mskipker.weebly.commskipker.weebly.com/.../5/1/22518144/the_book_thief_w… · Web view—What do you think the accordion symbolizes ... Why did Liesel deliberately injure her leg

Kipker Name: ______________________________________English I Unit 2 Assessment: The Book Thief

Sometimes you read a book so special that you want to carry it around with you for months after you've finished

just to stay near it. – Markus Zusak

Table of Contents

Assignment Page Due Date* TAR

Writer’s Notebook 1


NumberIntroduction to the Task 3 10/10/14 NoTask Analysis 4 10/13/14 NoSamples of Analytical Writing 5 10/13/14 NoLDC Essay Rubric 6 10/14/14 NoRubric Translation 7 10/14/14 NoReading Guide – Prologue, Part One 8-11 10/20/14 NoReading Guide – Parts Two and Three 12-14 10/29/14 NoReading Guide – Part Four 15-16 11/3/14 NoReading Guide – Part Five 17-20 11/5/14 NoReading Guide – Part Six 21-22 11/10/14 NoReading Guide – Part Seven 23-25 11/12/14 NoReading Guide – Part Eight 26-27 11/17/14 NoReading Guide – Part Nine 28-29 11/19/14 NoReading Guide – Part Ten and Epilogue 30-32 12/1/14 NoDiction Activity 33 11/21/14 NoDeveloping a Thesis 34-35 12/3/14 YesSteps to Crafting Assertions 36-37 12/4/14 YesSelecting Relevant Evidence and Creating Compelling Commentary 38-39 12/5/14 YesOutline/Rough Draft 40-42 12/8/14 Yes

*All due dates are approximate and are subject to change, it is the student’s responsibility to keep up with the calendar.



Introduction to the Task

Directions: Silently and independently answer the essential questions to the best of your ability. Then view the movie trailer for The Book Thief and brainstorm possible subjects and themes that you think will emerge over the course of the text.

Essential Questions1. How can literature give one

power?

2. How can our opinion of an event change as we enlighten ourselves though immersion in literature?

3. What are the dangers of censorship? How can we use this understanding to better protect ourselves?

4. How can we manipulate language to better express ourselves and what we want?

List of Subjects/Topics

Possible Theme Statements



Task Analysis

Task: Determine and analyze a theme of The Book Thief. Select the literary element (e.g., characters, setting, conflicts, etc.) or device (e.g., figurative language, symbolism, imagery, etc.) you think most strongly conveys the theme. How is the theme shaped by the element or device you selected? Write a multi-paragraph analytical essay that examines how a specific element or device conveys a theme of The Book Thief. Use proper grammar, conventions, spelling, and grade-appropriate words and phrases. Cite several pieces of textual evidence to support the analysis, including direct quotations and page numbers.

Step 1: Define difficult and academic vocabulary.

Determine

Analyze

Theme

Literary Elements

Literary Device

Analytical

Step 2: Rewrite the prompt in your own words.

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Step 3: Switch prompts with your partner and have them critique your version of the prompt in red pen

Name of critic: ___________________________________________

Step 4: Rewrite the prompt in your own words, BE SURE TO INCLUDE THE FEEDBACK FROM YOUR PEER.

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Step 5: Who is your audience and what voice should you use?

Audience

Voice



Samples of Analytical Writing

Setting: A Streetcar Named Desire: Task – What impact does the historical and geographical location of the play have on the characters and plot? Sample Response:

The play is set in the 1940s in a post-war society; the rise of the “New South” is taking place and New Orleans has become a major city because of new industry brought on by the war and the importance of the city’s port. The play works in New Orleans because, as Williams says, “New Orleans is a cosmopolitan city where there are relatively warm and easy intermingling of the races” (6). This atmosphere allows for Eunice to share the porch with a negro woman as the play opens. It also allows for Stella and Stanley to marry even though background is “obviously quite different from that of her husband’s” (10). Since New Orleans has always had a more laissez-faire attitude towards race, it was the perfect setting for Williams’ play to make the death of the “Old South.”

Plot Structure: “Jean-ah Poquelin”:Task – How are the events in the story arranged? Why are they arranged this way?Sample Response:

The story begins with a brief look back into Jean and Jacques’ lives before they travelled to Guinea; the story then proceeds in chronological order to take the reader on a journey. The author arranges the story this way to build the mystery of who Jean Poquelin really is in the minds of the readers to mirror the mystery and confusion the townspeople had about Poquelin’s character. By excluding the facts of the family history, the author forces the reader to rely only upon the rumors that circulate the town when evaluating the character of Jean Poquelin. This trick of omission allows readers to make their own assumptions about Poquelin and determine whether or not they would like to be a part of the mob, that goes to attack Poquelin, or team up with Little White, in avoiding Poquelin. In conclusion, the author’s structure of the text makes the reading more interactive and enjoyable for the reader.

Point of View: Almost Innocent:Task – How does the point of view of the narrator(s) impact the story? Sample Response:

The two narrators, Felicity and Clay-Lee are used to offer characterization of Clay-Lee’s mother, Constance. Felicity tells Clay-Lee the history of her mother and father before she was born; Clay-Lee then picks up the story where Felicity leaves off, by searching back through her memories and evaluating certain experiences from her childhood with a new, mature perspective. The motivation to tell the story comes from Clay-Lee’s desire to better understand who her mother really was. Felicity’s purpose is to reveal Constance’s personal history in order to make Clay-Lee understand why her mother betrayed her father. When Clay-Lee picks up the narration, it seems as if the intended audience is herself. The reader is aware that he is observing Clay-Lee telling herself the story of her childhood with the added benefit of new information, in order to evaluate what really happened for the first time. Felicity seems to be a reliable narrator, because she is an objective third party, and Clay-Lee, despite the fact that she is a child during the course of the story, seems to be a reliable narrator. Since the author uses a flashback to tell the story, Clay-Lee is now able to make sense of the events that didn’t quite make sense to her as a child. The use of the two narrators, work well to give the reader and Clay-Lee insight to who Constance really was.

