Disciplinary Literacy Lessons Group project Submitted by: Jennifer Brewer, Natalie Spindle, and Danielle Wright Florida

State University RED4335-02 Spring 2012

The Book Thief by Marcus Zusak 10th Grade Language Arts/English

Although these lessons are designed for an English classroom, they are part of a larger Historical Fiction unit, which is a multi-faceted genre that it often quite applicable to cross-curricular activities. The following lessons cover the entire reading process, and are designed to aid students through before, during, and afterreading activities. Lessons integrate multiple reading strategies, including anticipation guides, Visual and Verbal Word Associations Charts, RAFT (Role, audience, format, topic), Think-Pair-Share, and Exit Slips. There is also a dynamic vocabulary game-show style activity, as well as a collaborative and interactive culminating lesson in which students demonstrate their comprehension of the text through literary analysis. Through this wide range of strategies, teachers will be able to facilitate learning in an engaging and effective manner.

The Book Thief by Markus Zusak Lesson plan (pre-reading) Submitted by Natalie Spindle Florida State University Assumptions: This lesson is designed for a 10th grade English class. They have not yet read The Book Thief by Markus Zusak. The class period is 50 minutes long. This lesson is part of a historical fiction unit. Purpose/rationale: The purpose of this assignment is to introduce students to The Book Thief by Markus Zusak before reading the novel. Students will have the opportunity to learn more about the historical connections in the novel and formulate ideas about its content prior to reading. The talking drawing assignment allows a visual aid as well as a pre-reading interest grabber. In addition, the anticipation guide in this lesson will get students thinking about the controversial issues they will be reading about. Common Core Standards: (lesson for grade 10) LACC.910.W.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.) LACC.910.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. LACC.910.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. Objectives: Students will be able to Complete a talking drawing worksheet before and after reading an article about the Holocaust in order to define what they know about the event in an image Utilize at least three examples from the Holocaust article to explain the drawing they have created after reading the article Complete an anticipation guide before beginning to read The Book Thief Write a one page paper that introduces one point from the anticipation guide and why you either agree or disagree with the point Materials: The Book Thief by Markus Zusak Anticipation guide (page 3): http://www.randomhouse.com/teachers/pdf/holocaust/HolocaustRemembrance_E dGuide.pdf Talking drawing handout: http://its.guilford.k12.nc.us/act/strategies/talking_drawings.htm Holocaust article for talking drawings: http://www.ushmm.org/wlc/en/article.php?ModuleId=10005143

Anticipatory Set: The teacher will write a journal prompt on the board asking students What do you know about the Holocaust? Allow students several minutes to complete the answer when coming into the classroom. After they have been given time to write down their thoughts, ask for volunteers to share their responses. If no students volunteer right away, share your own journal response with the students. Perhaps this will help them to share as well before moving on to the lesson. Teaching Strategy/procedure/activity: 50-minute lesson guide
Time: 5-7 min. Teacher will Anticipatory set: Write the journal prompt on the board. Allow students to respond then share journals. Start by sharing your own response. Introduce the anticipation guide assignment. Hand out the anticipation guide to students. Read each section of the anticipation guide and have students record their responses on the handout. Tell them to save it and complete after reading the novel. Hand out the talking drawing worksheet and article. Explain the directions for the first section. Allow students to make a drawing in section one. Have students read the Holocaust article. Allow students to make a drawing for section two. Have a student collect the talking drawings for you, explain the hw (read chapters 1-3 from The Book Thief ), explain the importance of knowing how a novel related to real historical events. Students will Respond in their notebooks to the journal prompt. Raise hands to volunteer their thoughts to the class/listen to classmates. Look over the assignment handout and listen to the teacher. Ask any necessary questions. Record responses on handout and save for after reading the novel.

4 min.

10 min.

4 min.

Listen to teacher instructions.

5 min. 10 min. 5 min. 5 min.

Draw what the Holocaust means before reading. Read the Holocaust article. Draw what the Holocaust means after reading the article. Hand in talking drawings, write down homework assignment, and listen to teacher.

