Reading for Intermediate and Advanced Learners, Fall, 2011

PAGES 3-29

Okay guys, don't think that I'm too much of an over-achiever...I came down with strep over the weekend and reading was all that I was really good for!

Anyway, I can definitely say that this book is unlike anything I've ever read. What pulled me in from the beginning was the use of metaphors...this author's uncanny power of description. Of course, Death as the narrator takes it up a notch. I was afraid after I chose the book that it would be creepy (which is not my style), but instead it is just really powerful. Death is very matter-of-fact, sometimes with a sense of humor about the ways of humans, sometimes almost idealistic, often ironic, always solemn (of course). The scene that sticks out to me the most is when Liesel's brother died on the train. On pages 20 and 21, the scene is very vivid: "...the boy's spirit was soft and cold, like ice cream. He started melting in my arms. Then warming up completely. Healing." "Why do they always shake them? To stem the flow of truth." "And drowning in a train."

I'm interested to see what happens to the book thief!

Pages 1-80

After reading the first couple pages of this book, I could tell that it was going to be a very powerful reading experience. I was pulled into it immediately, and sat down and read 80 pages pretty quickly. Liesel is such an endearing character, and although she has to face many terrible and cruel things at such a young age, she copes with it all by READING, something that I can definitely relate to.
Although I noticed that this book is a difficult read, and I can only see myself teaching this in an 8th grade classroom at best, I love the idea of how powerful books are in the story. This story might help other students who are reading it discover how powerful reading and writing can be, and it also might help them realize more about the time period of World War II. Not only is this book a wonderful piece of literature,from the figurative language to the point of view to the syntax, but it is also a good way to teach history as well. I believe that by challenging themselves and tackling the feat of reading this outstanding but difficult book, students might find it easier to write descriptive stories or narratives because of how well this book is written. I would love to teach this book in my classroom one day, and I also can't wait to find out what happens to the book thief as I move into Part 2!

Anna - I definitely agree with your observation about the figurative language and descriptions used in the story. It sucks you in and helps you really visualize and be a part of the action. I can only dream about possessing the abilities to write as well as this author does!

Pages 1-80

After reading the first couple pages of this book, I could tell that it was going to be a very powerful reading experience. I was pulled into it immediately, and sat down and read 80 pages pretty quickly. Liesel is such an endearing character, and although she has to face many terrible and cruel things at such a young age, she copes with it all by READING, something that I can definitely relate to.
Although I noticed that this book is a difficult read, and I can only see myself teaching this in an 8th grade classroom at best, I love the idea of how powerful books are in the story. This story might help other students who are reading it discover how powerful reading and writing can be, and it also might help them realize more about the time period of World War II. Not only is this book a wonderful piece of literature,from the figurative language to the point of view to the syntax, but it is also a good way to teach history as well. I believe that by challenging themselves and tackling the feat of reading this outstanding but difficult book, students might find it easier to write descriptive stories or narratives because of how well this book is written. I would love to teach this book in my classroom one day, and I also can't wait to find out what happens to the book thief as I move into Part 2!

Anna - I definitely agree with your observation about the figurative language and descriptions used in the story. It sucks you in and helps you really visualize and be a part of the action. I can only dream about possessing the abilities to write as well as this author does!

Pages 29 -200

As I continued to read the book, I was impressed by the unique perspective that this author gives a reader. Not the fact that it is told from Death's point of view...but the fact that the protagonist and the other characters that we come to know and love are citizens of Nazi Germany. For me personally, the books I have experienced about this time period are stories of direct victims of the holocaust, like Anne Frank and Corrie Ten Boom. It has been eye-opening and heartbreaking to realize the struggle of citizens in Germany at the time. Of course, I realized before reading this book that not all Germans were Nazis. However, to look Hans Hubermann in the face through this author's words and see the inner conflict over dangers and evils in his country...it is a very potent experience. I am a little afraid to see what will happen to these flawed but beloved characters. I'm afraid there was very little good that happened in that country at that time. Except maybe the courage and integrity of people like the Hubermanns who risked everything to save lives like Max's.

Molly: I totally agree that this book would have an important impact in the high school classroom! It would present many important learning opportunities!

