morsberger&debruyne unitplan 141210

8/10/2019 Morsberger&DeBruyne UnitPlan 141210

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Designers:Kelsey Morsberger & Leentje De Bruyne Core Text:The Book Thief Grade Level:8

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Unit Overview

I. Essential Question (EQ):

Overarching: What factors influence decision-making in the face of injustice?

Topical: How do authors use foreshadowing to move the plot forward and create suspense?

II. Core Text(s) and Supplementary Texts:

Core Text: The Book Thiefby Markus Zusak (novel)

Death Be Not Proud by John Donne (poem)

Basel Totentanzby Johan-Rudolf Feyerabend or Emanuel Bushel (painting)

Mein Kampfby Adolph Hitler (novel)

The Diary of Anne Frankby Anne Frank (novel)

Duden Dictionaryby Konrad Duden (dictionary)

A Time To Killby John Grisham(novel)

Various social justice articles(articles)

Same love by Mackleamor and Ryan Lewis(song)

Various YouTube clips depicting injustice(video)

Nightby Elie Wiesel (novel)

The Book Thief (Film, 2013)

Color chart listing classic metaphorical meanings for colors (picture)

Clips from (500) Days of Summer (film,2009)

III. Rationale for EQ and Text Selection

This unit looks at The Book Thieffrom a historical perspective with a heavy focus on WWII

Germany. The overarching EQ will help students to examine the reasons behind characters actions inthe story as they are all expected to take part in the persecution of the Jews. The question of injustice

also links to how one may define criminality, such as Leisels book thieving, in a country where

genocide is taking place. The topical EQ shifts student focus to the way The Book Thiefis structured

and how this effects plot development as the non-linear timeline provides a unique form of

foreshadowing. The unit is designed for 8th graders who are in the process of obtaining more

responsibility as they transition into high school. The theme of justice vs. injustice, or right vs. wrong,

is a critical theme in the development of the young adolescent mind. The EQ chosen for this unit

examines injustice, which is present across many subjects, and the reasons behind the choices people

make. Students should have researched injustice in other classes, and will continue to do so

throughout their education. It is a topic that effects everyone at some time in their lives, and

examining how injustice effects the decisions that people make can help students understand the

world around them.

IV. Learning Targets (LTs), Common Core State Standards (CCSS), and Rationales:

1. Reading Strategy LT: SWBAT annotate text in order to keep track of the charactersdevelopment through decision-making, dialogue, actions, and relationships with other characters


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and make note of evidence for themes and motifs by drawing inferences based on tone, irony,

and significant events.

CCSS.ELA-LITERACY.W.8.9: Draw evidence from literary or informational texts to support

analysis, reflection, and research.

CCSS.ELA-LITERACY.RL.8.1: Cite the textual evidence that most strongly supports an

analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.RI.8.4: Determine the meaning of words and phrases as they are used in

a text, including figurative, connotative, and technical meanings; analyze the impact of specific

word choices on meaning and tone, including analogies or allusions to other texts.

Rationale: Annotating text is an extremely useful skill for students to have when reading any

kind of text. It is a key strategy that teachers should include in their instruction before

introducing a text. This strategy is especially useful when teaching a text as unique as The Book

Thief. For this unit, they will be used to keep track of characters, identify themes and motifs, andto help make sense of the non-linear timeline. For example, the students can use annotations to

keep track of instances regarding the essential question of injustice vs. justice. Because this is an

effective reading strategy, it can be used across disciplines and is a useful skill for students to

have in order to comprehend texts in all their classes. Annotations can be used for a variety of

purposes, so the use of annotations can be adapted for any lesson. Other units may use

annotations for other purposes, so teaching students the overall strategy of taking notes while

reading is invaluable.

2. Reading: Literature: Students will understand how and why an author uses plot sequencing inorder to elicit a response from the reader and create foreshadowing and suspense.

CCSS.ELA-LITERACY.RL.8.2:Determine a theme or central idea of a text and analyze its

development over the course of the text, including its relationship to the characters, setting, and

plot; provide an objective summary of the text.

CCSS.ELA-LITERACY.RI.8.5: Analyze in detail the structure of a specific paragraph in a text,

including the role of particular sentences in developing and refining a key concept.

Rationale: Markus Zusaks use of a non-linear timeline in conjunction with his unusual narrator

provides a unique opportunity to study foreshadowing outside of the usual lens. The plot

development in The Book Thiefis strongly affected by this departure from a linear timeline

Student understanding of foreshadowing and plot structure can be enhanced through the study of

Zusaks use of non-linear timelines. The students can take this understanding of these literary

elements and apply it to their own writing.