Character: “The Awakening”Task – What characters are fully developed and complex, and what do they seem to represent?Sample Response:

Robert is the most fully developed complex character and seems to represent the ideal Southern gentleman. He flirts with all the ladies, and they seem to really enjoy his company. Ironically, the husbands do not seem to mind the time that Robert spends with their wives. In fact, in the case of Edna and Leonce, it seems as if Leonce is somewhat relieved that Robert chooses to stay with Edna rather than joining him with the men. Robert takes himself seriously; however, when Adele asks him to back away from Edna because she is different and might take his flirtatious advances seriously, he tells Adele that he is serious. At this time, Robert doesn’t realize that he is truly falling for Edna, because the moment he realizes this, he runs away. He never pushes Edna to betray her marriage vows when that option becomes a reality to him. He refuses to disgrace Edna and himself and runs away to avoid hurting her. One can only wonder if he would have reacted the same way if he realized she was willing to take her life over it. Robert’s charm and gentility are made clear when he sacrifices his wishes in an attempt to save Edna’s reputation.



LDC Essay RubricINFORMATIONAL/EXPLANATORY TEACHING TASK RUBRIC (TEMPLATE TASK

COLLECTION VERSION 2.0)Scoring Elements Not Yet Approaches Expectations Meets Expectations Advanced

0 1 1.5 2 2.5 3 3.5 4Focus Attempts to

address prompt, but lacks focus or is off-task.

Addresses prompt appropriately, but with a weak or uneven focus.

Addresses prompt appropriately and maintains a clear, steady focus. D: Addresses additional demands sufficiently.

Addresses all aspects of prompt appropriately and maintains a strongly developed focus. D: Addresses additional demands with thoroughness and makes a connection to controlling idea.

Controlling Idea Attempts to establish a controlling idea, but lacks a clear purpose.

Establishes a controlling idea with a general purpose.

Establishes a controlling idea with a clear purpose maintained throughout the response.

Establishes a strong controlling idea with a clear purpose maintained throughout the response.

Reading/Research

Attempts to present information in response to the prompt, but lacks connections or relevance to the purpose of the prompt.

Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness.

Presents information from reading materials relevant to the prompt with accuracy and sufficient detail.

Accurately presents information relevant to all parts of the prompt with effective selection of sources and details from reading materials.

Development Attempts to provide details in response to the prompt, including retelling, but lacks sufficient development or relevancy.

Presents appropriate details to support the focus and controlling idea.

Presents appropriate and sufficient details to support the focus and controlling idea.

Presents thorough and detailed information to strongly support the focus and controlling idea.

Organization Attempts to organize ideas, but lacks control of structure.

Uses an appropriate organizational structure to address the specific requirements of the prompt, with some lapses in coherence or awkward use of the organizational structure

Maintains an appropriate organizational structure to address the specific requirements of the prompt.

Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt.

Conventions Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation.

Demonstrates an uneven command of standard English conventions and cohesion. Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently cites sources.

Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using an appropriate format with only minor errors.

Demonstrates and maintains a well- developed command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using an appropriate format.

Content Understanding

Attempts to include disciplinary content in explanations, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate.

Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation.

Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding.

Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in- depth understanding.

Rubric TranslationWriter’s Notebook 6


Directions: Think about the task and use the space below to translate the rubric rows into your own words, keeping it very specific to the prompt.

Focus

Controlling Idea

Reading/Research

Development

Organization

Conventions

Content Understandings

Reading Guide


Kipker Name: ______________________________________English I Unit 2 Assessment: The Book Thief Prologue, Part One Vocabulary: Write the sentence from the text in which you found the vocabulary word, be sure to include the page number. Once you have encountered all of the words, use the context clues to help you connect the word to its meaning.

1. affable: ____________________________________________________________________________________

___________________________________________________________________________________________

2. lethal: ______________________________________________________________________________________

___________________________________________________________________________________________

3. vehement: __________________________________________________________________________________

___________________________________________________________________________________________

4. auspicious: __________________________________________________________________________________

___________________________________________________________________________________________

5. raucous: ____________________________________________________________________________________

___________________________________________________________________________________________

6. catalyst: ____________________________________________________________________________________

___________________________________________________________________________________________

7. abducted: __________________________________________________________________________________

___________________________________________________________________________________________

8. morbidity: __________________________________________________________________________________

___________________________________________________________________________________________

9. berate: _____________________________________________________________________________________

___________________________________________________________________________________________

10. frigid: ______________________________________________________________________________________

___________________________________________________________________________________________……………………………………..

Word Meaning1. affable a. showing intensity of feeling2. lethal b. promising; favorable3. vehement c. harsh; grating; disorderly4. auspicious d. scold5. raucous e. state of disease, death, or unwholesomeness6. catalyst f. fatal; deadly7. abducted g. without warmth of feeling8. morbidity h. carried off unlawfully9. berate i. agent that stirs a person or thing to action10. frigid j. easy to approach

Questions (In “Reading Notes” section of your notebook):



1. What did Death find painful about his duties? 2. What mistake did Death make at the train line? 3. What tragedy struck Liesel’s family while aboard the train? 4. Why were Liesel and her brother Werner supposed to be placed in foster care in January 1939? 5. Why did Death think it was foolish for the poor to travel to escape poverty? 6. Why was the book about grave digging significant to Liesel? 7. What helped Liesel adjust to her foster home? 8. Why was school a failure for Liesel? 9. What was Rudy’s father trying to teach his son on the night of the Jesse Owens incident? 10. Why did Liesel insist on participating in the reading examination? Why did it end in disaster? 11. Why did the narrator’s workload increase in the beginning of September 1939?

