Title of Lesson: Death Personified (or Life, Have a Seat...

We Need to Talk)
Purpose/Rationale: The purpose of this lesson is discuss the significance of the narrator in the
novel The Book Thief by Marcus Zusak. Although The Book Thief has a lexile score of 730L (4th
grade reading level) the text includes complex themes of death, grief, violence, war, love and
suffering. Students can relate to the main character, Liesel, as she matures from age 9 to age 15
while also living in Nazi Germany. Students are able to utilize a complex point of view to
interpret and understand the differing views of people living during this time in history. It also a
great text to use in collaboration with students current history classes. For instance, many of my
students are enrolled in AP World History. This text in collaboration with their current
knowledge of WWII and the Holocaust is a tool for students to deepen their analytical process
and interpretation of the themes, characters and point of view.
Why you are doing this lesson: Students will be creating an original poem based on a creative
dialogue with an abstract idea or object. Students will be encouraged to take on the role of death,
but in a different setting to that of The Book Thief. This lesson is dynamic in many ways,
considering students are working with vocabulary, point of view, interpretation, analysis,
structure, voice in attempt to create a poem that depicts an abstract idea or object of their choice.
It provides a creative outlet for students to interject their personal experience with the novel and
how they have developed a connection with the narrator. This lesson also provides an
opportunity for students apply knowledge of poetry.
Why the timing is appropriate: This is a post-reading activity. Students have completed the
novel. At this point, students are moving beyond concrete details in text and are beginning to
focus on literary analysis,
What the rest of the plan for the day is, briefly:
After students complete opening activity, they will split into groups of 3 or 4 to discuss their
ideas and strategies for creating their poem. Next, students will return to their seat, and work
individually on their poem for the remainder of the class period. Students will bring the poem
back to class the following day for peer revision and eventually present their poem to the rest of
the class.
Florida Standards:
LAFS.1112.RI.2.6 Determine an authors point of view or purpose in a text in which the
rhetoric is particularly effective, analyzing how style and content contribute to the power,
persuasiveness or beauty of the text.
LAFS.1112.W.3.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research.
LAFS.1112.SL.1.3 Evaluate a speakers point of view, reasoning, and use of evidence and
rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis,
and tone used.

Objectives:
SWBAT draw evidence from additional literary text
SWBAT evaluate Zusaks point of view in the novel
SWBAT create a poem that represents an abstract idea or object
Materials:

The Book Thief

Paper and Pencil
Copies of Death not Be Proud by John Donne (Attachment A)
Copy of literary terms and definitions
Anticipatory Set:
The opening activity will be written on the board as:
In his poem, Death Be Not Proud, John Donne literally sits down to have a conversation
with death. Markus Zusaks The Book Thief gives death a much more compassionate and warm
persona. After comparing and contrasting the message and tone of these two mentor texts,
students will choose their own object or idea that needs something important said to it and write
a poem full of voice and strong ideas. Using poetic devices such as personification, tone and
metaphorical language, students will look at their topic (and themselves) in a different and
deeper way and clearly convey that message to the reader of their poem.
Teaching Strategy/Procedures Activity:
Time:
1 minute

Student is doing:
Opening Activity: Student is reading
directions for Death Personified
opening activity. Students will ask any
questions regarding the activity, like how
long the poem should be and if they need
to use any specific format. Student will
come to the front of the classroom to grab
a copy of Death Be Not Proud and sit
quietly in their seat until further
directions.

10 minutes

Additional Reading: Students will

quietly read Death Not Be Proud by
John Donne. Students will close read this
text and analyze the view of the narrator.

Teacher is doing:
Teacher will read directions
for activity aloud to
students. She will briefly
review the previous day
lesson about the point of
view in the novel and the
importance of voice.
Teacher will answer student
questions by stating The
poem needs to be at least 6
lines or more. The format is
up to you. It may be easier
for you to follow a
traditional format though.
Teacher will remind
students to make a
connection between
Donnes conversation with

Students will take notes in the margins

and underline words or points that draw
their attention. Students will draw
connections between this reading and the
novel itself. Students will use this
handout as a tool for discussion in their
small group activity.
4 minutes

Small Group Brainstorming: After

completing their reading, students will
join into groups of 3 or 4 with students in
their surrounding area. Students will
discuss how death is portrayed in the
poem and. how death is portrayed in the
novel. Students will also discuss other
ideas or objects outside of the text that
can be used. Students will considering
using ideas like happiness, love or
depression as the voice for their poem.
Students can also use objects like a
football, pencil or car to narrate an
experience they have had.

----------------

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death and death as a

narrator in The Book Thief.
Teacher will ask questions
like Why are they similar?
Why are they different?
Teacher will give students
additional time with reading
if deemed necessary.
Teacher will encourage
students to be creative with
this activity and to not just
limit themselves to the
concept of death. Teacher
will remind them that their
poem can range anywhere
from love as the narrator to
an actual object as the
narrator as long as it
accurately depicts the voice
of whatever experience they
are writing about. Teacher
will remind students to take
their time and will provide
extra in class time if
needed.
---------------------------------

Summary/Closure:
Assessment:
Formal: None.
Informal: Student small group discussion. This small group discussion will provide a moment for
students to organize their ideas and thoughts as well as collaborating with their peers on their
interpretation of the texts. It gives students an opportunity to collect their thoughts before
beginning their poem.
Homework/Follow-Up Assignment:
Students will work on finishing their poem for homework. Students will bring a revised copy for
peer revision in class the following day.
Accommodations/Adaptations:
1.) Gifted Student: Teacher will give gifted student extra time to analyze the additional reading.
Teacher will assign student a follow-up assignment after class had ended. She will ask student
more advanced questions regarding point of view and how it affects the readers experience with
The Book Thief. Teacher will ask questions like Why do you think Zusak chose death are the

narrator? Teacher will only offer these questions if it seems like student is struggling with
assignment and needs more time to choose an idea for her poem.
2.) Student with ADHD: Teacher will spend extra time reviewing the specifics of the opening
activity. Teacher will also give student a break between opening activity and discussion to focus
their attention. Teacher will allow student to use electronic device to read additional reading by
John Donne.
3.) Student with ADHD/OCD/Anxiety: Teacher will frequently check-in on student during the
opening activity to prompt student to return to task or provide additional assistance considering
the activity is not very structured. Teacher will allow student to use electronic device to read the
additional reading by John Donne.
4.) ELLs: Teacher will make sure students are not struggling with opening activity by periodically
checking in and asking What kind of idea or object would you like to discuss in your poem? It
doesnt have to be a physical object. It can something intangible like happiness or love. Let
me know if you have any further questions. As well as providing an example of a poem the
teacher has created.
Attachments/Appendices:
See Attachment A
Plan B:
Teacher will allot students extra time for opening activity if they seem to need more time for
additional reading. Teacher will provide assistance with group discussion and provide students
with questions that will help them make connections to the text. Teacher will provide students
with an example of the a poem he/she has created. Teachers will shorten or extend the time
period of the lesson depending on students interest and utilization of the activity.

Attachment A

References

http://www.writingfix.com/Chapter_Book_Prompts/bookthief1.htm