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Kimberly Dickinson

on 22 September 2017

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Transcript of UNBROKEN

Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
(Does this sound familiar to anyone?)
What was he like?
Louie Zamperini
Good byes & Intros
Monday, February 17, 2014
Chapter 5
Into War
Interactive Reading Guide pg. 7
Chain of Events


"He holed up alone, reading Zane Grey novels and wishing himself into them..."(12)
War broke out in Europe
Olympics Canceled

Joined the Army Air Corps before he was drafted, washed out only to be drafted into Army
Japan Attacks Pearl Harbor December 7, 1941 & USA was at war
Who is Kunichi James Sasaki?
Tone words
Different Perspectives
After reading page 50 and viewing footage of Franklin Roosevelt declaring war, discuss the difference in the tone they set for the beginning of the war. Include the words and phrases that are the most impactful.
Chapter Four: Plundering Germany
On the afternoon of August 19, the Zamperinis gathered on the front steps for a last photograph. Louie and Pete, dashing in their dress uniforms, stood on the bottom step with their mother between them, tiny beside her sons. Louise was on the verge of tears. The August sun was sharp on her face, and she and Louie squinted hard and looked slightly away from the camera, as if all before them was lost in the glare (58).
The Author

"Louie imagined himself on a train, rolling into country he couldn't see, growing smaller and more distant until he disappeared" (pg 12).

What do the Zane Gray quote and this quote tell you about how Louie is feeling as he begins high school?
2. After reading about Louie and his family, look for good descriptions of each.
1. What does the author, Laura Hillenbrand, use to give the reader context and introduce the setting of Part I?
Interactive Reading Guide pg. 1 & 2
4. Write a summary of your understanding of Eugenics, include who, what, when, where and how information.

5. Why is Eugenics mentioned in this chapter? Why is it important when describing the Zamperini family
Interactive Reading Guide pg. 3
Choose one quote from Chapter Two that expresses the importance of Chapter Two and explain why you chose it.
Interactive Reading Guide pg 4
By the end of Chapter 3, the community of Torrance has changed their perception of Louie. Find textual evidence to show this change.
Interactive Reading Guide pg. 6
Chapter Two: Run Like A Mad
Interactive Reading Guide pg 5
Describe Louie through textual evidence found in Chapters 1-3 of the book.
Making Claims or Statements

A claim is a statement that we are claiming to be true. In this chapter we learn about what it was like to be an Olympiad in 1936, more about Louie's personality and Germany.

supports your claim and gives validity to your claim.

If this is our claim
: Louie was not prepared to compete in the 1936 Olympics.

1. "Everyone was fighting for training space" (28).
2. "Louie had to move so slowly that he couldn't lose the marathon walker creeping along beside him" (30)
3. "Inching around the first-class deck, Louie found a little window in which pints of beer kept magically appearing" (31).
Which quote would you use to support our claim? Why?
Make your own claims about the information we learned in Chapter Four and locate evidence to support it.
Interactive Reading Guide pg 7
- "Adoring his son but exasperated by his behavior, Anthony delivered frequent, forceful spankings."

"Knowing that punishing Louie would only provoke his defiance, Louise took a surreptitious route toward reforming him."

When basketball season began, there was an inexplicable discrepancy between the number of ten-cent tickets sold and the considerably larger number of kids in the bleachers."

Looking at Louie, whose getaway speed was his saving grace, Pete thought he saw the same incipient talent."

Now he latched onto a wildly audacious goal: the 1936 Olympics, in Berlin."

Feeling a swell of nausea, Louie slowed and slid out a bit, and the stench dissipated."

The COs soon learned of the squadron’s prowess; angry farmers came calling after the 372nd’s hundred-pound bombs flattened an outhouse and one unfortunate cow."

One morning on sea search, Phil’s crew passed over an American submarine sitting placidly on the surface, crewmen ambling over the deck."

The military was dedicated to finding crash and ditching survivors, but in the sprawling Pacific theater, the odds of rescue were extremely daunting."


He graduated to the tail of the family mule, and eventually, hanging off the tail of an obliging horse named Paint, he began to run, a gait that initially caused him excruciating pain."
Unit 5 Vocabulary Unbroken
Laura Hillenbrand
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
Multiple perspectives on World War II: Unbroken (Prisoner of War), Manzanar (Japanese American Internment), Declaration of War (President of the United States). Plus all of the people they research for trials in History.