Questions for Discussion:1. Why do you suppose that Death saw life in terms of color and referred to color in terms of taste? What tastes

would you assign to colors such as red, blue, green, yellow, and purple?

2. Why do you think the Hubermanns insisted that Liesel call them “Mama” and “Papa”?

3. Do you think German citizens, such as Alex Steiner or Hans Hubermann, were justified in showing passive acceptance to the Nazi regime? What else might they have done?

4. Do you think Liesel’s hostility toward Ludwig Schmeikl was justified? In your opinion, what was the primary cause of her attack?

Literary Devices:I. Point of View—Point of view in literature refers to the person telling the story. This person is called the

narrator. The story may be told by the author (first-person narrative) or by a character in the story (third-person narrative). From what point of view is this story told?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Why do you think the author chose this point of view? Is the narrator objective or opinionated? Are the narrator’s frequent comments thought-provoking or intrusive?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

II. Personification—Personification is a device in which an author grants human qualities to nonhuman objects or concepts. For example, in this novel, death is personified and given the attributes of thoughts and emotions:

I buckled—I became interested. In the girl. Curiosity got the better of me, and I resigned myself to stay as long as my schedule allowed, and I watched.

How does the use of personification shape the reader’s reactions to Death? What is surprising or unexpected about the author’s personification of this universal condition?



__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

III. Metaphor—A metaphor is a suggested or implied comparison between two unlike objects. For example:

On the footpath, Liesel stood with her papa and Rudy. Hans Hubermann wore a face with the shades pulled down.

What is being compared?

__________________________________________________________________________________

What does this reveal about Hans Hubermann’s reaction to the Nazi rally?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

IV. Irony—Irony refers to the difference between the way things seem to be and the way things are. What was ironic about the first book that Liesel “stole”?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Literary Elements:

I. Setting—Setting refers to the time and place where the events of a novel occur. What is the setting of The Book Thief?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

How does the setting shape the events in the novel?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________



II. Characterization—Compare the characters of Liesel and Rudy in the Venn diagram below. Record the ways they are alike in the overlapping part of the circles. Add information as you continue to read the book.

Parts Two and Three

Vocabulary: Write the sentence from the text in which you found the vocabulary word, be sure to include the page number. Once you have encountered all of the words, use the context clues to help you connect the word to its synonym.

1. flippant: ____________________________________________________________________________________

Writer’s Notebook

Liesel Rudy

11


___________________________________________________________________________________________

2. culminate: __________________________________________________________________________________

___________________________________________________________________________________________

3. prolific: _____________________________________________________________________________________

___________________________________________________________________________________________

4. agitation: ___________________________________________________________________________________

___________________________________________________________________________________________

5. animosity: ___________________________________________________________________________________

___________________________________________________________________________________________

6. transgressor: ________________________________________________________________________________

___________________________________________________________________________________________

7. benign: _____________________________________________________________________________________

___________________________________________________________________________________________

8. pensive: ____________________________________________________________________________________

___________________________________________________________________________________________

……………………………………..

Word Synonym1. flippant a. showing intensity of feeling2. culminate b. promising; favorable3. prolific c. harsh; grating; disorderly4. agitation d. scold5. animosity e. state of disease, death, or unwholesomeness6. transgressor f. fatal; deadly7. benign g. without warmth of feeling8. pensive h. carried off unlawfully


Kipker Name: ______________________________________English I Unit 2 Assessment: The Book Thief Questions:

1. How did Hans Hubermann’s Christmas gift to Liesel reveal the depth of his feelings for her? 2. How did the Hubermann’s financial situation reflect the general state of Germany’s economy in the 1930s? 3. Why did Mama Hubermann decide to risk sending Liesel on the important business of laundry pickup and

delivery? 4. Why did the Hubermanns avoid any discussion of Liesel’s mother in front of her daughter? 5. In what important respect did Hans Junior differ from his father? 6. Why did Hans Junior accuse his father of cowardice? What was the “mistake” Papa Hubermann had committed? 7. Why did the people of Molching hold a bonfire? What shocking realization met Liesel when she listened to the

speaker at the bonfire? 8. Why did Papa Hubermann slap Liesel? 9. Why did Papa Hubermann buy a copy of Hitler’s Mein Kampf ? 10. Why did Liesel avoid the mayor’s house for some time? And then, why did she change radically and look forward

to delivering laundry to the mayor’s house? 11. Why did Max Vandenburg read a copy of Mein Kampf on the train?

Questions for Discussion:1. Do you think Liesel deserved to be punished for taking money to mail letters to her mother? Was Rosa justified

in meting out such a harsh punishment?

2. Do you think there was some way that Hans could have made peace with his son? Why didn’t he?

3. In what ways might Hans Hubermann have been considered a hero and not a coward as he had been accused by his son?

4. What silent understanding do you think passed between Liesel and the mayor’s wife? Why do you suppose Ilse Hermann allowed Liesel to browse through her library?

5. Do you think that the thievery practiced by Rudy, Liesel, and the other children was justified?

6. What do you think is the relationship between Max and Hans Hubermann?

7. How is each of Liesel’s book titles an ironic comment on the times? What is ironic about the title of Max Vandenburg’s book?

