Designers: Kelsey Morsberger & Leentje De Bruyne

Core Text: The Book Thief

Grade Level: 8

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 Thief by Markus Zusak (novel)
Death Be Not Proud by John Donne (poem)
Basel Totentanz by Johan-Rudolf Feyerabend or Emanuel Bushel (painting)
Mein Kampf by Adolph Hitler (novel)
The Diary of Anne Frank by Anne Frank (novel)
Duden Dictionary by Konrad Duden (dictionary)
A Time To Kill by John Grisham(novel)
Various social justice articles(articles)
Same love by Mackleamor and Ryan Lewis(song)
Various YouTube clips depicting injustice(video)
Night by 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 Thief from a historical perspective with a heavy focus on WWII
Germany. The overarching EQ will help students to examine the reasons behind characters actions in
the 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 Thief is 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 characters
development through decision-making, dialogue, actions, and relationships with other characters
1

Designers: Kelsey Morsberger & Leentje De Bruyne Core Text: The Book Thief Grade Level: 8
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, and
to 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 in
order to elicit a response from the reader and create foreshadowing and suspense.
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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 Thief is 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 color
imagery 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.
2

Designers: Kelsey Morsberger & Leentje De Bruyne Core Text: The Book Thief Grade Level: 8
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 Thief
by 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 (oneon-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 interpersonal
aspects 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 Thief to 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
3

Designers: Kelsey Morsberger & Leentje De Bruyne Core Text: The Book Thief Grade Level: 8
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 to
identify 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 serve
as a way to assess student understanding of the themes and messages of the text.

Designers: Kelsey Morsberger & Leentje De Bruyne

Core Text: The Book Thief

Grade Level: 8

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 Thief by 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-linear
timeline.
(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
Injustice should be the main theme of your story, but you should incorporate other themes
from 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

Designers: Kelsey Morsberger & Leentje De Bruyne Core Text: The Book Thief
Rationale

Grade Level: 8

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, wellstructured 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.

Morsberger De Bruyne Unit Plan Draft: The Book Thief 7

The Book Thief
NOTE: 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

Warm-up: Students will read a

short newspaper article on
Bullying in schools and
perform a freewrite on bullying
and injustice. During a short
class discussion we will create
an evolving definition of
injustice that the students can
add to and alter over the course
of the unit.

Warm-up: Students will read a

short article on the Nigerian
Schoolgirls kidnapped by Boko
Haram and perform a freewrite
on education or gender and
injustice. Short discussion on
class definition of injustice.

Warm-up: Students will watch

youtube video Wealth
Inequality in America and
perform a short freewrite on
wealth disparity and injustice.
Short discussion on class
definition of injustice.

Warm-up: Students will read a

short article on #Gamergate and
do a short freewrite on the topic
of women gamers and injustice.
Short discussion on class
definition of injustice and how
it has evolved over the course
of the week

Review of AR notes: Students

will work with a partner to
share active reading notes from
the night before. There will be a
brief class discussion on
foreshadowing and what the
students noticed.

Review of AR notes: Students

will work with a partner to
share active reading notes from
the night before..

In-class Reading: As a class,

we will dive into The Book
Thief by reading the Prologue
and making predictions about
what the book will be about,
paying particularly close
attention 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 on
character development.
Annotation Practice:
students will work
independently to annotate the
prologue, and then work in
pairs to discuss their
annotation choices.

Review of active reading

notes: Students will work with
a partner to share active reading
notes from the night before.
There will be a brief class
discussion on color imagery in
both TBT and in the
propaganda posters from the
day before.
Historical personifications of
death: Lecture on how death
has 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 of
death in either John Donnes
Death Be Not Proud or Emily

Text structure and

foreshadowing. As a class,
students will examine the
structure of The Book Thief by
analyzing the timeline, use of
interjections, and
foreshadowing in a single
chapter 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 what
they learned by using

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 can
use to alert the reader to their
intended theme.

Review of AR notes: Students

will work with a partner to
share active reading notes from
the night before. There will be a
brief class discussion on
character development.
Overview of Nazi Germany:
As a crucial bit of background
knowledge, the students will
listen to a brief overview of the
social and economic climate of
Nazi Germany and watch a
short Youtube clip giving
insight into the rise of Adolf
Hitler.
Gallery Walk: This is an
activity where students will
walk around the room looking
at various Nazi propaganda
posters noting what they notice
about language, color, and
imagery.