3. Writing LT: SWBAT identify how a unique narrator, well-structured event sequences, and colorimagery contribute to the theme of injustice in writing.

CCSS.ELA-LITERACY.W.8.3: Write narratives to develop real or imagined experiences or

events using effective technique, relevant descriptive details, and well-structured event

sequences.

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CCSS.ELA-LITERACY.W.8.3.A:Engage and orient the reader by establishing a context and

point of view and introducing a narrator and/or characters; organize an event sequence that

unfolds naturally and logically.

CCSS.ELA-LITERACY.RL.8.6: Analyze how differences in the points of view of the characters

and the audience or reader (e.g., created through the use of dramatic irony) create such effects as

suspense or humor.

Rationale:The writing assignment will be used as a tool that will help the students to fully

understand the effects of a unique narrator. They will write from the perspective of a unique

narrator in order to better understand an authors motivation in using a narrator like Death. The

writing assignment can also be used as an assessment for the teacher, in order to judge whether

the students understand the effects of the narrator on the plot. The students can also explore other

writing strategies in their narrative that are reflective of The Book Thief. This could include the

use of color imagery, illustrations, the asides or interjections in the narrative, non-linear plot line,

etc. The teacher could then use the students writing to assess their understanding and their

proper use of these various writing techniques.

4. Speaking & Listening LT: SWBAT effectively participate in discussions about The Book Thiefby engaging in and building on the ideas of classmates and introducing new ideas when relevant.

CCSS.ELA-LITERACY.SL.8.1: Engage effectively in a range of collaborative discussions (one-

on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues,

building on others' ideas and expressing their own clearly.

CCSS.ELA-LITERACY.SL.8.1.C: Pose questions that connect the ideas of several speakers and

respond to others' questions and comments with relevant evidence, observations, and ideas.

Rationale: The CCSS Anchor Standards for Speaking and Listening focus heavily on students

ability to engage effectively in a variety of discussion forms. By emphasizing the interpersonalaspects of a discussion and the importance of building on the ideas of classmates, students are

learning important communication strategies that will help them to communicate and understand

throughout their educational and professional lives.

5. Language LT: SWBAT apply the conventions found in The Book Thiefto their own writing,with a particular emphasis on use of punctuation, such as commas, ellipses, and dashes, to

indicate a pause in the narration.

CCSS.ELA-LITERACY.L.8.2: Demonstrate command of the conventions of Standard English

capitalization, punctuation, and spelling when writing.

CCSS.ELA-LITERACY.L.8.2.A: Use punctuation (comma, ellipsis, dash) to indicate a pause or

break.

Rationale:As the students are in their last year of middle school, ensuring that they understand

the conventions of standard English becomes more important because there will be less time

spent on it in high school. In addition to this, the strategic use of pauses and breaks in writing

can be a strong indicator of narrative voice as well as an indicator of a well-structured event
http://www.corestandards.org/ELA-Literacy/W/8/3/a/http://www.corestandards.org/ELA-Literacy/W/8/3/a/


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sequence, two of the goals of the writing LT. Ensuring that students know how to regulate the

flow of a narrative by effectively using conventions of standard English benefits students writing

in other areas as well as improving their written communication skills overall.

6. Digital Literacy LT: SWBAT compare and contrast a novel with its film version in order toidentify how and why the director of the film departed from the novel and how this effects the

film.

CCSS.ELA-LITERACY.RL.8.7: Analyze the extent to which a filmed or live production of a

story or drama stays faithful to or departs from the text or script, evaluating the choices made by

the director or actors.

Rationale: Some Students feel that reading a novel is a waste of time if the novel has been

adapted to film form. By having students watch the film after they have read the novel and assess

the differences between the two, the students will come to realize the amount of content that is

lost during the process of that adaptation, and the way the loss of that content affects the message

of the novel. The comparing and contrasting of the film and novel forms of a story can also serveas a way to assess student understanding of the themes and messages of the text.


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Summative Assessment Prompt:

Injustice Untold

Essential Questions:What factors influence decision making in the face of injustice? How do authors

use foreshadowing to move the plot forward and create suspense?

In our unit surrounding The Book Thiefby Markus Zusak, we have examined the use of

foreshadowing, a unique narrator, a non-linear timeline, and figurative language in the novel. All of

these writing techniques are used to tell a story of injustice, which is one of the themes found in the

novel. Zusak uses these techniques in a cohesive way to tell an effective story.

