Close Read The Boy in the Striped Pajamas: A Fable

Transcription

1 Close Read OBJECTIVES 1. Complete a close reading of a passage of literature. 2. Practice and apply concrete strategies for analyzing character and point of view in an excerpt from The Boy in the Striped Pajamas: A Fable. 3. Participate effectively in a range of conversations and collaborations to express ideas and build upon the ideas of others. ELA Common Core Standards: Reading: Literature - RL.8.1, RL.8.3, RL.8.4, RL.8.6 Writing - W.8.4, W.8.5, W.8.6, W.8.10 Speaking & Listening - SL.8.1.A, SL.8.1.C, SL.8.4, SL.8.6 Language - L.8.2.C, L.8.4.A, L.8.4.C, L.8.4.D, L.8.6 TIME 50 minutes MATERIALS StudySync Close Read lesson on StudySync Speaking & Listening Handbook StudySync Access 1 handout (Beginner) StudySync Access 2 handout (Intermediate) StudySync Access 3 handout (Advanced) StudySync Access 4 handout (Approaching) vocabulary handout OVERVIEW The novel, by John Boyne, examines the friendship between Bruno, who is the son of a German SS officer, and Shmuel, a Jewish boy who is a prisoner at Auschwitz (which is called "Out-With" in the book). The Close Read gives students the opportunity to examine the point of view and analyze the characters. Access Complex Text The Holocaust that occurred during World War II is one of the most tragic events in human history. The systematic arrests and extermination of Jews and others throughout Europe by the Nazis is a painful, complex, and troubling subject. Explain to students that the victims were not only adults, but also children, many the age of the students studying this selection. John Boyne's fable The Boy in the Striped Pajamas explores the complexities of the Holocaust through the eyes of two 9-year-old boys. One boy is the son of a Nazi commandant, and the other boy is a Jewish prisoner inside a concentration camp. The two boys do not understand the true meaning of the camp, and the fable's plot turns on their friendship. This selection from Chapter 15 of The Boy in the Striped Pajamas presents a scene in which Bruno, the German son of a high-ranking SS officer, encounters his friend Shmuel, a Jewish boy who lives "on the other side of the fence," in his own kitchen. To help students understand the severity of Shmuel's situation and the veil of Bruno's ignorance, use the following suggestions to provide more scaffolded instruction for the more complex features of this text: Connection of Ideas Though Bruno is unaware of Shmuel's true fate as a prisoner in a Nazi concentration camp, the author has included several clues to allow the reader to understand what Bruno does not. Students may need guidance to decipher these clues (e.g., Shmuel's skeletal fingers reveal starvation, and his terror of Lieutenant Kotler reveals abuse) and to make connections to understand the situation beyond Bruno's limited point of view. Genre The author of this selection calls it a fable. Review with students the characteristics of a fable, Copyright BookheadEd Learning, LLC Page 1 of 10

2 particularly the idea of using fiction to teach a lesson in the form of a moral. Explain that historical fiction includes references to real places, situations, and events, but usually includes fictional characters. In addition, other details may be changed for the story. For example, explain that "Out-With" is actually Auschwitz, the largest concentration camp complex established by the Nazis, located in southern Poland. Students may need guidance to understand how the author uses symbolism in details like this. Prior Knowledge Students who lack prior knowledge of WWII and the Holocaust will struggle to unlock meaning in this text. Students may wish to explore additional information about Auschwitz to develop a deeper understanding of Shmuel's plight, as well as Bruno's apparent ignorance about what is happening on the "other side of the fence." 1. Introduction Core Path Define and Compare. Project the vocabulary words and definitions onto the board or provide students with a handout, so they can copy the vocabulary into their notebooks. Suggest that students consult general and specialized reference materials, both print and digital, to compare the precise meaning of a specific word with their initial vocabulary predictions from the First Read. Review words that students defined incorrectly to understand why they were unable to use context clues to develop usable definitions. CCSS: RL.8.4; L.8.4.A, L.8.4.C, L.8.4.D Access Path Beginner & Intermediate Complete the Sentences. Have students work in groups to complete the sentence frames on the Access 1 and 2 handouts using the vocabulary words. Point out that some of the words are in the questions and some will be in the answers. Correct answers are located at the end of this lesson plan. CCSS: L.8.6 Advanced & Beyond Write in Journals. Have students write a journal entry using all of their vocabulary words. Remind them to write sentences that communicate the meaning of the words they are using. When students are done, have them exchange their journal entry with a partner so that they can see additional examples of the words in context and give each other feedback. CCSS: W.8.5 Approaching Graphic Organizer. To support students in comparing their vocabulary predictions with the correct meanings, have them complete the graphic organizer on the Access 4 handout to record the vocabulary words, their initial analysis, and the definitions. Then have them use the space provided on the Access 4 handout to write sentences using the words. Remind them to write sentences that communicate the meaning of the words they are using. Once students have completed this activity, have them exchange their sentences with a partner so they can see more examples of the words in context and give each other feedback. CCSS: SL.8.1.B, SL.8.1.C, SL.8.1.D Copyright BookheadEd Learning, LLC Page 2 of 10

