Chandler Unified School District



Chandler unified School districtSuggested Resource Guide for Required TextsExtended Text:The Book ThiefMarkus Zusak978-0-375-84220-7TitleAuthorISBNGRADE LEVEL: 10th Grade English/10th Grade Honors EnglishSynopsis:The Book Thief by Markus Zusak is a tale of war, friendship, and the power of words. Narrated by Death, the story follows Liesel through the trials and tribulations of growing up during the Nazi regime in Germany. Background:Australian born author, Markus Zusak, has authored five books. Published in 2005, The Book Thief has held the number one spot on , .UK, and The New York Times Bestseller list. The Book Thief has been heralded as, “Brilliant and hugely ambitious…the kind of book that can be life changing” (The New York Times). To date, The Book Thief has been translated into 30 languages. Zusak’s writing style has been described as innovative and poetic. For more information on Zusak, visit: features/markuszusakInspiration for The Book Thief came largely from tales Zusak’s mother would tell regarding growing up in Nazi occupied Germany. Two tales were extremely influential. The first was the tale of a Munich bombing. The second was an eye witness account of a group of prisoners marching through town to Dachau. The Book Thief opens in the year 1939 and continues throughout World War II and beyond. For more information, visit: .au/author.htmlFor more information on The Book Thief, click here: Complexity Analysis:Quantitative: This text is listed as an exemplar text (in Appendix B of the Common Core) placed in the 10th grade band. The text has a lexile level of 730 – A Flesch Kincaid level of 4.51-7.73 – ATOS level of 4.97-7.03. These scores place the text at the fifth grade reading level.Qualitative: Although the text is placed at the fifth grade reading level, the text is challenging and provides students with the opportunity to examine multiple themes, author’s style and syntax, as well as complex literary devices such as mood and tone, as well as figurative language. Furthermore, the text contains challenging vocabulary and symbolism, which requires readers to make inferences.Reader and Task: Despite having a lower reading level, this text may prove challenging for struggling readers in part due to the length of the text - 550 pages. For these students, teachers may consider providing students with an audio version of the text, or a reading partner who can help him/her read. Teachers might also consider showing parts of the play (it was recently adapated as a play) which are available on You Tube as well as the following site: readers may also need assistance in understanding personification i.e. the personification of death, the narrator of the text. Teachers should review this concept prior to reading. For advanced readers, the text could be paired with one of the more difficult companion pieces listed below – teachers should also stress DOK level 4 questions in order to promote higher level thinking. Motifs and Themes:ThieveryFriendship and LoveHumanity and DehumanizationCowardiceThe power of words (propaganda) Essential questions:What factors influence decision-making in the face of injustice?How does society influence our identity and the choices we make?How does a society integrate immigrants and how do immigrants transform societies?**Visit: for a list of other possible essential questions.LANGUAGE:Identify important vocabulary. Provide a focus standard for grammar/mechanics that works nicely with the extended text.Vocabulary Acquisition and UseTier 2 VocabularyTier 3 Vocabulary(if applicable)Unsavory (pg.22)Innocuously (pg.23)Despondently (p.143)Exemplify (p.143)Inevitable (p. 149)Pensive (p.151)Arid (p. 409)Charisma (p.243)Samumensch (p.42)Saukerl (p.43)Watschen (p. 98)Companion Texts:Provide a series of short companion texts that will supplement the extended text and provide students with a deeper understanding of the themes, motifs, or context of the extended text.1-3 Short Informational TextsText Title and AuthorA short description of the text and how it relates to the extended textLabel Difficulty:AdvancedGrade LevelMeant for Scaffolding Tolerance by E.M. Forster Night by Elie WieselFarewell to Manzanar by Jeanne Wakatsuki Houston This persuasive essay found in the McDougal Littell purple book (pg.450) examines issues such as love, tolerance, and what is needed to create a foundation for civilization. Students could read this prior to beginning the novel to explore the motif of tolerance and love that are prevalent throughout the novel. This excerpt from Wiesel’s powerful memoir is located on pg. 854 of the purple McDougal Littell book. Students could read this to glean background knowledge relating to WWII and the Holocaust. Students could also begin to examine the motif of humanity and dehumanization that are prevalent throughout The Book Thief and this excerpt. This memoir on page 866 of the McDougal Littell book, examines a government that, for many Japanese Americans, became the enemy. This story is also set during WWII and would serve as a springboard for students to examine the use of propaganda and dehumanization. This text could also be tied to the Wiesel memoir, Night. Grade Level Grade Level Meant for Scaffolding1-3 Short Literary TextsText Title and AuthorA short description of the text and how it relates to the extended textLabel Difficulty:AdvancedGrade LevelMeant for Scaffolding Death Be Not Proud by John DonneBecause