Vous êtes sur la page 1sur 6

Digital Unit Plan Template

Unit Title: Power of Books in The Book Thief Name: Olivia Otsuki
Content Area: English Language Arts Grade Level: 9
CA Content Standard(s)/Common Core Standard(s):
Reading:
2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges
and is shaped and refined by specific details; provide an objective summary of the text.
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)

Writing:
6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of
technology’s capacity to link to other information and to display information flexibly and dynamically.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Speaking and Listening:
9.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

9.1.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.

Language Standards:
9.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Vary sentence patterns for meaning, reader/ listener interest, and style.*
b. Maintain consistency in style and tone.*
Big Ideas/Unit Goals:
Big Ideas:
 Students will notice the relationship between words and power.

we will discuss the historical context in terms of major themes that are presented in the novel. you will develop historical and literary vocabulary. relationships.  They will see how words and books affect individuals. By the end of the unit. We will think about the power of words in the case of the individual. in relation to the individual. you will develop understanding about the historical context of The Book Thief.  Students will do a webercise exploring new literary terms: metaphor. and ideas. Unit Summary: In this unit. Think about the driving . you will learn about literary terms. character/theme development. We will think about the power of words in many different settings: in writing. personification. As you read. including protagonist.  Students will practice prewriting on Popplet. and of society.  Students will understand the characters within the historical context of WWII.  Students will write an argumentative essay that synthesizes their knowledge about the historical context. simile. children of war  Power of words to rebel Leading Questions:  What are the power of words?  What can words and books do? Big and small. and allegories.  They will also learn about types of characters and narrators. and in relation to history and society.  How do they affect relationships?  How do they affect societies as a whole? Unit Goals:  Students will assess their own knowledge of the Second World War in order to build understanding of the context of the novel. They will make connections about how politics in times of war affects civilians. As a class. personification.  WWII German civilians. and English language standards into an essay. allegory. metaphors.  Students will create their own allegory using the new terms that we learn in this unit. omniscient narrator. societies.

notes. Webercise Final Unit Exam The webercise will ask you to engage in This test will include 40 multiple questions. and assess why you received the knowledge in allegories. During the week This is an open note tests. Afterwards. Take the survey below to four chapters. and review questions you may have will know the answer to all the questions (if We will have a reading quiz (roughly) every missed on chapter quizzes. similes. this will help us assess yourself! stay on top of our reading. we will discuss the ONE 3x5 index card. As a class. . The This is a creative project and you will get to prompt is the same. book and do various exercises in our Writer's Journals. you will write about the power of books in Liesel's life. We will mainly focus on questions that must be written in complete to asses your own knowledge about WWII. you Reading Quizzes unit. This should help you Grading: prepare for the quiz. Assessment Plan: Entry-Level: Formative: Summative: Anticipation Guide about WWII. you will watch the teacher allegory. front and back. metaphors/similes. notate important A 90-100% information. you don't already). especially in the context of WWII? At the end of the unit. You will also be able to assess your C 70-79% own reading comprehension. and practice your activity. personification. F 58% and below Allegory Project Final Unit Essay During the unit. and sentences. youwill be creating our The final essay will build off of your own allegory . lecture and following along in your guided You should review ALL your notes for the notes. score you did on the rubric.like The Standover Man. metaphors. Graphic Organizer PreWriting activity. You will be taking some covering all the chapters of the entire novel. and practice your writing B 80-89% skills. Teacher Lecture and Guided Notes. By the end of the teacher lecture. analyzing a poem. and listen to some There will also be 5-10 short answer This anticipation guide is a survey for you age-old allegories. and adjust D 59-60% your practice of reading accordingly. You may use leading up to the quiz. draw a few comments you received on your pre-writing black and white pictures. several steps. You should read all write your own short life-lesson.question: what are the power of books? How do words and books affect individuals? What about entire societies.