For this assignment, you will write a short narrative based on an injustice found in your own life,

something that you witnessed, or something that you make up. You will write using the techniques

demonstrated in The Book Thief.

Guidelines:

You must write from the perspective of a unique narrator and make use of a non-lineartimeline.

(Ex: write from the perspective of an inanimate object using a series of flashbacks)

Use at least 2 of the following techniques: foreshadowing, figurative language, color imagery,interjections, or any other technique we discussed in class

Injusticeshould be the main theme of your story, but you should incorporate other themesfrom the novel in your own story (Ex: the importance of family, friendship, loyalty, love, etc.)

Format: 3-5 pages, double-spaced, Times New Roman font

Timeline for due dates:

Wednesday, October 22:One paragraph proposal due in class

Friday, October 24:One page outline due in class- peer revision

Monday, October 27:First draft due in class- peer revision

Wednesday, October 29:Revised draft due in class- more peer revision

Friday, October 31:Final draft due in class


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Rationale

Our summative assessment is meant to test the students knowledge of the writing techniques

discussed in class and outlined in the units learning targets. Learning Target 2 addresses how the author

uses a non-linear timeline to move the plot forward and create suspense and foreshadowing. In the

assessment, we ask the students to use the technique of a non-linear timeline in their own writing.

Learning target 3 says that the students will be able to identify how the use of a unique narrator, well-

structured event sequences, and color imagery contribute to the theme of injustice in the narrative. The

assessment calls for students to use these techniques to tell their own story about injustice. Learning

Target 5 is also addressed in the assessment, in that students will be able to apply the conventions of

Standard English to their own narrative writing. In order to prepare the students for this assessment, we

will need to explicitly teach them the techniques used by Zusak in The Book Thief, how they can be

applied to their own writing, and how they can be used to illuminate the theme of injustice in a narrative.

This can be done by having the students define injustice themselves through class discussion. Also,

through using daily free-writes and sentence modeling prompts the students will practice the use of these

writing techniques. One of the weaknesses of this assessment is that it is not particularly transferrable to

other subjects because of the narrative format of the assignment. It is a strong assessment because it

addresses a wide variety of learning targets. It also, effectively assesses the students comprehension of

the novel and how the structure contributes to the plot.

CCSS.ELA-LITERACY.W.8.3.A

Engage and orient the reader by establishing a context and point of view and introducing a narrator

and/or characters; organize an event sequence that unfolds naturally and logically.


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Morsberger De Bruyne Unit Plan Draft: The Book Thief 7

7

The Book ThiefNOTE: Each period is 55 minutes.

Week 1: Monday (Day 1) Tuesday (Day 2) Wednesday (Day 3) Thursday (Day 4) Friday (Day 5)

55 Minutes

LTs: Writing, Speaking and

Listening

55 Minutes

LTs: Writing, Reading

Strategies, Reading Lit.

55 Minutes

LTs: Literature, reading

strategies, writing

55 Minutes

LTs: Writing, Speaking and

listening, literature

55 Minutes

LTs: Reading Strategy

In-class Reading: As a class,we will dive into The Book

Thiefby reading the Prologue

and making predictions about

what the book will be about,

paying particularly closeattention to foreshadowing.

We will have a brief

discussion on foreshadowing,

what it is, and where we see it

in the prologue.

Annotation Mini-Lesson:

Students will be introduced to

a method of annotating a text

with a particular emphasis oncharacter development.

Annotation Practice:students will work

independently to annotate the

prologue, and then work inpairs to discuss their

annotation choices.

Warm-up: Students will read ashort newspaper article on

Bullying in schools and

perform a freewrite on bullying

and injustice. During a short

class discussion we will createan evolving definition of

injustice that the students can

add to and alter over the course

of the unit.

Review of active reading

notes: Students will work witha partner to share active reading

notes from the night before.

There will be a brief class

discussion on color imagery inboth TBT and in the

propaganda posters from the

day before.

Historical personifications of

death: Lecture on how deathhas been depicted and

personified throughout history,

focusing on the concept of

death as the great equalizer.Death personified in poetry:Students will work in groups to

briefly analyze the depiction ofdeath in either John Donnes

Death Be Not Proud or Emily

Warm-up: Students will read ashort article on the Nigerian

Schoolgirls kidnapped by Boko

Haram and perform a freewrite

on education or gender and

injustice. Short discussion onclass definition of injustice.

Review of AR notes: Students

will work with a partner to

share active reading notes fromthe night before. There will be a

brief class discussion onforeshadowing and what the

students noticed.

