Shannon Murphy

Oyster Bay High School

English 9
Lesson Plan: 12/22/15

Name of Lesson: The Book Thief Close Reading and Analysis of “Big Ideas”

Common Core Standards:

CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues,
building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.L.9-10.6
Acquire and use accurately general academic and domain-specific words and phrases,
sufficient for reading, writing, speaking, and listening at the college and career readiness
level; demonstrate independence in gathering vocabulary knowledge when considering a
word or phrase important to comprehension or expression.

Objective:
Students will be able to analyze key passages from The Book Thief by completing a close
reading, citing textual evidence, and debating a higher-level question amongst their peers.

Essential Question:
1. How can completing a close reading of a text enable us to develop a more
thorough understanding of the big ideas of a literary work?

Instructional Strategies:
Activator
Guided Instruction
Group Activity
Student Presentations/Whole-Class Discussion
Summarizer (Exit Activity)

Materials/Technology Integration:
SMART Board File
SMART Board Interactive Activity
Literary Elements Entrance Slips
Passage Analysis Handouts
Envelopes with “Big Idea” Questions
Giant Sticky Notes (Posters)
The Book Thief Novels
Procedures:
Desks will be placed in small groups prior to the start of class, and students will find
their groups by looking for their names on the table lists. This may be adjusted due to any
student absences.

Activator:
Literary elements activity! (Students will complete this activity on their entrance slip;
students will be called on to complete examples on the SMART Board as well).

Students will complete the entrance slip that will require them to analyze select lines
from Parts Two and Three of The Book Thief and determine the appropriate literary
element/device that each represents. This will appeal to students’ prior knowledge of
literary elements/devices and enable them to review domain-specific terms, which will
continue to be referenced throughout the unit.

Guided and Independent Practice:

1. After students complete the activator, the class will check students’ answers on
the SMART Board and discuss the literary elements/devices.
2. I will distribute the passage analysis handout and guide students through the
requirements of the group activity. I will also explain the group roles. All
instructions will be on the SMART Board, and a teacher model of the poster will
be at the front of the classroom.
3. After selecting roles, each group will open their envelope to reveal their “Big
Idea” question and passage with page number. Groups will then have
approximately ten minutes to complete a close reading of a short selection, select
a significant quote that they find worthwhile for discussion, and debate their
responses to the “Big Idea” question before writing down their key points.
Finally, each group must pose their own question to the class. All information will
be recorded on their giant sticky note (poster) for a presentation.
4. Each group will display their findings and the group presenter will share the
group’s conclusions with the rest of the class. After the final question is posed,
other groups will have the opportunity to respond.

Summarizer (Exit Activity):

Self-assessment exit slip!
Students will receive an exit slip in which they rate their level of work for the period and
summarize their major findings from the group activity.

(This summarizer will enable students to analyze their work ethic and their findings from
the group activity. It will also allow them to reflect on the objective of the lesson and
collect their final thoughts).

Assessment:
I will be able to assess students’ understanding of key literary elements/devices by
circulating during the activator as well as by viewing the student answers on the SMART
Board. I will also be able to assess students’ abilities to complete a close reading in
relation to a “Big Idea” by circulating during the group activity and assisting groups
when necessary. I will be able to assess data from group posters and presentations.
Finally, by collecting the exit slip, I will be able to determine if students were able to
meet the objective of the lesson and assess their own learning.