 Tremulous p. 76 Impudent p. 82
Chapter 16 Insanity p. 135
Chapter 11 Vehemence p. 89 Discernible p. 94 Shorn p. 94
Chapter 18 Pocked p. 152
Chapter 12 Unadorned p. 97 Garish p. 101 Affirmation p. 101 Ingrate p. 102 Ominous p. 102 Dissipating p. 102 Chapter 13 Bellowing p. 105 Arbitrary p. 108 Fervor p. 108 Toting p. 109 Elusive p. 109 Raucous p. 110 Chapter 14 Valis p. 115 Chapter 15 Luminous p. 126 Burnished p. 127 Cleft p. 127
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Chapter 17 Thudding p. 147
Superimposed p. 155
Chapter 19 no words Epilogue Rations p. 165 emigrated p. 165 Remnants p. 166
The Devil’s Arithmetic
Comprehension Guide Answer Key By Jane Yolen
Name: _____________________ Date: _____________ Directions: Answer the following questions about the story The Devil’s Arithmetic. Always use complete sentences. Prior to Reading Strategy Focus: Background Knowledge
Prior to Reading Story
After Reading Story
Who were the Nazis during World War II? Answers will vary (AWV).
Wanted to kill every Jewish person that lived in Europe.
What do you know about the Jewish people during World War II? Answers will vary (AWV).
They were strong in that they survived the holocaust. They were heroes.
What happened in the Nazi concentration camps? Answers will vary (AWV).
People were forced to be naked, get their heads shaved, do manual labor, and millions were killed by firing squads, gas chambers, or being burned alive.
Good Readers will try to find meanings from the words… Word Study In order to better comprehend what they are reading, good readers will try to find the meanings of the key vocabulary in the story. Please refer to the “Word Study” sheet in the back of your packet for the words. Some vocabulary words may have several meanings, so make sure that your definition fits the way you think it would be used in the story.
Good Readers will use context clues…
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Chapters 1-3 Why didn’t Hannah want to go to her family’s Seder? There won’t be a lot of kids, everyone will say how much they have grown, and all the jokes punch lines will be in Yiddish.
What did Hannah’s mother want her to ? She wanted her to how much family means to Grandpa Will and Grandma Belle. They both escaped from the Nazis. Who was Hannah named after? She was named after one Aunt Eva’s dead friends. Why was Grandpa Will upset at the beginning of Chapter 2? He was watching TV and there were old photos of Nazi concentration camp victims. What did Hannah do as a young girl to please her Grandpa Will? What was his reaction? She wrote numbers on her arm like he had. He was upset and screamed in Yiddish. It took a while to calm him down. What honor was Hannah given to do at the end of Chapter 2? She was allowed to open the door for the prophet Elijah. What did Hannah see when she opened the door? Write notes inside the open door below.
See chapter 3- p. 20
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Chapters 4-5 Strategy Focus: Visualizing Good readers draw pictures in their head as they read to better comprehend the story. This is called visualizing. In the box below draw and color a picture of what Hannah saw in the room she was now in. Then below the box, write down details of what she saw in complete sentences.
Three sentences: See Chapter 4, page 22. Describe Gitl and Shmuel below. Use details from Chapter 4 to help. Gitl-dark skirt, smudged apron, embroidered blouse, sleeves rolled up, blue kerchief on her head, thick black hair Shmuel-thick black beard, full head of black hair, cap, full sleeved shirt, loose fitting tros, high leather boots What did Gitl call Hannah? What did Hannah know about the name? She was called Chaya. That was her Hebrew name, the one given to her to honor her Great Aunt Eva’s dead friend. Why was Chaya with Gitl and Shmuel? Both her parents had died from terrible fevers. What did Hannah about her old life? She ed her mother, father, brother, her house, junglegym, 17 stuffed dogs, best friend Rosemary, her school in New Rochelle. What was Hannah afraid of if she moved closer to Shmuel? She was afraid she would become more of Chaya and less of Hannah. In the beginning of Chapter 5, what is the first thing Hannah did when she woke up? Why? She opened the front door and wished that she would be back home. How did Shmuel react to Hannah saying she was from America? He thought she was joking with him to help him forget about his wedding. He thought she was a strange little bird.
