The
Book
Thief
by
Markus
Zusak
Arizona
Grades
7-��8
Contents
The
Book
Thief
Synopsis
&
Standards
1
-��
1a
High
Level
Questions
2
-��
2j
Vocabulary
Introduction
3
Vocabulary
3a
-��
3j
Literary
Devices
4
-��
4e
Using
Choice
Boards
5
Choice
Board
–
The
Secret
Life
of
Bees
5a
Choice
Board
Template
5b
Raft
Introduction
6
RAFT
–
The
Secret
Life
of
Bees
6a
Background
Information
7
-��
7b
Extension
Activities
8
-��
8b
Synopsis
The
Book
Thief
Liesel
Meminger,
a
nine-��year-��old
girl
living
in
Germany
during
World
War
II
is
the
focus
of
this
novel,
and
her
experiences
are
narrated
by
Death,
who
details
both
the
beauty
and
destruction
that
this
time
period
brought.
After
her
brother's
death,
Liesel
arrives
in
a
troubled
state
at
the
home
of
her
new
foster
parents,
Hans
and
Rosa
Hubermann.
During
her
time
there,
she
is
exposed
to
the
horror
of
the
Nazi
regime
and
battles
to
find
a
way
to
maintain
the
innocence
of
her
childhood
in
the
midst
of
her
destructive
surroundings.
After
discovering
the
power
of
writing
and
sharing
the
written
word,
Liesel
begins
to
not
only
steal
the
books
that
the
Nazi
party
is
looking
to
destroy,
but
to
also
write
her
own
stories
and
share
the
power
of
language
with
Max,
the
Jewish
refugee.
As
Liesel
copes
with
the
trauma
of
her
past
and
the
violent
horrors
of
the
war-��torn
world
around
her,
she
embarks
on
a
journey
of
self-��discovery,
the
formation
of
a
new
family,
and
mostly,
her
life
as
"the
book
thief."
Arizona
College
and
Career
State
Standards
RL.
7-��8.1:
I
can
cite
strong
and
thorough
textual
evidence
to
support
analysis
of
what
the
text
says
explicitly
as
well
as
inferences
drawn
from
the
text.
RL.
7-��8.2
I
can
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.
RL.
7-��8.3
I
can
analyze
how
complex
characters
(e.g.,
those
with
multiple
or
conflicting
motivations)
develop
over
the
course
of
a
text,
interact
with
other
characters,
and
advance
the
plot
or
develop
the
theme.
RL.
7-��8.4
I
can
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).
RL.
7-��8.5
I
can
analyze
how
an
author's
choices
concerning
how
to
structure
a
text,
order
events
within
it
(e.g.,
parallel
plots),
and
manipulate
time
(e.g.,
pacing,
flashbacks)
create
such
effects
as
mystery,
tension,
or
surprise.
RI.
7-��8.3
I
can
analyze
how
the
author
unfolds
an
analysis
or
series
of
ideas
or
events,
including
the
order
in
which
the
points
are
made,
how
they
are
introduced
and
developed,
and
the
connections
that
are
drawn
between
them.
RI.
7-��8.6
I
can
determine
an
author's
point
of
view
or
purpose
in
a
text
and
analyze
how
an
author
uses
rhetoric
to
advance
that
point
of
view
or
purpose.
1
W.7l
8.1
W. 7-��8.3
W. 7-��8.4
W. 7-��8.6
W. 7-��8.7
W. 7-��8.9
SL.
7-��8.4
SL.
7-��8.5
I
can
write
arguments
to
support
claims
in
an
analysis
of
substantive
topics
or
texts,
using
valid
reasoning,
relevant,
and
sufficient
evidence.
I
can
write
narratives
to
develop
real
or
imagined
experiences
or
events
using
effective
technique,
well-��chosen
details,
and
well-��structured
event
sequences.
I
can
produce
clear
and
coherent
writing
in
which
the
development,
organization,
and
style
are
appropriate
to
task,
purpose,
and
audience.
I
use
technology
to
produce,
publish,
and
display
information
flexibly
and
dynamically.
I
conduct
short
as
well
as
more
sustained
research
projects
to
answer
a
question
(including
a
self-��generated
question)
or
solve
a
problem;
narrow
or
broaden
the
inquiry
when
appropriate;
synthesize
multiple
sources
on
the
subject,
demonstrating
understanding
of
the
subject
under
investigation.
I
draw
evidence
from
literary
or
informational
texts
to
support
analysis,
reflection,
and
research.
I
can
present
information,
findings,
and
supporting
evidence
clearly,
concisely,
and
logically
such
that
listeners
can
follow
the
line
of
reasoning
and
the
organization,
development,
substance,
and
style
are
appropriate
to
purpose,
audience,
and
task.
I
can
make
strategic
use
of
digital
media
(e.g.,
textual,
graphical,
audio,
visual,
and
interactive
elements)
in
presentations
to
enhance
understanding
of
findings,
reasoning,
and
evidence
and
to
add
interest.
1a
The Book Thief
High
Level
Questions
The
Book
Thief
Prologue
1. Death,
the
narrator,
finds
his
duties
painful.
Cite
textual
evidence
showing
why
Death
feels
this
way.
2. Death
describes
the
way
he
sees
colors.
Why
are
colors
important
to
Death?
3. According
to
Death,
who
are
��the
left
behind,��
the
survivors?
4. Death
recalls,
��As
for
me,
I
had
already
made
the
most
elementary
of
mistakes.
��
(p.
7)
Summarize
Death��s
mistake.
5. Death
communicates
to
the
reader
that
he
saw
the
book
thief
three
times.
The
chapters
in
the
prologue
titled
Beside
the
Railway
Line;
The
Eclipse;
and
The
Flag
give
a
description
of
the
three
times
he
saw
her.
Briefly
describe
each
of
the
three
times
he
saw
her.
6. ��When
I
recollect
[the
book
thief],
I
see
a
long
list
of
colors,
but
it��s
the
three
in
which
I
saw
her
in
the
flesh
that
resonate
the
most.��
(p.
14).
What
are
the
colors
which
he
sees
for
her?
In
your
opinion,
what
do
these
colors
symbolize?
2
Part
One
1. Why
are
the
book
thief
and
her
brother
traveling
on
a
train?
2. What
role
does
Death
play
in
Werner��s
death?
3. Death
says,
��Mistakes,
mistakes,
it��s
all
I
seem
capable
of.��
(p.
23).
Cite
evidence
of
Death��s
mistakes.
4. Liesel
would
not
get
out
of
the
car
once
on
Himmel
Street.
