Literary Analysis (of a Novel) Unit 5 Plan The Book Thief
OVERVIEW:
In this unit, you will read a shared class novel and learn to determine how a theme emerges and is
developed over the course of the text. As you likely did in 8th grade, you will take notes and track your
thinking while you read (on sticky notes and in your notebook). Additionally, you will begin to track the
development of complex characters and specific details that can be used as evidence to show a
larger theme in the novel. This unit will focus on looking closely at character development in a novel
as a way authors convey theme and help us understand point of view.
Essential Questions for Our Reading:
 How do writers use complex characters and their motivations to create and develop themes
across a work of literature?
 How do readers develop and support their thinking about a theme while reading a novel?
 How does reading for characters’ perspectives help us to analyze theme in a novel?
 How do authors use theme to comment on human nature and human experience?
TENTATIVE CALENDAR:
Monday
Tuesday
Wednesday
Thursday
Friday
4/13
4/14
4/15
4/16
4/17
Introduce unit. Start
Prologue
Read 1-8
HW—Read 9-15
pp.19-35
pp. 36-55
pp. 56-80
pp. 83-84
4/20
4/21
4/22
4/23
4/24
pp.125-141
pp. 142 - 160
pp. 161-184
pp. 185-204
pp.205-206
WEEKEND
pp.85-122
Discussion
Extended Response
pp. 207-238
Discussion
4/27
4/28
4/29
4/30
5/1
pp. 241-256
pp. 257-276
pp. 277-295
pp. 296-316
pp. 317-320
Extended Response
pp.321-350
Discussion
5/4
5/5
5/6
5/7
5/8
pp. 353-370
pp. 371-388
pp. 389 -411
pp. 412-430
pp. 431-432
Extended Response
pp. 433-471
Discussion
5/11
5/12
5/13
5/14
pp. 472-491
pp. 492-507
pp. 508-528
pp. 529 -550
Extended Response
5/15
NO SCHOOL-conferences
TEXT:
The Book Thief by Markus Zusak (LA 9H)
If you or your parent believes this book may be too mature, please let me know ASAP and I will find you an alternate text.
ATTENDANCE:
Because we have an aggressive reading schedule and limited copies of books, it is important you
attend class every day. If you miss class, plan to stay after to make up your reading.
ASSESSMENT:
This unit will be assessing your learning as it connects to CCSS RL 9-10.1, RL 9-10.2, RL 9-10.3, and RL 9-10.6
as well as CCSS SL 9-10.4. IN this unit, I will use teacher-student conferences, small group and whole class
discussions, your sticky notes, and your extended responses to determine whether or not you’ve met the
standards. See Learning Outcomes in the unit rubric on the back.
Literary Analysis (of a Novel) Unit 5 RUBRIC
Unit Outcomes:
Outcome
Participate in
Literary
Discussions
CCS.S.L. 9-10.1, 3, & 4
Track ideas and
analyze text
while you read
in writing
Evidence for
Outcome
Attempting
Standards (1)
Developing Standards (2)
Meeting Standards (3)
Consistently Achieving
Standards (4)
 Graphic
organizers for
discussions
 participation in
whole class
discussion
I didn’t participate in
discussions about the
novel, but I took notes on
what I heard and added
my own opinions and
ideas to my notes.
I participated in a few discussions
about the novel. I either offered my
ideas or built upon others’ ideas,
but my voice was not heard very
often. I responded to others’ ideas
about the novel, but it was usually
just to show agreement.
I participated effectively in a range
of discussions (one-on-one, in
groups, and whole class) about
the novel, building upon others’
ideas and clearly expressing my
own. I responded to others’
perspectives, by summarize their
points, and, explaining my own
views about their ideas.
I initiated and participated effectively in
a range of discussions about the novel,
building upon others’ ideas and
expressing my own clearly. I responded
thoughtfully to diverse perspectives,
summarize their points, and, justified my
views to make new connections in light
of the evidence and reasoning
presented.
 consistent
sticky notes
DURING
reading (at least
1 sticky note
per 5-7 pages)
I have some evidence of
my thinking on sticky
notes. I made attempts to
take notes on how the
author was developing
theme through character.
(I attempted to follow the
note model given by my
teacher.)
I have evidence of my thinking on
sticky notes, but only from parts of
the book (there are gaps where I
didn’t take notes). I averaged at
least 1 post-it note every 7-10
pages. Many of my post its focused
on the themes I noticed emerging
through char. dev. I had some post
it notes I could show my teacher
when conferring about my book. (I
mostly followed note model given
by my teacher.)
I have evidence of my thinking
from every part of my book. I
averaged at least 1 post-it note per
5-7 pages. At least 1/2 of my postits focus on how the author
developed theme through
character. I kept up with my post
its throughout my reading and was
able to use them when conferring
with my teacher. (I followed the
note model given by my teacher.)
I have ample evidence that I was
tracking my thinking throughout my
reading of the book. I averaged at least
1 post-it note from every 3-5 pages.
Over 1/2 of my post-it notes focus on
how the author developed theme
through character. I kept up with and
organized my post its throughout my
reading and was able to use them to
support my thinking when conferring
with my teacher. (I followed the note
model given by my teacher.)
 at least 4
extended
responses on
your book (each
is a paragraph)
I attempted at least 3
paragraph long extended
responses. My extended
responses attempt to talk
about theme and
character development
but don’t follow the model
given.
I have at least 3 paragraph long
extended responses. My extended
responses focus on some of theme
and character development I
noticed when reading. I mostly
follow the model for extended
responses given by my teacher.
I have at least 4 paragraph-long
I have at least 5 well-written paragraphextended responses. My extended long extended responses. My extended
responses show that I can analyze responses show that I can analyze
theme and character development, cite
theme and character
multiple parts of the text, and explain
development, cite the text and
explain its impact on the theme. (I the impact the character’s development
and motivations have on the theme. (I
followed the extended response
followed the extended response model
model given by my teacher.)
given by my teacher.)
CCSS RL 9-10.1, .2, .3, .6
Evaluate and
analyze the
narrative
techniques
used in your
book
CCSS RL 9-10.1, .2, .3, .6