Summary/Closure: Briefly explain to students how important it is to understand historical events that are in a novel. Many novels include real events that we learn about in school as well. If we understand what the Holocaust was, then we will have an easier time focusing on the literary aspects of The Book Thief. Assessment: The informal assessment for this lesson is to review students talking drawings. Check for completion and a change from the first drawing to the second drawing. The drawing in section two should show a difference after reading the Holocaust article. Homework/Follow up: Assign students to read chapters 1-3 of The Book Thief for homework. Allow students up to one week to accomplish the reading. Attachments: Anticipation guide (page 3): http://www.randomhouse.com/teachers/pdf/holocaust/HolocaustRemembrance_E dGuide.pdf Talking drawing handout: http://its.guilford.k12.nc.us/act/strategies/talking_drawings.htm Holocaust article for talking drawings: http://www.ushmm.org/wlc/en/article.php?ModuleId=10005143

Accommodations/Adaptations: This class has a visually impaired student and an ELL. Allow the visually impaired student to work with an aide or a partner to read the worksheets. In addition, the student can verbally explain the Holocaust definition before and after reading the article instead of completing the talking drawing worksheet. The ELL student may also work with an aide or partner if needed. If the student is has difficulty reading the Holocaust article, allow them to receive a translated copy in their L1.

Citations:

Holocaust Rememberance. (n.d.). Random House. Retrieved March 22, 2012, from www.randomhouse.com/teachers/pdf/holocaust/HolocaustRemembrance_EdGui de.pdf Instructional Strategies. (n.d.). GCS Technology Services. Retrieved March 22, 2012, from http://its.guilford.k12.nc.us/act/strategies/talking_drawings.htm Introduction to the Holocaust. (n.d.). United States Holocaust Memorial Museum. Retrieved March 22, 2012, from http://www.ushmm.org/wlc/en/article.php?ModuleId=10005143 Zusak, M. (2006). The book thief. New York: Alfred A. Knopf.

The Book Thief by Markus Zusak Lesson plan (vocabulary) Submitted by Jennifer Brewer Florida State University Assumptions: This lesson is designed for a 10th grade English class. They are about halfway finished reading The Book Thief by Markus Zusak. The class period is 50 minutes long. This lesson is part of a historical fiction unit. Purpose/Rationale: Our tenth grade students are currently reading The Book Thief. One aspect of this text that students may find challenging is the enriching vocabulary throughout the novel. This lesson is meant to help students conquer new or unknown vocabulary by familiarizing them with challenging words found in the text. Our goal for this lesson is to prepare students to both familiarize themselves with rich vocabulary and have them use this vocabulary in their speaking and writing. Common Core Standards: RI.9-10.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). L.9-10.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 910 reading and content, choosing flexibly from a range of strategies. L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Objectives: Students will be able to:
State the definition for vocabulary words pulled from the text Match words with their proper definitions Give example sentences that use the word they get Apply context clues and schema/ prior knowledge to interpret the meaning of words

Materials and resources:

Jeopardy style vocabulary game pre-made by the teacher computer projector call bells to be used to buzz in answers markers/ dry erase board for recording scores

Teaching Strategy/procedure/activity: 50-minute lesson guide Time 5 minutes While I am doing this The teacher will pass around a bag of assorted candy and instruct each student to select one piece. The teacher will then instruct students to get into groups based on the type of candy they have selected, appointing places for each group to gather. The teacher will give students instructions, reviewing the rules and concepts of the game show Jeopardy and classroomappropriate behavior. Students will be instructed to select 5 words that they found most challenging and record them for the homework assignment. The teacher will proctor the Jeopardy-style questions to students, ensuring that they are following the rules and acting respectfully Students are doing this Students will select one piece of candy, passing the bag around the room quickly and quietly. Once each student has selected a piece of candy, he/she will quickly move to the appointed places to meet with their group. Students will listen attentively and ask any questions once the teacher has finished speaking.

5 minutes

35 minutes

Students will participate, taking turns to answer questions and earn as many correct points as possible for their team. During this time, students will record 5 words they find most challenging for the homework assignment.

5 minutes

The teacher will instruct students to return to their seats and get quiet. The teacher will then announce the prizeeach member of the winning team will receive 3 bonus points on their up-coming vocabulary quizzes.

Students will return to their seats and the winning team will go to the teachers desk to receive their bonus slips.

Summary/Closure: The teacher will give the students brief feedback about their performance in the game and remind them to study over the weekend to prepare for their Book Thief vocabulary quiz the following class. The teacher will also hand out Visual and Verbal Word Associations chart and instruct students to fill out one for each of the 5 words they selected during the game to help better prepare them for the quiz. These will be collected for a homework grade at the beginning of the following class. Assessment:
Informal assessment will occur throughout the game, as the teacher will note which students seem best prepared. Formal assessment will occur the following class, when students are administered a vocabulary quiz using words pulled from the review game.