I put off starting this book (obviously) because I was of the prospect of death as the narrator. Compounding my reluctance was a graphic novel called "Mercury." I picked it from the ALA list and found it at our county library. I read it in one sitting on a Sunday evening, and then woke up at 3 a.m. from a nightmare.

"Mercury" was rattling around in my head, and I was sleep-deprived and heavy-limbed for a whole school day. So the thought of starting a book narrated by death was oppresive.

Necessity and Sept. 7 bearing down finally motivated me to crack "The Book Thief's" cover. I found I was pleasantly surprised. I find our narrator to be pompous and wry, so he gets on my nerves. He did irritate me with his talk of what he knows and his constant hints of the future.

But I can forgive that part because the passages about Liesel are lyrical and gentle. They read so quickly that I find I don't mind the task at all.

The writer has done a very good job of presenting the emotions and searing scenes of growing up without pandering to the youthful set. This book's vocabulary and tone are very restrained and adult, which makes it pleasurable for me. There is very little that I find more distasteful than writers who pander to youth with jargon or hip lingo or those who write shocking things just to write shocking things. That said, I do love the German swear words.I fear that they and the instances of the English phrase G-D may get this book banned if it finds widespread use in high school classrooms.

I think this book would be a welcome addition to two excellent books already in the high school collections about war, "Night," and "All Quiet on the Western Front," It also would reinforce one of my colleagues descriptions of the English II (World Literature) offerings as "death, death, pestilence, war, rape, crime, cruelty, death, death and more death."

I feel "The Book Thief" would fit right in in a way that is gentler. I say that now, but I've not finished the book. I may have to eat those words if it turns less gentle further in.

Anna's comment about this book showing the lives of ordinary Germans made me think about questions that my students asked regularly when we were reading "Night." I prefer teaching "Night" to "All Quiet ..." for several reasons. I believe "Night" is more accessible to teenagers. It is shorter, and Elie Wiesel is still alive, speaking, recording and available.

But when I taught "Night," I found that students regularly asked me questions I could not answer -- questions that I don't really think anyone could answer. Students want to know how regular people could go along with what happened during WW2 with the Nazi campaign against the Jews. I think this book might offer a glimmer of why.

Hans' application to the Nazi Party to try to get painting jobs and his moral and emotional struggle with what was happening might begin to explain how ordinary people were caught in the crunch between Nazi and morals -- between life and death.

The Book Thief p. 1-106
First reaction…wow! This is a very powerful book. I found the first few pages a little difficult to break into the story. I was intrigued but not captivated. However, I am now fully engrossed in Liesel’s s story. Today while at the grocery store, I found myself itching to get back home to find out a little more about what happened to Liesel’s mother…I was disappointed to know she has yet to hear anything from her. In the other course I am taking, we just read about the transcendent ability a text can have on its audience. I have become attached to Liesel. I hope to help of the students in my class feel this emotional connection to a text at some point this year.
Since I get to focus on reading (since that is all I teach) I couldn’t help but find some interesting parallels between Liesel’s struggle to read and my sixth grade classroom. In the chapter entitled “The Joy of Cigarettes” I found the narrators description of Liesel reading of The Lighthouse another piece of evidence of the power of repeated readings. Death says she read it nine times and each time the text became easier for her. I am also able to connect Liesel’s growth as a reader. Throughout these pages, she has moved from an apathetic reader to an avid one. This is a goal I have for many of my struggling readers.
I look forward to continued reading!
By the way Anna, I also have Strep. We must be sharing a book and germs!

Pages 1-100

Initially I had a difficult time catching on to how this book was told; the narrator being death was not the issue, but it was more all of the asides, and random shuffling of thoughts. But after a few pages I was able to catch on and I am literally hooked. One of my favorite things about this book is now the way that it is written. I think that for my degree area (6-8) I would save it for an 8th grade classroom, only because it is difficult to follow at times, and some of the content is part of that curriculum and would be easy to integrate.

