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The Boy in the Striped Pyjamas

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Courtney Pettipas

on 12 November 2014

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Transcript of The Boy in the Striped Pyjamas

The Boy in the Striped Pyjamas
Lesson Two:
What type of personality does Bruno’s father have? What evidence do we have to prove this?
Open your books to
Chapter 2
. We are going to read it as a class. I am going to call on individuals to read as we go through the chapter.
Draw a stick figure in your workbook. Basing your knowledge on the information you have learned from the first two chapters I want you to write
5 adjectives
you would associate with Bruno's father in the outline.
What evidence do you have to support the adjectives you have chosen?
Does Bruno's father appear in Chapter 2?
Individually I would like you to answer the following questions:
Why has the author chosen not to show the father in this chapter?
Does this make him more or less interesting as a character?
you have six minutes to answer the questions as best as you can.
Looking back to Chapter One: What do we know about Bruno? How can we best describe his thoughts and feelings?
Answer the learning question in your workbook in a minimum of three complete sentences.
'What sort of Place is this?'
Learning Question:
How does the author describe what Bruno sees out the window?
Open to Chapter 3.
Listen and follow along as we read the chapter.
What do you think Bruno is going to show Gretel? What do you think is out the window?
We are now going to read
Chapter 4
as a class.
We are going to be stopping periodically to look at how the author is describing the scene.
What writing techniques are being used by the author as he describes what the children are seeing?
Using the template provided I want you to draw what Bruno and Gretel have seen out the window.
Think about the descriptive techniques that we have seen in Chapter 4.
To support your drawing choose
FIVE quotations
from Chapter 4 and write them around the image.
You have 20 minutes.
Are there any volunteers willing to share the quotations they have chosen?
How do your quotations link back to the learning question?
Complete your illustration for next lesson.
If you STILL have not handed in your good copy of your short story you have a 30 minute lunchtime detention on Monday.
Dramatic Irony
when full significance of a character's words or actions is clear to the audience or reader although unknown to the character.
"We are home, Bruno."
Learning Question:
How does the author represent Bruno’s father? Why do they portray him this way?
Open to
Chapter 5.
We are going to read through it as a class.
Do I have a volunteer to begin reading?
Flip back to the list of adjectives you associated with Bruno's father (the outline you drew in your books).
Circle the ones you believe still apply
now that we've finally met him.
Are there any adjectives you can add to your outline?
Chapter 5 signifies the first time we meet Bruno's father.
We, the readers, meet him in a confined area. This is his turf.
This chapter shows us a typical conversation between Bruno and his father.
You are going to be working in groups of three.
Each group is going to receive a sheet of paper with a discussion point on it.
You are going to have 10 minutes to write down as many ideas as you can that relate to your discussion topic.
= groups that find direct quotations to support your points.
Answer the learning questions in your workbook in a minimum of four sentences.
Lesson ONe
Learning Question:
What do we learn from the first chapter of The Boy in the Striped Pyjamas?
What do you
What do you
What do you
Open to Chapter One. We are going to read it aloud. I will start reading and then select people to pick up as we go along.
3, 2, 1 -
Answer in your workbook:
things you have learned.

things you want to know.
thing you have learned about Bruno's father.

