1. Unit on John Boyne's The Boy in the Striped Pyjamas.pptx

This is a unit on the novel 'The Boy in the Striped Pajamas' by John Boyne. Some of the work has been left completed, as an example of the nature of the conversations. Please delete if note helpful.

1. The Boy in the Striped Pyjamas By John Boyne

2. Elements of a novel - Key vocabulary Some of these we have discussed, some are new. In your groups, come up with your own definitions for each of these words: Plot Setting Character Point of view Theme Relationship Conflict Protagonist

3. Plot The main events of, or ‘what happen in’ the story.

4. Setting Setting is the time and place the story takes place.

5. Point of View Who is telling the story. First Person = Uses the word ‘I’, and the story is told by one of the characters. Third Person = an unnamed narrator. Uses ‘he, she, they, them’. Can be objective - not know what the characters are thinking, or Omniscient (eye of god) - a narrator who knows most or all of what the characters are thinking. Second Person = as if the narrator is telling what you are doing: ‘ You walk into a cave and hear a low rumble. “What is it?” You wonder.’ *The Boy in the Striped PJs also makes us ask - what story should be told, and by whom?

6. Character The people, or animals, or aliens… that the story is about. Protagonist = hero! Antagonist = villain! Well written characters encounter a conflict of some sort in the story, and are changed as a result of it.

7. Theme If plot is what happens in the story, then the theme is what the story is ABOUT. The big, universal ideas that the author wants us to think about, and consider how we respond to them. There are a number of ‘universal themes’ that stories deal with - courage, abandonment, respect, responsibility, freedom, tolerance, hope, survival, power, prejudice, innocence to name a few.

8. Quoting evidence from the book A quote is not just something somebody said - it’s anything from the book that you can quote as evidence. “He stared at the boy and considered asking him why he looked so sad but hesitated because he thought it might sound rude.” “I want to work in a zoo” said Shmuel.

9. Setting!

10. John Boyne show us the horrors of Auschwitz without every saying exactly where the story was set. Task One: In your groups, list the ways in which Boyne shows the readers the horrific situation the characters are living in. (hint: consider characters & events) Task Two: Find evidence from the text! Hunt through to find quotes that show us the horrible environment that everyone lives in. Task three: Present your findings on an A3 piece of paper, as a spider diagram:

11. Characters

12. Characters - Bruno and Shmuel. In your ‘exercise’ book… Date and heading. Write a brief description. Personality traits - 3 per boy, example from text for each. How does each character change.

13. Minor Characters - Difficult situations. Each of the adult characters in ‘The Boy in the Striped Pyjamas’ are in a difficult position. For each of the following characters, explain why they are in a dangerous, and how they chose to deal with it: Kotler Mother Maria Pavel For Kotler and Mother, their dangerous positions are their own fault. Are we meant to sympathise them? Or, is the emotional over the top reactions in stark contrast to the silent, visceral suffering of Maria and Parvel and Shmuel?

14. Relationship

15. Bruno & Shmuel

16. Discuss in your groups what you think are two important themes in the book Maria Pavel Kotler Mother

17. Book vs Film - Presentation - Get into groups of no more than three people In your groups, discuss all the differences between the film and the book. Collate to see how many you found. S elect what you consider to be the five most important changes that were made. Put one change per slide, and answer the following questions about the change. Once you’ve collated your notes, share a Google Slides called “<Book vs Film - {names}.’ How are the book and film different? Why do you think the film made this change? Which version do you prefer, and why?

18. Questions for each change: How are the book and film different? Why do you think the film made this change? Which version do you prefer, and why?

19. Assessment Criteria Not Achieved Achieved 1 Merit 2 Excellence 3 At least five well chosen differences between the book and the film. Questions are answered thoroughly and thoughtfully. The slides are interesting, easy to read and contains images from the film. The presentation was composed and easy to hear. Group Total:

20. Most Important Changes - Class Discussion Notes What did the movie change from the book? Why? Did you like the change? Kotler and Mother don’t have an affair. We don’t like this change because it is trying to make Mother more likeable, despite the fact that she’s a Nazi. She’s not who we’re supposed to feel sorry for! The ending. In the film the immediately realised what had happened to Bruno (and Shmuel, but no one cared about him anymore). The entire ending was the sadness of Bruno’s Nazi Commandant Father and his Mother and sister, and big crescendo of sadness. It again put the sympathy in the wrong place. In the book, it takes months for Bruno’s father to piece together what happened. He goes mad, and deserves to.

21. 9J Paragraph Writing - T.E.X.A.S Task: Write two paragraphs about Bruno and Shmuel’s friendship. One paragraph is about something they have in common. The other paragraph is about something that is different between them.

22. 9D Thursday Open devices -> Workspace. Open the google doc ‘Bruno and Shmuel - Similarities and Differences - Table 1.’ Spend 15 minutes listing all the things that you can think of that Bruno and Shmuel have in common (similarities) and things that are different between them. Do this by yourself, silently. EG: Similarity = both born on the same day Difference = Bruno is the son of a Nazi; Shmuel is Jewish. At the end of 15 minutes, open the doc called ‘9D - Most Important Similarities and Differences.’ In your groups , decide on the most important three similarities, and the most important three differences. Explain why each one is important.

23. Bruno and Shmuel - Quotes instructions Look at the underlined differences (orange) or similarities (green). There is a number next to each underlined same or diff. This number = how many quotes fit in there. You are to drag and drop the quotes under the appropriate heading. You may work in your groups to discuss which goes where, but you must do your own copy. If you are not using a device, come and collect a paper copy. You will need to write the number of the heading beside the appropriate quote.

24. Year 9 Essay Check in. Have a completed paragraph open in front of you.

25. Does your paragraph have… Does your [T] have the words ‘ important ’ , ‘ character ’ and ‘ because ’ in them? Does your [E] provide details about your [T] , and not just listing things about the book? Do you have a quote for [X] , and does this quote help explain your argument? Have you followed the quote with [A] - ‘ This shows us...because… ’ Do you have a final sentence that summarises your paragraph [S]

26. Today: Independent Essay Writing - Essay due in at the start of Tuesday’s period next week Does your [T] have the words ‘ important ’ , ‘ character ’ and ‘ because ’ in them? Does your [E] provide details about your [T] , and not just listing things about the book? Do you have a quote for [X] , and does this quote help explain your argument? Have you followed the quote with [A] - ‘ This shows us...because… ’ Do you have a final sentence that summarises your paragraph [S]