I have to agree with Anna when it comes to my other favorite part about this reading: the point of view. I have always been fascinated by WWII and the Holocaust, but rarely are readers ever given the chance to read about life during that time from a resident of Nazi Germany that is not Jewish. The historical perspective it offers is tremendously useful in a classroom. Most interesting, however, is that despite all that we know about the history of Germany at this time, and the turmoil and hatred surrounding this area, we, as readers, can't help but become completely fascinated and immersed into this story about a young girl that we all feel that we can relate too. This goes along with what Molly said--we all have a love of literature and so we can completely relate to the fact that literature can serve as an escape. I wonder if this novel could serve as a way to bring justice to reading and introduce students to a concept of people essentially fighting for reading and or knowledge? Could this be used as a theme for a unit in a classroom? Further investigation about the book burning and propaganda in this country during this part of history could provide a strong sense of humanity to a classroom of students who have never had to fight for the education they receive. Perhaps that is taking it a bit too far, but that is something that keeps flashing into my head as I am reading this. Any thoughts?

Ready to dive back into the book (especially after reading Anna's post-I see I have more good reading to come), but I will be back soon with some more thoughts and reactions. :)

pages: 80-142

As I read this section of the Book Thief, the novel became easier and easier to read, and I grew more and more connected to Liesel. Also, I love how the story is narrated, with Death being so honest and forward, as well as emotional and empathetic sometimes. The main thing I thought about while reading was how powerful a Holocaust unit would be with this book in a Language Arts/Social Studies classroom. This book is so raw and honest, and I think the students would learn a great deal about history, but also about compassion, hate, racism, and survival. There are endless possibilities with this novel, and I would be so honored and excited to be able to teach it in my own classroom one day! The characters in the book are also very easy to relate to, and I think that students would find their stories fascinating and be very involved in the book, even though it has a historical perspective. I am very interested to see what happens to Liesel and Hans, and see how much Liesel learns and grows as the Holocaust and World War II continues. Hopefully students would be able to grow and mature as well through this novel, just as Liesel does.

Pages 200 to 400

Well, as the only person in the group who dislikes our narrator, I feel like I should explain my position. First, a response to the assertion that I am in denial. It very well could be, but so is our author. He writes into the storyline this narrator who is responsible for liberating the soul of every dying person on earth. Basically, this idea means that no one ever dies alone. The narrator talks about how gently he takes the souls. He follows people's lives. He holds Liesel's story in his mind and reads her book over and over. This speaks deeply and directly to something that is uniquely human.

To explain: I have been listening to a lot of National Public Radio coverage on Sept. 11 with the upcoming decade anniversary. The other evening, a show featured an interview with a woman whose husband was killed in the Twin Towers. She told the interviewer that one of the greatest comforts to her was her husband's deep faith in God. She said that she could go to sleep at night because she knew that her husband did not die alone. God was with him. I could hear the tears in her voice, and I was driving down I-40 crying right with her. Her pain, her husband's last moments, the permanent separation that followed struck a chord deep within me.

This idea that no one should die alone crosses cultures, and therefore must be something at the very core of being human. So if I am in denial, then so is our author.

From the very beginning of the book I have been constantly reflecting on the concept of the author making death the narrator. It is such a powerfully bold move, and in my opinion, it is what makes the book have such a resonating impact on my feelings and my desire to one day utilize it in my classroom. There could be numerous answers as to why this was approach was taken, and honestly I don't know if I want to understand why. When reading a book like this, the message that you walk away with can be your own. When we were discussing it during our book club meeting in class last week, we all seemed to have different reasons as to why the death narrator was either appealing or not. Either way, is that not the beauty of the situation? Doesn't every author set out to bring meaning to the lives of the reader. I agreed with what Deborah said in class, which was that the story of Liesel and Rudy are great, but I do not feel that there was anything taken away from this book by having the narrator be death. In fact, I think it adds to the book, creating a humanity to something that we all fear:dying. I know that sounds silly, and death can often be so overwhelmingly sad and destructive, but we all seem to search for peace when it comes to people in our lives dying. For instance, in Deborah's post she talks about how she heard a lady talking about her husband dying on 9/11. She is provided with comfort knowing that her husband was not alone, and her belief was that it was because God was there with him in his final moments and as he died. Perhaps there are people, like the author of this book, that view things differently, and choose to see death as a character in our lives, ever-present, but ultimately existent when our 'time has come'. Obviously I don't know who is correct, but it is all just a matter of perspective and belief.

Ultimately I just think it brings an entirely different feel to this book, unlike anything I have ever read before. I would be so excited to share this book in a classroom one day and hear my students reactions to this concept.

