Transcript Boy in the Striped Pyjamas

What image have I hidden?
How does it relate to the
novel?
Bruno and Gretel
Would you rather be:
1.) Unaware of a problem, and happy
or
2.) Aware of the problem, and troubled
Why? Can you think of any more common
sayings to sum up Number 1?
Chapter 3
L.O. To analyse the character of Gretel.
Gretel
Read chapter 3, then draw a ‘gingerbread man’
outline.
On the inside, write adjectives that you think
describe Gretel. On the outside, write
quotations from the novel to show what Bruno
thinks about her.
Use pages: 21, 23, 27 or 29
Chapter 3
In your exercise books, write a short paragraph
about Gretel. Use PEE.
Gretel is a ___ character.
In Chapter 3, it says, ‘………’.
This suggests that….
The use of the adjective/noun/verb ‘..’ shows
that….
Use pages: 21, 23, 27 or 29
Chapter 3
Gretel is a bossy character. In Chapter 3, it says,
‘”Bruno!” snapped Gretel, marching towards
him’. This suggests that she thinks she is in
charge of Bruno: she shouts at him. The use of
the verb ‘marched’ shows that she walked very
aggressively and was intimidating, just like the
soldiers were to the Jews.
The exclamation mark shows that she was
speaking aggressively.
Self assessment
Self assessment
1.) Have you included:
- Point
- Evidence
2.) Have you explained your evidence generally?
3.) Have you explained one word in detail?
Gretel is a ___ character.
In Chapter 3, it says, ‘………’.
This suggests that….
The use of the adjective/noun/verb ‘…’ shows that….
The Boy in the Striped
Pyjamas
Chapter 4
What they saw
through
the window
What can we infer from these quotes?
• “ They were everyone.”
• “About twenty feet further along from the
garden ... everything changed.”
• “a pair of grey striped pyjamas with a grey
striped cap on their heads.”
Write a sentence or two about what you think each of
these might mean in the context of the story.
Chapter 4
We will read chapter four together.
As we read, think about the following:
Innocence
Inexperience
Immaturity
youthfulness
– How does Bruno show his naivety?
– Relationship between Bruno and Gretel
– The suggestions the children make about the
camp and why they make these assumptions
Extract Chapter 4
• Glue the extract into your exercise book on a
new page. Leave space to annotate around it.
• You will need to find examples of the following:
– Alliteration
– Adjectives
– Emotive verb
– Adverb
– Opposites
Extract from Chapter 4
adjectives
alliteration
opposites
adverb
Emotive verbs
Everywhere they looked they could see
people, tall, short, old, young, all moving
around. Some stood perfectly still in
groups, their hands by their sides, trying
to keep their heads up, as a soldier
marched in front of them, his mouth
opening and closing quickly as if he
were shouting something at them.
Some were formed into a sort of chain
gang and pushing wheelbarrows from
one side of the camp to the other,
appearing from a place out of sight and
taking their wheelbarrows further along
behind a hut, where they disappeared
again. A few stood near the huts in quiet
groups, staring at the ground as if it was
the sort of game where they didn’t want
to be spotted. Others were on crutches
and many had bandages around their
heads. Some carried spades and were
being led by groups of soldiers to a
place where they could no longer be
seen.
Now read the
extract again by
yourself and answer
the question below
using evidence from
the extract.
Q. What
impression do you
get of this place
from your reading
of the extract?
Aim for at least two
PEE paragraphs.
(Hint: Think of how
atmosphere is
created.)