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Chapters 6-7 What did Hannah think of the dress that Gitl gave her? What was Gitl’s response? She thought it was a rag, a shmatte. Gitl said the dress was for a princess, and it was more beautiful then the wedding dress. In the mirror below, write what Hannah saw when she looked at herself. Include not only physical details, but her thoughts as well. No more braces or lipstick, same heart-shaped face, slightly crooked smile, same brown hair, same gray eyes, something old-fashioned and haunting like one of the old photos that was from her grandma’s family.
What tributes did Gitl and Shmuel load onto the wagons? You can either draw and label the tributes, or write them in a sentence. There were crocks of butter, lengths of cloth, white lace tablecloth, wooden bowls, pair of silver candlesticks, and cages of chickens. Why were the girls shocked when Hannah said she was friends with a Catholic girl? Esther said her dad wouldn’t even let her talk to a goy (Catholic). What were some details that Hannah shared with the girls that they could not believe? Hannah said she went to school, the mall, had toilets inside the house, an upstairs and downstairs, and goes to movies. How were her friendships different with her new friends compared to her friends in New Rochelle? She was not popular in New Rochelle. She had three friends. Here she was popular. What did the badchan say to Chaya about her name? The name Chaya means life. It was a strong name for a strange time. Be good and long life to your friends, young-old Chaya.
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Chapters 8-9 Describe Fayge as Hannah sees her for the first time below. She is the most beautiful woman that she has seen. She was in all white, had an elegantly beaded headdress, jet black curly hair, gold rings on her fingers, gold dangling from her ears, strong nose, and a fierce, piercing look. Why was Fayge happy when Hannah told her about what Shmuel had said? She thanked Hannah and was happy to hear that he was nervous too. Strategy Focus: Visualizing Good readers draw pictures in their head as they read to better comprehend the story. This is called visualizing. In the box below draw and color a picture of Viosk. Then below the box, write down details of what Viosk looked like.
Three sentences: See Chapter 8, page 61. What did the badchan say about the man with the medals? Where had Hannah heard that before? He said, “I see the malach ha-mavis. The Angel of Death. Hannah heard that from her grandfather when she had drawn the long number on her arm. What year was it on the Jewish calendar and the Christian calendar? What did Hannah realize? It was 5701 on the Jewish calendar, and 1942 on the Christian one. She realized that they were coming towards Nazis and that they needed to stop and turn around. Strategy Focus: Making Predictions Before you read Chapter 9, predict what you think will happen to the wedding party. Make sure to explain your prediction. AWV. What story did Hannah tell earlier that led people not to believe her about the Nazis? Why? She told the story of Hansel and Gretel and how there was a witch who shoved little boys and girls into ovens. What would it have been like for Hannah to board the trucks knowing what she knew aobut the Nazis? What would you have done? AWV. Wise Guys © 2012
Chapters 10-11 Describe what the conditions were like inside the boxcar on the picture below. People were packed together so tightly, there was no room to move. It was very dark and hard to breathe. It was hot. It smelled of human waste.
What were three stories that some men shared on the boxcar about what they heard that the Nazis had done? a. Russian Jews were made to lie down in trenches and they were killed. Then lime was spread over them and more were piled on top. b. There was a fine doctor operating on a Christian woman and the soldiers came in and used his own instruments to kill him. c. There was a town on the border of Poland and the Jews were locked in a synagogue and the Nazis burned the church down with the people in it. Some were able to escape. What happened to a child on the boxcar at the end of Chapter 10? Why do you think this happened? The child died. AWV. One possible answer could be due to the conditions on the train. What terrible things happened at the first stop at the beginning of Chapter 11? Three women had died. A fourth was weak. All four bodies were thrown off the car. The dead baby was pried from the woman’s arms and slung behind a horse’s watering trough. What did Hannah think the showers were? She thought they were in gas ovens that would burn them up. After the shower, what happened to the women? Why? Their heads were shaved. The Nazis didn’t want them to have lice. What thoughts would’ve been going through your mind if you were Hannah in this chapter? Go back to getting off the boxcar all the way to then end of the chapter. AWV. Many will talk about the horrible treatment of the Jews. Standing naked, being ushered in like cattle, taking a short shower, having their heads shaved…
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Chapters 12-13 Why was thinking dangerous in the camp? AWV. Thinking was dangerous because any pause could lead the Nazis to kill them. Strategy Focus: Summarize Below write about the experience where Hannah gets her number. Discuss what the man who writes the number down on her arm notices about her too. You should have at least five sentences. He asked for her name. After she said her name, the man said, “I knew it would come, the angel of death.” His daughter had been named Chaya and she was actually wearing her dress too. He said her name means life. He gave her the number J197241. He told her to live and . What was the Nazi soldiers’ response to Gitl when she asked them for food for the children? He said he heard nothing important from the Jews. He then pointed to the smokestack and said it was “Jew smoke.” He said that they need to learn to eat what is given to them or they will end up in that smoke. What had happened to little Tzipporah? What was Gitl’s reaction when Chaya tried to touch her? She died during the night. Gitl did not want her to touch the girl. She slapped her and then cried about how she would have to tell Yitzchak. Describe Rivka. What tips does she give Hannah to help her survive? Rivka was plain faced with a broad forehead and deep set brown eyes. She smiled at Chaya. She told Chaya to memorize her bowl and to not lose it. She told Chaya to meet with her later for more advice. How do you know that Hannah’s memory is slipping from the past? Write down examples from the chapter on the picture below.