Homework/ Follow up: For homework, students should look over their list of vocabulary words once more and ensure that they are prepared for the vocabulary quiz that will be given on Monday. Students will also be required to fill out 5 Visual and Verbal Word Associations charts to turn in before the quiz. Accommodations/ Adaptations: ELL students may have the option of clarifying with a teammate before answering questions that require them to give an example sentence. Students who may not be able to walk or stand will have a team representative to buzz in and report their answer for them. Students who have visual and auditory impairments will be allowed to sit closer to the front of the classroom for this activity. Other students with cognitive or behavioral disabilities will be addressed on an individual basis, based on their IEPs. Citations: Zusak, M. (2006). The book thief. New York: Alfred A. Knopf. Visual and Verbal Word Associations chart borrowed from: http://wvde.state.wv.us/strategybank/VerbalandVisualWordAssociation.html

Attachments:

Verbal and Visual Word Association (VVWA) Word Visual Representation

Definition

Personal Association or Characteristic

The Book Thief by Markus Zusak Lesson plan (during reading) Submitted by Jennifer Brewer Florida State University Assumptions: This lesson is designed for a 10th grade English class. They are currently reading The Book Thief by Markus Zusak. The class period is 50 minutes long. This lesson is part of a historical fiction unit. Purpose/rationale: This lesson is intended to familiarize students with the characters in The Book Thief, and to sharpen narrative writing skills. Students will analyze and reflect upon characters actions and feelings to compose short narrative letters from the perspective of any character from the novel they choose. Because of the imminence of death experienced by nearly every character in the novel, students will use this realization for the basis of their letter. Common Core Standards: RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. W.9-10.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 13 above.) L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Objectives: Students will be able to Select a character from whose perspective students will write Compose a 1-2 paragraph letter addressed to another character in the novel Identify the character to whom the letter is intended Compare their finished letters with a peer Develop a response letter to the character their peer has chosen

Materials: paper pen/pencil The Book Thief by Markus Zusak

Anticipatory Set: Students will be given a RAFT sheet to help them in selecting their character and focus on their audience. The teacher will briefly discuss the premise of the assignment and give each student a copy of the RAFT organizer (see attached). Teaching Strategy/procedure/activity: 50-minute lesson guide
Time: 5 min. Teacher will Anticipatory set: The teacher will explain the RAFT acronym and the implications it can have for organized, focused writing. A copy of the RAFT worksheet as well as a written copy of the directions for the assignment will be distributed to each student. The teacher will instruct students to begin writing their letters, giving 5-minute time warnings. Students will Listen attentively and begin brainstorming for his/her own character selection. Fill out the RAFT sheet, as per the teachers directions and write their selected characters name on the handout. During this time, the students will also ask any questions that arise. Compose a letter addressed from one character in The Book Thief to another, stating what that character would want to say to the other if they died. Students should be working silently and independently during this time. Read their peers letter, giving brief oral feedback.

10 min.

5 min.

15 min.

5 min.

5 min.

Instruct students to trade papers with the person that sits behind them and read their peers letters. Instruct students to write a 1-2 paragraph response letter from the perspective of a character their peer has chosen. Instruct students to trade papers once more with their peer and read their responses. Have students pass their letters up to the front of their row; collect the letters.

Write a response letter to their peers character silently and independently. Read their peers response and give brief oral or written feedback. Students will pass in their letters to be assessed by the teacher and returned the following class.

Summary/Closure: The teacher will ask for student volunteers to read their letters aloud at the beginning of the next class. Assessment: Informal assessment will be given while students are working independently and with their peers. Formal assessment will be given for students final copies that get turned in to the teacher. Participation points will also be awarded to students who volunteer to share their compositions next class. Homework/Follow up: Students will be assigned to read Part Six of The Book Thief for homework and be prepared to discuss the readings next class for participation points. Accommodations/Adaptations: This class has a visually impaired student and an ELL. Allow the visually impaired student to work with an aide to transcribe their letter and read for them when they trade with a peer. The ELL student may also elect to work with an aide or partner if needed. Students in need of accommodations may be given more time to complete the assignment if necessary. Citations: Zusak, M. (2006). The book thief. New York: Alfred A. Knopf. Attachments: RAFT organization sheet

Role:

Audience:

Format:

Topic:

Character I have chosen:

Notes:

The Book Thief by Markus Zusak Lesson plan (post reading) Submitted by Natalie Spindle Florida State University Assumptions: This lesson is designed for a 10th grade English class. They have read The Book Thief by Markus Zusak. The class period is 50 minutes long. This lesson is part of a historical fiction unit. Purpose/rationale: The purpose of this lesson is to understand Zusaks selection of Death as the narrator in The Book Thief. Students will think critically about why Death has been personified in this novel as well as how the author accomplishes this. In doing so, students will learn about character traits and how they determine the reliability of a narrator. In addition, this lesson will allow students to practice using textual support to justify responses to teacher prompted questions. Common Core Standards: (lesson for grade 10) LACC.910.SL.1.1a: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. LACC.910.SL.1.1d: Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. Objectives: Students will be able to Prepare for a discussion with a partner by selecting at least three examples of Deaths narration in the novel Define a list of at least five character traits of Death based on reading The Book Thief Respond to a partners selection of an alternative narrator as well as justify their own selection using at least three examples from the text Work with partners to explain in one paragraph why a different narrator could replace Death in the novel Materials: The Book Thief by Markus Zusak Document camera Projection screen

Anticipatory Set: The teacher will write the journal prompt on the board How do you feel about death? After reading The Book Thief how do you feel about the narrator Death? Give students several minutes to write down their responses. The topic may be personal to some students but allow anyone to share if they would like to. Teaching Strategy/procedure/activity: 50-minute lesson guide
Time: 5-7 min. Teacher will Anticipatory set: Write the journal prompt on the board. Allow students to respond then share journals. Introduce the think-pair-share assignment. Display a partner list on the document camera so students can find whom they will work with. Ask students to think about how reliable Death is as a narrator. Why did Zusak choose to personify death? Tell students to record answers. Have students work with partners to create a character trait list. Ask groups to raise hands and share some traits. Record answers on a paper on the document camera for the class to view. Allow students to think about another personification that could be the narrator. Have students share responses with partner then select one new narrator. Find pages in the novel that justify the narrator. Collect the response pages from each group. Explain to students why you feel that Death was or was not a reliable narrator in the novel. Students will Respond in their notebooks to the journal prompt. Raise hands to volunteer their thoughts to the class/listen to classmates. Listen to instructions and find the assigned partner you will work with. Think about the teachers questions and write down responses.

4 min.

10 min.

9 min.

Work with partners to create a character trait list for Death. Share responses with teacher so that the class can see a compiled trait list.

5 min.

10 min.

5 min.

Think about what personification could replace death as a narrator. Share responses with partner and select a new narrator. Find pages in the novel that justify the narrator. Hand in group response pages about the new narrators selected. Listen to the teacher.

Summary/Closure: Continuing with the discussion of narration, explain to student why you thought Death was or was not a reliable narrator. Give reasoning for parts in the novel where you can justify your response. This demonstrates to students that you have also thought about deaths personification. You also model how to find justification for your response to the novel. Assessment: The assessment for this assignment is the partner response pages. The groups should have selected a new narrator, given at least three textual examples to justify the selection, and explained why the new narrator works for the novel in one paragraph. Homework/Follow up: N/A Attachments: N/A Accommodations/Adaptations: This class has a visually impaired student and an ELL. An accommodation is built into the lesson since everyone will be working with a partner. If the ELL student has trouble with writing down responses in L2, allow them to orally explain ideas to the partner to record. The teacher can listen to groups with ELL students to check for participation. Citations:

Zusak, M. (2006). The book thief. New York: Alfred A. Knopf.

The Book Thief by Markus Zusak Lesson plan (post reading) Submitted by Danielle Wright Florida State University Assumptions: This lesson is designed for a 10th grade English class. They have read The Book Thief by Markus Zusak. The class period is 50 minutes long. This lesson marks the beginning of a culminating activity as part of a historical fiction unit. Purpose/rationale: The purpose of this lesson is to demonstrate understanding of thematic elements within Zusaks The Book Thief. The class will collectively discuss the role of theme in literature, and they will then construct a thematic statement for a book previously read (The Hunger Games by Suzanne Collins) as a class. Students will then break into their home groups and create a Central Idea Statement for The Book Thief. Each group will then locate three examples from the text that support their chosen theme and write a rationale for each, referencing the book and citing when appropriate. This lesson is intended as the first of five classroom sessions designed to allow students to work collaboratively to discuss and analyze literary elements, which will aid them in future individual written analysis. Common Core Standards: (lesson for grade 10) RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text Objectives: Students will be able to Identify characteristics of theme by participating in classroom discussion. Collectively create a Central Idea Statement for The Hunger Games by Suzanne Collins Construct a Central Idea Statement for The Book Thief through small group collaboration Decide upon three textual examples from The Book Thief to support their CIS. Provide a written rationale for each example, citing the novel when applicable. Complete an Exit Slip to check for understanding and address student concerns

Materials: The Book Thief by Markus Zusak The Hunger Games by Suzanne Collins (to reference during anticipatory set) Whiteboard Markers Pencils Paper Exit Slip (See Appendix)

Anticipatory Set: The teacher will ask students: What is Theme What are some characteristics used to describe it? What role does it play in a novel? In your experience as a reader? What other literary devices are associated with theme (ex: symbolism, motif, tone, mood)? Recall class discussions and cross-curricular activities we worked on at the beginning of the semester when reading The Hunger Games by Suzanne Collins. What is a theme in The Hunger Games?