Literary Devices:I. Symbolism—A symbol in literature is a person, object, or event that stands for an idea or a set of ideas.

What does the book The Grave Digger’s Handbook symbolize?

__________________________________________________________________________________

__________________________________________________________________________________

What does the conclusion of reading the book symbolize?

__________________________________________________________________________________

__________________________________________________________________________________

II. Verbal irony—Verbal irony is a figure of speech in which the speaker says one thing, but intends something quite different. The device of verbal irony may include sarcasm, overstatement, and understatement. For



instance, the narrator says that World War II was the result of the Germans’ love of burning things. What tells you that this statement should not be taken literally, at face value?

__________________________________________________________________________________

__________________________________________________________________________________

III. Flashback and Flash Forward—A writer can play with time sequence to achieve particular effects. A flashback is a scene which takes the narrative back to a time before the current point in the plot. A flash forward reveals what will happen at some future point in the story. What instances of flashback and flash forward can you find in this section of The Book Thief ? What do you learn from these interruptions to the normal sequence of the plot?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

IV. Cliffhanger—A cliffhanger is a device borrowed from silent serialized films in which an episode would end abruptly at a moment of heightened tension or suspense. In a book it usually appears at the end of a chapter to encourage the reader to continue on in the book. What is the cliffhanger at the end of Part Three?

__________________________________________________________________________________

__________________________________________________________________________________


Kipker Name: ______________________________________English I Unit 2 Assessment: The Book Thief Part FourVocabulary: Write the sentence from the text in which you found the vocabulary word, be sure to include the page number. Once you have encountered all of the words, use the context clues to help you connect the word to its antonym.

1. malignant: __________________________________________________________________________________

___________________________________________________________________________________________

2. ostracism: __________________________________________________________________________________

___________________________________________________________________________________________

3. capitulate: __________________________________________________________________________________

___________________________________________________________________________________________

4. morose: ____________________________________________________________________________________

___________________________________________________________________________________________

5. dormant: ___________________________________________________________________________________

___________________________________________________________________________________________

6. abrasive: ___________________________________________________________________________________

___________________________________________________________________________________________

7. trepidation: _________________________________________________________________________________

___________________________________________________________________________________________

8. blatant: ____________________________________________________________________________________

___________________________________________________________________________________________

……………………………………..

Word Antonym1. malignant a. cheerful2. ostracism b. confidence3. capitulate c. gentle4. morose d. benign5. dormant e. subtle6. abrasive f. acceptance7. trepidation g. resist8. blatant h. active



1. How did Erik Vandenburg save Hans Hubermann’s life in the first World War? 2. How was a relationship forged between Hans Hubermann and Erik Vandenburg’s son Max? Why did Hans feel

compelled to help Max? 3. Why did Hans’s business go into decline after 1933? 4. Why were Max’s adolescent peers surprised by his aggressiveness? 5. What burden of guilt did Max Vandenburg bear? 6. Why did Hans risk frightening Liesel terribly? 7. What factors helped to create the bond between Max and Liesel?

Questions for Discussion:1. What qualities do you think Rosa Hubermann demonstrated after Max’s arrival? Were you surprised by her

behavior under these challenging circumstances?

2. Do you think Hans and Rosa should have required Max to leave after the hand-holding episode with Liesel?

3. How do you suppose Max’s years of street fighting helped him during the years before and during World War II?

4. Do you think Hans was more motivated to help Max for political reasons or his need to keep a promise?

5. Why do you think Max created The Standover Man for Liesel? What was significant about the materials he used to make the book?

Literary Devices:I. Symbolism—What do you think the accordion symbolizes?

__________________________________________________________________________________

__________________________________________________________________________________

II. Flashback—Why do you think the narrator provided a flashback to Hans Hubermann’s World War I experiences?

__________________________________________________________________________________

__________________________________________________________________________________

III. Metaphor—What implied comparison is being made in the following comment about war? The conversation of bullets.

__________________________________________________________________________________

__________________________________________________________________________________

IV. Simile—A simile is a figure of speech in which two unlike objects are compared using the words “like” or “as.” For example: Sometimes there was humor in Max Vandenburg’s voice, though its physicality was like friction—like a stone being gently rubbed across a large rock. What is being compared?

__________________________________________________________________________________ Why is this an apt comparison?

__________________________________________________________________________________


Kipker Name: ______________________________________English I Unit 2 Assessment: The Book Thief Part FiveVocabulary: Write the sentence from the text in which you found the vocabulary word, be sure to include the page number. Once you have encountered all of the words, use the context clues to help complete the crossword puzzle.

1. admonish: __________________________________________________________________________________

___________________________________________________________________________________________

2. amiable: ____________________________________________________________________________________

___________________________________________________________________________________________

3. audible: ____________________________________________________________________________________

___________________________________________________________________________________________

4. commence: _________________________________________________________________________________

___________________________________________________________________________________________

5. diminutive: _________________________________________________________________________________

___________________________________________________________________________________________

6. frail: _______________________________________________________________________________________

___________________________________________________________________________________________

7. frugal: _____________________________________________________________________________________

___________________________________________________________________________________________

8. hypocrite: ___________________________________________________________________________________

___________________________________________________________________________________________

9. hypothermia:________________________________________________________________________________

___________________________________________________________________________________________

10. malice: _____________________________________________________________________________________

___________________________________________________________________________________________

11. rebate: _____________________________________________________________________________________

___________________________________________________________________________________________

12. venom: _____________________________________________________________________________________

___________________________________________________________________________________________





1. Why did Liesel scavenge from garbage pails on the days she went on her laundry route? 2. How did Max make time pass as he spent days and weeks in the Hubermanns’ basement? 3. Why was Liesel outraged against the mayor’s wife? 4. Why didn’t Rosa Hubermann punish Liesel after learning how Liesel had insulted the mayor’s wife? 5. Why had Viktor Chemmel assumed the leadership of the gang of thieves? 6. Why was Tommy Müller punished during the Hitler Youth drill? Why was Rudy Steiner punished along with him? 7. Why did Lisa and Rudy feel compelled to commit a significant robbery by themselves? 8. What evidence showed that almost all of the German population was suffering under the Nazi regime?