What
role
did
Hans
Hubermann
play
in
getting
her
to
go
into
the
house?
5. The
author
foreshadows
the
books
thief��s
stealing
career
on
page
29.
Cite
textual
evidence
of
this
foreshadowing.
6. The
author
foreshadows
Liesel��s
future
on
page
30,
and
then
describes
her
physical
condition
on
page
31.
Describe
her
condition,
and
then
predict
what
will
become
of
Liesel
from
the
author��s
foreshadowing.
7. Describe
Hans
Hubermann
found
on
page
34.
8. In
your
opinion,
why
couldn��t
Rosa
show
her
husband,
Hans,
and
Liesel
how
she
truly
felt
about
them?
9. One
of
the
chapters
in
Part
One
is
titled,
The
Woman
With
the
Iron
Fist.
Cite
textual
evidence
why
this
chapter
holds
this
title.
10. In
your
opinion,
why
did
Hans
go
to
Liesel
after
one
of
her
nightmares
instead
on
Rosa?
11. What
might
Papa��s
accordion
be
a
symbol
of?
12. School
was
a
��terrible
failure��
for
Liesel.
Why?
13. Page
40
gives
a
description
of
Liesel��s
school.
Contrast
her
experience
of
school
with
your
own.
14. Rosa
constantly
criticizes
the
people
for
whom
she
works.
In
your
opinion,
why
does
she
do
this?
15. Progress
tests
were
being
conducted
at
Liesel��s
school.
Liesel
wanted
to
read
and
told
Sister
that
she
was
ready
and
could
do
it.
Sister
replied,
��No,
you
cannot!��
(p.
76)
How
do
you
think
this
statement
made
Liesel
feel?
16. Death��s
workload
increased
in
the
beginning
of
September
1939.
Why?
2a
The Book Thief
Part
Two
1. Death
reflects,
����it[the
act
of
stealing]would
show
me,
once
again
that
one
opportunity
leads
directly
to
another,
just
as
risk
leads
to
more
risk,
life
to
more
life,
and
death
to
more
death.��
(p.
83).
How
does
Death��s
statement
support
the
theme?
2. The
narrator
lets
the
reader
know
that
Liesel
stole
the
second
book
because
she
was
so
angry.
Why
is
Liesel
angry?
3. How
did
papa
pay
for
Liesel��s
Christmas
gifts?
How
does
this
show
Hans��
love
for
Liesel?
4. A
class
assignment
is
to
write
a
letter,
and
Liesel
decides
to
write
a
letter
to
her
mother.
What
is
Rosa��s
response?
Why
does
she
feel
this
way?
5. Rosa
beat
Liesel
with
a
wooden
spoon
for
spending
some
of
the
laundry
money,
but
Liesel
was
hurting
for
another
reason.
What
was
that
reason?
6. Why
was
Hans
Junior
angry
with
his
father?
7. Why
is
the
word
communist
significant
to
Liesel?
8. Who
saw
Liesel
take
The
Shoulder
Shrug?
2b
The Book Thief
Part
Three
1. What
was
Papa��s
response
to
Liesel
taking
the
book,
The
Shoulder
Shrug?
2. Why
did
Papa
buy
a
copy
of
Mein
Kampf?
3. Why
didn��t
Liesel
want
to
pick
up
laundry
from
the
Mayor��s
house?
4. What
was
Liesel��s
reaction
to
seeing
the
Mayor��s
library?
Why
did
she
feel
this
way?
5. Who
is
Max?
What
is
Max��s
relationship
to
Hans?
6. ��The
authorities��
problem
with
[
The
Shoulder
Shrug]
was
obvious.��
(p.
143]
Cite
textual
evidence
as
to
why
the
authorities
had
a
problem
with
the
German
population
owning
this
book.
7. Who
is
Johann
Hermann?
Why
is
he
an
important
part
of
the
mayor��s
wife
character
development?
8. ��The
depressing
pea
soup
and
Rudy��s
hunger
finally
drove
them
to
thievery.��
(p.
150).
What
did
Liesel
and
Rudy
steal?
9. ��Behind
Max
Vandenburg,
the
city
of
Stuttgart
opened
its
arms
in
mockery.��
(p.
157)
Why
was
Max
not
welcomed
in
that
city?
10. One
of
the
chapters
in
Part
Three
is
titled
,
The
Trickster.
Why
is
this
an
appropriate
name
for
this
chapter?
11. Instead
of
keeping
all
of
the
food
for
themselves,
Rudy
and
Liesel
share
the
food
with
the
group
of
boys.
Why
did
they
share?
12. Liesel
and
Rudy
sold
the
chestnuts.
What
did
they
do
with
the
money?
What
would
you
have
done
with
the
money?
2c
The Book Thief
Part
Four
1. ��The
struggler:
If
they
killed
him
tonight,
at
least
he
would
be
alive.��
(p.
168).
What
is
meant
by
this
quote?
2. Why
does
Max
feel
that
asking
people
for
help
is
selfish?
Use
textual
evidence.
3. How
did
Erik
Vanderburg
save
Hans
Hubermann��s
life
in
the
WWI?
4. Hans��
painting
business
weakened
after
1933.
Why?
5. Max
and
Liesel
share
a
unique
bond.
What
factors
helped
create
this
bond?
6. After
Max��s
arrival
to
the
Hubermann
household,
Rosa��s
behavior
changes.
What
are
these
changes?
7. Max
was
a
street
fighter
for
many
years.
How
might
this
have
helped
him
now?
8. What
is
Hans��
motivation
for
helping
Max?
9. Max
created
a
book
for
Liesel.
What
is
the
significance
for
the
way
he
made
the
book?
What
is
the
significance
of
Rosa
helping
Max?
10. In
Max��s
book,
The
Standover
Man,
there
are
words
scribbled
on
the
wall.
What
significance
do
these
words
have?
2d
The Book Thief
Part
Five
1. The
author
foreshadows
Rudy��s
future.
What
happens
to
Rudy?
Why
do
you
suppose
the
author
decided
to
tell
the
reader
now?
2. Liesel
searches
through
the
garbage
on
her
way
to
deliver
laundry.
Why?
3. Max
despises
time.
Why?
How
does
he
pass
the
time
in
the
Hubermann��s
basement?
4. Liesel
unleashes
her
fury
on
the
mayor��s
wife.
Why
is
she
so
angry
with
her?
5. How
are
the
Jews
and
the
mayor��s
wife
alike?
6. Viktor
Chemmel
assumed
the
leadership
of
the
group
of
thieves.