Text structure andforeshadowing. As a class,

students will examine the

structure of The Book Thiefby

analyzing the timeline, use of

interjections, and

foreshadowing in a singlechapter of the text in order to

determine how these elements

affect plot development.

Foreshadowing Freewrite:Students will write in their

journals about what they

learned about foreshadowing or

they will be able to show whatthey learned by using

Warm-up: Students will watchyoutube video Wealth

Inequality in America and

perform a short freewrite on

wealth disparity and injustice.

Short discussion on classdefinition of injustice.



share active reading notes fromthe night before..

Whole-class Discussion: The

whole class will discuss how

they see the theme of injustice

developing in the novel so far.They will also discuss how the

author has used the writing

strategies to alert the reader to

this theme.

Short Narrative Writing:students will mimic the writing

style of Markus Zusak in a

narrative piece describing a day

in their life, paying close

attention to strategies they canuse to alert the reader to their

intended theme.

Warm-up: Students will read ashort article on #Gamergate and

do a short freewrite on the topic

of women gamers and injustice.

Short discussion on class

definition of injustice and howit has evolved over the course

of the week


will work with a partner toshare active reading notes from

the night before. There will be abrief class discussion on

character development.

Overview of Nazi Germany:

As a crucial bit of backgroundknowledge, the students will

listen to a brief overview of the

social and economic climate of

Nazi Germany and watch a

short Youtube clip givinginsight into the rise of Adolf

Hitler.

Gallery Walk:This is an

activity where students willwalk around the room looking

at various Nazi propaganda

posters noting what they notice

about language, color, andimagery.

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Dickinsons I Could

Not Stop for Death, comparing

the depiction of death in those

poems to the Narrator of TBT.

Freewrite Closure: Students

will write from the perspective

of an unusual narrator on a

topic of their choosing. They

will include a brief explanationof why they chose their

narrator.

foreshadowing in an original

narrative.Free write: Students will spend

3 minutes writing in their

journals about what they

noticed.Discussion on Propaganda inNazi Germany: After briefly

discussing the posters with a

partner, students will

participate in a class discussionon what the propaganda posters

are doing andwhy. Brief

Overview of Nazi Germany:

As a crucial bit of backgroundknowledge, the students will

listen to a brief overview of the

social and economic climate ofNazi Germany and watch a

short Youtube clip giving

insight into the rise of Adolf

Hitler.Closing Freewrite:Students

will write in their journalsabout what they learned in class

that day and what stuck out. if

students are stuck they may

respond to the following

prompt: Why do you think theGerman people accepted Hitler

as their leader? Can you think

of any current day leaders who

have used similar tactics to gain

power?

HW: Re-read The Book Thief

Prologue, pages 3-15. While

reading, take at least 3 ActiveReading (AR) notes on

narration and at least 3 AR

notes on color imagery.

HW: Read TBTpages 19-45.

While reading, take at least 3

AR notes on how the authoruses foreshadowing to move

the plot forward, and 3 AR

notes on character

relationships.

HW: Read TbTpages 46-80.

While reading take at least 3

AR notes on characterdevelopment and 3 AR notes on

the theme of injustice keeping

our EQ in mind.


While reading, take at least 3

AR notes on how the authoruses foreshadowing to move

the plot forward, and at least 3

AR notes on character

developement.


while reading, take at least 3

AR notes on foreshadowing,and at least 3 AR notes on

character development through

decision making.


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55 minutes LTs:

reading strategy

55 minutes LTs:

Writing, speaking and

listening, literature

55 minutes LTs:

reading strategy, writing,

literature

55 minutes LTs:

Writing, Speaking and

Listening

55 minutes LTs:

Writing

Warm-up: The students willread an excerpt from The

Diary of Anne Frank. The

students will do a quick-write

to compare and contrast the

excerpt to The Book Thief.Short discussion on class

definition of injustice.

Review AR Notes: Students

will work with a partner toshare active reading notes

from the night before. There

will be a brief class

discussion on color imagery

in both TBT and in thepropaganda posters from the

day before.There will be a

brief class discussion on

character development

through decision making.

Mein Kampf: Students will

read excerpts fromMein

Kampf and examine how thisbook was used as propaganda

in the lives of the German

people. They will also

examine the place of thisbook within the context of

The Book Thief.

Warm-up: The students willread an excerpt fromNightby

Elie Wiesel. They will do a

quick-write to compare and

contrast the excerpt to The

Book Thief. Short discussionon class definition of

injustice.

The Standover ManDiscussion:students willengage in a full class

discussion on the importance

of the bookMax Vandenberg

made for Liesel and how it

showed his characterdevelopement and his

experiences with injustice.

