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Standard 3c Reflection

This artifact summarizes a middle school unit created around the historical fiction novel The Book Thief by Markus Zusak. The unit relied heavily on audiobook and other multimedia resources to enhance student comprehension and engagement. Discussion questions at various levels of thinking helped foster rich conversations about the themes of marginalization and coming of age during Nazi Germany. Using these effective resources aligned with content and language standards by supporting student learning and cultural relevance.

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65 views

Standard 3c Reflection

This artifact summarizes a middle school unit created around the historical fiction novel The Book Thief by Markus Zusak. The unit relied heavily on audiobook and other multimedia resources to enhance student comprehension and engagement. Discussion questions at various levels of thinking helped foster rich conversations about the themes of marginalization and coming of age during Nazi Germany. Using these effective resources aligned with content and language standards by supporting student learning and cultural relevance.

Uploaded by

api-278705845
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Standard 3.c. Using Resources Effectively in ESL and Content Instruction.


This artifact is a Middle School Unit that I created from an historical fiction novel
entitled The Book Thief by Markus Zusak. The book is an historical fiction novel set in Nazi
Germany. Its also a coming-of-age novel that expresses the perspectives of two young
adolescents growing up during this time. One of them, Rudy has an obsession with Jesse Owens.
This is problematic because of the history between Owens and Hitler and the fact that Blacks
were seen as quite inferior.
While teaching this book, I relied heavily on the Book on CD. Because the students
listened to the CD while following along with the book, it made it a more enjoyable experience.
The narrator read with passion and great fluency. This meets the standard because of the use of
technology that Ive incorporated. (Not to mention, there are many German words that the
students loved to hear pronounced!). I also relied on youtube clips from the Holocaust museum,
web images of Kristallnact, and a PDF file of the book Mein Kampf.
I believe the discussion questions that I created are what the standard refers to as
supportive of student learning. There are basic level questions starting with who and what;
there are also higher order thinking questions that begin with why? These questions encourage
recalling, evaluating and analyzing. With these questions, Ive seen students not only recall
basic questions, but theyve had rich discussions on the why questions.
This artifact has helped me tremendously. By having the students read the text along
with the CD, I saw their comprehension widen. As a result, I heard/experienced some great
discussions around this and although I taught this to mainly Hispanic students, they were able to
identify with the feeling of being marginalized because of their ethnicity. This meets the
standard in that the book is culturally relevant to the students.

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