(2) AUTUMN TERM: 2nd HALF CLASS NOVEL FOCUS: READING SKILLS, READING FOR PLEASURE AND MEANING, CLOSE TEXTUAL ANALYSIS, SYMBOLIC LANGUAGE APP ASSESSMENT: Reading test, based on close-reading of one chapter. Framework objectives: Speaking and listening – 2 Speaking and presenting 2.1 Developing and adapting speaking skills and strategies in formal and informal contexts tailor the structure and vocabulary of talk to clarify ideas and guide the listener use some verbal and non-verbal techniques to make talk interesting for listeners Speaking and listening – 3 Group discussion and interaction 3.1 Developing and adapting discussion skills and strategies in formal and informal contexts make clear and relevant contributions to group discussion, promoting, opposing, exploring and questioning as appropriate help discussions succeed by acknowledging and responding to the contributions of others 3.2 Taking roles in group discussion take different roles in group discussion as required by the task or context Speaking and listening – 4 Drama, role-play and performance 4.1 Using different dramatic approaches to explore ideas, texts and issues explore ideas, texts and issues through a variety of dramatic approaches and conventions 4.2 Developing, adapting and responding to dramatic techniques, conventions and styles work on their own and with others to develop dramatic processes, narratives, performances or roles Reading – 5 Reading for meaning: understanding and responding to print, electronic and multi-modal texts 5.1 Developing and adapting active reading skills and strategies extract the main points and relevant information from a text or source using a range of strategies such as skimming and scanning use inference and deduction to recognise implicit meanings at sentence and text level make relevant notes when gathering ideas from texts 5.2 Understanding and responding to ideas, viewpoints, themes and purposes in texts identify and understand the main ideas, viewpoints, themes and purposes in a text make a personal response to a text and provide some textual reference in support Reading – 6 Understanding the author's craft.
(3) 6.1 Relating texts to the social, historical and cultural contexts in which they were written understand the different ways texts can reflect the social, cultural and historical contexts in which they were written 6.2 Analysing how writers' use of linguistic and literary features shapes and influences meaning identify and describe the effect of writers' use of specific literary, rhetorical and grammatical features Writing – 9 Conventions: drawing on conventions and structures 9.1 Using the conventions of standard English understand and use degrees of formality in a range of texts according to context, purpose and audience 9.2 Using grammar accurately and appropriately understand and use appropriately in their own writing the conventions of sentence grammar Language – 10 Exploring and analysing language 10.2 Commenting on language use describe and find examples of how language is used in different contexts understand and make use of the most common terms used to describe language when referring to their own or others' language use.
(4) Independent enquirers Independent enquirers Focus:. Creative thinkers Focus:. Reflective learners Focus:. Young people process and evaluate information in their investigations, planning what to do and how to go about it. They take informed and well-reasoned decisions, recognising that others have different beliefs and attitudes.. Young people think creatively by generating and exploring ideas, making original connections. They try different ways to tackle a problem, working with others to find imaginative solutions and outcomes that are of value.. Young people:. Young people:. Young people evaluate their strengths and limitations, setting themselves realistic goals with criteria for success. They monitor their own performance and progress, inviting feedback from others and making changes to further their learning.. generate ideas and explore possibilities ask questions to extend their thinking connect their own and others’ ideas and experiences in inventive ways question their own and others’ assumptions try out alternatives or new solutions and follow ideas through adapt ideas as circumstances change.. Young people:. Team Workers Focus:. Self-managers Focus:. Effective Participators Focus:. Young people work confidently with others, adapting to different contexts and taking responsibility for their own part. They listen to and take account of different views. They form collaborative relationships, resolving issues to reach agreed outcomes.. Young people organise themselves, showing personal responsibility, initiative, creativity and enterprise with a commitment to learning and self-improvement. They actively embrace change, responding positively to new priorities, coping with challenges and looking for opportunities.. Young people actively engage with issues that affect them and those around them. They play a full part in the life of their school, college, workplace or wider community by taking responsible action to bring improvements for others as well as themselves.. . . identify questions to answer and problems to resolve plan and carry out research, appreciating the consequences of decisions explore issues, events or problems from different perspectives analyse and evaluate information, judging its relevance and value consider the influence of circumstances, beliefs and feelings on decisions and events support conclusions, using reasoned arguments and evidence.. Young people: . . collaborate with others to work towards common goals reach agreements, managing discussions to achieve results adapt behaviour to suit different roles and situations, including leadership roles show fairness and consideration to others take responsibility, showing confidence in themselves and their contribution provide constructive support and feedback to others.. Young people: seek out challenges or new responsibilities and show flexibility when priorities change work towards goals, showing initiative, commitment and perseverance organise time and resources, prioritising actions anticipate, take and manage risks deal with competing pressures, including personal and work-related demands respond positively to change, seeking advice and support when needed manage their emotions, and build and maintain relationships.. assess themselves and others, identifying opportunities and achievements set goals with success criteria for their development and work review progress, acting on the outcomes invite feedback and deal positively with praise, setbacks and criticism evaluate experiences and learning to inform future progress communicate their learning in relevant ways for different audiences.. Young people:. discuss issues of concern, seeking resolution where needed present a persuasive case for action propose practical ways forward, breaking these down into manageable steps identify improvements that would benefit others as well as themselves try to influence others, negotiating and balancing diverse views to reach workable solutions act as an advocate for views and beliefs that may differ from their own..
