Lesson Plan The Boy in the Striped Pyjamas 1 Identify SEN (Action/Action+/Statemented), Gifted and Talented and EAL on Seating Plan

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Lesson Plan

The Boy in the Striped Pyjamas 1

Identify SEN (Action/Action+/Statemented), Gifted and Talented and EAL on Seating Plan

Teacher Subject

English

Date Group:

Year 7

G= B= Resources e.g. use of learning support,

ICT, Texts etc

Labi Siffre song – on shared drive in Real Player format so can be played through laptop

Lyrics of song for pupils to read / follow

Context of lesson ( reference to SOW,

specification, no. of lessons spent on a particular

topic etc) 1st_{lesson in Scheme of Work on Boy}

in the Striped Pyjamas

W A L H T /W A L T O b je ct iv e s

 To have an

understanding of types and forms of prejudice

O u tc o m e s

 All pupils will: have created a

definition of prejudice

 Most pupils will: understand that

prejudice has a negative impact on people’s lives

 Some pupils will (G and T) : have a

secure empathetic response to the injustice of prejudice

Timing Pupil Learning (including assessment opportunities) Teacher Input S ta rt e r

Pupils speculate on definition of Prejudice

Pupils write own definition of Prejudice

Pre-reading activities. Write PREJUDICE and explore meanings – outline true meaning of ‘prejudice’ (meaning before knowledge) and what we learn from this.

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Groups brainstorm different types of prejudice (disability, sexual, racial, religious etc). Mindmap the effects of this prejudice that come from the song.

Pupils write reactions

Play Labi Siffre Something Inside So Strong and explain background to song.

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?

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and class

Manage feedback and set homework

Homework

Holocaust research: What was the holocaust? What does the word mean? Who were the victims of prejudice (be as detailed as possible)? Why?

Notes on individual students (G&T, EAL, SEN etc). See Mark Book / Seating Plan / Lesson Plan folder

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Lesson Plan

Teacher Subject

English

Date Group:

Year 7

ICT, Texts etc

Photocopies of front cover of book.

topic etc) 2nd_{Lesson in scheme of work}

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 To be familiar with the

main characters of the novel.

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 All pupils will: have a list of characters

in for the book

 Most pupils will: understand the

relationships between the characters in terms of social power

 Some pupils will (G and T) : place the

characters in historical and social context

Timing Pupil Learning (including assessment opportunities)

Teacher Input

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Students 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?

Guide ideas and feedback to the board

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hierarchy.

Read Chapter 1

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ry What questions does the first _{chapter raise? List these in}

books , to return to as reading progresses.

Homework

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.

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Lesson Plan

Teacher Subject

English

Date Group:

Year 7

ICT, Texts etc

topic etc) 3rd_{lesson in scheme of work}

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setting of the novel

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 All pupils will: have an outline of the

setting of the novel

 Most pupils will: understand how the

author is constructing Bruno’s character as being naive

 Some pupils will (G and T) :

understand the implication and importance of when the novel is set

Timing Pupil Learning (including

assessment opportunities) Teacher Input

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Pupils to sort nouns into groups. 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) Pupils add own examples to list

nouns –Give some examples of proper and common nouns (Tom, Mr Howell, London, table, chair, teacher, city)

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Bruno’s new home as you read.

Read Chapter 2

As a discussion point out that the author, Boyne has been criticized 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.

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Update character list from last lesson – Who have we met and what have we found out?

Homework or Extension

Explain why Bruno doesn’t like his new home. Where do you think he has moved to?

