5.2.2 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 diplomat refugees superiors cable issue representatives 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 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 36 AUTHOR’S PURPOSE MONITOR AND FIX UP 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 Why are Peter, his mother, and his sister sleeping in the cellar? (to stay safe from enemy bombers) PAGE Why 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.) A Day in the Life of Peter and Eve 16911_LRD_TG_036-037 36 12/28/05 1:04:59 PM REVISIT THE BOOK READER RESPONSE Skill Work Possible response: The author’s purpose was to inform of the struggles of life in Nazi Germany left Germany; got a visa; disappeared; entered England a type of message or communication Answers will vary TEACH/REVIEW VOCABULARY EXTEND UNDERSTANDING 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 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 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 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.) A Day in the Life of Peter and Eve 16911_LRD_TG_036-037 37 37 3/20/06 8:50:00 AM Name Peter and Eve Author’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 What is the author’s purpose in describing what it was like for Peter, Eve, and their mother to sleep in the basement? What are some of the ways the author lets the reader know that Fräulein Mann does not agree with Hitler and the Nazis? 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? © Pearson Education What images of the war does the author demonstrate through Carl’s letter? 38 16911_LRD_TG_038-039 12/28/05 1:05:50 PM Peter and Eve Name Vocabulary 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 agreement a a message sent through wires by electric current or electronic signals cable b an official signature or endorsement upon a passport that gives someone permission to enter a foreign country issue c an understanding reached by two or more persons or groups superiors d people of higher position, rank, or ability 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 Herr Karp Herr Meitzel Fräulein Mann’s cousin Thomas Peter’s friend Hans Karp 10 Herr Lutz © Pearson Education Directions Choose three of the vocabulary words and write a sentence for each word 11 12 13 39 16911_LRD_TG_038-039 12/28/05 1:05:51 PM ... important, because everything— where they sleep, what they eat, and even what they say out loud—is affected.) A Day in the Life of Peter and Eve 16911_LRD _TG_ 036-037 37 37 3 /20 /06 8 :50 :00 AM Name Peter. .. What is the author’s purpose in describing what it was like for Peter, Eve, and their mother to sleep in the basement? What are some of the ways the author lets the reader know that Fräulein Mann... not agree with Hitler and the Nazis? 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? © Pearson Education What