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Morsberger De Bruyne Unit Plan Draft: The Book Thief 8

Dickinsons I Could
Not Stop for Death, comparing
the depiction of death in those
poems to the Narrator of TBT.

foreshadowing in an original
narrative.

Free write: Students will spend

3 minutes writing in their
journals about what they
noticed.
Discussion on Propaganda in
Nazi Germany: After briefly
discussing the posters with a
partner, students will
participate in a class discussion
on what the propaganda posters
are doing and why. Brief
Overview of Nazi Germany:
As a crucial bit of background
knowledge, the students will
listen to a brief overview of the
social and economic climate of
Nazi Germany and watch a
short Youtube clip giving
insight into the rise of Adolf
Hitler.
Closing Freewrite: Students
will write in their journals
about 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 the
German people accepted Hitler
as their leader? Can you think
of any current day leaders who
have used similar tactics to gain
power?

Freewrite Closure: Students

will write from the perspective
of an unusual narrator on a
topic of their choosing. They
will include a brief explanation
of why they chose their
narrator.

HW: Re-read The Book Thief

Prologue, pages 3-15. While
reading, take at least 3 Active
Reading (AR) notes on
narration and at least 3 AR
notes on color imagery.

HW: Read TBT pages 19-45.

While reading, take at least 3
AR notes on how the author
uses foreshadowing to move
the plot forward, and 3 AR
notes on character
relationships.

HW: Read TbT pages 46-80.

While reading take at least 3
AR notes on character
development and 3 AR notes on
the theme of injustice keeping
our EQ in mind.

HW: Read TBT pages 83-108.

While reading, take at least 3
AR notes on how the author
uses foreshadowing to move
the plot forward, and at least 3
AR notes on character
developement.

HW: Read TBT pages 108-122.

while reading, take at least 3
AR notes on foreshadowing,
and at least 3 AR notes on
character development through
decision making.

Morsberger De Bruyne Unit Plan Draft: The Book Thief 9

Week 2: Monday (Day 6)

Tuesday (Day 7)

Wednesday (Day 8)

Thursday (Day 9)

Friday (Day 10)

55 minutes
reading strategy

55 minutes
LTs:
Writing, speaking and
listening, literature
Warm-up: The students will
read an excerpt from Night by
Elie Wiesel. They will do a
quick-write to compare and
contrast the excerpt to The
Book Thief. Short discussion
on class definition of
injustice.

55 minutes
LTs:
reading strategy, writing,
literature
Warm-up: The students will
read an excerpt from A Time to
Kill by John Grisham. They will
do a quick-write to compare and
contrast the excerpt to The Book
Thief. Short discussion on class
definition of injustice.

55 minutes
LTs:
Writing, Speaking and
Listening
Warm-up: Students will cite
in their journals several
examples of how color
imagery is used in The Book
Thief. They will use this
examples as launches for the
whole-class discussion.

55 minutes
Writing

Review AR Notes: Students

will work with a partner to
share active reading notes or
annotations from the night
before.

Color Imagery Discussion:

The students will have a
whole-class discussion on how
and why the narrator uses color
imagery to describe events in
the novel.

Introduce Injustice Untold

prompt: Teacher will hand out
and explain the prompt for the
units final project and answer
any question students may have.

LTs:

Warm-up: The students will

read 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 to
share active reading notes
from the night before. There
will be a brief class
discussion on color imagery
in both TBT and in the
propaganda posters from the
day before.There will be a
brief class discussion on
character development
through decision making.
Mein Kampf: Students will
read excerpts from Mein
Kampf and examine how this
book was used as propaganda
in the lives of the German
people. They will also
examine the place of this
book within the context of
The Book Thief.

The Standover Man

Discussion: students will
engage in a full class
discussion on the importance
of the book Max Vandenberg
made for Liesel and how it
showed his character
developement and his
experiences with injustice.
Student writing activity:
Students will write and
illustrate their own books
similar to The Standover
Man writing from the
perspective of Liesel in a way
that 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.

Student writing activity:

Students will finish writing and
illustrating their books.
Gallery Walk: Students will
have the opportunity to walk
around the room and see the
different stories that each of
them wrote and illustrated.