Why
didn��t
any
of
the
other
boys
take
command?
How
does
Viktor��s
character
compare
to
Hitler?
7. Tommy
Muller
was
punished
during
the
Hitler
Youth
drill.
Why
was
he
punished?
How
does
this
speak
to
character
of
the
Hitler
Youth
leaders?
8. Cite
textual
evidence
that
shows
how
the
German
population
is
suffering
at
the
hands
of
the
Nazi
regime.
2e
The Book Thief
Part
Six
1. Summarize
Death��s
description
of
1942.
2. The
narrator
reflects,
��They
say
that
war
is
death��s
best
friend,
but
I
must
offer
you
a
different
point
of
view
on
that
one.��
(p.
309)
What
is
Death��s
point
of
view?
How
might
this
point
of
view
differ
from
��war
is
death��s
best
friend?��
3. Describe
the
snow
in
the
basement
episode.
In
your
opinion,
was
this
the
reason
for
Max��s
sickness?
4. An
excerpt
from
The
Whistler:
��[The
whistler]
talked
to
people
and
fooled
them
into
liking
him,
trusting
hm.
He
talked
to
them
while
he
was
killing
them,
torturing
and
turning
the
knife.��
(p.
324)
Why
might
The
Whistler
be
an
important
novel
for
Liesel
to
have
found?
5. Liesel
just
broke
into
the
mayor��s
library
and
stole
a
book.
Rudy
wonders
why
in
the
world
people
would
leave
their
windows
open.
Death
offers
this,
��Or
maybe
there
was
a
woman
on
Grande
Strasse
who
now
kept
her
library
window
open
for
another
reason����
What
is
Death
implying?
6. Mama
goes
to
Liesel��s
school
to
secretly
tell
her
about
Max
waking
up.
Mama
gives
her
a
toy
soldier.
For
what
might
the
soldier
be
a
symbol?
Why
does
Mama
go
through
all
of
the
trouble?
2f
The Book Thief
Part
Seven
1. Liesel
and
Papa
Hubermann
experienced
a
short-��term
moment
of
contentment
during
the
summer
of
1942.
What
was
the
cause
of
this
contentment?
2. Rudy��s
passion
is
athletic
competition.
Why
is
this
important
to
him?
3. Ilse
Hermann
gave
Liesel
permission
to
steal
books.
Why
did
Liesel
feel
that
she
was
a
criminal
for
taking
the
books?
4. Death
did
not
feel
compassion
for
the
Germans
who
hid
in
their
basements
during
the
air
raids.
Why?
5. The
possible
bombing
of
Molching
Place
put
Max
in
danger.
Why?
What
would
you
do
if
you
were
in
his
place?
6. In
your
opinion,
why
did
Rudy
get
himself
disqualified
from
the
final
race
of
the
day?
Why
do
you
think
he
left
his
medals
behind?
7. The
author
included
entries
from
the
dictionary/thesaurus
given
to
Liesel
by
Ilse
Hermann.
In
your
opinion,
why
do
you
think
the
author
did
this?
8. Why
might
Death
have
agreed
with
Hans
that
his
act
of
compassion
was
stupid?
2g
The Book Thief
Part
Eight
1. The
coat
men
wanted
Rudy.
Why?
2. Rudy
and
his
siblings
were
playing
with
the
dominoes.
��Together,
they
would
watch
everything
that
was
so
carefully
planned
collapse,
and
they
would
all
smile
at
the
beauty
of
destruction.��
(p.
408) For
what
might
the
dominoes
be
a
metaphor?
3. Why
didn��t
Rudy��s
parents
want
him
to
go
with
the
coat
men?
4. If
Rudy
had
volunteered
to
go
with
the
coat
men,
how
might
his
life
have
changed?
5. Why
were
Alex
Steiner
and
Hans
Hubermann
drafted?
6. Liesel
witnesses
Mama
with
the
accordion.
Why
is
Mama
fixated
with
the
accordion?
7. In
your
opinion,
why
were
Hans
Hubermann��s
letters
to
home
so
short
in
length?
8. Describe
Alex��s
job
in
the
army.
9. Describe
Hans��s
job
in
the
army.
Who
was
in
the
most
undesirable
position?
10. Rudy
went
from
stealing
apples
to
handing
out
bread.
What
made
this
change
in
him?
11. Rosa
gave
Liesel
Max��s
book.
��There
was
also
great
longing
to
tell
Rosa
Hubermann
that
she
loved
her.
It��s
a
shame
she
didn��t
say
it.��
(p.
443).
In
your
opinion,
why
didn��t
Liesel
say
she
loved
her?
12. Max
wrote,
��THE
BEST
word
shakers
were
the
ones
who
understood
the
power
of
words.��
(p.
446)
What
does
Max
mean
by
this?
How
might
words
represent
both
beauty
and
evil?
How
might
this
affect
your
own
life?
13. Why
did
Liesel
take
Rudy
to
his
father��s
shop
on
Christmas
night?
Why
did
she
decide
to
not
kiss
him?
14. Predict
what
will
happen
in
Part
Nine.
2h
The Book Thief
Part
Nine
1. How
did
Ilse
Hermann
prepare
for
Liesel��s
next
visit?
2. Why
was
Liesel
surprised
that
the
library
was
the
mayor��s
wife��s
room?
3. What
events
led
Hans
Huberman
to
change
seats
on
the
military
vehicle?
4. What
devastating
news
did
Michael
Holtzapfel
bring
to
Himmel
Street?
5. In
your
opinion,
why
did
Frau
Holtzapfel
want
Liesel
to
come
over
and
read
after
she
just
found
out
her
son
died?
6.
The
Ageless
Brother
is
the
title
of
one
of
the
chapters
in
Part
Nine.
Why
do
you
think
the
author
gave
this
chapter
that
name?
7. Hans
Hubermann
was
kind
and
civil
during
his
assignment
in
the
Army.
How
might
his
actions
have
saved
his
life?
8. Frau
Holtzapfel
will
not
leave
her
house
during
the
raid.
Her
son,
Michael,
leaves
to
take
shelter
and
says
to
Rosa,
��Tell
me,
Rosa,
how
can
she
sit
there
ready
to
die
while
I
still
want
to
live?��
(p.
417)
Why
do
you
think
Frau
wants
to
die
when
she
still
has
a
son?
Why
does
Michael
want
to
live?
9. Liesel
is
observing
the
dying
survivor
of
the
plan
crash
when
Death
reveals,
��She
did
not
back
away
or
try
to
fight
me,
but
I
know
that
something
told
the
girl
I
was
there��but
she
knew
me
and
she
looked
me
in
my
face
and
she
did
not
look
away.��
(p.