3 Review. Have students complete the fill in the blank vocabulary worksheet attached to this lesson plan. Answers for the worksheet are listed at the end of this lesson plan. CCSS: RL.8.4; L.8.4.A, L.8.4.D, L.8.6 Extend Tech Infusion Revise. Challenge students to find the five vocabulary words in the passage and to write a synonym that could replace each one. Discuss their solutions and talk about the author's choice of words were his words the best choices possible? How does specific word choice make a point or create a mood? CCSS: SL.8.1.A; W.8.5 Extend Verbi-Visual Flashcards. Challenge students to search photo databases to locate photographs that illustrate the vocabulary words. Have them create online flashcards for vocabulary words using StudyBlue ( CCSS: L.8.4.A, L.8.4.B, L.8.4.C, L.8.4.D 2. Read Core Path Access Path Model Close Reading. Project the text onto the board and model a close reading of the first few paragraphs using the annotation strategies mentioned below. While modeling annotation strategies, make notes that tie the text to the focus skill and demonstrate what students are looking for as they read. Here is some guidance for you as you annotate for your students: As one of the Skills lessons that precedes this text makes clear, every story has characters. Authors use dialogue, events, and description to reveal information about the characters in a story. In the first paragraph, we meet two of our main characters: Bruno and Shmuel. We learn that the boys are in Bruno's kitchen, and that Bruno is surprised to see Shmuel, who lives "on the other side of the fence." In the next few paragraphs, we establish that Bruno is the protagonist. Shmuel, while not the protagonist, is an important character Copyright BookheadEd Learning, LLC Page 3 of 10

4 whose circumstances propel Bruno to action. Have students imagine how the text might read if the story was told from Bruno's point of view, in the first person. The third character, and the antagonist, Lieutenant Kotler, is mentioned in the next few lines of dialogue. He becomes a physical presence closer to the end of the passage. Through the dialogue between the boys, we learn that Bruno has a fairly safe, well-off existence, while Shmuel lives in "Out-With" and is terrified much of the time and starving. It is worth noting that Shmuel never explains to Bruno the realities of his existence. The reader knows, however. Does Shmuel just assume Bruno knows what life is like in "Out-With" and so he never discusses the realities of his situation? (Answers will vary. Possible response: Shmuel is so frightened much of the time that whether Bruno knows about what is going on in the camp may not even enter his mind.) Have students annotate words and phrases in which the author reveals that Bruno has no real knowledge of what is taking place on the "other side of the fence." (Answers should include the question Bruno asks Shmuel -- "How did it get like that?" -- when he sees Shmuel's shriveled hand. The author also states that Bruno "thought about the people in their striped pajamas and wondered what was going on at Out-With and whether it wasn't a very bad idea if it made people look so unhealthy. None of it made any sense to him.") Discuss what might happen if Shmuel told Bruno what his day-to-day existence was actually like. CCSS: RL.8.1, RL.8.3, RL.8.6, RL.8.10 Read and Annotate. Read the Skills Focus questions as a class, so your students know what they should pay close attention to as they read. Then have students read and annotate the excerpt. Ask students to use the annotation tool as they read to: 1. respond to the Skills Focus section 2. ask questions about how differences in the points of view of the characters and the audience or reader create such effects as suspense 3. make connections between the third-person omniscient point of view used in the excerpt Note: While on grade-level students are reading and annotating, work one-on-one or in small groups with Beginner, Intermediate, Advanced, and Approaching students to support them as they read and annotate the text. Beginner & Intermediate Summarize and Analyze the Text. Work with these students to complete the Summarize and Analyze the Text on the Access 1 and 2 handouts. They will then use the completed sentence frames to help them analyze and annotate the text by completing the Skills Copyright BookheadEd Learning, LLC Page 4 of 10