She thought she heard a clock radio, but didn’t what one was. She couldn’t a mean old school teacher. She could not the stories she had told in the forest.
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Chapters 14-15 What had happened to Rivka’s family in the year that they had been at the camp? Her mother, sisters, father and brother have been killed. Her brother Wolfe is still alive, but part of the walking dead. Strategy Focus: Making Predictions Good readers will predict. Predict why you think Rivka talks about “a brutal arithmetic” in the beginning of Chapter 14. AWV. Many may say that it is the horrific subtraction/elimination of the Jews by being killed by the Nazis. Below on each letter and number write what they meant to Rivka.
J=Jew, 1=I am alone, 8=# in family, 2=all that is left of her family, 0=Wolfe feels like nothing, 2=when we are free we will be 2 again. What were at least three rules that Rivka shared with Hannah? You must learn to read numbers and to be able to identify the good from the bad. You have to learn how to let people go. You have to know when to fight, and when not to. You have to know who to talk to and who to avoid. Read the numbers, the lower the number the longer they have been here. Also, to know the midden. Below on each letter and number write what they mean to Chaya.
J=Jew, 1=alone, 9=nine “no”, 7=each day I stay alive, 2=Gitl and Shmuel, 4= of my family, 1=all alone Why did the children run to the midden? What was in the midden? They thought they would be safe from the commandant there. It was a garbage dump full of old rags, used bandages, waste of slop buckets… What did it mean to be “chosen?” What types of people would fit this category? It meant that you were to be killed. It would be people who could no longer work. What had happened to the rabbi and the badchan? Why? They were killed. The rabbi’s heart was broken and the badchan had talked back to the Nazis.
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Chapters 16-17 Strategy Focus: Making Predictions Good readers will predict. Predict why Gitl calls what is happening “The Devil’s Arithmetic.” AWV. Hannah realizes that each day she is alive she is still alive and not counted in the death numbers. She lives each day. What had happened to the blokova’s hand? She had lost two fingers, one for a riot that was not controlled, and the other for losing control when six Jews hung themselves. Strategy Focus: Summarize Describe what happened with Reuven in Chapter 16. You should include at least four sentences. Reuven was frozen in fear and was not running for the midden when the commandant came. Hannah yelled out to him to run. Reuven didn’t answer when Breuer talked to him, but Hannah spoke up and said his mom was dead. The commandant said a boy his age should be with his mother, so Reuven was sent to be killed. What was happening with the latest arrivals to the camp? How did the long-termers feel about this? They were being sent immediately to be killed. The long-termers were frightened. What did Gitl tell Hannah at the beginning of Chapter 17? What do you think it will be? There is a plan to try and escape. AWV. Explain “The Devil’s Arithmetic” as it is described in Chapter 17. One is taken away from the top line becomes one added to the bottom. Strategy Focus: Summarize Describe what happened when they tried to carry out the plan. It should include at least four events of what happened during the plan. See pages 146-149. Where did Gitl go to bed? Why do you think she did this? She crawled in with Hannah. AWV. She was scared and wanted to feel close to someone. She knew there would be death in the morning. Whose shoes did Hannah wear? Why did that bring a small laugh to Gitl? They were the blokova’s shoes. She would probably lose another finger.