Introduction with a thesis statement. 2.) build analytical essays. Works-cited page in MLA format. Context 2. all your knowledge of literary terms and apply them to your analysis. This will help us reinforce our knowledge of literary terms. Analysis 3. You will integrate 2. view this video. Analysis of 2 books the words. Essay Format: 1. quality over quantity. You will learn 3. 2-3 body paragraphs for your two books. MLA formatting how to choose appropriate evidence and dissect it to understand the meaning behind 4. Essay requirements: Graphic Organizer PreWriting 1. Two quotations 3. Conclusion You will be answering the driving question: What does Marcus Zusak tell us about the power of words/books through your assigned titles? Lesson 1 (Teacher Lecture) . 2-4 pages long (but We will use Popplet to help us learn how to remember. and personification. To refresh your memory on thesis statements. 1.

Students to place the novel in anticipation guide via will follow along in guided notes and copy down appropriate information. Lesson 2 (Webercise/ iPad Lesson) Student Learning Acceptable Evidence: Lesson Activities: Objective: Students will turn in Students will retrieve literary terms definitions from Britannica. but there they find. students will retake the anticipation guide. Students will follow long in their After the lecture. Lastly. Students will analyze their questionnaire. After doing so. students will watch videos about Plato’s allegory of the cave. all students should retake the anticipation guide and know all the answers. Lesson 3 (Graphic Organizer) Student Learning Acceptable Evidence: Lesson Activities: Objective: The main character of the class novel reads many books. Chromebooks. historical context.Student Learning Acceptable Evidence Lesson Activities: Objective: (Assessments): The lesson activities include taking the anticipation guide via survey monkey that is To assess knowledge of Students will embedded on the website. this will later align with the allegory in the novel. and with the allegory project. change over the course of a work (like The Book Thief). ask students to share personification. different forms of Many of the questions They will view a few Holocaust quotes and explicate a few metaphors and similes media online in order are text-based. The the Second World War participate in an online teacher lecture includes all the important vocabulary students need to know. Students must choose two out of her twelve to analyze. Students will work on one book on Popplet for one . students will watch the teacher lecture. They will turn in their guided notes and turn it notes. to better understanding are also many open- literary terms ended questions that Students will watch a poem by Sarah Kay and Phil Kaye to learn about (metaphor/simile. in for credit. allegory). At the end of the lecture. They should understand that metaphors have the ability to grow or personification. their own opinions.

brainstorming.com/watch?v=A0edKgL9EgM  https://www.editmysite.com/download/sample/61601  https://116030283- 420035244273148933.org – United States Holocaust Memorial Museum www.editmysite.com/watch?v=cPG6nJRJeWQ  https://116030283-420035244273148933.png Useful Websites: www.jewishvirtuallibrary.com/uploads/1/1/6/0/116030283/editor/629435687. context for pre-writing exercise all the Popplet the quote.youtube.youtube.jpg?1515213320  https://116030283-420035244273148933. and Popplet.Students will create a Students will complete week.com/uploads/1/1/6/0/116030283/editor/303793790.com/watch?v=Q78COTwT7nE&t=69s  https://www.ushmm. Unit Resources:  https://www. writing claims. extracting appropriate quotations. requirements. providing commentary.youtube.preview.com/uploads/1/1/6/0/116030283/editor/301766986.com/uploads/1/1/6/0/116030283/520966544.cambridgescholars.jpg  https://116030283- 420035244273148933.png?1515213615  http://www.youtube.preview.editmysite. The teacher will provide comments on how to improve the Popplet. This will include writing the background information of the book.editmysite.preview. Students will work on the 2nd book for homework.org – Jewish Virtual Library .editmysite.com/watch?v=HUqy-OQvVtI  https://116030283- 420035244273148933. Friday-Sunday.preview. which will be important for the final essay.jpg?1515213109  https://www.preview.com/uploads/1/1/6/0/116030283/annotations_orig.