I am to page 300 and I am still of the opinion that using Death as the narrator is one of the most creative ideas I have encountered in a novel. His use of language affected me and made me care about the book and the story from the beginning. I agree with Brandi that the beauty of a book like this is the way it impacts the reader...whether it is the situation with Debra not connecting with the narrator (which is perfectly valid for her opinion) or the opposite. For me, I think that the impact of Death being present throughout the story steps in at just the right moments. He does not overshadow Liesel or the other characters. Actually, I sometimes forget that he is narrating when the book is relating everyday events in Liesel and Rudy's lives. Then he pops up to give away the story in some profound way...who else has read pages 241 and 242???

Anna - I am on page 238, so I am very close to the part you are referring to! When I finish typing this, I am definitely going to read some more so that I can get to that part. I will write back soon after!

I would have to agree with Brandi and Anna about the narrator, Death. Although I see Debra's point about not connecting with the narrator, I feel that "he" adds to the story in a unique and defining way. Personally, I don't think about death that often or what happens when you die. However, after reading this book and seeing how death is ever-present in Liesel's life (and millions of Jews during the Holocaust), it definitely made me think about this concept in a new way, and even brought me some peace when I think about dying. Even if you don't agree with the concept that Death is "with us" when we die, and that Death gently takes our souls from us, it is still a unique way to present a novel. Not many Young Adult novels present death in such a renowned way, making him a "character" basically. I am beginning to connect with the narrator, as do most people when they read a well-written novel, and I appreciate the honestly and rawness that Death brings to the story. I agree with Anna that Death does not overshadow the other characters - he simply tells it like it is and explains things in such a beautiful and honest way. I even look forward to his opinions on the situations and experiences that occur in Liesel's life and the people she encounters. Personally, I love the concept of Death as the narrator, and I would love even more to explore this topic in my classroom and see my student's thoughts about this development. I'm sure it would be a very complex, but worthwhile, topic to explore. I am very interested to see what happens with Liesel, Papa, and Max, as well as see how Liesel grows and becomes a writer.

Hi all,

You know I finished the book before our last class meeting. But I kept a sort of journal of my reading for the blog.


Following is a reflection from somewhere around page 300 or so.

It has been a long time since I have hoped, prayed, wanted so very badly for fictional characters to live. Rudy, with the lemon hair, Hans and his silver eyes, Rosa with her cardboard face and foul mouth. It is the setting -- World War II in Germany that puts the razor's edge on this reading. Many died; many lived, but might as well have died. I curse the setting and the overriding fear that grips me as I read.

"Live, please," I plead to myself and the book, and to Death -- our narrator. But our narrator is arrogant, jaded, cruel. He gives it away. They die -- all of them. I am devastated. I wonder if I can keep reading, and then realize it would be impossible to stop.

How could you teach this book to teenagers? How would you get them to plow through it's pages? I don't think I know the answer to that question. But I do know that they should have the chance to read it.

Hans, Rosa, Rudy, Liesel -- these people are real to me even though they never lived.

I feel that they will be with me forever in their colored moments. I have read books like this before -- books that I am certain as I am reading them are stamping me in some way that will forever change me and be with me.

I still find that moments from "The Book of Ruth" come to me unbidden. The girl then woman, abused and abuser, who must step back out into the world after an unspeakable brutality.
Tony Hillerman's Jim Chee surprises me when he slips to mind walking that divide between two worlds. I wonder about Elie Wiesel listening to his father die -- haunted by the moment.

What makes these fictional characters so real? If I could answer that question, I would be smart enough to get teenagers to read when I ask them to.

Final reading reflection from Debra

At the end of the book.

Not since I read "Night" for the first time have I been so wrung out by a book. Against my better judgment, I finished it at night. I knew it was a mistake. This is a daylight kind of book.

My family in bed, I sat up alone reading. Normally those moments are delicious for me. A quiet house, the smell of the book, the sound of the pages scraping as I turn them.