5 and what it reveals about the characters 4. identify key information that reveals the situation in which the characters find themselves 5. note unfamiliar vocabulary 6. capture their reaction to the ideas and situations in the text CCSS: RL.8.1, RL.8.3, RL.8.6, RL.8.10 Focus questions. Refer to the sample Skills Focus answers to help them complete the sentence frames and annotate the text. Advanced Work in Pairs. Pair these students with more proficient English speakers to work together on analyzing and annotating the text to complete the Skills Focus questions. If these students need more support, have them use the Summarize and Analyze the Text on the Access 3 handout as they work with their more proficient peers. Approaching Summarize the Text. Have these students discuss and complete the Summarize the Text exercise on the Access 4 handout and use their summary to help them analyze and annotate the text by completing the Skills Focus questions. Correct answers for the summary are at the end of this lesson plan. Also refer to the sample Skills Focus answers to aid students with their annotations. Discuss. After students have read the text, use the sample responses to the Skills Focus questions at the bottom of this lesson plan to discuss the reading and the process of identifying point of view and analyzing character.make sure that students have acquired and accurately use academic-specific words and phrases related to the skill, and demonstrate a command of formal English appropriate to the discussion. CCSS: RL.8.1, RL.8.3, RL.8.6; SL.8.1.A, SL.8.6; L.8.6 Extend Pair and Share. In small groups or pairs, ask students to share and discuss their annotations with a focus on point of view. You can provide students with questions to guide their discussion: 1. Do you think the third-person omniscient point of view is the best way to present this story? Why or why not? (Possible response: Yes, because that way the reader gets more information about all of the characters.) 2. How does the narrator evoke sympathy or empathy for Shmuel? Cite specific textual evidence to support your answer. (The narrator uses words like "terrified," describes Shmuel as "looking like he is ready to cry," and refers to Shmuel's thin, bony hands.) 3. The words "A Fable" are part of the title. A fable usually teaches a lesson. What lesson might the author want to tell in this story? (Possible response: The author might want to say that friendship can be found in the most unusual, unexpected places, and that true friends will take care of and support each other.) CCSS: RL.8.1, RL.8.3; SL.8.1.B, SL.8.3 Copyright BookheadEd Learning, LLC Page 5 of 10

6 Extend Make Predictions. Have students use their inferences, textual evidence, and the research they completed during the First Read to make a prediction about what might happen to Shmuel, and also what might happen to Bruno. Have them share and discuss their predictions. CCSS: RL.8.1; SL.8.1.A 3. Write Core Path Prewrite and Plan. Read the prompt as a class and ask students about their reactions to The Boy in the Striped Pajamas. Then have students brainstorm together, either as a class or in small groups, how point of view and character can shape the overall theme of a text. Remind students to look at the excerpt and their annotations to find textual evidence to support their ideas. CCSS: W.8.4, W.8.5 Access Path English Learners All Levels & Approaching Answer and Discuss. Have students complete the prewriting questions on the Access 1, 2, 3, and 4 handouts and then explain their answers to a partner before they write. Explain to students that when they answer a question such as What is the author's point of view in The Boy in the Striped Pajamas? they need to include a detail, example, or quote from the text that supports the statement. For example, students could include the line, "Bruno could barely believe his eyes." The use of "his" shows that the story is being told in the third-person point of view, while the fact that the author reveals Bruno's thoughts shows that the author is omniscient, or at least using the limited-omniscient point of view. CCSS: RL.8.3 Extend Organize. Encourage students to complete a graphic organizer to organize their ideas before they type their responses. CCSS: W.8.5 Discuss. Project these instructions for the peer review onto the board and review them with your class, so they know what they are looking for when they begin to provide their classmates with feedback: How has this essay helped you understand how the story's point of view allows the reader to understand the characters' feelings and reactions? What theme did the writer identify? How clear was the writer's explanation of how the point of view and character support and shape the theme? What sort of evidence did the writer use from Copyright BookheadEd Learning, LLC Page 6 of 10