Student writing activity:Students will write andillustrate their own books

similar to The Standover

Man writing from the

perspective of Liesel in a waythat shows her character

development and the

injustices she has suffered.

Peer Review: Students will

have the opportunity to peer

review the work that they

have done on their story so

far.

Warm-up: The students willread an excerpt fromA Time to

Killby John Grisham. They will

do a quick-write to compare and

contrast the excerpt to The Book

Thief. Short discussion on classdefinition of injustice.



share active reading notes orannotations from the night

before.

Student writing activity:Students will finish writing andillustrating their books.

Gallery Walk: Students will

have the opportunity to walk

around the room and see thedifferent stories that each of

them wrote and illustrated.

Warm-up: Students will citein their journals several

examples of how color

imagery is used in The Book

Thief. They will use this

examples as launches for thewhole-class discussion.

Color Imagery Discussion:The students will have a

whole-class discussion on howand why the narrator uses color

imagery to describe events in

the novel.

Color Imagery WritingActivity: The students will use

the chart describing the

metaphorical meanings applied

to color to choose one or more

colors to describe their favoriteplace.

Share-time: Students will

share, first in pairs, and thenwith the whole class, what

colors they used in their

writing and why.

Freewrite Closure: Students

will write a brief description of

themselves using color

imagery.

Warm-up: Students will watch aYoutube Clip showing the

desegregation of Boston Public

schools in the 1970s and perform

a freewrite on race and injustice

.Short discussion on classdefinition of injustice.

Introduce Injustice Untoldprompt:Teacher will hand out

and explain the prompt for theunits final project and answer

any question students may have.

Mini-Lesson on drafting aproposal: Students will beintroduced to the method in which

they are to write a proposal.

Class Brainstorming: students

will participate in a classwidebrainstorm on how and where

they witness and experience

injustice in their own lives.

Freewrite Closure:students will

perform a freewrite in order to

stimulate ideas f or their injustice

narrative.


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HW: Read TBT pages 125-

158. While reading, make 3

AR notes on how the narrator

moves the plot forward, And3 AR notes on character

development.

HW: Read TBTpages 157-

196. While reading take at

least 6 AR notes on whatever

you think is important.


While reading take at least 3

AR notes on character

development and relationships,and at least 3 AR notes on


266. While reading take at

least 3 AR notes on how

foreshadowing forwards theplot and 3 ar notes on character

choices.


While reading take at least 3 AR

notes on character development,

and at least 3 AR notes on howcharacter choices forward the

plot.

Begin thinking about your

proposal for your injustice

narrative.


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55 minutes LTs:

Language, reading strategy.

55 minutes LTs:

Language, reading strategy

55 minutes LTs:

Writing

55 minutes LTs:

Speaking and Listening,

55 minutes LTs:

Writing, Language

Warm-up: Students will watch

a short video about persecution

of Tibetan Monks in Tibet and

perform a freewrite about

injustice and religiousoppression.Short discussion on

class definition of injustice.

Review AR Notes: students


share AR notes or annotationsfrom the night before

Punctuation Mini-Lesson: thedash: Students will examine

the proper conventions for

usage of the dash in creatingpauses in the narrative form.

Practice with Dashes: students

will write a short narrative

about an unexpected event

theory experienced usingdashes to affect the pacing and

pauses in the story.

Peer editing: students willwork in partners to check each

others usage.

Warm-up: Students will listen

to a recording of

Macklemores song Same

Love and perform a freewrite

about the injustice described inthe song.Short discussion on

class definition of injustice.



share active reading notes orannotations from the night

before.

Punctuation Mini-Lesson:the comma: Students will

revisit the proper use of thecomma in narrative writing

with an emphasis on the way

comma usage affects the

pacing of a narrative.

Authentic comma practice:Students will have the

opportunity to revise the short

narratives they had writtenearlier in the unit for comma

usage.

Inj ustice Narrative Proposals

due in class.**Teacher will meet with

students individually

throughout the class period tocollect and discuss narrative

proposals.**

Warm-up: Students will

perform a freewrite on the

injustice they will bedescribing in their narratives.

Modeling: Teacher will

model effective and

ineffective peer editing.

Peer Editing:students willwork in groups of three,

passing their proposals around

to their group members for

editing tips.

Drafting: students will begintheir narrative outlines.

Warm-up: Students will read

a short history of Apartheid in

South Africa and perform a

freewrite on injustice andoppression. Short discussion onclass definition of injustice..

Fishbowl Preparation:Students will prepare for

fishbowl discussion by working

in home groups to answerseveral questions about TBT.