Questions for Discussion:1. Why do you suppose the narrator flashed forward to Rudy Steiner’s death? Do you think this knowledge

improves or lessens your appreciation of the book?

2. How do you think Max and Liesel felt about one another?

3. In your opinion did Ilse Hermann deserve Liesel’s anger?

4. Do you think Rudy deserved the punishment he received at Franz’s hands? Could he have avoided it?

5. In what ways did Franz Deutscher embody the attitude of Hitler’s regime? How did his surname confirm this?

6. What do you think was significant about the book entitled The Whistler? Is there a common theme that connects the books Liesel has stolen?

Literary Devices:I. Symbolism—What did the dream of Max fighting with the Führer symbolize?

II. __________________________________________________________________________________

__________________________________________________________________________________

What did Max’s over-written pages of Mein Kampf symbolize?

__________________________________________________________________________________

__________________________________________________________________________________

III. Personification—What is being personified as Liesel thinks about Max while she is visiting the mayor’s wife?As the book quivered in her [Liesel’s] lap, the secret sat in her mouth. It made itself comfortable, it crossed its legs.

__________________________________________________________________________________ Why was this better than saying, “Liesel kept her secret about Max to herself”?

__________________________________________________________________________________

__________________________________________________________________________________

Notice how time is personified at the beginning of the chapter titled “The Boxer: End of May.” How does Max characterize “time”?

__________________________________________________________________________________


Kipker Name: ______________________________________English I Unit 2 Assessment: The Book Thief Predictions: Write your predictions in response to each of the following questions. Give one reason for your prediction from the text.

1. Will Rosa and Hans survive the war?

2. Will the Nazis capture Max?

3. Will Liesel accidentally betray the presence of Max in the Hubermann home?

4. Will Rudy turn out to be a heroic figure?

5. Will there be serious consequences from Liesel’s last encounter with the mayor’s wife?


Kipker Name: ______________________________________English I Unit 2 Assessment: The Book Thief Part SixVocabulary: Write the sentence from the text in which you found the vocabulary word, be sure to include the page number. Once you have encountered all of the words, use the context clues to help complete the analogies.

1. amble: _____________________________________________________________________________________

___________________________________________________________________________________________

2. delicate: ____________________________________________________________________________________

___________________________________________________________________________________________

3. immense: ___________________________________________________________________________________

___________________________________________________________________________________________

4. interior: _________________________________________________________________________________

___________________________________________________________________________________________

5. paradox: _________________________________________________________________________________

___________________________________________________________________________________________

6. retreat: _____________________________________________________________________________________

___________________________________________________________________________________________

7. verge: _____________________________________________________________________________________

___________________________________________________________________________________________

8. vigilance: ___________________________________________________________________________________

___________________________________________________________________________________________



1. How did “Death” characterize the year 1942? 2. Why was Christmas Day 1942 a special time for those who resided in Hans Hubermann’s home? 3. Why did Max wait so long to reveal his illness to the family? 4. Why did Liesel blame herself for bringing snow into the basement in order to build the snowman? 5. What did Liesel hope to accomplish by bringing presents to the unconscious Max? 6. Why did Rosa Hubermann make an unplanned visit to Liesel’s school? 7. Why did Liesel deliberately injure her leg while playing outdoors? 8. Why did Death say that the sky was “the color of Jews”? How did Death respond to the mass destruction of

human lives?

Questions for Discussion:1. Why do you think the author has “Death” narrate this tale, using a chatty, somewhat ironic tone? Do you think

this adds or detracts from the book’s serious themes?

2. Why do you think Rosa Hubermann always wanted to appear tough and unemotional?

3. In what ways did this book offer an unusual characterization of “Death”?

4. Why do you think Liesel was able to enter the mayor’s house with ease and rob books each time?

5. How did Liesel’s dream about her brother and Max Vandenburg mirror the conflicts in her own life?

Literary Devices:I. Simile—What is being compared in the following passage?

. . . she [Liesel] stood on Munich Street and watched a single giant cloud come over the hills like a white monster. . . . The sun was eclipsed, and in its place, a white beast with a gray heart watched the town.

__________________________________________________________________________________

__________________________________________________________________________________

Why is this better than saying, “A cloud crossed the sky”?

__________________________________________________________________________________

__________________________________________________________________________________

II. Cliffhanger—What is the cliffhanger at the end of page 324?

__________________________________________________________________________________III. Symbolism—What was the symbolic importance of the last book Liesel obtained, The Dream Carrier?

__________________________________________________________________________________

__________________________________________________________________________________


Kipker Name: ______________________________________English I Unit 2 Assessment: The Book Thief Part SevenVocabulary: Write the sentence from the text in which you found the vocabulary word, be sure to include the page number. Once you have encountered all of the words, use the context clues to help you connect the word to its meaning.