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Chapter 18-Epilogue How did Breuer make it sound like he was a good person? He said that he had let them live to work. What happened to the men and Fayge? They were shot and taken to be burned. Who was the boy that carried Fayge? What was his job? It was Wolfe, Rivka’s brother. His job was to take the dead bodies to be burned. What does Hannah tell the girls around the well? Why does she want them to ? She tells them the story of the Holocaust and of over 6 million Jews that died. She wanted them all to so the story could be told to others of what had happened. What did the guard tell the children about people who do not work? He told them they were to go to the gate. Who does the guard choose? What does Chaya do in response to this? He chooses Esther, Shifre, and Rivka. Chaya takes Rivka’s kerchief and tells her to run and blend in since the soldier is new. Chaya takes her place. What story does Hannah tell the girls as they entered the door? She tells them the story about herself, a girl from New Rochelle in America. Where did Chaya end up when she entered the door? She was back in New Rochelle at the apartment door 4N. What was Hannah able to do when she saw Great Aunt Eva’s arm? She was able to recite what each letter and number meant. Who was Wolfe? Who was Rivka? Were you surprised? Wolfe was Great Aunt Eva’s brother, Grandpa Will. Rivka is Great Aunt Eva. AWV. Which villagers that had come with Chaya to the camp had survived? Gitl and Yitzchak survived. What did Gitl create after the war? What was it named? She created an adoption agency called CHAYA-life. Strategy Focus: Background Knowledge Now that you have read the story, go back to the beginning and fill in “After Reading the Story” column. Wise Guys © 2012
End of the Book Activity
Fact or Fiction At the end of the book, the author explains what is fact or fiction from the story. Fill in the chart below with information in the correct category. You should have at least 5 facts and 2 fictional pieces of information.
FACT
FICTION
Seder The horrible treatment of the Jews in the camps The cattle car journeys Tattooing of numbers malnutrition Musselmen Kommandos Lack of proper clothing The choosing of victims Midden pile The real camps: Auschwitz, Treblinka… Whole families, villages, countrysides disappeared
Characters: Chaya, Gitl, Shmuel and the rest The exact camp did not exist
End of the Book Activity
Map of Europe Directions: Locate and label the countries of Poland, Russia, and on the map of Europe below.
Russia Poland
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End of Story Comprehension Check Name ___________________________ Date _________________ Project Choice: ________________________________
Student Evaluation 1. On a scale of 0-5, I would rate this book a ______. 2. My favorite part of this books was:
3. On a scale of 0-5, I would rate my effort on the final project a ______. 4. On a scale of 0-5, I would rate the neatness of my final project a _____. 5. I think my overall grade on the final project would be a ______.
Teacher Evaluation
Content
Effort
5 Points
4-3
2-1
Wow! Above and Beyond expectation! Your project really shows that you understood the story!
Shows a lot of comprehension of story through activity chosen (main characters, setting, main events, problem, and solution).
Shows some or minimal comprehension of story through activity chosen.
Wow! Above and beyond expectations! Your work was very neat and it seems as though you put your best effort toward this!
Worked hard, was not easily distracted. Seems like you put some effort into your final project.
Worked hard, was sometimes distracted. Maybe could have used more effort on final project.
Grade: ________
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Guided Reading Packet Rubric Reader’s Name: __________________________ Date: ______________
Level 1
Level 2
Level 3-4
Above and Beyond
Reader made no connections between text and self/text/or world.
Reader made simple connections but did not explain them all in detail.
Reader made connections and based them on background knowledge and/or experiences. Reader also had clear explanations on most connections.
With all connections, reader explained in detail how their background experiences aided in the comprehension of text.
Reader did not identify any vocabulary words. Reader seems to have difficulty understanding meaning of many words in the book.
Reader identified some unknown words but seems to have some difficulty understanding meaning of some words in the book.
Reader identified many unknown words and was able to identify the meaning of most words discussed.
Reader identified the majority words that he/she did not understand. Reader seemed to gain a vast amount of knowledge through the word study and was also willing to share that with the group.
Reader showed little or no awareness of what the story was about through the assigned comprehension questions and discussions.
Reader included some main details in the comprehension questions and discussions but left out some very important events.
Reader retold the story using main ideas and ing details in the comprehension questions and discussions.