Color Imagery Writing

Activity: The students will use
the chart describing the
metaphorical meanings applied
to color to choose one or more
colors to describe their favorite
place.
Share-time: Students will
share, first in pairs, and then
with the whole class, what
colors they used in their
writing and why.

LTs:

Warm-up: Students will watch a

Youtube Clip showing the
desegregation of Boston Public
schools in the 1970s and perform
a freewrite on race and injustice
.Short discussion on class
definition of injustice.

Mini-Lesson on drafting a
proposal: Students will be
introduced to the method in which
they are to write a proposal.
Class Brainstorming: students
will participate in a classwide
brainstorm 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 for their injustice
narrative.

Freewrite Closure: Students

will write a brief description of
themselves using color
imagery.

Morsberger De Bruyne Unit Plan Draft: The Book Thief 10

HW: Read TBT pages 125158. While reading, make 3
AR notes on how the narrator
moves the plot forward, And
3 AR notes on character
development.

HW: Read TBT pages 157196. While reading take at

least 6 AR notes on whatever
you think is important.

HW: Read TBT pages 197-238.

While reading take at least 3
AR notes on character
development and relationships,
and at least 3 AR notes on

HW: Read TBT pages 241266. While reading take at

least 3 AR notes on how
foreshadowing forwards the
plot and 3 ar notes on character
choices.

HW: Read TBT pages 267-303.

While reading take at least 3 AR
notes on character development,
and at least 3 AR notes on how
character choices forward the
plot.
Begin thinking about your
proposal for your injustice
narrative.

10

Morsberger De Bruyne Unit Plan Draft: The Book Thief 11

Week 3: Monday (Day 11)

Tuesday (Day 12)

Wednesday (Day 13)

Thursday (Day 14)

Friday (Day 15)

55 minutes
LTs:
Language, reading strategy.

55 minutes
LTs:
Language, reading strategy

55 minutes
Writing

55 minutes
LTs:
Speaking and Listening,

55 minutes
Writing, Language

Warm-up: Students will watch

a short video about persecution
of Tibetan Monks in Tibet and
perform a freewrite about
injustice and religious
oppression.Short discussion on
class definition of injustice.

Warm-up: Students will listen

to a recording of
Macklemores song Same
Love and perform a freewrite
about the injustice described in
the song.Short discussion on
class definition of injustice.

Injustice Narrative Proposals

due in class.
**Teacher will meet with
students individually
throughout the class period to
collect and discuss narrative
proposals.**

Warm-up: Students will read

a short history of Apartheid in
South Africa and perform a
freewrite on injustice and
oppression. Short discussion on
class definition of injustice..

Injustice Narrative Outline

due in class.

Review AR Notes: students

will work with a partner to
share AR notes or annotations
from the night before

Review AR Notes: Students

will work with a partner to
share active reading notes or
annotations from the night
before.

Warm-up: Students will

perform a freewrite on the
injustice they will be
describing in their narratives.

Punctuation Mini-Lesson: the

dash: Students will examine
the proper conventions for
usage of the dash in creating
pauses in the narrative form.
Practice with Dashes: students
will write a short narrative
about an unexpected event
theory experienced using
dashes to affect the pacing and
pauses in the story.
Peer editing: students will
work in partners to check each
others usage.

HW: Read TBT pages 307-324.

Make at least 6 AR notes or
annotations.
Work on your proposal for
your injustice narrative.

Punctuation Mini-Lesson:
the comma: Students will
revisit the proper use of the
comma 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 written
earlier in the unit for comma
usage.

HW: Read TBT pages 325350.Make at least 6 AR notes

or annotations.
Finish your proposal for
your injustice narrative.

LTs:

Modeling: Teacher will

model effective and
ineffective peer editing.
Peer Editing: students will
work in groups of three,
passing their proposals around
to their group members for
editing tips.

Fishbowl Preparation:
Students will prepare for
fishbowl discussion by working
in home groups to answer
several 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.

Drafting: students will begin

their narrative outlines.

HW: Read TBT pages 353384.Make at least 6 AR notes

or annotations.
Begin working on the rough
draft of your outline!

LTs:

Warm-up: Students will craft

their own definition of injustice
and perform a quick write from
the perspective of a unique
narrator on what injustice looks
like and how it can be
recognized.
Review AR Notes: Students
will work with a partner to
share active reading notes or
annotations from the night
before.
Peer Editing: Students will
work 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

HW: Read TBT pages 385403.Make at least 6 AR notes or

annotations.
Finish the rough draft of your
outline!

