A Day in the Life of Peter and Eve36 A Day in the Life of Peter and Eve SUMMARY This fictional book tells the story of Peter and Eve Kissel and their family, living in Germany during W
Trang 1A Day in the Life of Peter and Eve
36
A Day in the Life
of Peter and Eve
SUMMARY This fictional book tells the story
of Peter and Eve Kissel and their family,
living in Germany during World War II The
story describes a day in their life and their
discovery of the Nazi Party policies against
Jewish people They learn that the Nazi ideas
are wrong and that it is important to help their
Jewish friends and neighbors
LESSON VOCABULARY
agreement cable
refugees representatives
superiors visa
INTRODUCE THE BOOK
INTRODUCE THE TITLE AND AUTHOR Discuss with
students the title and the author of A Day
in the Life of Peter and Eve Have students
preview the book by skimming through the
text and looking at the pictures Ask them in
what time period they think the story might be
set What makes them think that? Have them
reflect on the title Ask: What do you think is
the title’s significance?
BUILD BACKGROUND Discuss what students
know about World War II and the Nazi Party
Briefly describe Nazi policies toward Jews and
the events of the Holocaust Ask students
what they think life may have been like for
children living in Germany during the war
PREVIEW/USE TEXT FEATURES Ask students
whether they think the book is a work
of fiction or nonfiction, and ask how they
know Guide students to notice the dialogue,
drawings, and lack of tables or other
informational graphics Ask students why the
author might have written a work of fiction
about life in Germany during World War II
READ THE BOOK
SET PURPOSE Have students set a purpose
for reading A Day in the Life of Peter and
Eve Suggest they consider the title of the
selection and think about what they expect to learn about life in Nazi Germany
STRATEGY SUPPORT: MONITOR AND FIX UP Based
on the author’s purpose, have students decide on a reading rate before they read For example, if they think the author’s purpose
is to inform, suggest that they read the story
at a slower pace Tell students to stop at the end of every odd-numbered page and ask themselves the following questions: Who are the characters I just read about? What events happened in this part of the story? Suggest that if students cannot answer a question, they should adjust their reading rate by slowing down
COMPREHENSION QUESTIONS
PAGE 5 Why are Peter, his mother, and his
sister sleeping in the cellar? (to stay safe from
enemy bombers)
PAGE 8 Why do you think Fräulein Mann is uncomfortable repeating the salute to Hitler?
(She might not want to salute Hitler because she does not agree with him or support his ideas.)
PAGE 10 What conclusions can you draw about
how Peter’s mother feels about Hitler’s ideas?
(She strongly disagrees with them.)
PAGES 16–17 What was the author’s purpose in having Peter and his mother talk kindly about
the Karps? (She wants the reader to know that
not all Germans agreed with the Nazis’ belief that Jewish people were bad.)
5.2.2
AUTHOR’S PURPOSE MONITOR AND FIX UP
Trang 2Skill Work
A Day in the Life of Peter and Eve 37
TEACH/REVIEW VOCABULARY
Have students work in groups to define each vocabulary word using a dictionary
Ask groups to write their words in sentences that will help their classmates understand the meanings Have groups share their definitions and sentences
Have students use translation dictionaries in their home languages
to define vocabulary words Then have students create their own English-language dictionary entries for each word, including the part of speech, definition, and a sample sentence
TARGET SKILL AND STRATEGY
AUTHOR’S PURPOSE Remind students that
authors may have more than one purpose
for writing—to persuade, inform, entertain,
or express a mood or feeling Have students ask themselves: Why did the author write
this story? (Possible response: to give an
idea of what life in Germany was like for children during World War II)
MONITOR AND FIX UP Remind students
to monitor, or check, whether or not they
understand what they read If they don’t
understand something, suggest they fix up
their problem by changing how fast or slow they read Knowing the author’s purpose may help students decide on how fast to read
ADDITIONAL SKILL INSTRUCTION
SETTING Remind students that setting
is where and when a story takes place
Have students tell what the setting is for
this story (Germany during World War II)
Sometimes a setting is important because it influences what happens in a story Ask: Is the setting important here? Why or why not?
(It is very important, because everything—
where they sleep, what they eat, and even what they say out loud—is affected.)
REVISIT THE BOOK
READER RESPONSE
1 Possible response: The author’s purpose
was to inform of the struggles of life in Nazi
Germany
2 left Germany; got a visa; disappeared;
entered England
3 a type of message or communication
4 Answers will vary.
EXTEND UNDERSTANDING Have students make
a list of all the characters in the story: Peter;
Eve; their mother; Fräulein Mann; the men
who visit Peter’s class; and brother Carl,
whom we never actually meet Next to each
character’s name, have students write what
the author shows the reader about life in Nazi
Germany through the actions or words of that
character
RESPONSE OPTIONS
WRITING Have students write a new ending to
the story in which Peter presents the jar of
apple butter to his teacher The ending should
include some dialogue between Peter and
Fräulein Mann
SOCIAL STUDIES
CONNECTION
Present students with some
other stories about how non-Jewish
people helped their Jewish friends and
neighbors escape the Holocaust The Diary
of Anne Frank is one example Have students
write a paragraph summarizing the risks
people took and the sacrifices they made to
help others
Trang 3Author’s Purpose
• An author’s purpose is the reason an author writes something Some purposes an author may
have are to persuade, to inform, to entertain, and to express a mood or feeling.
• An author may have more than one purpose in writing a particular selection.
Directions Refer to A Day in the Life of Peter and Eve and answer the questions below
Use complete sentences
1 What is the author’s purpose in describing what it was like for Peter, Eve, and their mother to
sleep in the basement?
2 What are some of the ways the author lets the reader know that Fräulein Mann does not agree
with Hitler and the Nazis?
3 What images of the war does the author demonstrate through Carl’s letter?
4 Why does the author have their mother wait until they are in the cellar before she tells Peter
and Eve her feelings about the Nazis?
Peter and Eve
38
Trang 4Vocabulary
Directions Draw a line from the vocabulary word to its correct definition.
Check the Words You Know
agreement refugees
cable representative
diplomat superiors
issue visa
1 agreement a a message sent through wires by electric current or electronic
signals
2 cable b an official signature or endorsement upon a passport that gives
someone permission to enter a foreign country
3 issue c an understanding reached by two or more persons or groups
4 superiors d people of higher position, rank, or ability
5 visa e to send out; put forth
Directions For each of the following characters from the story, write the vocabulary word
from the box that best describes him or her
6 Herr Karp
7 Herr Meitzel
8 Fräulein Mann’s cousin Thomas
9 Peter’s friend Hans Karp
10 Herr Lutz
Directions Choose three of the vocabulary words and write a sentence for each word.
11.
12.
13.
Peter and Eve
39