Reader retold the story effectively and efficiently and was always willing to share with the group.
Reader’s predictions seemed to lack any connection to what previously happened in the story or what could happen in the story.
Reader attempted to make predictions or draw conclusions but did not use the text to defend the statement.
Reader drew conclusions and/or made predictions based on what could happen in the story. The reader also defended these predictions by using information found in the story.
Reader’s predictions, interpretations, and/or conclusions about the story included connections between the text and the reader's background knowledge, ideas, and/or beliefs.
Reader’s packet was incomplete. Packet was messy.
Reader’s packet was somewhat complete. There were parts missing and/or questions were not fully answered.
Reader’s packet was complete. All questions were answered accurately and complete. Packet was neat.
Reader’s packet was complete. All answers were complete and detailed. Packet is neat and easy to read. Most spelling was accurate.
Making Connections Text-to-Text Text-to-Self Text-to-World
Vocabulary Word Recognition
Comprehension Summarizing
Predicting Making Inferences
Packet
A= 20-18
B= 17-16
Total Points ____
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C= 15-14
D= 13-12
Student grade: _______
Guided Reading Assessment Grid Directions: The following tables can be used as an assessment tool for when discussing books with the group at the table. You can refer to the back for more detailed rubric. Book Title: _________________________________ Date: ____________________ Student:
Student:
Connections
Connections
Vocabulary
Vocabulary
Comprehension
Comprehension
Predicting
Predicting
Rating Scale 1-5 (please refer to back for details)
Student:
Rating Scale 1-5 (please refer to back for details)
Student:
Connections
Connections
Vocabulary
Vocabulary
Comprehension
Comprehension
Predicting
Predicting
Rating Scale 1-5 (please refer to back for details)
Student:
Rating Scale 1-5 (please refer to back for details)
Student:
Connections
Connections
Vocabulary
Vocabulary
Comprehension
Comprehension
Predicting
Predicting
Rating Scale 1-5 (please refer to back for details)
Student:
Rating Scale 1-5 (please refer to back for details)
Student:
Connections
Connections
Vocabulary
Vocabulary
Comprehension
Comprehension
Predicting
Predicting
Rating Scale 1-5 (please refer to back for details)
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Rating Scale 1-5 (please refer to back for details)
Guided Reading Rubric Back Page
Making Connections Text-to-Text Text-to-Self Text-to-World
Vocabulary Word Recognition
Comprehension Summarizing
Predicting Making Inferences
Level 3-4
Above and Beyond
Reader made connections and based them on background knowledge and/or experiences. Reader also had clear explanations on most connections.
With all connections, reader explained in detail how their background experiences aided in the comprehension of text.
Reader identified some unknown words but seems to have some difficulty understanding meaning of some words in the book.
Reader identified many unknown words and was able to identify the meaning of most words discussed.
Reader identified the majority words that he/she did not understand. Reader seemed to gain a vast amount of knowledge through the word study and was also willing to share that with the group.
Reader showed little or no awareness of what the story was about through the assigned comprehension questions and discussions.
Reader included some main details in the comprehension questions and discussions but left out some very important events.
Reader retold the story using main ideas and ing details in the comprehension questions and discussions.
Reader retold the story effectively and efficiently and was always willing to share with the group.
Reader’s predictions seemed to lack any connection to what previously happened in the story or what could happen in the story.
Reader attempted to make predictions or draw conclusions but did not use the text to defend the statement.
Reader drew conclusions and/or made predictions based on what could happen in the story. The reader also defended these predictions by using information found in the story.
Reader’s predictions, interpretations, and/or conclusions about the story included connections between the text and the reader's background knowledge, ideas, and/or beliefs.
Level 1
Level 2
Reader made no connections between text and self/text/or world.
Reader made simple connections but did not explain them all in detail.
Reader did not identify any vocabulary words. Reader seems to have difficulty understanding meaning of many words in the book.
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We thank you for your dedication to your students and also thank you for your purchase of this product. Wise Guys are committed to offering teachers products that are of the highest quality, relevant to students’ lives, and fun. This product is also aligned to the Common Core Teaching Standards.
Common Core Standards
College and Career Readiness Anchor Standards for Reading Infused into Our Reading Comprehension Guide Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key ing details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Click on the below pictures or links to access our ever-growing list of resources! Visit our Store!
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