I Could Not Stop For Death by Emily DickinsonDyaspora by Joanne Hyppolite This poem found at: , personifies death as arrogant and cold (Zusak personifies death as somewhat compassionate). Students could examine this poem to study personification, analyze differences in the overall personification of death between the two works, or study Poem found at: poem offers students another glance at the personification of death. Dickinson personifies death as a male suitor. Students could examine this poem for symbolism, irony, and repetition. The short story is found on page 362 of McDougal Littell’s Literature book (purple book). The story is told in second person, placing the reader in the story (The Book Thief also uses a second person point of view). This story would serve as a solid prior reading due to its use of Haitian terms (The Book Thief uses many German terms) which would require students to use context clues or outside sources to identify meaning. The story is also a fitting precursor to The Book Thief due to the exploration of the theme of immigration and culture. Advanced Grade LevelGrade LevelStandards-Based Activities:These activities will assist in the instruction of the extended text (consider: comprehension, vocabulary, grammar, close reading, etc.). Some materials (rubrics, graphic organizers, printables, handouts, student directions, etc.) will be added to the end of this document.Activity #1 Close Reading of Death and ChocolateResources: Syntax Sheet Power Point with guided questions Literary Works Annotation Bookmark Death and Chocolate excerpt for annotationStandards Addressed:10.RL.2 10.W.9 ELP V-R-4-HI-7DescriptionThe goal of this lesson is to provide students with the opportunity to analyze author's style for figurative language, theme, tone, mood and form. By completing a close reading of the passage, students will examine the text and answer a series of questions designed to analyze the effect these elements have on a piece of writing. Students will also explore author's style and syntax through a series of journal prompts, class discussions, and a formal writing piece. Students will learn how style can impact a written work and will examine their own writing style-focusing on new methods to increase their overall effectiveness as writers. *The complete lesson is located at the end of this document. Activity #2 Interrupted reading of Beside the railway lineResources:Attached worksheet Standards Addressed: 10.RL.2 10.RL.4 10.RL.5DescriptionIn this lesson, readers will focus on the author’s use of figurative language and literary devices. By completing an interrupted reading of Beside the Railway Line (pg.5-8 :see attached worksheet), students will examine irony, tone/voice, foreshadowing, and symbolism. Students will need to pay close attention to the author’s style (i.e. Death’s telling of the outcome or foreshadowing indicated by the bold text). *see attached worksheetActivity #3 vocabulary study/comprehensionResources: Attributes of Summer prediction/summary sheetStandards Addressed: 10.RL.2 10.RL.4DescriptionStudents will be placed in groups of four. Each group will be given a list of 10 vocabulary words and phrases from The Attributes of Summer (pgs. 142-153). Students should first work to define any unfamiliar terms. Next, students will work as a group to write a prediction for the upcoming chapter. Students must use all ten terms in their prediction. After reading the selection, students will reconvene to write a summary using all ten terms. *See attached worksheetWriting Prompts:Argument/Opinion Prompts: Informational/Explanatory Prompt: How does this novel compare to other WWII literature you have read? Cite evidence from at least two texts to support your ideas.Narrative Prompts: Write an essay comparing your own journey experiences to that of a character in the novel. Have them pick a life event and write about how they grew and changed because of the event, using textual examples and comparisons.Research Prompts: Research one of the following: *The effects of WWII on the German people.*Allied bombing of Munich*Mein KampfAs outlined by PARCC, the prompts above may occur in a variety of writing environments. Teachers should consider:Incorporating a mix of on-demand and review-and-revision writing assignmentsIncluding routine writing, such as short constructed-responses to text-dependent questions, to build content knowledge and provide opportunities for reflection on a specific aspect of a text or textsIntegrating of a number of analytic writings that places a premium on using evidence, as well as on crafting works that display some logical integration and coherence. These responses can vary in length based on the questions asked and task performed, from answering brief questions to crafting longer responses, allowing teachers to assess students’ ability to paraphrase, infer, and ultimately integrate the ideas they have gleaned from what they have read. Over the course of the year, analytic writing should include comparative analysis and compositions that share findings from the research projectInclude narrative writing to offer students opportunities to express personal ideas and experiences; craft their own stories and descriptions; and deepen their understandings of literary concepts, structures, and genres (e.g., short stories, anecdotes, poetry, drama) through purposeful imitation. ................
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