420)
What
did
Death
mean
by
this?
What
does
this
tell
us
about
Liesel?
10. In
your
opinion,
why
did
Rudy
give
the
teddy
bear
to
the
��enemy��?
2i
The Book Thief
Part
Ten
1. Liesel
survived
the
air
strike
on
Himmel
Street.
How
did
words
save
her
life?
2. Why
did
Michael
Heltzapfel
kill
himself?
3. Why
do
you
suppose
Liesel
risked
her
life
to
talk
to
Max?
4. Liesel
and
Rudy
are
sitting
together,
and
she
shows
him
The
Word
Shaker
just
after
she
reveals
the
secret
of
Max.
For
the
first
time,
Liesel
comes
to
terms
with
her
feelings
for
Rudy.
Soon
after,
the
author
foreshadows
Rudy��s
death.
Why,
in
your
opinion,
did
the
author
choose
to
let
the
reader
know
of
Rudy��s
demise
at
this
time?
5. Liesel
crosses
the
bridge
over
the
Amper
River.
��The
water
was
glorious
and
emerald
and
rich.
She
could
see
the
stones
at
the
bottom
and
hear
the
familiar
song
of
water.
The
world
did
not
deserve
such
a
river.��
(p.
520)
Why
does
Liesel
feel
this
way?
6. In
the
chapter
titled
Ilsa
Hermann��s
Little
Black
Book,
Liesel
has
a
love-��hate
relationship
with
words.
Cite
textual
evidence
that
proves
this
to
be
true.
7. Why
did
Frau
Hermann
visit
Liesel?
What
does
this
tell
you
about
the
feelings
Frau
has
for
Liesel?
8. Liesel
decides
to
write
her
own
story.
What
caused
her
to
do
this?
9. Liesel
started
writing
her
story
and
she
reveals,
��Words
are
so
heavy����
(p.
526)
What
does
she
mean
by
this?
10. On
page
532,
describe
Death��s
portrayal
of
Rosa.
11. Liesel
finds
Rudy��s
body
and
kisses
him.
��He
tasted
like
regret
in
the
shadows
of
trees
and
in
the
glow
of
the
anarchist��s
suit
collection.��
(p.
536)
What
does
she
mean
by
this?
12. Why
did
Death
take
The
Book
Thief
instead
of
leaving
it
in
the
garbage
truck?
Epilogue
1. What
motivated
Ilsa
Hermann
to
take
Liesel?
2. The
last
note
from
the
narrator
was,
��I
am
haunted
by
humans.��
(p.
550)
What
does
Death
mean?
Why
is
this
ironic?
3. Why
is
Max
the
unexpected
survivor
of
the
war?
2j
The Book Thief
Vocabulary
Introduction
The
Book
Thief
A
selection
of
vocabulary
words
are
identified
for
each
reading
section.
The
vocabulary
meanings
are
according
to
the
context
of
the
writing.
You
may
want
to
either
add
to
this
list
or
decrease
it
depending
on
your
students.
You
can
decide
whether
to
introduce
vocabulary
before
reading
the
section,
during,
or
after.
Vocabulary
activities
could
include
giving
the
word
and
definition,
and
then
having
the
students
give
the
definition
in
their
own
words,
drawing
a
picture
of
what
the
particular
word
means
to
them,
including
a
synonym/antonym,
the
part
of
speech,
etc.
The
students
may
also
write
original
sentences
using
the
vocabulary
words,
finding
the
words
on
the
pages
and
making
a
guess
based
on
context
clues.
Students
may
be
quizzed
on
each
section
of
words,
assigned
to
write
their
own
stories
with
vocabulary
words,
or
allowed
to
play
games
to
reinforce
word
meanings.
3
Vocabulary
The
Book
Thief
Prologue
hindered
delayed
protestations
declarations
amiable
agreeable;
affable
genially
pleasantly
abhorrence
loathing;
disgust
versatility
resourcefulness;
flexibility
trepidation
fear;
anxiety
legion
crowd;
mass
septic
infected;
poisoned
3a
Vocabulary
The
Book
Thief
Part
One:
The
Grave
Digger
torrent
gush;
flow
unsavory
distasteful;
unpleasant
apprentice
beginner
innocuously
harmlessly
echelons
levels
enviable
fortunate
illustrious
well-��known
hiatus
break
eventuated
occur
as
a
result
vehement
intense
prolific
abundant
castigate
criticize
deluge
flood
stupefying
amazing
atrocious
brutal
audacious
daring
nefarious
wicked;
evil
3b
Vocabulary
The
Book
Thief
Part
Two:
The
Shoulder
Shrug
Part
Three:
Meing
Kampf
flippant
superficial
culminate
close;
finish
prolific
productive;
creative
agitation
anxiety;
nervousness
animosity
hatred;
resentment
transgressor
sinner;
wrongdoer
benign
kind
pensive
thoughtful;
reflective
3c
Vocabulary
The
Book
Thief
Part
Four:
The
Standover
Man
malignant
unkind
ostracism
exclusion;
isolation
capitulate
surrender
morose
miserable;
depressed
dormant
inactive
abrasive
rough
trepidation
fear
blatant
obvious
3d
Vocabulary
The
Book
Thief
Part
Five:
The
Whistler
preemptively
proactively
machinations
conspiracies;
maneuverings
rationed
limited;
controlled
frugal
thrifty
due
to
economic
reasons
envisaged
imagined
plethora
overabundance;
excess
periphery
the
edge;
on
the
fringe
or
boundary
castigated
criticized;
reprimanded
debilitate
weaken
prudently
carefully
amiably
agreeably
3e
Vocabulary
The
Book
Thief
Part
Six:
The
Dream
Carrier
surly
unfriendly;
rude
paradox
contradiction;
inconsistency
irreparable
permanent;
irreversible
antithesis
opposite;
contrast
premonition
hunch
tirade
rant
trepidation
fear;
anxiety
emphatically
definitely
disgruntled
unhappy
awry
off-��center
futile
useless
desolation
misery
3f
Vocabulary
The
Book
Thief
Part
Seven:
The
Complete
Duden
Dictionary
and
Thesaurus
depleted
used
up
trilogy
three
part
work
of
literature
formidable
difficult;
tough;
challenging
loathsome
offensive
apprehension
hesitation;
dread
feign
pretend
immutable
undeniable
futile
useless
3g
Vocabulary
The
Book
Thief
Part
Eight:
The
Word
Shaker
rogue
scoundrel
cannier
smarter
manic
overexcited
gargantuan
huge
abject
hopeless
renowned
well-��known
bellows
the
lungs
of
an
accordion
disheveled
messy
undeterred
to
discourage
3h
Vocabulary
The
Book
Thief
Part
Nine:
The
Last
Human
Stranger
protruded
projected
out
propaganda
disinformation
innocuous
innocent
unfurling
unfolding
semblance
appearance
reprimand
telling
off;
lecture
consecutive
repeated
quell
muffle
3i
Vocabulary
The
Book
Thief
Part
Ten:
The
Book
Thief
catatonic
unresponsive
blaspheme
curse
pensive
thoughtful
pendulum
sway
detonation
explosion
bereaved
grieving
immaculate
flawless
consolation
comfort
feigned
pretend
obliterated
destroyed
irretrievable
irreparable
Epilogue
exquisite
beautiful;
delicate
trepidation
fear
3j
Literary
Devices
The
author
uses
many
literary
devices
throughout
the
novel.