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Lesson Plan

Teacher Subject Date Group:

Year 7

G= B= Resources e.g. use of learning support, ICT,

Texts etc

Copy of Boy in striped Pyjamas Photocopy of Chapter 5

Context of lesson ( reference to SOW, specification, no. of lessons spent on a particular topic etc) 4th_{lesson in} Scheme of work. Try to explore ideas of naivety that will have been touch on last lesson

W A L H T /W A L T O b je ct iv e s

 To understand the narrative voice of the story

O u tc o m e s

 All pupils will: understand we see the story from primarily Bruno’s/ a child’s point of view  Most pupils will: realise that a child will be

unaware of some things that are happening  Some pupils will (G and T) : grasp that a child

may not think the same as people around them and may disagree with their elders

Timing Pupil Learning (including assessment opportunities) Teacher Input S ta rt e r

Share out the following

characters amongst the class: Gretel, Bruno, Mother, Father, Maria. As teacher reads, pupils consider how their characters they feel about the move to the new house. Students learn to empathize with different points of view and speculate on why author would chose a certain perspective

Read aloud Chapter 3 (it is quite a short chapter) and explore the idea that we really only know what Bruno and Gretel are thinking – explain idea of narrative

perspective and that in this novel we have a Childlike Narrative – why?

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Students Read Chapter 4, while reading, begin to list areas of misunderstanding shown by Bruno and Gretel. (One G&T pupil could be given a bell to ping when ever a misunderstanding occurs – other students note these instances down in book)

Each time bell pings (or interrupt if

necessary), discuss what the children ARE actually seeing.

Pose question: what is the EFFECT of seeing these things through the eyes of children? P le n a ry

What kind of a child is Bruno? What effect does this have on the reader?

Homework

Read chapter five (use photocopy of chapter, rather than allowing pupils to take book home)

Notes on individual students (G&T, EAL, SEN etc).

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Lesson Plan

Teacher Subject Date Group:

Year 7

ICT, Texts etc

Small photograph of Bruno

topic etc) 5th_{lesson in Scheme of work. Focus}

on Bruno as a character / individual – what kind of a person is he?

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 To explore the character

of Bruno in more detail and to understand the impact of his narrative on the audience

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 All pupils will: understand the

importance of Bruno’s ‘goodness’ and innocence.

 Most pupils will: realise that a childlike

narrative creates an opportunity to tell an familiar story in new ways

 Some pupils will (G and T) : see that

the innocence of children is sometimes a huge and important blessing.

Timing Pupil Learning (including assessment

opportunities) Teacher Input

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r Pupils stick picture in book and around it

record as much information as they can about Bruno’s PERSONALITY in the right hand corner of their page.

Distribute pictures of Bruno

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Pupils remind themselves of the misunderstandings Bruno made in chapters 3 and 4. Are there any others they can add to this, having read chapter 5? Discuss as groups and add a section on MISUNDERSTANDINGS.

Divide tables in half – complete table with likes / dislikes and then share findings. Working in pairs, write a school report for Bruno, outlining his strengths and

weaknesses.

Pairs share reports with group – select best report on table to be read to whole class.

Direct pupils to come up with words / phrases used in their school reports.

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ry Read aloud school reports. What _{surprises us about Bruno’s character?}

What might we have expected?

Elicit the fact that he is German. We would expect him to hate Jewish people (he doesn’t appear to hate anyone), and be proud and arrogant. Homework

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Lesson Plan

Teacher Subject

English

Date Group:

Year 7

ICT, Texts etc Quiz on Chapter 5

topic etc) 6th_{Lesson in scheme of work, Focus}

on historical context this lesson, may not get on to the reading if class ask a lot of questions allow time for these to get a clear understanding of the Holocaust and do Lesson 6A

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context of the novel and understand the impact of the setting

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 All pupils will: have clarified the

mistakes that Bruno has made and will understand exactly where Bruno is and what his father does

 Most pupils will: have seen the huge

irony in Bruno being such a lovely child when his father is a ‘monster’ of sorts

 Some pupils will (G and T) : have

begun to consider the difference between an innocent child and a cynical adult

Teacher Input

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happened and ensure homework was completed.

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Read the brief history of Auschwitz (using page 4 of the Reading Guide) . Use this to try and correct Bruno’s mistakes.

Students refer back to their list of Bruno’s misunderstandings and create a table: What Bruno Thought and The Truth in two columns. What unanswered questions remain?

Students Private reading – read chapter 6. Half make notes about Maria; the other half about Bruno’s manners. Compare and share What can we add to our understanding of Bruno’s character?

