WWII/ Boy in the Striped Pajamas, John Boyne
1 Do Now
Put Do now on smart board after mindfulness.
What is a theme in your I.R book? how do you know?
Students will share out on Padlet as they think of themes they have identified
Post anticipation guide in assignments . Have students complete.
What are themes?
What kind of themes do you think surround the holocaust/ WWII?
What about Boy in the Striped Pajamas?
(innocence, family, complacency, friendship)
Log into Google Classroom complete individualized anticipation guide
3 Body of Lesson
We’re going to be reading a book that takes place during the Holocaust called Boy in the Striped Pajamas. How many of you have heard of this book?
Go over historical fiction..what is it? why is it important to know that this novel is historical fiction? [a story that takes place in the past, but is not true]
Mention fables. Why would the author choose to call the book a fable?
(moral to the story)
Introduction to note taking for a novel using google docs and drive to take and organize notes
note taking lens:
What can we infer about Bruno’s family and the changes happening in his life?
Begin reading novel.
Stopping points are used to stress making inferences
Read Chapter 1 and 2
Pg 1, If Bruno was to treat Maria respectfully how did father her treat her and why were the two different?
Pg 2,Who do you think the “Fury” is? Could he be of importance?
pg 3, what can we infer about Bruno’s mother?
Pg 3, Why was “Hopeless Case” capitalized?
pg 5, What can we infer about Bruno’s father?
pg 8 What can we infer in the bottom paragraph?
pg 10 what does Bruno like about his house in Berlin?
pg 10 What can we infer about the conversation between Bruno’s mother and father?
9. pg 13 What is different about the new house vs. the old house?
pg 14 what does Bruno’s mother mean when she says “we don’t have the luxury of thinking… Some people make all the decisions for us.”?
pg 15 how do we think Bruno’s mother feels about moving? why?
top of 19: What can we infer about the man who was in Father’s office?
pg 20 what do you think Bruno saw out the window?
Take notes using the note taking templates saved under assingments in google classroom.
4 Assesment of learning
SWK that Bruno’s father is a high ranking Nazi. Make an inference as to why Bruno’s family left Berlin.
5 Exit Ticket
Think of at least 2 words or phrases that describes Bruno. Find a quote to support it.
Make an inference about why Bruno’s family left Berlin using details from your notes to support your answer.
Key Standards Supported
Ask and answer questions about key details in a text.
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Describe characters, settings, and major events in a story, using key details.
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
Identify who is telling the story at various points in a text.
Use illustrations and details in a story to describe its characters, setting, or events.
(Not applicable to literature)
Compare and contrast the adventures and experiences of characters in stories.
With prompting and support, read prose and poetry of appropriate complexity for grade 1.
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
Describe how characters in a story respond to major events and challenges.
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
(Not applicable to literature)
Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Determine a theme of a story, drama, or poem from details in the text; summarize the text.
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
(Not applicable to literature)
Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.