Read
the
definitions,
read
the
examples,
fill
in
the
blank,
and
then
write
why
you
chose
the
specific
literary
device.
Personification:
Giving
human-��like
characteristics
to
non-��living
things.
Simile:
Comparing
two
things
using
��like��
or
��as��.
Metaphor:
Comparing
two
things
not
using
��like��
or
��as��.
Prologue:
1. ��What
will
the
sky
be
saying?��
(p.
4)
Literary
Device
______________________________
Why?
____________________________________
2. ����I
witness
the
ones
who
are
left
behind,
crumbling
among
the
jigsaw
puzzle
of
realization,
despair,
and
surprise.��
(p.
5)
Literary
Device
______________________________
Why?
____________________________________
3. ��Trees
wore
blankets
of
ice.��
(p.
6)
Literary
Device
______________________________
Why?
____________________________________
4. ��The
plane
was
still
coughing.
Smoke
was
leaking
from
both
its
lungs.��
(p.
9)
Literary
Device
______________________________
Why?
____________________________________
5. ��The
sky
was
like
soup,
boiling
and
stirring.��
(p.
12)
Literary
Device
______________________________
Why?
____________________________________
6. ��The
children-��voices
laughing,
and
the
smiles
like
salt,
but
decaying
fast.��
(p.
12)
Literary
Device
______________________________
Why?
____________________________________
7. ��The
streets
were
ruptured
veins.��
(p.
12)
Literary
Device
______________________________
Why?
____________________________________
8. Blood
steamed
till
it
was
dried
on
the
road,
and
the
bodies
were
stuck
there,
like
driftwood
after
the
flood.��
(p.
12)
Literary
Device
______________________________
Why?
____________________________________
4
The Book Thief
Literary Devices
Part
One
–
Personification:
Giving
human-��like
characteristics
to
non-��living
things.
Simile:
Comparing
two
things
using
��like��
or
��as��.
Metaphor:
Comparing
two
things
not
using
��like��
or
��as��.
1. ��A
suddenness
found
its
way
onto
his,
which
were
a
corroded
brown
color
and
peeling,
like
old
paint.��
(p.
20).
Literary
Device
______________________________
Why?
____________________________________
2. ��The
train
galloped
on.��
(p.
20)
Literary
Device
______________________________
Why?
____________________________________
3. ����the
boy��s
spirit
was
soft
and
cold,
like
ice
cream.��
(p.
21)
Literary
Device
______________________________
Why?
____________________________________
4. This
time,
the
train
limped
through
the
snowed-��in
country.��
(p.
22)
Literary
Device
______________________________
Why?
____________________________________
5. ��I
traveled
the
globe,
as
always
,
handing
souls
to
the
conveyor
belt
of
eternity.��
(
p.
23)
Literary
Device
______________________________
Why?
____________________________________
6. ��
The
cemetery
welcomed
me
like
a
friend,
and
soon,
I
was
with
them.��
(p.
23)
Literary
Device
______________________________
Why?
____________________________________
7. ����the
passengers
slid
out
as
if
from
a
torn
package.��
(p.
25)
Literary
Device
______________________________
Why?
____________________________________
8. ��There
is
murky
snow
spread
out
like
carpet.��
(p.
27)
Literary
Device
______________________________
Why?
____________________________________
4a
The Book Thief
Literary Devices
Parts
Two
&
Three
Symbolism:
Using
animals,
elements,
things,
places,
or
colors
to
represent
other
things.
Flashback:
A
transition
in
a
story
to
an
earlier
time,
which
interrupts
the
normal
chronological
order.
Cliffhanger:
A
plot
device
that
leaves
the
reader
in
suspense
at
the
end
of
chapter.
1.
��The
Shoulder
Shrug.
It
was
a
blue
book
with
red
writing
engraved
on
the
cover.��
(p.
84)
For
what
might
red
be
a
symbol?
2. What
does
The
Grave
Digger��s
Handbook
symbolize?
3. What
does
finishing
The
Grave
Digger��s
Handbook
symbolize?
4. Cite
textual
evidence
that
supports
the
author
using
flashback
on
page
104.
How
does
this
device
help
the
reader?
5. Cite
textual
evidence
that
supports
a
cliffhanger
on
page
107.
Why
does
the
author
use
this
cliffhanger?
6. The
author
uses
personification
to
give
life
to
flames.
��The
orange
flames
waved
at
the
crowd
as
paper
and
print
dissolved����
(p.
112)
What
do
the
flames
symbolize?
7. What
might
the
stolen
books
symbolize?
8. A
flashback
occurs
on
page
145.
What
is
it?
How
does
this
flashback
help
the
reader?
9. ��they
noticed
Fritz
Hammer
eating
an
apple.��
(p.
150)
What
might
the
apple
symbolize?
10. What
does
the
standover
man
symbolize?
4b
The Book Thief
Literary Devices
Parts
Four
and
Five
1. What
does
the
accordion
symbolize?
2. Why
do
you
think
the
narrator
provided
a
flashback
to
Hans
Hubermann��s
WWI
experiences?
3. The
author
uses
a
simile
to
describe
Max��s
voice.
����there
was
humor
in
Max
Vanderburg��s
voice,
though
its
physicality
was
like
friction—like
a
stone
being
gently
rubbed
across
a
large
rock.��
(p.
217)
What
is
being
compared?
Why
is
this
comparison
appropriate?
4. What
did
the
dream
of
Max
fighting
with
the
Fuhrer
symbolize?
5. Max
and
his
friends
painted
over
the
pages
of
Mein
Kampf.