Students will also watch a short

instructional video describing

the norms of a fishbowl

discussion.

Fishbowl Discussion: Students

will discuss the The Book Thief

in a fishbowl set up.

Inj ustice Narrative Outline

due in cl ass.

Warm-up: Students will craft

their own definition of injustice

and perform a quick write fromthe perspective of a unique

narrator on what injustice looks

like and how it can be

recognized.

Review AR Notes: Studentswill work with a partner to

share active reading notes or

annotations from the night

before.

Peer Editing:Students willwork in groups of three,

passing their outlines around

for editing and finish editing

with a PQP for each group

member.

Drafting: Students will have

the opportunity to revise their

outlines in class


Make at least 6 AR notes orannotations.Work on your proposal for

your injustice narrative.


350.Make at least 6 AR notesor annotations.Finish your proposal for

your injustice narrative.


384.Make at least 6 AR notesor annotations.Begin working on the rough

draft of your outline!


403.Make at least 6 AR notes orannotations.Finish the rough draft of your

outline!


437.Make at least 6 AR notesor annotations.Write First Draft of Injustice

Narrative: DUE MONDAY!!


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55 minutes LTs:

Writing, Language

55 minutes LTs:

Language

55 minutes LTs:

Writing, Language

55 minutes LTs:

Digital Literacy, Speaking

and Listening

55 minutes LTs:

Digital Literacy, Speaking and

Listening

Fir st Draft of Inj ustice

Narrative Due i n class.

Warm-up: Students will write

on their peer editing worksheet,one thing theyre proud of, one

thing they think they need to be

improved, and one question for

their peer editors.

Peer Editing:Students willwork in groups of three,

passing their drafts around to

their group members for

editing.

Drafting: Students will beginediting their work.

Warm-up: The students will

find instances in the book

where the ellipsis is used and

cite them in their notebook.

Punctuation Mini-lesson:The Ellipsis: Students will

examine how the author uses

the ellipses for the use of

dramatic pauses in narration

and dialogue. They will be

able to identify how it can beused properly and effectively

in their own writing.

Ellipses Usage Application:Students will read through

their narrative and identify

places where the ellipses

could possibly be effective.

They will also identify anyexisting usage of the ellipses

and whether or not it is

correct.

Edited rough Draft of

Inj ustice Narrative due in

Class

Warm-up: Students will writeon their peer editing

worksheet, one thing theyre

proud of, one thing they think

they need to be improved, and

one question for their peer

editors.

Peer Editing:Students will

work in groups of three,

passing their drafts around to

their group members forediting.

Drafting: Students will begin

editing their work.

Movie: The students will watch

The Book Thief movie. They

will use a vennn- diagram

worksheet to compare andcontrast the book and the

movie adaptation.

Fini shed Draft of I njustice

Narr ative Due in class.

Movie: The students will continue

to watch the movie and willcomplete the worksheet in

preparation for the short argument

essay they will write for

homework.


455.Make at least 6 AR notes

or annotations.Edit Rough Draft.



or annotations.Edit Rough Draft



or annotations.Work on Finished Draft



or annotations.Work on Finished Draft

HW: Write a short 1-2 page essay

on which version you liked better,

the book or the movie, and why.


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Writer____________________________

Injustice Untold Rubric

4 (Consistently

Evident)

3 (Evident) 2 (Emerging) 1 (Unclear)) 0 (Not Evident)

Content

Creates a unique

narrative about

injustice and other

relevant themes

that is engaging to

the reader.

Score=_____x3

Incorporates the

theme of injustice

and other relevant

themes into their

narrative and

engages the reader

by telling a unique

story.

Incorporates the

theme of injustice

and other relevant

themes into their

narrative and tells a

somewhat engaging

story.

Vaguely

incorporates the

theme of injustice

and other relevant

themes into their

narrative and

struggles to engage

the reader.

The theme of

injustice and other

relevant themes are

evident, but unclear

and the narrative

does not engage

the reader.

Does not

incorporate the

theme of injustice

and other relevant

themes into their

narrative and does

not engage the

reader.

Technique

Uses the required

writing techniques,

foreshadowing,

interjections, color

imagery, and

figurative language,

to enhance their

narrative.

Score=_____x2

Uses the required

writing techniques,

in a way that

enhances their

narrative.

Uses some of the

writing techniques,

that partially

enhances the

narrative.

Uses some of the

writing techniques,

in a way that does

not enhance the

narrative.

The use of writing

techniques is

unclear and does

not enhance the

narrative.

Does not use any

of the required

writing techniques.