7 the text to support his or her writing? How well does the writer explain how that evidence supports his or her arguments? To what extent did the writer's use of grammar, punctuation, and spelling support the clarity of their writing? Share with the writer what strengths and opportunities for improvement were apparent in their response. Remember that your comments are most useful when they are specific and supportive. After you've looked at the peer review instructions, review the rubric with students before they begin writing. Allow time for students briefly to raise and discuss questions they may have about the peer review instructions and the rubric. Tell students how many peer reviews they will need to complete once they submit their writing CCSS: RL.8.1, RL.8.3, RL.8.6; W.8.5; SL.8.1.C Write. Ask students to complete the writing assignment using textual evidence to support their answers. If possible, have students use technology to produce and publish their writing. Once they have completed their writing, they should click "Submit." CCSS: RL.8.1, RL.8.3, RL.8.6; W.8.4, W.8.5, W.8.6, W.8.10; L.8.2.C Review. Once students complete their writing assignment, they should submit substantive feedback to two peers. If possible, have students use technology to interact and collaborate with others. CCSS: W.8.5, W.8.6 Extend Critique. Project a writing sample on the board and ask the class to identify the elements of writing that are strong, as well as those that are weak or in need of improvement. Alternatively, you can put students in small groups and give them photo copies of a writing sample to collaboratively evaluate. After students have had an opportunity to evaluate student samples, work as a class to generate strategies students can use as they complete their peer reviews to ensure they are substantive. CCSS: W.8.5; SL.8.1.C Deliver a Presentation. Once students have finalized their response, ask volunteers to present their informative writing orally to the class. Encourage students to use appropriate eye contact, adequate volume, and clear pronunciation See Presentation Skills in the StudySync Speaking & Copyright BookheadEd Learning, LLC Page 7 of 10

8 Listening Handbook. CCSS: SL.8.4 Answer Key 1. Introduction Complete the Sentences (Beginner & Intermediate) Answers my vary; sample answers provided. 1. In anatomy class today, we studied how the skeleton supports the human body. 2. My teacher gave me a disbelieving look when I said that my dog had eaten my homework. 3. Because she had spent so much time rooting around in her closet looking for her favorite sweater, Sarah was late for school. 4. The secret to Dad's Thanksgiving stuffing is the fresh sage leaves he adds to it. 5. By the end of the movie, everyone in the room had tears welling up in their eyes. Vocabulary Review Worksheet 1. rooting 2. disbelieving 3. welling 4. anatomy 5. sage 2. Read Summarize and Analyze the Text (Beginner) 1. When Bruno finds his friend Shmuel sitting in his kitchen, he is very surprised. Bruno is only used to seeing Shmuel on the other side of the fence. So, he asks Shmuel, "What are you doing here?" 2. Bruno learns that Shmuel was brought to the house to polish sixty-four small glasses. Shmuel was chosen for this task by Lieutenant Kotler because of his small hands. Bruno is shocked to see that Shmuel's hands look like the hands of a pretend skeleton. Compared to Shmuel, Bruno's hands look healthy and full of life. 3. While talking to Shmuel, Bruno roots around in the refrigerator, and takes out some chicken and stuffing. When Bruno notices Shmuel staring at him, he realizes how hungry his friend is and offers him some food. Shmuel says no at first, out of fear of getting caught by Lieutenant Kotler. However, Shmuel is so hungry, he ends up eating the food Bruno offers him. 4. When Lieutenant Kotler returns to the kitchen, he realizes Shmuel has been eating. Lieutenant Kotler becomes very angry with Shmuel. He accuses the boy of stealing food from the fridge. Shmuel tells the lieutenant that Bruno is his friend and gave him the food. When Lieutenant Kotler asks Bruno if this is true, Bruno is too scared to answer. Summarize and Analyze the Text (Intermediate & Advanced) 1. When Bruno finds his friend Shmuel sitting in his kitchen, he is very surprised. Bruno is only used to seeing Shmuel on the other side of the fence. So, he asks Shmuel, " What are you doing here?" 2. Bruno learns that Shmuel was brought to the house to polish sixty-four small glasses. Shmuel was chosen Copyright BookheadEd Learning, LLC Page 8 of 10