What
does
this
symbolize?
6. The
author
uses
personification
to
give
the
reader
a
vivid
description
of
Liesel
thinking
about
Max
while
she
is
visiting
the
mayor��s
wife.
��As
the
book
quivered
in
her
lap,
the
secret
sat
in
her
mouth.
It
made
itself
comfortable.
It
crossed
its
legs.��
(p.
146).
Two
things
are
being
personified.
What
are
they?
What
visualizations
does
this
give
the
reader?
7. ��For
Max
Vandenburg,
there
was
cool
cement
and
plenty
of
time
to
spend
with
it.
The
minutes
were
cruel.
Hours
were
punishing.��
(p.
150)
The
author
uses
personification
to
characterize
time.
How
does
this
help
the
reader
to
understand
how
Max
feels
about
time?
8. ��Although
the
front
and
back
pages
were
streaked
with
black
tears
of
print����
(p.
147)
What
two
things
are
being
compared?
Why
do
you
think
the
author
used
tears
as
a
comparison?
Which
literary
device
is
this?
Why?
4c
The Book Thief
Literary Devices
Parts
Six
and
Seven
1. ��They
say
war
is
death��s
best
friend,
but
I
must
offer
you
a
different
point
of
view
on
that
one.
To
me,
war
is
like
the
new
boss
who
expects
the
impossible.
He
stands
over
your
shoulder
repeating
one
thing,
incessantly:
��Get
it
done,
get
it
done.��
So
you
work
harder.
You
get
the
job
done.
The
boss,
however,
does
not
thank
you.
He
asks
for
more.��
(p.
309)
What
two
things
are
being
compared?
Which
literary
device
is
this?
Why?
2. What
is
the
cliffhanger
at
the
end
of
page
324?
3. What
is
the
symbolic
significance
of
the
last
book
Liesel
acquired,
The
Dream
Carrier?
4. ��The
book
thief
did
not
retreat.
She
took
a
few
extra
steps
and
sat
down.
Her
cold
hands
felt
for
her
sleeves
and
a
sentence
dropped
from
her
mouth.
��He��s
not
dead
yet.
��
The
words
landed
on
the
table
and
positioned
themselves
in
the
middle.��
(p.
330)
Which
literary
device
is
this?
Why?
5. ����The
sky
was
yellow,
like
burning
newspaper.��
(p.
336)
Which
literary
device
is
this?
Why?
4d
The Book Thief
Literary Devices
Part
Eight and
Epilogue
1. ��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.��
(p.
433).
What
is
being
personified?
2. What
did
Rudy��s
lined-��up
dominoes,
described
at
the
beginning
of
Part
Eight
symbolize?
3. ��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.��
(p.
465).
What
is
being
compared?
Which
literary
device
is
this?
Why?
4. ��I
looked
up
and
saw
the
tin-��can
planes.
I
watched
their
stomachs
open
and
the
bombs
drop
casually
out.��
(p.
427)
Which
literary
device
is
this?
Why?
5. In
Part
Ten,
the
narrative
shifts
rapidly
between
past,
present,
and
future.
What
effect
does
this
have
on
the
story?
4e
The Book Thief
Using
Choice
Boards
Choice
boards
give
students
the
opportunity
to
participate
in
multiple
tasks
that
allow
them
to
practice
skills
they��ve
learned
in
class
or
to
demonstrate
and
extend
their
understanding
of
concepts.
From
the
board,
students
either
choose
or
are
assigned
tasks
to
complete.
Individual
tasks
address
the
grade
level
specific
Arizona
State
Standards
and
also
learning
style
modalities.
To
scaffold
the
activities
for
struggling
readers,
teachers
can
modify
the
tasks
using
the
blank
template
provided
or
give
more
details
for
performance
criteria.
Some
teachers
like
to
assign
point
values
for
the
different
tasks.
In
order
to
support
teachers,
the
choice
boards
developed
for
BSCBR
are
coded
for
specific
Arizona
College
and
Career
State
Standards.
5
The Book Thief
Choice
Board
The
Book
Thief
5a
Create
an
illustrated
book,
as
Max
did,
that
tells
in
simple
language
and
line
drawings
about
someone
you
admire.
RL.7-��8.1;
8.2
Choose
two
characters,
and
then
create
a
collage
of
the
characters��
characteristics
using
words
and
images.
RL.7-��8.3
With
a
partner,
write
about
Liesel��s
life
from
the
time
she
reunites
with
Max
until
the
time
of
her
death.
RL.7-��8.4
Research
Holocaust
survivors.
Find
three
survivors
who
interest
you
and
write
a
short
characterization
of
each
survivor.
Present
the
information
to
your
class.
RI.7-��8.6;
W.7-��8.6
Create
a
map
of
Europe
and
plot
points
of
interest.
Write
a
short
summary
of
why
these
points
are
important.
7-��8.RL.5
Select
five
adjectives
that
characterize
Death
and
give
an
example
of
his
commentary
in
the
novel
that
illustrates
each
character
trait.
Give
a
presentation
to
the
class
SL.7-��8.6
Research
the
purposes
and
organization
of
concentration
camps
in
Germany
and
Eastern
Europe.
Give
an
oral
presentation
to
your
class
with
the
use
of
visual
representations.
RI.7-��8.3
Analyze
Liesel��s
character
and
show
how
she
develops
over
the
course
of
the
novel,
how
she
interacts
with
other
characters,
and
how
she
advances
the
development
of
the
theme.
Creatively
display
the
analysis
through
the
use
of
technology.
7-��8RL.4
There
are
many
themes
throughout
this
novel.
Consider
each
theme
and
discuss
how
each
is
developed
in
the
novel:
•
Individual
identity
vs.
social
expectations
•
Coming
to
terms
with
abandonment
and
loss
•
Forming
relationships
with
others
•
Concern
with
self
vs.
concern
for
others
•
The
power
of
words
•
Overcoming
stereotypes
7-��8.RL.2
Choice
Board
5b
Using
a
RAFT
Matrix
A RAFT matrix enhances students�� comprehension of novels they��re reading and information
they��re learning. It also provides a fun way to encourage student writing. RAFT is an acronym
for
role, audience, format, and
topic:
•
Role. The role is the person or people the student becomes for this project. Sometimes
students take on the role of a book character, historical figure, or contemporary
personality, such as Peyton Manning, and at other times, they are themselves.
•
Audience. The audience is the person or people who will read or view this project. They may
include students, teachers, parents, or community members, as well as simulated
audiences, such as book characters and historical personalities.