You are going to be creating an ongoing story board that details the plot of The Boy in the Striped Pyjamas. You will have to keep up with it as we go through the novel so that by the end of the book
So...What is the deal?
Learning Question:
What is context? How does the context of the novel impact on our reading of it?
Open to
Chapter 10
. Follow along in your book as we listen to the recording.
As you listen, I want you think about what you know happened in WWII and how a person like Hitler might become the most powerful person in a nation.
You are going to get into three groups. YOU WILL BE COMPETING AGAINST EACH OTHER.
You are going to get ten minutes to come up with as many facts that you know are true about the holocaust.
Answer the following in your workbooks in one paragraph:
Why has the author chosen to show the novel through a child’s eyes?
Flip this onto Shmuel, how does his viewpoint differ from Bruno’s?
Why has the author given such polarising points of view?
Bruno vs. Shmuel
Look at the following images. What can you tell me about this world based only on the two images?
What is the role of the fence?
We are going to divide the class into two groups; one representing Bruno and one representing Shmuel.
As we read Chapter 12 we are going to stop at the end of each page. Using the timeline we shall plot the boys' emotions and feelings.
Learning Question:
What is the difference between Bruno’s and Shmuel’s emotions in chapter 12? Why has the author chosen to do this?
Choose your four strongest points that show emotion on your line graph. Find quotations to support your choice of emotion.
Answer the learning question in your workbook with a minimum of five sentences.
The End
Learning Question:
What makes an effective ending? How can I evaluate and explain my opinions?
You each have a Post-It on your workbook. You have one minute to write a prediction for the end of the novel based on where we ended last lesson.
RECAP: What was the tone of the last chapter we read? How did John Boyne create tension and atmosphere?
If you have seen the film or read the ending already challenge yourself to make a prediction based on what you’ve learned through the class readings.
Open your books to Chapter 19 (page 200).
Does John Boyne create an effective ending?
What is the SUCCESS CRITERIA for creating an effective ending to a story?
What can we deduce and infer based on the information we have from the text?
Go back to your prediction. Was your prediction accurate?
In groups of two or three complete the BOOK side of the success criteria chart.
You will have 8 minutes to do this task.
Based on your analysis of the chapter and the information you have in your chart, does John Boyne create an effective ending to The Boy in the Striped Pyjamas?
“And that’s the end of the story about Bruno and his family. Of course all this happened a long time ago and nothing like that could ever happen again.
Not in this day and age.”
What is the tone of the final chapter of the novel? What is our role as readers?
We are going to watch the last ten minutes of the film version of The Boy in the Striped Pyjamas.
As we watch I would like you to fill in the other side of the chart individually. We will share our answers when the film is over.
INDIVIDUALLY I would like you to write a paragraph explaining which version of the ending you prefer.
You must tell me WHY you prefer one version over the other.
‘Why does the _____ version seem more effective than the ______ version?’
Matilda is one of my favourite films of all time. It is also my favourite book. The book is the first book I remember reading and I love it; however, I prefer the film version of the story for a number of reasons. The book has some amazingly vivid descriptions of scenes and characters but the film, on the other hand, allows viewers to see the terrifying world of Cruncham Hall and Ms. Trunchbull and the Chokey. The film also provides a soundtrack to the action whereas the book cannot. Music allows for a more visual and complete experience and heightens the tension and atmosphere of the story. Despite the fact that the film is incredibly faithful to the novel it was more accessible to me as a child because the film has a few changes such as being set in the United States and having American accents. The book is set in the UK and has several ‘Britishisms’ that were difficult to understand as a child growing up in Canada. Finally, Roald Dahl does an amazing job at describing the characters but nothing can compare to actually seeing them on screen. Seeing actors embody the roles of Matilda, Miss Honey and Ms. Trunchbull make the world Roald Dahl created come to life.
Swap paragraphs with the person next to you. You will now read each other’s paragraphs and evaluate for SPaG and connectives.

Is there a clear opinion being presented in your partner’s writing? How could he/she improve?

What do you think you need to do to get the highest level possible in this assessment?
How could you challenge yourself to push even further in your discussion?
I will model a typical answer that I expect for one of your questions.
You now have
10 minutes
in your groups to prepare your speaking points. I will be circulating the room if you have any questions but this time is yours to prepare.
We will be starting the assessment in
10 minutes.
You will have 2-3 minutes for each question.You will have a copy of the questions at your table. Elect one person in your group to be the TIMEKEEPER.
When the timer goes off your group must be though all 10 questions.
I will again be circulating with a checklist and will be making notes so be sure that you speak up.
We are officially finished The Boy in the Striped Pyjamas.
Complete a 3, 2, 1 in your workbook.
(3) things I have learned...
(2) things I found interesting...
(1) question I still have...
Full transcript