1. depleted: ___________________________________________________________________________________

___________________________________________________________________________________________

2. trilogy: _____________________________________________________________________________________

___________________________________________________________________________________________

3. formidable: __________________________________________________________________________________

___________________________________________________________________________________________

4. loathsome: __________________________________________________________________________________

___________________________________________________________________________________________

5. apprehension: _______________________________________________________________________________

___________________________________________________________________________________________

6. feign: ______________________________________________________________________________________

___________________________________________________________________________________________

7. immutable: __________________________________________________________________________________

___________________________________________________________________________________________

8. futile: ______________________________________________________________________________________

___________________________________________________________________________________________

……………………………………..

Word Meaning1. depleted a. fear of future trouble or evil2. trilogy b. used up3. formidable c. pretend4. loathsome d. dreadful; menacing5. apprehension e. useless6. feign f. unchangeable7. immutable g. three-part work of literature8. futile h. offensive; disgusting



1. What caused the brief period of contentment for Liesel and Papa Hubermann during the summer of 1942? 2. Why did Rudy want to excel at athletic competition? 3. Why did Liesel conclude that she was a criminal even though Ilse Hermann gave her permission to steal books? 4. Why didn’t Death feel sympathy for the Germans who hid in their basements during the air raids? 5. Why did the possible bombing of Molching place Max in particular danger? 6. What service did Liesel perform during the second air raid on Molching? 7. Why did Max have to leave 33 Himmel Street? 8. Why was Hans Hubermann guilt-ridden days after the incident at the march?

Questions for Discussion:1. Why do you suppose Rudy got himself disqualified from the final race of the day and then left his medals

behind?

2. Why do you think the author included entries from the dictionary/thesaurus given Liesel by Ilse Hermann?

3. Why do you think the author placed the parade of Jews on their way to Dachau in the unfolding story of The Book Thief ?

4. Why might Death have agreed with Hans Hubermann that his act of compassion was “stupid”?

Literary Devices:I. Irony—Why is it ironic that a book helped the Germans live through the second air raid in Molching?

__________________________________________________________________________________

__________________________________________________________________________________

Why is it ironic that Frau Holtzapfels wanted Liesel to continue reading that same book to her?

__________________________________________________________________________________

__________________________________________________________________________________

Why is it ironic that Hans suffered feelings of guilt after giving the dying Jewish man a piece of bread?

__________________________________________________________________________________II. Allusion—An allusion is a literary reference to a familiar person, place, or event. Allusions may give readers a

common reference point and also confer authenticity on a work of literature. For example, in this section of the novel, the narrator explains that the Jewish prisoners were being marched through the streets of Molching to demonstrate the efficiency of the Dachau work camp. If you are not familiar with the name Dachau, do some research to learn about what happened to prisoners of that camp.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

III. Extended Metaphor—An extended metaphor is a suggested or implied comparison that continues on. The



chapter “The Long Walk to Dachau” begins with the events of the day being compared to “an ocean sky, with whitecap clouds.” Scan the chapter and find other examples of events being compared to stormy waters.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

IV. Personification—What is being personified as Liesel contemplates the glorious summer with Papa that is coming to an abrupt end?

The brightness had shown suffering the way.

__________________________________________________________________________________

__________________________________________________________________________________


Kipker Name: ______________________________________English I Unit 2 Assessment: The Book Thief Part EightVocabulary: Write the sentence from the text in which you found the vocabulary word, be sure to include the page number. Once you have encountered all of the words, use the context clues to help you connect the word to its meaning.

1. perilous: ___________________________________________________________________________________

___________________________________________________________________________________________

2. smoldering: _________________________________________________________________________________

___________________________________________________________________________________________

3. oblivious: ___________________________________________________________________________________

___________________________________________________________________________________________

4. anxiety: ____________________________________________________________________________________

___________________________________________________________________________________________

5. partial: _____________________________________________________________________________________

___________________________________________________________________________________________

6. temporary: __________________________________________________________________________________

___________________________________________________________________________________________

7. vacant: _____________________________________________________________________________________

___________________________________________________________________________________________

8. ludicrous: ___________________________________________________________________________________

___________________________________________________________________________________________

……………………………………..

Word Meaning1. perilous a. a feeling of worry or unease typically about an uncertain outcome or event2. smoldering b. existing only in part; incomplete; favoring one side in a dispute3. oblivious c. full of risk or danger4. anxiety d. having or showing no intelligence or interest5. partial e. not aware of or not concerned with what is happening6. temporary f. so foolish or out of place as to be amusing; ridiculous7. vacant g. burning slowly with smoke but no flame; showing or feeling suppressed anger8. ludicrous h. lasting for only a limited period of time; not permanent



1. Why did “the coat men” visit Alex Steiner’s house? 2. Why was Rudy selected for examination by the Nazi medical authorities? What was ironic about his selection? 3. Why were the middle-aged Alex Steiner and Hans Hubermann drafted? 4. How did Hans Hubermann’s job in the German army suit him? 5. Why did Liesel and Rudy go to observe the third march of the Jews to Dachau? 6. Why did Liesel take Rudy to his father’s abandoned shop on Christmas night?

Questions for Discussion:1. What do you suppose transformed Rudy Steiner from an apple thief into a bread giver?

2. Why do you think Hans Hubermann’s letters home were so brief?

3. Why do you think the author showed German soldiers, such as Hans Hubermann, performing civilian tasks instead of being shown on a battlefield? And why did he focus on ordinary German civilians during wartime?

4. What do you think Max’s book revealed about the power of words? How might words represent both beauty and evil? What message do you think the story imparted?

5. Why do you think Liesel did not seize the opportunity to kiss Rudy inside his father’s shop on Christmas night?

Literary Devices:I. Personification—What is being personified in the following passage?

