Planning Template- English 1A Honors
Monday Sept. 6
GLET(s)
Content Objective
Summary of
Content Addressed
Key Vocabulary
Tuesday Sept. 7
6e Read a given text
and determine topic
(what the author is
talking about)
Labor Day holiday
No school
Wednesday Sept 8
6b Apply literary
terminology and
knowledge of literary
techniques to understand
text.
Thursday Sept. 9
4a Identify
historical/cultural context
from information presented
in a text.
Friday Sept. 10
6d Understand how
figurative language supports
meaning in a text.
SWBAT: Express an
informed, independent, and
unique response to Book
Thief by reading the first
section and writing a
reaction/prediction
Introduction to Book Thief
SWBAT: demonstrate reading
comprehension by taking a quiz
on p. 19-35; SWBAT interpret
important passages for
narrative voice, meaning, and
figurative language.
The Book Thief p. 19-35
SWBAT: demonstrate how
textual descriptions create a
deeper understanding of
characterization by completing a
character web.
SWBAT: explain how symbols
and metaphors provide a deeper
understanding to a text by
completing a journal response.
The Book Thief p. 36-55
The Book Thief p. 56-80
Reaction, Prediction
Narrative voice (matter-of-fact,
cynical, detached, sympathetic)
Interpretation
Tone
Figurative language (irony,
foreshadow, sarcasm)
Application
 Students will be given a
few minutes to review their
reading assignment from
last night (p. 19-35).
Characterization
Racial superiority
Propaganda
Symbol
Metaphor
Conflict
Round vs. flat characters
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Students will be given a few
minutes to review their
reading assignment from
last night (p. 36-55).
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Teacher will first give a 6question comprehension
quiz to students over last
night’s reading of p. 36-55.
Teacher will collect quizzes
and may wish to quickly go
over the answers and check
for comprehension
understanding.
Teacher will give a brief
lecture on symbol and
metaphor, as well as flat vs.
round characters (i.e.,
complex characters, such as
Rudy’s father, who is a
Warm-Up/Journal

Vocabulary Web for
reaction and prediction
“I Do”

Teacher will read a
short excerpt from the
Book Thief and model
the difference between
a summary and a
reaction


Teacher will first give a 10question comprehension
quiz to students over last
night’s reading of p.19-35.
Teacher will collect quizzes
and may wish to quickly go
over the answers and
check for comprehension
understanding.
Teacher will give a brief
lecture on the importance
of narrative voice and list
some figurative language
terms on the board:
foreshadow, irony,


In your journal, describe
what the true spirit of the
Olympics is. Think about
an Olympics you’ve
watched and what you’ve
noticed about the sporting
event.
Teacher will ask students to
provide any information
about the character of Rudy.
Example responses include
he’s a friend of Liesel and
that he’s obsessed with Jesse
Owens.
Teacher will show the
powerpoint slide on Jesse
Owens, pausing to illustrate
the key points of Jesse
Owens winning the
Olympics at the 1936 Berlin
games in the face of Hitler’s
racial superiority.
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Planning Template- English 1A Honors

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
“We Do”
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Teacher will have
students silently read
the next page and write
a reaction in their Book
Thief Journals
Students will share their
reactions with a partner
Teacher will monitor
reactions to determine
if students are ready to
move into the “you do”
Teacher will pull a
small group for reading
if necessary

sarcasm, tone and see if
students can identify them.
Teacher will do the first 2
of the passages in the
students’ Book Thief
journals for section 19-35.
Teacher will read the
passages and model
thinking out loud in how
to come up with the
answers for all the boxes
of the first two passages.
Teacher will write answers
on the LCD or whiteboard
and students will copy
answers in to their
journals.

Teacher will have students
read over the next 2
passages of their chart and
teacher will call on
students to provide
answers and complete
these two sections in their
journals.
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
“You Do”
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
Students will read to
page 15 and write a
reaction in their Book
Thief journals
Students will read p.
19-35 on their own

Students will complete the
last 2 passages in their
journals by interpreting the
passage, responding to
narrative voice, and
figurative language.

Teacher will ask students to
respond to the prompt at
the end of the powerpoint
slide in their notebooks.
This will steer the
discussion into
characterization.
Teacher will ask the
students for their responses
about the character of Rudy.
Teacher will demonstrate
how to locate good text
evidence by thumbing
through the novel and
coming up with one passage
for a character and its
interpretation and display
on LCD.
Teacher will have students
pair off by rows to find
quotes for their characters
to complete on their web
chart. Row 1 will do a
character web for Liesel,
row 2 for Rosa Hubermann,
row 3 for Hans
Hubermann, row 4 for
Rudy Steiner, and row 5 for
Frau Diller.
Teacher will check for
understanding after students
have found one passage and
explanation.
Teacher will pull students
having trouble finding
relevant quotes; students
performing proficiently will
be asked to continue their
character webs.
Students will complete their
character webs by finding
four quotes for their
character and explaining
what that says about their
character by completing the
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
member of the Nazi party
but does not necessarily
hate Jews; also Hans, who is
German but doesn’t
sympathize with Nazis).
Teacher will ask students
their understanding of
symbol and metaphor and
to give examples to the
class, as well as flat vs.
round characters.
Teacher model how to
complete the symbol
exercise in the students’
Book Thief journals for the
symbol of Rudy painting his
face black.

Teacher will ask students to
assist him/her to complete
the symbol/character
analyzing for Rudy Steiner’s
father. Students may start
completing with an elbow
partner and then teacher
will ask for answers then.

Students will complete the
final symbol exercise for
analyzing the
“Gravedigger’s Handbook”
on their own in their
journals.
Planning Template- English 1A Honors
tonight for homework.


If not finished, students
will complete for
homework.
Students will also read p.
36- 55 on their own
tonight for homework.

character web in their Book
Thief journals.
Students will present their
webs to the class if time
allows.


Students should read up to
p. 80 or teacher can
summarize this section (no
major serious events
occurring).
Students should complete
the student journal by
drawing a picture of their
favorite scene.
Comprehension quiz.
Book Thief journals
collected.
Assessment


Reaction Journal
Prediction


Book Thief journal
Comprehension Quiz


Book Thief journals
Responses to Jesse Owens
journal entry (informal
assessment)


Resources
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
The Book Thief
Vocabulary Webs
Book Thief journal
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The Book Thief
Comprehension quiz
document
Book Thief journals
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The Book Thief
Book Thief journals
Notebooks
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The Book Thief
Book Thief journals
Comprehension quiz

Reaction journal
prompting
Extended prediction

Teacher provides
individual assistance to
struggling learners.
Advanced students are
encouraged to pick out
some of their own
passages and respond to
those passages.

Teacher provides individual
assistance to struggling
learners.
Advanced students are
encouraged to complete
another character web for
an additional character.

Teacher provides individual
assistance to struggling
learners.
Advanced students are
encouraged to complete
another analysis of symbol /
metaphor in the book.
Students will each write
a one-paragraph
prediction about the
Book Thief to be
displayed for a gallery
walk in the month of
September

Teacher will recap this
section and reiterate the
importance of interpreting
important passages.

Students will be asked to
present their character webs
at the end of class to share
with the other groups.

Differentiation
(Accelerated and/or
struggling learners)
Closure
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Students can share out their
responses if time allows.