(5) Lesson 1. Lesson objective To have an understanding of types and forms of prejudice. Lesson outline. Resources. H/W. Other comments. Pre-reading activities. Starter – outline true meaning of ‘prejudice’ (meaning before knowledge) and what we learn from this.. Labi Siffre song – on shared drive in Real Player format so can be played through laptop. Holocaust research: What was the holocaust? What does the word mean? Who were the victims of prejudice (be as detailed as possible)? Why?. Concentrate pupils on the need to give specific examples of prejudice – where people have suffered unnecessarily.. Groups brainstorm different types of prejudice (disability, sexual, racial, religious etc). Play Labi Siffre Something Inside So Strong and explain background to song (Reading Guide pg. 9).. Lyrics of song for pupils to read / follow. Outline scenario – you are a well-educated doctor but because of the colour of your hair and eyes, the authorities have decided to make you work as a servant instead. How would you react? What would you say / do?. 2. To be familiar with the main characters of the novel.. Feedback. Starter: use photocopy of front cover of book and brainstorm / discuss possible themes / content. What is the importance of the ‘striped pyjamas’ and the stripy cover? Read Chapter 1 List the characters and organise them into a family tree and/or hierarchy. What questions does the first chapter raise? List these in the back of books to return to as reading progresses.. Photocopies of front cover of book.. Pick one of the characters we learned about and draw a picture of them in your exercise book. Dress them how you think they should be dressed and label your picture with information you remember..
(6) 3. To be familiar with the setting of the novel. Starter: nouns –Give some examples of proper and common nouns for pupils to sort. Highlight the use of capital letters for proper nouns. (link this later to Bruno’s use of Capital Letters for emphasis and the childlike effect this creates). Explain why Bruno doesn’t like his new home. Where do you think he has moved to?. Read Chapter 2 – record details about Bruno’s new home as you read. Update character list from last lesson.. 4. To understand the narrative voice of the story. Starter: share out the following characters amongst the class: Gretel, Bruno, Mother, Father, Maria and ask them very quickly to write in the first person how they feel about the move to the new house. Share responses and explore the idea that we really only know what Bruno and Gretel are thinking – explain idea of narrative perspective. Read Chapter 4 – while reading, begin to list areas of misunderstanding shown by Bruno and Gretel. Through the eyes of Bruno: - what does Bruno know about childhood? What does he misunderstand? What is the effect of his childish viewpoint? What is the writer trying to say to us?. Small picture of Bruno for pupils to add thought bubbles to.. Read chapter five (use photocopy of chapter, rather than allowing pupils to take book home). Boyne has been criticised for making Bruno too innocent for a nine year old. It might be helpful to point out as you read how frequently his parents avoid giving him direct and accurate information – how hard they work to keep him in the dark in fact..
(7) 5. To develop understanding of Bruno’s narrative. Starter: quiz on chapter 5 to check that homework was done.. Photocopy of page 4 of the Reading Guide. Intro: Groupwork – record all of Bruno’s misunderstandings so far (Out-With, the Fury, Heil Hitler, the people in pyjamas, the camp). Read the brief history of Auschwitz. Use this to try and correct Bruno’s mistakes. Where is Bruno? What is his father’s job? Main: Private reading – read chapter 6, make notes about the character of Maria.. 6. To understand the context of the novel. Plenary: discuss Bruno’s manners and what this tells us about him as a person. Starter: read chapter 7 to the top of page 69. Establish pupils understanding of the two world wars – what was trench warfare? Intro: Distribute Suicide in the Trenches by Siegfried Sassoon. Explain that it is from a different war – the first – Working in pairs, read the poem and answer the questions. Share answers in groups. Each group to decide and report back on whether they feel WW1 was justified. Main: Read the rest of Chapter 7. Plenary: How is this war different?. Suicide in the Trenches worksheet.. Complete Venn diagram comparing Pavel and Lieutenant Kotler. This may need some setting up and explaining.. Homework should focus children on the similarities between P and LK – they are both German, both men, they both help Bruno; both are treated politely by Bruno; and on the differences – Pavel is old and has an honourable profession, is treated well by Bruno because he likes him etc..