Even when they made it around the corner, away from the center of the wreckage, the haze of the collapsed building attempted to follow. It was white and warm, and it crept behind them.

__________________________________________________________________________________ Why is it better than saying, “smoke from the collapsed buildings filled the air”?

__________________________________________________________________________________

__________________________________________________________________________________

II. Allegory—An allegory is a work in which characters, events, or settings symbolize, or represent, something else. Max Vandenburg’s illustrated story for Liesel is allegorical because the events and actions are symbolic and not intended to be taken literally. For instance:

Soon, the demand for the lovely ugly words and symbols increasedto such a point that the forests grew. Many people were needed to maintain them. Some were employed to climb the trees and throw the words down to those below. They were then fed directly into the remainder of the Fuhrer’s people, not to mention those who came back for more.

How do the words and symbols that sprout from these trees relate to the political situation in Hitler’s Germany?

__________________________________________________________________________________

__________________________________________________________________________________

III. Symbolism—What did Rudy’s lined-up dominoes, described at the beginning of Part Eight, symbolize?

__________________________________________________________________________________


Kipker Name: ______________________________________English I Unit 2 Assessment: The Book Thief Part NineVocabulary: Write the sentence from the text in which you found the vocabulary word, be sure to include the page number. Once you have encountered all of the words, use the context clues to help you connect the word to its synonym.

1. protrude: ___________________________________________________________________________________

___________________________________________________________________________________________

2. innocuous: __________________________________________________________________________________

___________________________________________________________________________________________

3. semblance: __________________________________________________________________________________

___________________________________________________________________________________________

4. reprimand: __________________________________________________________________________________

___________________________________________________________________________________________

5. consecutive: _________________________________________________________________________________

___________________________________________________________________________________________

……………………………………..

Word Synonym1. protrude a. harmless2. innocuous b. scold3. semblance c. poke out4. reprimand d. guise5. consecutive e. uninterrupted



1. How did Ilse Hermann prepare for Liesel’s next visit? 2. What disturbing news did Michael Holtzapfel bring to Himmel Street? Why did this news devastate Rosa

Hubermann as well as his own mother? 3. What finally laid the ghost of Liesel’s brother to rest? 4. Why did Hans Hubermann change seats on the military vehicle? 5. Why was Hans Hubermann allowed to return home?

Questions for Discussion:1. Do you think Ilse Hermann was a Nazi sympathizer?

2. Why do you suppose Liesel didn’t discuss the mayor’s wife with Rudy?

3. Why do you think the author evoked sympathy for wounded German soldiers?

4. Why do you think Michael Holtzapfel killed himself?

5. Why do you think Rudy’s attitude toward thievery changed?

6. What did Death mean when he commented about Liesel as she observed the dying survivor of the plane crash, “She did not back away or try to fight me, but I know that something told the girl I was there . . . she knew me and she looked me in my face and she did not look away . . . we both moved on”?

7. Do you think that Rudy and Liesel tried to aid the downed “enemy” pilot?

Literary Devices:I. Metaphor—What is being compared in the following passages that described Michael Hotzapfel’s wound?

A bandaged hand fell out of his coat sleeve and cherries of blood were seeping through the wrapping . . . the cherries of blood had grown into plums.

__________________________________________________________________________________ Why is it better than just saying that “his hand bled”?

__________________________________________________________________________________ II. Irony—What was ironic about the death of Reinhold Zucker?

__________________________________________________________________________________

Literary Element: I. Characterization—How would you characterize Death as he appears in this novel? Select five adjectives that

epitomize this character and give an example of his commentary that illustrates each character trait.


Kipker Name: ______________________________________English I Unit 2 Assessment: The Book Thief Part Ten & EpilogueVocabulary: Write the sentence from the text in which you found the vocabulary word, be sure to include the page number. Once you have encountered all of the words, use the context clues to help you connect the word to its meaning.

1. overcast: ___________________________________________________________________________________

___________________________________________________________________________________________

2. unkempt: ___________________________________________________________________________________

___________________________________________________________________________________________

3. threshold: ___________________________________________________________________________________

___________________________________________________________________________________________

4. pensive: ____________________________________________________________________________________

___________________________________________________________________________________________

5. accurate: ___________________________________________________________________________________

___________________________________________________________________________________________

6. bereaved: __________________________________________________________________________________

___________________________________________________________________________________________

7. calculate: ___________________________________________________________________________________

___________________________________________________________________________________________

8. resolute: ___________________________________________________________________________________

___________________________________________________________________________________________

……………………………………..

Word Meaning1. overcast a. free from error2. unkempt b. person or persons saddened by death3. threshold c. determine by reasoning4. pensive d. overspread or covered with clouds5. accurate e. expressing thoughtfulness, usually marked by sadness6. bereaved f. firmly resolved or determined7. calculate g. place of entering or beginning8. resolute h. untidy; messy



1. How did Liesel survive the air strike on Himmel Street? How did words once again save her life? 2. Why did Liesel attend each time Jews were marched through Molching? 3. How did Rudy save Liesel’s life? 4. How did Ilse Hermann inspire Liesel to write her own story? 5. What did Liesel realize when she found Rudy’s body after the bombing? How did she attempt to reach him? 6. Who took care of Liesel after she was orphaned for the second time? 7. Who was the unexpected survivor of the war?

Questions for Discussion:1. How did the author show the random quality of death during war time? 2. Do you think those who observed Liesel’s whipping at the hands of the German soldiers should have offered

their help? 3. Why do you think Liesel destroyed the book in Ilse Hermann’s library? 4. Toward the end of the book, how had Liesel developed a love-hate relationship with words? 5. Whose death had the greatest effect upon you? 6. What were the qualities that Hans Hubermann possessed that made Death consider him one of the best of

men? 7. Why do you suppose the narrator did not reveal what happened to Liesel in the years between her reunion with

Max and the time of her death?