Distribute photocopy of page 4 of reading guide.

Auschwitz, The camp commandant

These are the questions that pupils might like to answer:

Who are the people wearing striped pyjamas? Where is Bruno’s new home? What was going on with the trains? What is Bruno’s father’s job? Who are the new staff in Bruno’s house? Why did they leave Berlin? Why isn’t Bruno allowed in Father’s office?

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Ask groups to list as many reasons as possible.

Remind pupils of book blurb “this is not a story for 9 year olds” – why not?

Homework

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Lesson Plan

The Boy in the Striped Pyjamas 6a

Teacher Subject

English

Date Group:

Year 7

ICT, Texts etc Quiz on Chapter 5

specification, no. of lessons spent on a particular topic etc) Optional lesson if spent more time on Historical context W A L H T /W A L T O b je ct iv e s

context of the novel and understand the impact of the setting – lesson 2 (focus on context of the time) O u tc o m e s

 All pupils will: understood the

servant / master relationship and Maria’s role in this

 Most pupils will: have a sense of

Bruno’s kindness from his treatment of the servants

 Some pupils will (G and T) : begin to

see that there is a class lower than servants in this place and that Bruno has no idea how to treat them.

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In own words pupils define terms ‘servant’ and ‘master’.

Pupils produce a VERY brief role-play where one is the servant and one is the master. – what did they notice about the way each

behaved?

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Students Private reading – read chapter 6. Half make notes about Maria – how she speaks / behaves; the other half about Bruno – how he speaks / behaves. Compare and share

What can we add to our understanding of Bruno’s character?

Pupils answer question: what do we learn about Bruno’s character from the way he treats Maria?

Sit with Harrison, Usman, Hassan and Zeeyaan for reading.

Classroom support from Roisin (sixth form) – she reads with Qasim and Adam.

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Narrative voice – whose voice is the story told in? What is odd about it?

Note that it is a 3rd_{person narrator, but that}

he speaks largely (but not exclusively) through Bruno’s eyes.

Homework

Re-write a scene from this chapter from Maria’s point of view – use first person narrative voice and try and show how it feels to be a servant rather than a master.

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Lesson Plan

Teacher Subject

English

Date Group:

Year 7

ICT, Texts etc

Suicide in Trenches by Siegfried Sassoon

Context of lesson ( reference to SOW, specification, no. of lessons spent on a particular topic etc) Again Lesson 7 could be split in to two depending on nature of the historical understanding of the class

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To understand the context of the novel and apply this understanding to

characterization

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All pupils will: understand the differences between the two wars and will explore character through the use of venn diagram

Most pupils will: understand the

differences between the characters and the impact on their status in the story Some pupils will (G and T) : will see that although in different time periods,

different ages etc they have more in common than at first thought

Timing Pupil Learning (including assessment

opportunities)

Teacher Input

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page 69. Establish pupils understanding of the two world wars – what was trench

warfare?

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Distribute Suicide in the Trenches by Siegfried Sassoon.

– 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.

(Complete Venn diagram comparing Pavel and Lieutenant Kotler. This may need some setting up and explaining.

Unlikely to have time for this activity)

Explain that it is from a different war – the first

Read the rest of Chapter 7.

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different and what they have learnt. How is this war different?

Homework

Complete Venn diagram if incomplete

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.

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Lesson Plan BSP 7a

Identify SEN (Action/Action+/Statemented), Gifted and Talented and EAL on Seating Plan

Teacher YN

Subject English

Date 25/11/09

Group: 7

Resources e.g. use of learning support, ICT, Texts etc

specification, no. of lessons spent on a particular topic etc)

Links to maths – venn diagrams and history – first /second world wars

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To consider the connections between characters and to understand how these link to the context of the novel

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 All pupils will: have understood how venn diagrams are useful as a planning / sorting tool in English and will have applied their learning to the characters of Pavel and Kotler

 Most pupils will: have seen how many similarities there are between characters and how they are divided by war

 Some pupils will (G and T) : have linked the justification of fighting this prejudice with a justification of war, and will have understood that wars are complex Timing Pupil Learning (including assessment

opportunities)

Teacher Input

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Pupils come to board and put their name in the appropriate section – curry / curry & chips / chips / neither What do we learn about the class from the exercise?