But this book is different. I am compelled to move forward, but I don't really want to know the details. Our narrator has spoiled it. He has removed all hope. Perhaps that is the cruelest measure a torturer can take -- to stamp out hope. As I read, I cursed Death for telling me so far in advance about their deaths. I find that I am particularly moved by knowing about Rudy. It is cruel to know his fate and then have to keep reading about him in all his vitality. His anger, bravado, his fears and his kindness cut me to the quick. I have fallen in love with Rudy, and so I find Death's inserting of himself into the story becomes an irritant. It is because he is the one who knows what happens to Rudy, and he told me so many pages before I really wanted to know. I decide to skip those dramatic preludes after the word "featuring:" at the beginning of a new section. It is a small revenge against our narrator.

In the end, it didn't help. Tears tracked my cheeks from the moment that the bombs began falling on Himmel Street. I can't think about Rudy or Hans without crying again.

What am I supposed to do with this book now? I think I will have to carry it around with me privately for a while to even begin to figure it out.

Pages 150-200
I agree that the idea of death is completely unique. But after reading through the other post about I came to realize that Death could also be God. Like when the narrator says the soldiers think they are running at their enemies but are instead are running in the direction of Death could that also mean running in the direction toward God. After going back through Death’s narration, I didn’t find a single quote that couldn’t be manipulated to be God. Perhaps they are the same. How would that change the novel? Perhaps Debra could think a little more fondly of the narrator.
I am going to stay on the God thing a little longer. When talking about the foreshadowing that is so cleverly done in this book. Do we think of death as being all knowing and having a plan in hand like many feel about God. It’s obvious the narrator knows all and is able to tell us the motivations, thoughts, and what the future holds for all of the characters involved. I can’t wait to learn how Rudy will move from taking food from people to providing. I also want to know what’s in Hans fate (I know it can’t be good.)
Classroom Applications
In sixth grade we study the Holocaust and World War Two, this book will be a perfect fit for some of my more mature, advanced students. It would be interesting to add this book to my literature circles about the holocaust. It would truly add a unique perspective and provide richness to our discussion even for those not ready to read the book themselves.

Final Reflections,

Ok, Debra, I agree with you now. I also found it very cruel to fall in love with Rudy, learn about his death and then have to read about him as if I did not know he would suffer the fate of death due to war. I really hated the narrator after this. No not the narrator but I hated how much information he gave me. The last 200 or so pages I anticipated Rudy's death and contemplated putting the book down several times. Since, I am the kind of person who after watching 3/4 of a movie turns it off really fast before it gets to the sad part. So, now finally at the end of the book, I understand your thoughts. Perhaps, we can sort through the wreckage together!
-Heather Miller

Final Reflection:

I have to say I feel quite the opposite about the narrator, Death, giving away parts of the book and then us having to keep reading knowing these beloved characters would die. Because of the fact that this aspect is so different from most books, I actually appreciated it instead of getting angry at the narrator. In life, doesn't everyone die anyway? Life isn't fair a lot of the time in the way it takes people we love away from us, and this book was somewhat like that. We fell in love with these characters, while at the same time knowing their life would end at some point by the end of the novel. It just reminded me of the sometimes naive way we go about our lives - when the people around us could leave us at any time (as morbid as that is). Also, this book WAS about the Holocaust, so I had already slightly anticipated that characters would die.

I think the matter of fact way the narrator tells us what will ultimately happen to these characters made me appreciate them and their lives even more. I wanted wonderful things to happen to them during the time they had, and it made me invest even more in the pages I had left to read. I do think that this would a a pretty tough book to tackle in a middle grades classroom, but I believe it would be a worthwhile investment and educational experience (for me too, not just my students) to teach it.

The Book Thief was truly an amazing read, and at times had me thinking pretty deeply about my own life and the important people in it. I feel that this novel would do the same for my students, and it would certainly be an eye opening read for many. It explores human nature, death, compassion, courage, war, suffering, friendship, family, etc. - all valuable topics to discuss with young adolescents. I am definitely glad I picked this book to read because it is one of those books you will never forget!

I think I've finally pinned it down -- what bugged me so much about Death as the narrator.

He was a gimmick. And Liesel, Rudy, Hans and Rosa didn't need a gimmick. Their story was enough for me. Death just got in the way. I loved the characters' vivid and rich lives, their flaws and quirks.

For me this story did not need Death as a narrator to catch my attention.

Liesel's story was beautiful all on its own. I found the narrator to be an intrusion on a world that I wanted to immerse myself in with a long period of suspended disbelief, and he kept making me come to the surface for a breath of reality.