9 for this task by Lieutenant Kotler because of his small hands. Bruno is shocked to see that Shmuel's hands look like the hands of a pretend skeleton. Compared to Shmuel, Bruno's hands look healthy and full of life. 3. While talking to Shmuel, Bruno roots around in the refrigerator, and takes out some chicken and stuffing. When Bruno notices Shmuel staring at him, he realizes how hungry his friend is and offers him some food. Shmuel says no at first, out of fear of getting caught by Lieutenant Kotler. However, Shmuel is so hungry, he ends up eating the food Bruno offers him. 4. When Lieutenant Kotler returns to the kitchen, he realizes Shmuel has been eating. Lieutenant Kotler becomes very angry with Shmuel. He accuses the boy of stealing food from the fridge. Shmuel tells the lieutenant that Bruno is his friend and gave him the food. When Lieutenant Kotler asks Bruno if this is true, Bruno is too scared to answer. Summarize the Text (Approaching) 1. At the beginning of the story, Bruno is surprised to find Shmuel sitting in his kitchen. 2. Bruno is only used to seeing Shmuel on the other side of the fence. 3. Bruno learns that Shmuel was brought to the house by Lieutenant Kotler. 4. Because of his small hands, Shmuel was chosen to polish sixty-four small glasses. ; 5. When Bruno looks at Shmuel's hands, he is shocked at how thin they are. 6. Compared to Shmuel, Bruno's hands are healthy and full of life. 7. While talking to Shmuel, Bruno eats some chicken and stuffing. 8. Bruno sees Shmuel staring at him and realizes his friend is hungry. 9. Bruno offers Shmuel some food, but Shmuel refuses. 10. However, Shmuel is so hungry he ends up eating the food. 11. When Lieutenant Kotler returns, he realizes Shmuel has been eating. 12. The lieutenant accuses Shmuel of stealing the food. 13. Shmuel tells Lieutenant Kotler that Bruno is his friend and gave him the food. 14. When Lieutenant Kotler ask him if this is true, Bruno is too scared to answer. ; Skills Focus Questions and Sample Answers: Question Number: 1 CCSS: RL.8.1, RL.8.6 Question: Explain how the author uses the first several paragraphs to establish the point of view in the story. Highlight evidence from the text and make annotations to explain your choices. Sample Answer: The narrator introduces Bruno and Shmuel in the first few paragraphs, and uses the pronouns "he," "him," and "his" to indicate third person. In the fourth paragraph, the narrator describes Bruno's thoughts about the people on the other side of the fence: "for although he still didn't quite understand what took place on the other side of the fence, there was something about the people from there that made him think they shouldn't be here in his house." This is evidence that the narration is third-person omniscient. Question Number: 2 CCSS: RL.8.1, RL.8.3 Question: Reread paragraphs 18 and 19, that begin with the words "Bruno frowned" and end with "... I could show you my room." What do Bruno's thoughts, actions, and dialogue reveal about his character? Sample Answer: Possible responses include: Bruno's thoughts and actions reveal that he doesn't have any idea what is going on at "Out-With," that the people are prisoners there and mistreated, and that they live on the brink of starvation. His youth and innocence make him unaware that the condition of Shmuel's hands is the direct result of not having enough to eat. Boyne writes that Bruno "thought about the people in their striped pajamas and wondered what was going on at Out-With and whether it wasn't a very bad idea if it made people look so unhealthy. None of it made any sense to him." Bruno is also polite and friendly, as shown when he offers food to Shmuel after he notices his friend staring longingly at the chicken and stuffing he is eating. "I'm sorry Shmuel," he Copyright BookheadEd Learning, LLC Page 9 of 10