Display Venn diagram of peas and chips.

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Pupils do quick word match exercise from board ensuring they remember who the key characters from chapter 7 are.

Complete reading the last pages of ch 7.

Working in groups, pupils complete the Venn diagram comparing Pavel and Lieutenant Kotler. Use the books to support the exercise.

What do they notice? Learn? About the way the men’s lives?

Pupils complete a new Venn diagram in their books comparing the second world war with the first world war (based on information sourced in last lesson) – what are the differences between the two wars?

Check understanding Read aloud

Distribute Venn diagram worksheet

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Pupils write in names again and explore how they feel about war and why they feel this way.

Display a final Venn diagram – First World War justified / second World War justified / Both wars justified / no war ever justified.

Homework

Explain how Lieutenant Kotler and Pavel are similar and different and why you think they are being treated differently. Link to your research on the holocaust. Do you think this treatment is fair / just? Explain why / why not.

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Lesson PlanThe Boy in the Striped Pyjamas 8

Teacher Subject

English

Date Group:

Year 7

ICT, Texts etc

Understanding prejudice resource with different questions for different abilities

Group work activities are differentiated slightly – the lower the group number, the easier the questions. So your brightest group should be given activity FIVE.

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 To explore the theme

of prejudice in more detail.

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 All pupils will: see characters

responding to prejudice in different ways and speculate on motivations

 Most pupils will: link back to ideas of

prejudice from first lesson

 Some pupils will (G and T) : answer

more difficult questions and have higher level responses elicited

Teacher Input

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Review Venn diagram h/w in groups. Each group to i/d the most interesting similarity and difference on their table. Record on board.

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question to work on and to report back.

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

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What kind of prejudice is happening here? Link to previous lesson – is going to war to stop this prejudice justified?

Homework

Read chapters 8 & 9 – use photocopies.

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Lesson PlanThe Boy in the Striped Pyjamas 9

Teacher Subject

English

Date Group:

Year 7

ICT, Texts etc

Fence / Auschwitz worksheet. Pictures of dove, poppy, heart

specification, no. of lessons spent on a particular topic etc) Lesson 9 of SOW Students develop an understanding of symbolism – stress that

symbols stand in place for other ideas and can be used differently

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 To explore the

symbolism of the novel.

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 All pupils will: produce a mindmap of

ideas of how fence symbol used

 Most pupils will: be able to explain

fences in terms of being good or bad

the fence is used as a symbol for good and bad in the novel depending on the character, some may see it as not so much separating but reflecting

Schmuel and Bruno

Teacher Input

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Students speculate on 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.

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.

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Distribute picture of the fence, writing down as many words as possible to describe the

atmosphere / mood it creates.

Main: read chapter 10

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How is the fence being used as a symbol by Boyne so far?

Homework

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.

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Lesson Plan The Boy in the Striped Pyjamas 10

Teacher Subject

English

Date Group:

Year 7

ICT, Texts etc

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 To explore the

characterisation in more detail.

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 All pupils will: produce a diagram

showing similarities and differences between Shmuel

 Most pupils will: be able to speculate

on reasons for authorial choice

understand that Boyne has

deliberately created characters with similarities as their important traits to re enforce ideas about prejudice

Teacher Input

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Answer questions raised by homework

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Read chapter 12.

In groups/pairs produce a Venn diagram showing the similarities and differences between Bruno and Shmuel and their stories.

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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?

Homework

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Teacher Subject

English

Date Group:

Year 7

ICT, Texts etc

Shmuel’s life events card sort.

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 To understand the

themes of violence and evil.

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 All pupils will: understand the key

events in Shmuels life

 Most pupils will: have an idea of how

these have not just affected him physically but emotionally too

fear (Fear of action and inaction) is a key idea of control

Teacher Input

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Organise the events that have occurred to Shmuel into order. Discuss how and why this can have been allowed to happen.