Key Ideas and Details:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
Craft and Structure:
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
Integration of Knowledge and Ideas:
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features.
Text Types and Purposes:
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.
Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from and supports the argument presented.
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Production and Distribution of Writing:
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12 here.)
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Research to Build and Present Knowledge:
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Apply grades 11-12 Reading standards to literature (e.g., "Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics").
Apply grades 11-12 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]").
Range of Writing:
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Comprehension and Collaboration:
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
Presentation of Knowledge and Ideas:
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Conventions of Standard English:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of English Usage, Garner's Modern American Usage) as needed.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Observe hyphenation conventions.
Spell correctly.
Knowledge of Language:
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Vary syntax for effect, consulting references (e.g., Tufte's Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
Vocabulary Acquisition and Use:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
Analyze nuances in the meaning of words with similar denotations.
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Chapter Three: Torrance Tornado
Extra help making claims about this chapter.

Has Louie changed since he was a boy?
Is Germany showing signs of Hitler's dominance?
Was Louie ready to compete in the olympics?
Chapter 4
Plundering Germany
Chapter 6: The Flying Coffin
“Louie admired his friend for his efforts, but found it odd that he would travel to Torrance every day, given how few Japanese lived there” (pg 42)
Interactive Reading Guide pg. 7

Fluency Writing pg. 8-9
Describe Russell Allen Phillips
Narrative: How important are the descriptive words?
The Zamperinis gathered for a photograph. Louie and Pete, stood with their mother (58).

Is this informative? Do you have a questions?
Choose a photograph off your cell phone or posted around the room and describe it to your partner so that he/she can "see" it in their mind as you describe it.

Left college began working at Lockheed Air Corporation.
What is this
Find textual evidence that describes this photo and each of the following photos.
"What he saw was the German Dirigible,Graf Zeppelin. At nearly 800 feet long and 110 feet high, it was the largest flying machine ever crafted. More luxurious than the finest airplane, gliding effortlessly over huge distances, built on a scale that left spectators gasping, it was, in the summer of '29, the wonder of the world" (3)
"The airship was three days from completing a sensational feat of aeronautics, circumnavigation of the globe. The journey had begun on August 7, ..." (4)
"On Fifth Avenue that summer, demolition was soon to begin on the Waldorf-Astoria Hotel clearing the way for a skyscraper of unprecedented proportions, the Empire State Building." (4)
"The ship passed over Nuremberg,where fringe politician Adolf Hitler, whose Nazi Party had been trounced in the 1928 elections, had just delivered a speech touting selective infantcide."(4)
"Then it flew east of Frankfurt, where a Jewish woman named Edith Frank was caring for her newborn, a girl named Anne" (4)
What is the author's purpose for giving the reader (us) all of this information? Is it effective? Explain.
Example: "The boy's name was Louis Silvie Zamperini, son of Italian immigrants, he had come into the world in Olean, New York..." (5).

Is this a good quote? Does it describe Louie? Explain.

"His [Louie's] father, Anthony, had been living on his own since age fourteen, first as a coal miner and boxer, then as a construction worker" (5).

Is this a good quote? What can we infer about Anthony Zamperini from this quote?
Interactive Reading Guide
Review Parts I-III
Part III Unbroken Trivia Crack
#1 Get out your smart phone

#2 Go to

(projected by teacher's computer)

(First initial and last name OR your ID#)



Written Quiz
In Chapter 14 the author states, “Though all three men faced the same hardship, their differing perceptions of it appeared to be shaping their fates. Louie and Phil’s hope displaced their fear and inspired them to work toward their survival, and each success renewed their physical and emotional vigor. Mac’s resignation seemed to paralyze him, and the less he participated in their efforts to survive, the more he slipped. Though he did the least, as the days passed, it was he who faded the most. Louie and Phil’s optimism, and Mac’s hopelessness, were becoming self-fulfilling” (155).

Using your text for evidence to support the author’s claims, write one paragraph explaining what Louie and Phil do to survive that Mac did not do.

Part IV
Part V
Full transcript