Mini-Lesson: Book Thief

Kaylyn Julian
March 21, 2016
Rybakova
Word Study for Book Thief
*Lesson plan based on a 10-15 minute class
Purpose/rationale: This mini-lesson is designed for a 10th grade English class to allow students
to become familiar with vocabulary words found in the novel The Book Thief by Markus Zusak.
This novel takes place during World War II in Germany, and it is important for the students to
understand the vocabulary used in this novel. Knowledge of challenging vocabulary words will
be an advantage for students when they begin taking standardized tests as well as help them
create a more academic style of writing. The students are learning about War World II in their
History class and have a focus on Hitler as a dictator. The timing for this book will give students
a look into the brain of a young German girl who is surrounded by Hitlers propaganda. Students
are currently half way through the novel as have reported in exit card that they are struggling
with some of the vocabulary words that are used in the novel. This lesson will make the
connection between the historical facts they are learning in history, as well as help them with the
vocabulary they do not understand. After finishing the novel the students will be writing a
research paper on a topic related to WWII, so it is important for students to have background
knowledge as well as vocabulary understanding. The students will be going to the computer lab
after this mini-lesson to begin research for their upcoming papers.
Florida Standards:

LAFS. 910.RL.2.4 Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of specific word
choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it
sets a formal or informal tone).
LAFS.910.SL.1.1 Initiate and participate effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues,
building on others ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other research
on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal

consensus, taking votes on key issues, presentation of alternate views), clear goals and
deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current
discussion to broader themes or larger ideas; actively incorporate others into the
discussion; and clarify, verify, or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and understanding
and make new connections in light of the evidence and reasoning presented.

Objectives:
Students Will Be Able To:
Identify key vocabulary terms from a novel.
Examine vocabulary words to create a definition.
Apply prior knowledge to define key terms.
Materials:

The Book Thief (A copy for each student)

Notecards (with the vocabulary words on them)
Paper
Pen/Pencil

Anticipatory set: To start the mini-lesson the teacher will ask the students, What do you do
when you dont know the meaning of a word used in a book you are reading? This will begin a
short discussion on what the students do when they dont know a word. The teacher will then
introduce the activity today, which deals with vocabulary words the students may or may not
know. The teacher will then explain the group activity:
The students will all the passed out a notecard that has a vocabulary word from the novel The
Book Thief. The students must find other classmates who have this card, and then write down
what they believe is the definition of this word. The group will then come up with 2 ways in
which they can find the meaning of a word when reading a novel. The group findings will be
shared with the class.
Teaching Strategy/Procedure/Activity:
Time
3 minutes

Student is doing
The students are coming into
the classroom and finding
their seats. They will then
listen to the question asked by

Teacher is doing
The teacher is taking
attendance as the students are
walking into the classroom.
The teacher then asks the

the teacher before raising there

hands to respond to the
question.

5 minutes

Students will now be receiving

their notecard with the word
from the novel. The students
are finding their fellow group
members and discussing what
they believe the given word
means. The students are then
coming up with the 2 ways to
find the meaning of a word
when reading.

5 minutes

Each group will now share

their vocabulary word as well
as the meaning they have
chosen. They will also share 2
ways in which a student could
figure out the meaning of a
word. When not presenting the
groups should listen and be
respectful to their fellow
students.

2 minutes

The students are going back to

their original seats and
preparing themselves to go to
the computer lab. They should
be getting their notebooks and
flash drives to take to the
computer lab to take notes and
save content for later use.

students what they do when

they come across a word in the
book they are reading that
they dont know. The teacher
will then lead a short
discussion where the students
are responding to the question.
The teacher is then explaining
the assignment where the
students will receive a
notecard with a word, find
their group and come up with
a meaning and 2 ways to find
the definition.
The teacher is monitoring the
students as they are finding
their group members and
discussing. The teacher should
be walking around to monitor
the groups and answer any
questions the students may
have. The teacher should also
monitor the sound level of the
classroom, and remind
students to stay quiet.
The teacher is leading the
group presentations on the
meaning of their vocabulary
words. After the students give
the meaning they believe is
true, the teacher will give the
correct academic meaning of
the term. The teacher will
make sure the students are
respectful and listening to
other students.
The teacher is informing the
students to go back to their
original seats. The students
will then be told to grab their
notebooks and anything else
they might need when going
to the computer lab. The
teacher will go over some
guidelines to remember while

in the lab.

Summary/Closure: The mini-lesson will end with the closure of presentations. The students will
then go back to their original seats and grab anything they will need to take to the computer lab.
The students will be researching information to use in a research paper they will be writing.
Assessment:

Formal assessment: Participation grade for the group activity.

Informal assessment: Understanding will be monitored through the discussion in class as
well as questions asked by the students.

Homework/follow-up assignment:
None.
Accommodations/adaptations:

The 2 ELL students will be expected to write shorter and less complex sentences. These
students will have the option to use a translator as well as a dictionary if needed. If a
student works better on a laptop/computer then one will be provided for them to complete
these entries. The 2 ELL students will have preferential seating and will be allowed
extended time to complete assignments. If available these students will have the
opportunity to work with a peer tutor is needed.
The student with ADD and anxiety will have preferential seating in the classroom. If a
discussion or lecture is to occur then the student will be provided will a copy of the notes.
The student may come to class early or leave after the majority of the students are gone to
avoid promoting anxious behavior. This student may take a break if they need, and can
either walk to a spot they picked out at the beginning of the year or step outside the
classroom door. The student will not be required to present any information alone in front
of the class. Instructions and a daily schedule will be on the board at the beginning of
each class along with student expectations. A student will be designated as a safe
person to talk to if the student is beginning to feel anxious. The student will be given
extra time on assignments, and may use a tape recorder or computer if needed.
The students with ADHD will have preferential seating in the classroom. They will be
provided with printed out class notes. This student may doodle on their paper if they find
it helpful. If needed, the students may get up and stand in the back of the classroom when
they feel like they cant sit in their desk anymore. The teacher and the student will have a
signal of tapping on his/her desk to remind them to stay on task. Extra time will be
provided when taking tests. If needed the student may use a computer or tape recorder.
The student with Aspergers will be given preferential seating in the classroom. The
teacher and student will have a pre-designated spot that the student may retreat to when

they feel overwhelmed. This student will be given a print out schedule for each day that
includes instructions that are clear and easy to understand and follow. This student will be
allowed more time to complete assignments. She/he may come to class before other
students and leave after the other students have left. A laptop/computer may be used if
needed. This student will be given longer length assignments in smaller parts. Clear
directions and expectations will always be posted on the board.
Attachments/Appendices:
A. Key Term List
Plan B:
If the students are having too much difficulty identify the meaning of these words or are not
working well in groups then the lesson will be done as a whole class. If the students finish the
lesson early then the teacher will give the groups more words to identify, or the class will go to
the computer lab earlier than planned. If the lesson is taking too long then the groups will only
share the meaning of the words with the class, and skip explaining two ways to find the meaning
of a word when reading.

Appendix:
A. Word List and Meaning:
1. Transgressor- A person who breaks a law or moral code
2. Benign- Favorable or pleasant
3. Culminate- To end or arrive at a final stage
4. Flippant- Disrespectful, shallow; lacking seriousness
5. Prolific- producing in large quantity
6. Animosity- Strong dislike or ill will
7. Ostracism- Exclusion
8. Capitulate- To surrender
9. Malice- Desire to harm others
10. Misogynistic- A hatred of women
11. Disdain- A lack of respect accompanied by a feeling of dislike
12. Raucous- Unpleasantly loud and harsh