10 says quickly. "I should have given you some chicken too. Are you hungry?" His innocence, and a little bit of bravado, comes through when he encourages Shmuel to disobey Lieutenant Kotler's orders. Question Number: 3 CCSS: RL.8.1, RL.8.3 Question: Reread paragraphs 20 through 30 beginning with "He told me not to move" and ending with "...if I take them he'll come in and." What can you infer about Shmuel's character from the dialogue in these paragraphs? Sample Answer: Possible responses include: Shmuel is frightened of Lieutenant Kotler, probably for good reason, and does not want to disobey him for fear of punishment. He also wants to trust Bruno, and perhaps thinks that Bruno will be able to protect him and help him get away with eating the chicken. Shmuel's reaction also indicates that he has been punished before, or has seen others being punished for disobeying orders, because he begins "shaking his head" and "looking as if he was going to cry" at the prospect that Kotler might catch him eating. He is so frightened that his sentences begin "running quickly together." Question Number: 4 CCSS: RL.8.1, RL.8.3 Question: In the 18th paragraph that begins with "Bruno frowned," the term "Out-With" is mentioned. Who or what is "Out-With"? How is Lieutenant Kotler a symbol for this larger, although unseen, antagonist? Use evidence from the text to support your response. Sample Answer: Possible responses include: "Out-With" is Bruno's misinterpretation, or phonetic mispronunciation, of the word "Auschwitz." This was a concentration and extermination camp in Poland. Built in 1940, it initially held Polish political prisoners. From the spring of 1942, however, Auschwitz became the largest concentration camp for the murder of Jews, who were brought there from all parts of Europe. Since Lieutenant Kotler serves in the Nazi army, which constructed the concentration camp, he can be considered a symbol of this larger, unseen antagonist. Question Number: 5 CCSS: RL.8.1, RL.8.3 Question: In the last eight paragraphs of the story, all three characters have conflicts. Discuss these conflicts with a focus on the Essential Question for this unit: "What does our response to conflict say about us?" Use evidence from the text to support your response. Sample Answer: Possible answers include: Shmuel first responds to Kotler's accusation with silence, and then by revealing his friendship with Bruno, which could get Bruno into trouble. His fear for himself outweighs his fear of involving his friend. "No, sir," he tells Kotler when he is accusing Shmuel of stealing from the refrigerator, "he gave it to me," and then his eyes well up with tears as he throws a "sideways glance at Bruno." Bruno's silence indicates that he feels much the same way: his fear of Lieutenant Kotler outweighs his desire to help his friend. When Kotler asks Bruno if he knows Shmuel, "Bruno's mouth dropped open and he tried to remember the way you used your mouth if you wanted to say the word "yes". He wanted to say the right thing to make things better, but then he realized that he couldn't; because he was feeling just as terrified himself." When Kotler hears Shmuel call Bruno his friend, he looks at Bruno in confusion. "Do you know this boy, Bruno?" he asks him, and he is conflicted over whether he should involve Bruno in this incident with Shmuel. 3. Write Write (English Learners All Levels & Approaching) 1. From what point of view is the excerpt from The Boy in the Striped Pajamas being told? The excerpt is told in third-person omniscient point of view. 2. How do you know the author's point of view in the excerpt? The author uses phrases like "tilting his head as he examined the boy's face." The pronouns like "he" and "his" let readers know that the author is telling the story in the third person. The author reveals the thoughts of all three characters in the excerpt, so the point of view is also omniscient. For example, the author tells readers that Bruno could "barely believe his eyes" and that Shmuel "knew something about sarcasm". 3. How do the characters in the excerpt help readers determine a theme? The interaction between the boys helps establish friendship as a theme for the story. For example, when Bruno realizes Shmuel is staring at him eat, he apologizes and tells Shmuel "I should have given you some chicken too". Copyright BookheadEd Learning, LLC Page 10 of 10