•
Format. The format is the genre or activity that students create. It might be a letter, brochure,
cartoon, journal, poster, essay, newspaper article, speech, or digital scrapbook.
•
Topic. The topic pertains to the book. It may be an issue related to the book, an essential
question, or something of personal interest.
RAFT is an effective way to differentiate instruction by providing tiered activities. The BSCSR
RAFT matrices are scaffolded and can be adjusted according to students�� achievement levels,
English proficiency, and interests.
6
The Book Thief
RAFT
Matrix
The
Book
Thief
Role
Audience
Format
Topic
Liesel
Her
Brother
Diary
Survival
Hans
Hubermann
The
German
Soldiers
Song
Acceptance
Max
Liesel
Facebook
Freedom
Rudy
His
Brother
Letter
Forgiveness
6a
BACKGROUND
INFORMATION
The
Seeds
of
World
War
II
During
the
1930s
Germany,
soundly
defeated
in
World
War
I,
gathered
strength
under
the
leadership
of
the
fanatical
nationalist
Adolf
Hitler.
Hitler
and
his
Nazi
Party
rearmed
Germany,
breaking
the
Versailles
Treaty
of
1919
that
had
been
designed
to
keep
peace
throughout
Europe.
Hitler��s
trained
thugs
murdered
political
opponents,
clearing
his
way
to
power.
The
Nazi
leader
entered
into
a
series
of
negotiations
that
would
allow
Germany
to
dominate
Eastern
Europe.
Envisioning
themselves
as
a
superior
or
��master��
race,
the
Nazis
ultimately
planned
to
rule
northern
Europe
as
well.
Hitler
carefully
laid
his
political
groundwork.
The
1934
nono aggression
pact
he
signed
with
Poland
was
a
ploy
to
keep
the
Poles
from
arming
against
Germany.
Hitler
then
signed
an
agreement
with
Stalin,
Russia��s
leader,
dividing
Poland
between
them.
In
1936,
the
Italian
leader
Mussolini
also
signed
a
nono aggression
pact
with
Germany.
In
1938,
the
Nazio run
government
incorporated
Austria
and
parts
of
Czechoslovakia
into
an
empire
known
as
��the
Third
Reich.��
The
stage
was
set
for
another
world
war.
When
France
and
Great
Britain
failed
to
act
quickly
to
stop
Hitler,
the
Germans
opened
hostilities,
launching
a
massive
air
offensive
on
Warsaw
and
the
surrounding
area.
The
Nazis
gained
control
of
Poland
within
three
weeks.
With
Poland
as
its
base,
the
German
army
launched
its
campaign
across
Europe,
leaving
destruction
and
death
in
its
wake.
Hitler
and
the
Jews
In
1933,
when
Adolf
Hitler
became
Chancellor
of
Germany,
a
national
census
showed
that
the
Jewish
population
of
Germany
numbered
around
600,000
representing
less
than
one
percent
of
the
country��s
total
population.
Of
these,
approximately
eighty
percent
held
German
citizenship.
The
remaining
twenty
percent
were
mainly
Jews
of
Polish
descent.
Why
did
this
ethnic
group
pose
such
a
serious
threat
to
Hitler��s
ideal
Germany?
The
answer
lies
in
the
long
history
of
antio Semitism,
particularly
in
Europe.
Jews
were
persecuted
in
Spain
and
in
Russia,
where
they
were
coerced
to
convert
to
Christianity
or
face
dire
consequences.
In
general,
the
Jews
tended
to
retain
their
own
religious
and
cultural
beliefs,
although
some
did
convert
in
order
to
conform
to
social
expectations.
In
addition
to
the
religious
issue,
Jews
sometimes
acted
as
moneyo lenders
and
were
then
scapegoated
for
the
economic
problems
of
the
citizenry.
Hitler
was
not
Germany��s
first
rabid
antio Semite.
He
was
greatly
influenced
by
Karl
Lueger,
mayor
of
Vienna,
Austria
from
1897
to
1910.
The
leader
of
the
Christian
Social
Party,
Lueger
garnered
voters
with
his
platform
of
religious
and
racial
homogeneity.
He
drew
his
support
largely
from
the
lower
middle
class,
exploiting
prejudices
and
attributing
financial
hardships
to
the
practices
of
the
Jews.
Hitler
found
it
politically
expedient
to
take
the
same
approach.
In
Mein
Kampf,
he
accused
Jews
of
deliberately
attempting
to
pollute
the
pure
German
gene
pool,
of
robbing
Aryans,
and
of
destroying
the
nation��s
social
fabric.
His
propaganda
became
effective
during
the
Great
Depression,
when
the
economic
collapse
put
many
out
of
work.
Hitler��s
government
introduced
a
strict
program
of
segregation
of
the
Jews,
prohibiting
them
from
attending
mainstream
schools
and
from
doing
business
with
Aryans,
or
��pure��
Germans.
The
government
smiled
on
thugs
who
destroyed
Jewish
property
and
terrorized
Jewish
communities.
With
the
passing
of
the
Nuremberg
Laws
of
1935,
German
Jews
lost
their
rights
as
citizens,
and
intermarriage
between
Jews
and
nono Jews
was
prohibited.
As
acts
of
violence
and
outrage
against
Jews
increased,
many
fled
Germany.
Those
who
remained
behind
suffered
greatly
from
lack
of
food
and
medicines.
Organized
death
squads
killed
thousands
in
Germany
and
Eastern
Europe.
In
1938,
the
assassination
of
a
German
diplomat
by
a
Jewish
teenager
touched
off
a
Nazi
retaliation
of
astonishing
brutality
Kristallnacht,
or
��night
of
broken
glass,��
when
Nazis
and
SS
storm
troopers
smashed
the
windows
in
Jewish
stores,
committing
murder
and
acts
of
violence
along
the
way.
There
were
also
mass
arrests
that
resulted
in
the
expropriation
of
Jewish
monies
and
properties
by
government
officials.
7
The Book Thief
In
1942,
the
Nazis
instituted
the
concentration
camps,
where
prisoners
were
worked
to
death,
shot,
or
gassed.
The
vast
majority
of
German
and
Polish
Jews
ended
up
in
these
camps;
relatively
few
survived
Hitler��s
Final
Solution.
The
Allies
liberated
the
camps
in
1945,
with
the
defeat
of
the
Axis
Powers.
Hitler
would
not
live
to
face
trial
for
the
genocide
he
had
orchestrated.
He
committed
suicide
in
April,
1945,
when
the
Red
Army
invaded
Germany.