(8) 7. To explore the theme of prejudice in more detail.. Starter: Review Venn diagram h/w in groups. Each Understanding group to i/d the most interesting similarity and prejudice difference on their table. Record on board. resource.. Read chapters 8 & 9 – use photocopies.. Intro: Discuss briefly that Kotler is young and inexperienced (mistake over Gretel’s age!) and that Pavel is old and wise. So why are they behaving in opposite ways? Link back to prejudice from first lesson. Main: Groupwork. Give each group a different question to work on and to report back.. 8. To explore the symbolism of the novel.. Plenary: Feedback. What kind of prejudice is happening here? Link to previous lesson – is going to war to stop this prejudice justified? Starter: distribute picture of the fence, writing down as many words as possible to describe the atmosphere / mood it creates. Intro: Display the pictures of the dove, the heart and the poppy and briefly discuss what they symbolise and how authors use symbols to create meaning and messages. Discuss map of Auschwitz, where Bruno’s window must be, where his front door is and which fence he chooses to walk along. Main: read chapter 10 Plenary: How is the fence being used as a symbol by Boyne so far?. Fence / Auschwitz worksheet. Pictures of dove, poppy, heart. Read chapter 11 from photocopy. Answer the question – why does Bruno’s father agree to this horrible job? Come to next lesson with ONE question about the chapter for your teacher / other student to answer.. Groupwork activities are differentiated slightly – the lower the group number, the easier the questions. So your brightest group should be given activity FIVE..
(9) 9. To explore the Starter: Answer questions raised by homework. characterisation Intro: Read chapter 12. in more detail. Main: in groups/pairs produce a Venn diagram showing the similarities and differences between Bruno and Shmuel and their stories.. 10. To understand the themes of violence and evil.. Plenary: discuss diagrams and Boyne’s reasons for making the boys’ stories so similar. Answer question: what do we learn about the nature of prejudice from this characterisation? Starter: Organise the events that have occurred to Shmuel into order. Discuss how and why this can have been allowed to happen. Intro: Read chapter 13. Main: List all the people who are afraid in this chapter (Bruno, Gretel, Pavel, Kotler, Father (??)). Distribute them between groups. Each group to explain WHY their character is afraid. May need to link back to previous chapters.. 11. Catchup lesson. Plenary: Answer question: what methods have the Nazi’s used to gain this degree of control in Germany? Ensure reading has taken place up to and including Chapter 14. Update character files from earlier lessons.. Shmuel’s life events card sort..
(10) 12. To explore the theme of trust.. Starter:. Descriptions of the two boys.. Distribute descriptions of Bruno and Shmuel from this chapter. Draw a picture of one moment from this chapter.. Photocopy of page 11 of Reading Guide.. Prediction – what is going to happen in the final chapter of the book?. Intro: read chapter 15, to the bottom of page 171. DO NOT read beyond and DO NOT let the children turn the page. Main: Take one volunteer to be Bruno. Ask class to think of reasons why Bruno should say yes and why he should say no. Explain that they are his conscience – they can be good and bad. Ask them to come and line up on either side and make their statements. Once all the ideas are exhausted, ask Bruno to make his decision – what will he say to Kotler?. 13 14. To explore Shmuel’s character by locating specific evidence from the text.. Plenary: read remainder of chapter. Did Bruno do the right thing or the wrong thing? Read chapters 16 and 17 Starter: What bad things have happened to Shmuel since we last focused on him? Intro: Distribute page 11 of Reading Guide. Working in pairs, complete task and locate evidence. Main: Each pair to think of a fourth question to ask Shmuel, which requires evidence. Pass the question to another pair. Complete and feedback. Plenary: What do we learn about prejudice from Bruno and Shmuel’s friendship?.
(11) 15. 16. To find out Main: Complete the reading of the book. what became of How does the ending make us feel? Bruno! In groups, discuss what author means by his closing sentence? What examples of this kind of thing happening today, still exist? What can we do about it? To know how to Starter: Re-visit the symbol of the fence – what Photocopy of analyse and was Bruno’s view of the fence? (focus on curiosity, reading guide, annotate a text sense of unfairness, exclusion) page 13 closely. Intro: Using extract from page 208 and photocopy of page 13 of Reading Guide, model how to annotate the writer’ skill in creating a sense of fear and violence. Main: Model use of PEE, using the example in the reading guide.. 17 18. Plenary: set up homework preparation task for assessed reading task tomorrow. Assessed reading test. Teacher marked. Self-assessment. Re-read chapter 15 in preparation for an assessed reading test next lesson..
(12) DRAMA LESSONS 1. DRAMA. Prejudice: exploring types and forms of prejudice through role play. 2. DRAMA. Note: this can’t be done until students have read up to chapter 12, so may have to be changed. DRAMA. Interviewing Shmuel: we see very little through Shmuel’s eyes and don’t really know his thoughts – what does he really think of Bruno?. 3. Sculpting the scene – picking one of the dramatic scenes from the novel (Lieutenant Kotler’s meeting in the kitchen with Bruno and Shmuel for eg) and dramatising it..