Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
FIONA BLACK
A1606820
Summary of Unit: In this unit students will look at both the text of the The Boy in the Striped
Pyjamas by John Boyne and the movie The Boy in the Striped Pyjamas directed by Mark Herman.
This will offer students a distinctive look into what life was like during the Holocaust and teach them
not only comparative skills in English when they compare the book to the movie, but also give them
the chance to explore an important historical event, which aims to coincide with their history
classes on WW2.
Content descriptors covered: ACELT 1626, ACELT 1627, ACELT 1807, ACELT 1731, ACELY
1731, ACELY 1810, ACELY 1732, ACELY 1734, ACELY 1738
Objectives/Learning outcomes:
> Introduce and develop students comparative language skills
> Give students an insight into Nazi Germany and what life was like for Jewish people during this
time period
> By the end of this unit students should have developed their skills of comparing and contrasting
characters, analysing themes, as well as discussing settings and narrative point of view
> Students will learn important film techniques that will be useful for them not only in this unit but in
their future english studies
> Develop skills of empathy in students in relation to historical events and their own place in the
world
Materials/resources:
> Students will need access to The Boy in the Striped Pyjamas text.
> The movie will be shown during class time
> Access to a computer for research purposes
Class demographics:
20 students
No specific identified learning difficulties but there is one hearing impaired student in the class. The
teacher wears a microphone that amplifies sound straight into the students hearing aid. When the
movie is shown in class the subtitles will also be turned on so that this student isnt left behind.
Week 1:
In week 1 students will be introduced to the text and we will aim to read the first 3 chapters together
as a class to get them moving along at the same pace. Students will then be giving a set number of
pages or chapters that they need to complete for homework.
Lesson two for week 1 will look at the historical context of the book and give the students some
necessary background information. Students will be doing research during class time on WW2 and
what they know as they need this background to be able to really understand the text.
Week 2:
Students still reading the book but mostly in their own time - homework pages and chapters will
continue to be set. Some students may finish the book this week.
Students will look at characterisation this week.
Week 3:
Aim to have all students finished the book by week 3 so we can move onto the film
Week 4:
Lesson to refresh students on film techniques that they have learnt in previous years. Introduction
of any new film techniques they do not know but need to know.
Lesson two for week 4 will be on essay writing.
Week 5:
Individual essay writing and teacher drafting work as they go.
Lesson Duration:
45 minutes
Aims:
To introduce students to the text and have them do independent research on its context to give
them needed background information to approach the text/film pair.
Objectives:
By the end of the lesson students should be equipped with the tools necessary for them to
understand the text. Students will have research the historical context of the film and we will have
discussed this as a class to ensure that they all understand this. Students will understand the
significance of the time when this text was written. This is important because students will not be
able to complete this unit successfully if they 1) lack the knowledge to support their
comprehension of the text, and 2) they don't understand the format of the particular genre and its
historical significance.
Plenary (5 mins):
Quick pop quiz on the questions the student researched. Questions to be asked will be as follows:
- Where was the author of the text born?
- What date did the second world war begin on?
- What date did the second world war end on?
- What is the holocaust?
Students will then be asked to finish this piece of work off for homework if they have not managed
to finish this in class as teacher will be collecting the work to mark at the beginning of the next
lesson.
Lesson Duration:
60 minutes
Aims:
To look at the characterisation used in the text.
Objectives:
Students will be able to identify physical characteristics of the characters present in the text as well
as character/personality and belief traits. Students will also be able to identify significant moments
for these characters in the text as well as being able to pick out one or two key quotes from the text
and the character that they relate to.
someone that has the text so that at least everyone in the class can see it. Teacher explains that
we will start by doing a short bit of reading as a class to get up focused on the text and ensure
everyones at least at the same stage in the text. Teacher will read first paragraph and then follow
anticlockwise around the room and each student will read out about a paragraph each.
Teacher brings the class back. On the overhead projector the digital copy of the worksheet will be
put up and the teacher will then go through the remaining characters with the students and see
what ideas they came up with and ensure that everyone was on the right track. Teacher will then
explain that for homework students are expected to read 2 chapters of the text. Any students who
did not finish the worksheet task will also be expected to finish this for homework to ensure all
students are up to date for the following lesson.
Lesson Duration:
60 minutes
Aim:
To refresh students on film techniques and teach them any new ones which they may not have
learnt in previous years.
Objectives:
By the end of this lesson students should be able to identify a wide range of different film
techniques and be able to explain these and identify these when they go on to watch the movie in
future lessons. This will be vital to them being able to write a good argument in their essays at the
end of the unit.
Mis-en-scene
Costume
10
Long shots
Mid shots
Close up
Wide shots
Zoom shots
Panning shots
Tracking shots
Students will copy the definition of these into their notebooks.
The powerpoint presentation will then go through a number of different scenes from The Boy in the
Striped Pyjamas and students will discuss as a class which film techniques they can identify being
used in the scene and discuss what the director of the film is trying to portray from using these
techniques. This will help students when it comes to writing their essays. The students will be given
a worksheet which has still frames from the movie and room next to each picture for them to jot
down what is being discussed. This means that when the students come to watch the movie in the
following weeks, they will be able to identify these pivotal scenes and the techniques being used.
The worksheet will also serve as a cheat sheet for those students who might need some extra help
when it comes to writing their essays.
Plenary (5 mins):
Teacher will flick to a quick quiz on the powerpoint where there is 5 different camera angle shots
and the students have to identify these shots as quickly as possible. This will ensure that students
understood what was taught and didn't just copy information down without paying attention to what
was happening.
11
Lesson Duration:
120 minutes (double lesson but this will possibly even have to split up into a double and a single
lesson if there isn't time to show the entire film)
Aims:
Show students the film and have them fill out a worksheet as they go.
Objectives:
Students will have notes as per the worksheet to help them when it comes to doing their
comparison between the text and film and for writing their comparative essays.
12
questions and make any additional notes that will be helpful for them as they watch.
Lesson Duration:
60 minutes
Aims:
13
Objectives:
Students will be able to write an essay plan
Students will be able to begin writing their first drafts of the comparative essay (this will be set for
homework)
> What do you remember about writing essays from last year?
> What are the main sections of an essay?
> What is a thesis statement?
Teacher uses the white board to go through the 5-paragraph outline of the essay that they will be
expected to follow when it comes to their assessment task, which will be as follows:
14
Teacher will give students specific essay plan worksheets that they need to follow out once it has
been discussed as a class. Students will just need to fill in some rough details as to what is going
into the introduction; including the use of a thesis statement, the main body paragraphs of their
essays, and the conclusion. What the students do not finish will be finished for homework so that in
the following week they can start piecing their essays together properly and drafting and polishing
them off.
After this activity, teacher split the students into groups of 4-6 and they will each be given a piece
of butcher paper on which they have to brainstorm words for comparing and contrasting and create
a mind map. This will help them when it comes to their essay writing. Breaking them up into groups
will keep them focused and give them a break from the paper to pen work they have been doing
above.
Teacher brings everyone back and we compare the different words that the students have got, as
well as adding words that the teacher has put on her own mind map which will have been prepared
before class by only revealed to students after they have come up with some of their own. Recap
quickly on the essay plan and the teachers expectation that the students will complete this for their
homework.
REFERENCES:
I referred to The Boy in the Striped Pyjamas unit plan in Great Ideas for English in the Middle
Years, but I adapted the ideas to how I wanted them to be and came up with some of my own ideas
as this was my original text/film pair I chose for the discussion board assignment and a text that I
absolutely loved in high school.
15
16