Jesse
Owens
James
Cleveland
Owens
was
born
in
Lawrence
County,
Alabama
in
1913
and
raised
in
Cleveland,
Ohio.
Owens,
the
grandson
of
a
slave,
was
often
sick
as
a
child.
He
was
given
the
name
Jesse
by
a
teacher
in
Cleveland
who
did
not
understand
his
country
accent.
Jesse
grew
up
in
poverty,
taking
odd
jobs
delivering
groceries,
loading
freight
cars,
and
working
in
a
shoe
repair
shop
as
a
young
teenager.
During
this
time,
he
realized
that
he
had
a
passion
for
running,
encouraged
by
his
junior-��high
track
coach.
Owens
first
came
to
national
attention
when
he
was
a
high
school
student
and
equaled
the
record
of
9.4
seconds
in
the
100-��yard
dash
and
long-��jumped
24
feet
91⁄2
inches
at
the
1933
National
High
School
Championship
of
Chicago.
Owens
attended
Ohio
State
University
where
he
won
a
record
of
eight
individual
NCAA
championships.
Although
Owens
enjoyed
athletic
success,
he
had
to
live
off
campus
with
other
African-��
American
athletes.
When
he
traveled
with
the
team,
he
had
to
eat
at
��black-��only��
restaurants,
and
sleep
in
��black-��only��
hotels.
In
1936
Owens
was
selected
to
compete
for
the
United
States
in
the
Summer
Olympics
in
Berlin.
Adolf
Hitler
was
using
the
games
to
show
the
world
a
resurgent
Nazi
Germany
and
the
superiority
of
the
Aryan
race.
Owens,
however,
won
four
gold
medals.
Hitler
publicly
snubbed
Owens,
shaking
hands
only
with
German
victors.
When
Owens
returned
to
the
United
States,
he
was
given
a
hero��s
welcome,
but
it
was
short-��lived.
As
an
African-��American
before
the
Civil
Rights
movement
in
America,
Owens
suffered
the
injustices
of
his
race
and
eventually
filed
for
bankruptcy.
It
wasn��t
until
1966
that
his
rehabilitation
began
and
he
lived
out
the
rest
of
his
life
as
a
U.S.
goodwill
ambassador.
Owens
died
of
lung
cancer
at
the
age
of
66.
(BookTies)
7a
The Book Thief
Extension
Activities
The
Book
Thief
Writing
–
Research:
W.7-��8.7-��9
Students
will
conduct
sustained
research
projects
to
answer
question
(including
a
self-��generated
question)
or
solve
problem;
narrow
or
broaden
the
inquiry
when
appropriate;
synthesize
multiple
sources
on
the
subject,
demonstrating
understanding
of
the
subject
under
investigation.
(W.7-��8.7)
Students
will
gather
relevant
information
from
multiple
authoritative
print
and
digital
sources,
using
advanced
searches
effectively;
assess
the
usefulness
of
each
source
in
answering
the
research
question;
integrate
information
into
the
text
selectively
to
maintain
the
flow
of
ideas,
avoiding
plagiarism
and
following
a
standard
format
for
citation.
(W.7-��8.8)
Students
will
draw
evidence
from
literary
or
informational
texts
to
support
analysis,
claims,
reflection,
and
research.
(W.
7-��8.
9)
Possible
Research
Topics:
• Concentration
Camps
• Survivors
• Liberators/Rescuers/Resisters
• Starvation-��lack
of
food
and
nutrition
• World
War
II-��
Important
Leaders
• World
War
II-��Important
Events
• Nazi
Propaganda
• Holocaust
War
Criminals
• Lessons
learned
from
the
Holocaust
• The
Japanese
American
Interment
Camp
• Voices
of
the
Holocaust
• Anne
Frank
• Tolerance/Intolerance
• Children
of
the
Holocaust
• Nuremberg
Trials
• What
was
the
Final
Solution?
• Hate
Groups
• Nazi
Beliefs
• Liberation
• Boxcar
Horrors
• Acts
of
Courage
• Daily
Life
in
the
Camps
• Star
of
David
• Doctors
of
the
Holocaust
• Medical
Experiments
of
the
Holocaust
• The
Story
of
Raoul
Wallenberg
• Death
Marches
• Book
Burning
8
Writing
–
Narrative:
W.7-��8.3-��6
Students
will
compose
narratives
to
develop
real
or
imagined
experiences
or
events
using
effective
technique,
well-��chosen
details,
and
well-��structured
event
sequences.
Possible
Narrative
Topics
• An
experience
that
led
to
renewed
faith
• An
encounter
that
changed
your
life
• An
experience
that
left
you
disillusioned
• A
significant
misunderstanding
• A
dangerous
experience
• A
moment
of
failure
or
success
• A
frightening
experience
• A
memorable
journey
• An
encounter
of
someone
or
something
you
were
afraid
of
• A
unique
friendship
• Your
bond
between
mother/father
and
child
• An
occasion
when
you
experienced
rejection
• An
occasion
when
you
befriended
an
outcast
• An
event
that
marked
a
turning
point
in
your
life
• A
rebellious
act
• A
brush
with
death
• Two
different
versions
of
the
same
event
• An
experience
that
altered
your
view
of
someone
• An
imaginary
encounter
with
a
real
person
8a
The Book Thief
Other
Extension
Activities:
• Scene
Performance
–
Students
will
work
in
small
groups
and
enact
chapters
from
the
novel.
Switch
up
the
chapters
and
students
so
everyone
has
the
opportunity
to
perform.
• Fake
Book
http://www.classtools.net/FB/home-��page
-��
The
students
may
use
this
site
to
create
a
web
page
that
details
the
persons
of
the
text.
The
students
will
choose
images
of
actors,
real
people,
historical
images,
primary
source
documents,
etc��
in
order
to
portray
the
novel��s
characters,
tone,
theme,
and
style.
• Draw
the
Setting
–
Students
will
draw
one
of
the
descriptions
of
the
setting
in
the
text,
or
create
a
model
of
collage
of
the
setting.
• Other
Works
–
Students
will
read
one
of
the
author��s
other
works
and
write
a
comparative
paper
discussing
the
similarities
and
differences
in
style,
themes,
and
structure.
• Study
Guide
–
Students
will
prepare
a
study
guide
for
the
class.
• Political
cartoon
–
Choose
a
political
cartoon
regarding
one
or
more
of
the
novel��s
topics.
Analyze
the
cartoon
using
the
following
resource:
http://www.archives.gov/education/lessons/worksheets/cartoon_analysis_worksheet.pdf
8b
The Book Thief