HW: Read TBT pages 407437.Make at least 6 AR notes

or annotations.
Write First Draft of Injustice
Narrative: DUE MONDAY!!

11

Morsberger De Bruyne Unit Plan Draft: The Book Thief 12

Week 4: Monday (Day 16)

Tuesday (Day 17)

55 minutes
Writing, Language

55 minutes
Language

LTs:

First Draft of Injustice

Narrative Due in 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 will
work in groups of three,
passing their drafts around to
their group members for
editing.
Drafting: Students will begin
editing their work.

HW: Read TBT pages 438455.Make at least 6 AR notes

or annotations.
Edit Rough Draft.

LTs:

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 be
used 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 any
existing usage of the ellipses
and whether or not it is
correct.

HW: Read TBT pages 459493.Make at least 6 AR notes

or annotations.
Edit Rough Draft

Wednesday (Day 18)

Thursday (Day 19)

Friday (Day 20)

55 minutes
Writing, Language

55 minutes
LTs:
Digital Literacy, Speaking
and Listening

55 minutes
LTs:
Digital Literacy, Speaking and
Listening

Movie: The students will watch

The Book Thief movie. They
will use a vennn- diagram
worksheet to compare and
contrast the book and the
movie adaptation.

Finished Draft of Injustice

Narrative Due in class.

HW: Read TBT pages 526552.Make at least 6 AR notes

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.

LTs:

Edited rough Draft of

Injustice Narrative due in
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.

Movie: The students will continue

to watch the movie and will
complete the worksheet in
preparation for the short argument
essay they will write for
homework.

Peer Editing: Students will

work in groups of three,
passing their drafts around to
their group members for
editing.
Drafting: Students will begin
editing their work.

HW: Read TBT pages 497525.Make at least 6 AR notes

or annotations.
Work on Finished Draft

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Morsberger De Bruyne Unit Plan Draft: The Book Thief 13

Writer____________________________
Injustice Untold Rubric

Content
Creates a unique
narrative about
injustice and other
relevant themes
that is engaging to
the reader.

4 (Consistently
Evident)

3 (Evident)

2 (Emerging)

1 (Unclear))

0 (Not Evident)

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.

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.

Score=_____x3

Technique
Uses the required
writing techniques,
foreshadowing,
interjections, color
imagery, and
figurative language,
to enhance their
narrative.
Score=_____x2

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Morsberger De Bruyne Unit Plan Draft: The Book Thief 14

Grammar/
Mechanics
Uses appropriate
and effective
punctuation, like
commas, semicolons, ellipses,
and dashes, to
enhance their
narrative.
Score=_____x1

Sequencing
Makes deliberate
decisions
concerning plot
sequence and
pacing to propel the
plot forward.
Score=_____x2

Narration
Tells story through
the perspective of a
narrator with a
unique point of
view.
Score=_____x2

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.

Uses deliberate
sequencing in order
to enhance
foreshadowing and
plot development
through the use of a
non-linear plot line.

Uses sequencing to
enhance
foreshadowing and
plot development in
a minor way and
incorporates some
elements of a nonlinear plot line.

Shows an emerging
understanding of
sequencing that is
unclear and does
not enhance
foreshadowing or
plot development.

Use of plot
sequencing is
unclear and does
not enhance
foreshadowing or
plot development.

Plot sequencing is
not evident.

Perspective of
narrator is clear and
offers a unique 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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Morsberger De Bruyne Unit Plan Draft: The Book Thief 15

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Morsberger De Bruyne Unit Plan Draft: The Book Thief 16

Hello 7th grade parents and families!
Welcome to your students new unit! Over the next four weeks we will delving into Markus
Zusaks 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 be
striving 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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Morsberger De Bruyne Unit Plan Draft: The Book Thief 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 another literary 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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Morsberger De Bruyne Unit Plan Draft: The Book Thief 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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Morsberger De Bruyne Unit Plan Draft: The Book Thief 19

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 workable unit
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 a
way 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 McTigh consistently 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 are
reading, 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 Shellys Frankenstein in a way that will be beneficial to the students and clear to my mentor.
Sincerely,
Leentje De Bruyne
19