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14

Grammar/

Mechanics

Uses appropriate

and effective

punctuation, like

commas, semi-

colons, ellipses,

and dashes, to

enhance their

narrative.

Score=_____x1

Consistently uses

punctuation in a

way that shows

understanding and

is appropriate to the

narrative form and

intended audience.

Uses punctuation in

a way that shows

basic understanding

and that is

somewhat

appropriate to the

narrative form and

intended audience.

Uses punctuation in

a way that indicates

an emerging

understanding and

is not appropriate to

narrative form or

intended audience.

Uses punctuation in

a way that is

unclear and is not

appropriate to the

narrative form or

intended audience.

Use of punctuation,

such as commas,

semi-colons,

ellipses, and

dashes are not

used in the

narrative.

Sequencing

Makes deliberate

decisions

concerning plot

sequence and

pacing to propel the

plot forward.Score=_____x2

Uses deliberate

sequencing in order

to enhance

foreshadowing and

plot development

through the use of anon-linear plot line.

Uses sequencing to

enhance

foreshadowing and

plot development in

a minor way and

incorporates someelements of a non-

linear plot line.

Shows an emerging

understanding of

sequencing that is

unclear and does

not enhance

foreshadowing orplot development.

Use of plot

sequencing is

unclear and does

not enhance

foreshadowing or

plot development.

Plot sequencing is

not evident.

Narration

Tells story through

the perspective of a

narrator with a

unique point of

view.

Score=_____x2

Perspective of

narrator is clear and

offers aunique and

distinctive

perspective on the

topic and theme

(s)of narrative.

Perspective of

narrator is

somewhat clear and

offers some

perspective on topic

and theme (s)of

narrative

Shows an emerging

understanding of

narration that does

not clearly offer a

perspective on the

topic and theme(s)

of the narrative

Use of narrator is

unclear and does

not offer a

perspective on the

topic and theme(s)

of the narrative.

Use of a unique

narrator is not

evident.


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Hello 7th

grade parents and families!

Welcome to your students new unit! Over the next four weeks we will delving into MarkusZusaks award winning novel The Book Thief. The novel tells the story of Leisel Memminger, a young

girl growing up with her foster family in Nazi Germany. The book provides a rare glimpse into what the

lives of every-day Germans would have been like during the Nazi regime; Leisel and the people she

interacts with are rich and complex characters who react differently to the injustices they see going on

around them, and their story is told from the unique perspective of Death. The book mainly focuses on

the interactions and relationships between people in uncertain times where trust is sparse and loyalties are

constantly questioned. It is an extraordinary work of fiction and I couldnt be more excited to teach it!

During the unit the students will focus on actively reading the text on their own by making Active

Reading Notes(which are outlined in the Active Reading section of your students ILA binder that was

given to him or her on the first day of class). You should note that your child should be making at least 4

Active Reading notes a night and that they will be collected for a grade at the end of the unit. In class we

will be delving into how authors use foreshadowing and non-linear plot sequences to move a story along

and create suspense. We will also examine how the use of the unique narrator, Death, and the heavy use of

imagery, specifically color imagery, affects us as readers. As we read and discuss the book, we will bestriving to determine th answer to our units essential question: what factors influence decision-making in

the face of injustice? This unit will be very writing heavy as I want the students to get plenty of practice

with the narrative structure in order to prepare them for our culminating writing assignment: creating their

own narrative about injustice from the perspective of a unique narrator. This narrative is a chance for

your child to not just be creative, but show all that he or she has learned during our unit!

This unit will contain a variety of in and out of class readings and writing assignments, as well as

several in-class discussions of The Book Thief. The grading will be broken down as follows.

Class participation: 25%

Homework (Readings and Active Reading Notes): 25%

In class writing and assignments: 30%

Injustice Narrative: 20%

I look forward to beginning this journey with your children! If you have any questions,

comments, or concerns please feel free to contact me at any time. Your student will have a homework

calendar and I will be sure to send out an email before any major tests or assignments are due.Again, Please feel free to contact me if you would like more information!

Sincerely,

Leentje De Bruyne

Kelsey Morsberger


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17

Active Reading Notes

Responding to Literature

Experiential Response: This type of response requires that you make personal connections between

what you are reading and your own personal experience.

Things to consider:

Have you ever encountered something/ someone in your own life that reminds you of this

literary work? How does this compare/ differ?

Have you ever read something in anotherliterary work that reminds you of this one? How does

this compare/differ?

Have you knowledge of some historical figure or event that reminds you of this literary work?

How does this compare/differ?