Distribute Shmuel’s life events card sort.

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Read chapter 13.

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.

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ry Answer question: what methods _{have the Nazi’s used to gain this}

degree of control in Germany?

Homework

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Teacher Subject

English

Date Group:

Year 7

ICT, Texts etc

Catchup lesson

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 To reflect on progress

and what we have learnt so far

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 All pupils will: add something they

have learnt about characters

 Most pupils will: understand how they

have learnt or developed new skills this term

 Some pupils will (G and T) : be able

to see how they have learnt

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Students reflect on learning so far Pupils discuss in groups: what have we learnt so far?

Feedback – chances are you will get facts about the book. How is this learning? Learning about another life. Try to lead to discussion to what we actually have learnt is about the themes of the book and themes in all our lives those of Prejudice / Friendship etc

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Ensure reading has taken place up to and including Chapter 14.

Update character files from earlier lessons.

Give each group a character from the book to present what new things we have found out about each character from the last two chapters. Has our impression of them changed? Or altered?

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Swap books – Is that student’s

work up to standard! What had you missed – Have you learnt

anything from some one else – or been reminded of something important?

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Lesson Plan Boy in the Striped Pyjamas 13

Teacher Subject

English

Date Group:

ICT, Texts etc

Descriptions of the two boys.

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 To explore the theme of

trust.

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 All pupils will:

 Most pupils will:

Teacher Input

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read chapter 15, to the bottom of page 171. DO NOT read beyond and DO NOT let the children turn the page.

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Take one volunteer to be Bruno. (G&T ask drama teacher who would be good!) 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?

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Homework

Distribute descriptions of Bruno and Shmuel from this chapter. Draw a picture of one moment from this chapter.

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Teacher Subject

English

Date Group:

ICT, Texts etc Context of lesson ( reference to SOW, specification, no. of lessons spent on a particular

topic etc)

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Teacher Input

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Read chapters 16 and 17

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Homework

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Lesson Plan 15

Teacher Subject

English Date Group:

ICT, Texts etc

Photocopy of page 11 of Reading Guide

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 To explore Shmuel’s

character by locating specific evidence from the text.

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What bad things have happened to Shmuel since we last focused on him?

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Working in pairs, complete task and locate evidence.

Each pair to think of a fourth question to ask Shmuel, which requires evidence. Pass the question to another pair. Complete and feedback

Distribute page 11 of Reading Guide.

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What do we learn about prejudice from Bruno and Shmuel’s

friendship?

Homework

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Lesson Plan 16

Teacher Subject

English

Date Group:

topic etc)

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 To find out what

became of Bruno!

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 All pupils will: complete a reading of

the book

Teacher Input

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Complete the reading of the book

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Ask class to respond to the question individually, writing in silence their ideas, share with partner and then as a group – ask G&T on each table to feedback

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?

How does the ending make us feel?

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Homework

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Lesson Plan 17

Teacher Subject

English

Date Group:

ICT, Texts etc

Photocopy of reading guide, page 13 Powerpoint

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 To know how to

analyse and annotate a text closely.

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Re-visit the symbol of the fence – what was Bruno’s view of the fence? (focus on curiosity, sense of unfairness, exclusion)

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Using extract from page 208 (Close up on camp life) and use Powerpoint 7-BSP-17 model how to annotate the writer’ skill in creating a sense of fear and violence.

Model use of PEE, using the example in the reading guide.

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for assessed reading task next lesson.

Homework

Read and annotate Chapter 15

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Lesson Plan 18

Before doing the test go through the Reading support frame with your class.

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English Date Group:

ICT, Texts etc

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Assessed reading test.

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Homework

(28)

Lesson Plan 19

Teacher Subject

English

Date Group:

topic etc)

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Feedback on test

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Homework

(29)

Lesson Plan 20

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English

Date Group:

ICT, Texts etc

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Self-assessment of unit of work

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On Powerpoint

Recommend further reading if interested in this subject: I am David by Anne Holm

Anne Frank's Diary

Primo Levi's "If This is a Man".

Homework