Students responses will likely be fragments: Power, Control v. Rebellion, Love, Survival The teacher will then explain that while these concepts are springboards for thematic statements, they are very broad, and not sufficient for literary analysis. She will then ask students to create sentences or Central Idea Statements for two of the words they listed initially. Example: The government can make laws to rule your body and your life, but they cannot rule your mind. Your individuality, your thoughts, and the ways you react to the situations they create are still your own. The teacher will now introduce the culminating activity: He/She will pass out the Glogster Project Rubric (see appendix). This lesson is the first of five class sessions that will be dedicated to creating group projects using a multimedia poster created through glogster.com. Students will be required to work collaboratively in groups of four to analyze The Book Thief, and

Teaching Strategy/procedure/activity: 50-minute lesson guide

Time: 10 min. 3 min. 30 mins Teacher will Facilitate the anticipatory set. Ask students to get into their home groups and p Reference culminating project rubric, and provide instructions for todays task (Creating a Central Idea Statement, as well as identifying and rationalizing three symbols/examples from the novel. An example of a symbol from The Hunger Games CIS: Katniss decision to eat poison berries in defiance of the Capitol. Facilitate lesson closure. (see Summary/Closure) Collect Exit slips as students leave classroom Students will Participate in anticipatory set. Get into their home groups Work collaboratively to create a Central Idea Statement. Students will then reference the text to come up with three symbols within the text that exemplify the theme.

2 min.

5 min.

Listen to teachers instructions, asking questions if clarification is needed. Return to seats and complete Exit Slip prior to leaving class.

Summary/Closure: The teacher will wrap up todays activity by having one group share their Central Idea Statement. The teacher will then provide information about the next class session: The class will be meeting in the media center, creating Glogster accounts and working on the next components of their project: locating and analyzing a key passage within the text. The teacher will distribute Exit Slips to students and instruct them to choose one prompt to respond to and hand in the slip prior to leaving classroom.

Assessment: Informal assessment will occur during class based on participation in their groups, as well as classroom discussion. Formal assessment will occur when students present and submit their culminating projects.

Homework/Follow up: N/A Attachments: See Appendix for Culminating project rubric. Example created by Danielle Wright:
http://www.glogster.com/daniellewr/historical-fiction-the-book-thief/g-6lkb0bpo33a0bam9ao453a0

Accommodations/Adaptations: This class has a visually impaired student and an ELL. Home groups have been established to ensure diversity in ability levels, as well as to provide adequate group support for students requiring accommodations. Students with visual impairments will be able to use Braille equipment, as well as an audio book version of the novel, and work with a classroom aide when possible. ELLs have been placed in groups with bilingual students, and have been provided with a translation dictionary. The teacher will circulate during group work, spending 5 minutes discussing students chosen themes/examples. Citations: Zusak, M. (2006). The book thief. New York: Alfred A. Knopf.

Glogster Thematic Project Rubric

Glogster Page Must Include:

Title: Author:

________ (5) _________ (10) _________ (5) _ ________ (15)

Book Blurb: Short summary of the novel that represents the plot, characters, setting, and conflict Video Clip: Locate and post a video that represents your novel. Theme Song: Post an audio file containing a song that represents your novel. Explain why this song represents your novel: Theme/Central Idea: collaboratively decide upon a major theme within the novel and write a one to two sentence Central Idea Statement. Key Passage: Choose a passage that exemplifies your Central Idea Statement. Passage Analysis: Explain the significance of your Key Passage. How does this passage connect to your Central Idea Statement? Symbols: Include three images that represent your Central Idea Statement. Write a short explanation for each image Symbol 1: Symbol 2: Symbol 3: Overall Effort and Creativity: Organization and clarity of information and visuals Comments: _________ (1) _________ (1) ________ (18) _________ (5) _________ (5)

_________ (10) _________ (10) _________ (10) _________ (5) _________ TOTAL (100pts)

Exit Slip
Directions: Choose one of the following three options to respond to todays lesson 1. Write three things you learned about Theme from todays lesson. 2. Write a Central Idea Statement for your favorite book or movie. 3. Pose one question regarding todays topic that you wish to be answered on our classroom website.

(Adapted from an exit slip strategy taught in RED4335 by Dr. Scherff)