Crafting experiential notes:

Specify the event/person/text etc that will be the focus of your comparison

Explore in detail how this point is similar or different to the literary work you are reading

Social Response:This type of response requires you to identify points of comparison/contrast between

social groups within the text. These groups may be defined in a variety of ways. For example, you may

examine a point between characters of differing ages, races, gender, cultures, socioeconomic status,education etc.

Crafting social notes:

Identify the specific point of comparison between two social groups(define them).

Explore how one of the social groups responds/copes/deals with something and what it may

imply about that group as a whole.

Explore how many groups respond/cope/deal with something and what it may imply about these

groups and their relationships.

Cultural Response:This type of response requires that you make note of moral, religious, ethnic, or

cultural elements of the text that may be specific to a certain culture, time period, or location.

Crafting Cultural notes:


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18

Identify the cultural element from the text you will comment on

Explore how this element may be different from contemporary life. Explore what this might imply

about the culture of the literary work OR our own culture.

Explore how this element may be similar to contemporary life and what that may imply about

society or mankind in general.

Psychological Response:This type of response requires that you make note of specific scenes/events

which have a strong psychological or emotional impact on either the character(s) involved or else on the

reader.

Crafting Psychological notes:

Identify the specific scene/event that you are commenting on.

Explain what must be going on in the mind of the character(s) at the time of the event.

Explain your own response to this scene/event.

Textual Response:This type of response requires that you make note of a specific literary device or

sound technique and describe how/why it is effective.

Crafting Textual notes:

Identify the specific literary device or sound technique( Ex: diction, imagery, metaphor, simile,

character, irony, symbol, theme, tone, allusion, alliteration, onomatopoeia, etc) Explain how/ why this device is effective in conveying meaning in the text (so what?).


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Reflective Letter

Dear Readers,

The process of creating this unit plan over the past few months has been both challenging and

enlightening. This is not the first unit plan Ive ever composed, but it is the first actually workableunit

plan Ive created, and it has created a deeply seeded respect for the amount of work teachers put into

planning their curriculum. The experience has taught me much about the difference between what I want

students to do versus what I want students to learn because even though I had a million ideas for fun

activities the students could do with the book, they didnt necessarily fit with any of the units Learning

Targets or align with the Essential Questions. Through reading Wiggins and McTigh and Beach and

Marshall Ive been able to wrap my head around the concept of backwards design and have a better

understanding of building a unit plan from the summative assessment and back. This method makes so

much sense when I think about all of the things I want to do with a book versus all of the things I should

be teaching students about that book. Ive also learned a lot about what I should be looking for with my

assessments and how to create an authentic assessment that allows students to show what they learned in away that is both engaging and meaningful.

My ideas about curriculum planning have become sharper and more focused throughout the

semester as Ive planned this unit. Ive come to realize that the essential question is just that: essential. By

gearing the learning targets around that question, and gearing the lessons around the learning targets, Ive

been able to create a much more coherent path from one end of the unit to the other, which I wasnt able

to do before. I now think of the learning targets as stepping stones for the students to use while

approaching an answer for the essential questions.

As Ive planned this unit, Ive referred back to Wiggins and McTighconsistently for help in

planning an authentic assessment and to several of the PDFs used in class for activity ideas. Kelsey has

been an amazing partner to work with and has had some fantastic ideas that weve worked into the plan.

My internship at Edgewood High School has given me some excellent insight in how teachers can get

students to engage with their text in a way that is both meaningful and measurable, so much so that my

favorite part of my unit calendar, the homework, comes directly from the school. Edgewood High School

students fill out Active Reading Notes and stick them, on sticky notes, directly onto the text that they arereading, to show that they are engaging with and understanding the text they have been given. I also like

the idea of the class forming their own definition of injustice over the course of the semester. I think this

allows the students to own their work as well as helping them to think about what injustice looks like. The

units biggest weakness is the lack of in-class work with the text. The students work around the ideas of

the text a lot, but they dont interact with the text itself in class very much. I also would have liked to

incorporate more discussions. Despite these weaknesses, I hope readers of this lesson plan will see that

Ive crafted a clear path through the unit to the summative assessment and the answering of the essential

questions.

The crafting of this unit plan has been an incredible experience throughout which Ive been

transformed as a future educator. I now sit at the end of the semester and look towards my full-time

student teacing with excitement and the knowledge that I have the tools I need to shape my unit plan

around Mary ShellysFrankensteinin a way that will be beneficial to the students and clear to my mentor.

Sincerely,

Leentje De Bruyne

morsberger&debruyne unitplan 141210

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