Literary Devices:I. Metaphor—What two comparisons are being made in the following passage:

. . . I looked up and saw the tin-can planes. I watched their stomachs open and the bombs drop casually out.

____________________________________________________________________________________

____________________________________________________________________________________

Why are these apt comparisons?

____________________________________________________________________________________

II. Dramatic Irony—Dramatic irony, used more often in plays than in prose fiction, refers to a situation in which the audience or the reader is aware of something that a character does not know. Why is the first short, poetic episode about Michael Holtzapfel an example of dramatic irony? Who was unaware of the event at this point?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

III. Symbolism—What Christian symbolism surrounded the figure of Max? In what ways was Max a Christ-like figure?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________ Writer’s Notebook 31

Kipker Name: ______________________________________English I Unit 2 Assessment: The Book Thief Literary Element:

I. Narrative Technique— There are various ways of manipulating time sequence when telling a story. Consider how flashback and flash-forward have been used throughout the novel. In this section, the narrative shifts rapidly between past, present, and future. What effect does this have on the story?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________



Diction Activity

Directions: The following passage has been taken from Part Ten. Read it through completely. Then fill in each blank with a word that makes sense. Afterwards, you may compare your language with that of the author.



Developing a Thesis

1. Determine the passage’s strongest topic: _________________________________________________________

2. Determine if the author is saying something positive or negative about the determined topic:

Positive Negative

3. Determine the message or lesson the author is trying to convey about the topic:

__________________________________________________________________________________________________

__________________________________________________________________________________________________

4. Does your statement pass the checklist? If not, revise below until it does.

Criteria Guiding Questions Yes or NoTheme is easy to understand. Does the statement make sense?

Is the sentence grammatically correct?Theme is not stated as an order. Is the statement commanding people to do or

believe something?Theme is not cliché. Is the statement cliché (an overused idea that

has lost its real meaning over time?Theme is not restricted to the characters themselves.

Is the statement universal (can it apply to all people everywhere)?

Theme is not stated as an absolute. Is the statement stereotypical or creating a generalization?

Drafting and Revising Space



Generic Thesis Statement Sentence Stem

In the (Insert Genre), (Insert Title), (Insert Author’s Full Name) uses (Insert Craft and Structure

Tool/s) in order to develop the theme that (Insert Theme Statement).

Final Thematic Thesis: _______________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Writer’s Notebook

Teacher’s Approval: __________

Date: ________________

35


Steps to Crafting Assertions

1. Build a question from your thesis. 2. Restate the question.3. Add your original answer to the question.4. Add a short and concise reason as to why your answer is correct.5. Does your assertion pass the checklist? If not, revise it below until it does.

Does your assertion pass the checklist?Based solely on the assertion… Yes or No

Could the reader guess what the prompt or task was?Could the reader know what your answer to the question or task is?Could the reader understand why your answer is correct?Could another student give a different answer to the prompt or task?^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^

Paragraph 1: 1. Build a question from your thesis.

2. Restate the question.

3. Add your original answer to the question.

4. Add a short and concise reason as to why your answer is correct.

5. Does your assertion pass the checklist? If not, revise it below until it does. Based solely on the assertion… Yes or No

Could the reader guess what the prompt or task was?Could the reader know what your answer to the question or task is?Could the reader understand why your answer is correct?Could another student give a different answer to the prompt or task?

Assertion 1: _______________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^









Assertion 2: _______________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^







Assertion 3: _______________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Writer’s Notebook


Date: ________________

37


Selecting Relevant Evidence and Creating Compelling Commentary

Steps for Citing Textual Evidence:1. Determine the central idea or theme of the passage. 2. Identify all evidence that supports that central idea or theme.3. Evaluate the selected evidence for validity and relevance to the central idea or claim.

Steps for Creating Commentary:1. Determine whether or not the evidence needs to be interpreted using the checklist. 2. All commentary needs to EXPLAIN how the evidence proves the assertion. 3. Check the commentary by seeing if it could stand alone with the assertion if the evidence were removed.

Thesis:

Assertion 1:

Evidence Type of Evidence Interpretation Necessary?

Can it stand alone?

Commentary

Is it figurative language or imagery?

Is it Shakespearean or Old English Language?

Is a complex idea that requires an interpretation?




Assertion 2:


Can it stand alone?

Commentary









Assertion 3:


Can it stand alone?

Commentary







Writer’s Notebook


Date: ________________

39


Outline Format/Rough Draft Directions: You will complete this outline as you complete each lesson and develop finished products. You should use

this space to write in full sentences so that you can just type it to submit your first draft. IntroductionHook

Transition (Relevant Information)

Thesis

Body Paragraph 1 (Character)Assertion

Evidence (cite with page numbers) TLQ

Commentary (Interpret)

Commentary (Explain)


Commentary (interpret)

Commentary (Explain)Writer’s Notebook 40


Restatement

Body Paragraph 2 (Conflict)Assertion







Restatement

Body Paragraph 3 (Setting)Assertion

Evidence (cite with page numbers) TLQWriter’s Notebook 41







Restatement

ConclusionRevisit Thesis

Universal Connection: Why should any of this matter?




Documents

mskipker.weebly.commskipker.weebly.com/.../5/1/22518144/the_book_thief_w… · Web view—What do you think the accordion symbolizes ... Why did Liesel deliberately injure her leg