Chandler unified School district Suggested Resource Guide for Required Texts



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Motifs and Themes:

Thievery


Friendship and Love

Humanity and Dehumanization

Cowardice

The power of words (propaganda)


Essential questions:

What factors influence decision-making in the face of injustice?

How does society influence our identity and the choices we make?

How does a society integrate immigrants and how do immigrants transform societies?



**Visit: http://bthief.wordpress.com/essential-questions/ for a list of other possible essential questions.
LANGUAGE:

Identify important vocabulary. Provide a focus standard for grammar/mechanics that works nicely with the extended text.


Vocabulary Acquisition and Use

Tier 2 Vocabulary

Tier 3 Vocabulary

(if applicable)


  • Unsavory (pg.22)

  • Innocuously (pg.23)

  • Despondently (p.143)

  • Exemplify (p.143)

  • Inevitable (p. 149)

  • Pensive (p.151)

  • Arid (p. 409)

  • Charisma (p.243)




  • Samumensch (p.42)

  • Saukerl (p.43)

  • Watschen (p. 98)




Companion Texts:

Provide a series of short companion texts that will supplement the extended text and provide students with a deeper understanding of the themes, motifs, or context of the extended text.


1-3 Short Informational Texts

Text Title and Author

A short description of the text

and how it relates to the extended text



Label Difficulty:



  1. Tolerance by E.M. Forster




  1. Night by Elie Wiesel



  1. Farewell to Manzanar by Jeanne Wakatsuki Houston






  1. This persuasive essay found in the McDougal Littell purple book (pg.450) examines issues such as love, tolerance, and what is needed to create a foundation for civilization. Students could read this prior to beginning the novel to explore the motif of tolerance and love that are prevalent throughout the novel.




  1. This excerpt from Wiesel’s powerful memoir is located on pg. 854 of the purple McDougal Littell book. Students could read this to glean background knowledge relating to WWII and the Holocaust. Students could also begin to examine the motif of humanity and dehumanization that are prevalent throughout The Book Thief and this excerpt.




  1. This memoir on page 866 of the McDougal Littell book, examines a government that, for many Japanese Americans, became the enemy. This story is also set during WWII and would serve as a springboard for students to examine the use of propaganda and dehumanization. This text could also be tied to the Wiesel memoir, Night.






  1. Grade Level




  1. Grade Level



  1. Meant for Scaffolding






1-3 Short Literary Texts

Text Title and Author

A short description of the text

and how it relates to the extended text



Label Difficulty:

  • Advanced

  • Grade Level

  • Meant for Scaffolding



  1. Death Be Not Proud by John Donne


  1. Because I Could Not Stop For Death by Emily Dickinson



  1. Dyaspora by Joanne Hyppolite







  1. This poem found at: http://www.writingfix.com/PDFs/Chapter_Book_Worksheets/Death_Be_not_Proud_book_Thief.pdf, personifies death as arrogant and cold (Zusak personifies death as somewhat compassionate). Students could examine this poem to study personification, analyze differences in the overall personification of death between the two works, or study




  1. Poem found at: http://www.online-literature.com/dickinson/443/.

This poem offers students another glance at the personification of death. Dickinson personifies death as a male suitor. Students could examine this poem for symbolism, irony, and repetition.


  1. The short story is found on page 362 of McDougal Littell’s Literature book (purple book). The story is told in second person, placing the reader in the story (The Book Thief also uses a second person point of view). This story would serve as a solid prior reading due to its use of Haitian terms (The Book Thief uses many German terms) which would require students to use context clues or outside sources to identify meaning. The story is also a fitting precursor to The Book Thief due to the exploration of the theme of immigration and culture.







  1. Advanced



  1. Grade Level




  1. Grade Level






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