The Boy in the Striped Pajamas

Transcription

1 Individual Learning Packet Teaching Unit The Boy in the Striped Pajamas by John Boyne written by Priscilla Baker Copyright 2012 by Prestwick House Inc., P.O. Box 658, Clayton, DE Permission to copy this unit for classroom use is extended to purchaser for his or her personal use. This material, in whole or part, may not be copied for resale. ISBN Item No

2 TEACHING UNIT The Boy in the Striped Pajamas Notes John Boyne was born in Dublin, Ireland, in He studied English Literature at Trinity College, Dublin, and Creative Writing at the University of East Anglia, Norwich, where he was awarded the Curtis Brown Prize. His early writing consisted mostly of short stories before moving on to novels. Boyne has authored nine novels, over seventy short stories, and numerous nonfiction articles. His most famous piece of fiction is The Boy in the Striped Pajamas, published in It has sold 5 million copies worldwide and has been translated into fifty-three different languages. It received two Irish Book Awards, the Bisto Book of the Year, and was honored with several other international awards. The novel also spent more than eighty weeks at No. 1 in Ireland and topped the New York Times Bestseller List. The Boy in the Striped Pajamas was adapted into a film and released in September The film won several awards for its actors and director and won the prestigious Goya award in Spain for Best European Film of the year. All references come from the Random House edition of The Boy in the Striped Pajamas, by John Boyne, copyright Note to Teacher: The subject of the novel is the Holocaust and will, therefore, need to be handled sensitively. Because the novel is seen through the eyes of a young boy, the perspective is somewhat naïve, and readers are spared the more horrific details of the concentration camp experience. However, there are scenes of violence and suggested violence that will need to be addressed, and much of the novel s grimmest content is implied and will need to be clarified for a full understanding. The main character, Bruno, the son of the new Commandant at Auschwitz, never quite understands his situation. He refers to Hitler, the Führer, as the Fury and Auschwitz as Out-With. Many questions, answers, and explanations deal with these terms, and it was sometimes necessary to use the actual words the terms refer to. 2 NOTE

3 TEACHING UNIT By the end of this Unit, the student will be able to Objectives 1. examine the significance of both the title of the novel and the individual chapters. 2. identify the form of narration used in the novel and analyze why Boyne might have chosen this particular type of narration to tell his story. 3. analyze the pros and cons of the chosen point of view and contemplate other options the author might have used and the effects those choices would have had on the novel as a whole. 4. discuss the function of the setting in the novel. 5. examine the impact of the social and political issues present in the novel on plot, character, and theme. 6. define the aspects of a fable and assess the novel as a fable. 7. trace the character development of the novel s protagonist, Bruno. 8. identify and describe the following characters and explain their function in the plot, taking into account the ways in which they support some of the novel s major concepts and/or themes: Shmuel Father Mother Gretel Maria Lieutenant Kotler Pavel 9. define dramatic irony and explain how Boyne uses it to develop plot, character, and theme. 10. discuss the author s use of puns and wordplay and their effect on the novel. 11. cite examples of foreshadowing and their importance to the novel. 12. point out instances of flashback in the text and their importance to the scenes in which they occur. 13. identify the story s climax. 3 OBJECTIVES

4 Chapter Two The New House VOCABULARY commandants leaders; commanders content happy cubby a small space to hide or put things desolate deserted or isolated foreseeable estimated; probable; to know in advance frothy foamy; bubbly greengrocers grocery store employees luxury the pleasure, right, or ability presumed supposed; assumed priorities main concerns respectable highly regarded; decent and proper restrictions limitations or boundaries springing leaping strolling walking leisurely 1. Describe the differences between Bruno s old house in Berlin and his new house. 2. What are Bruno s feelings about the new house? How does he feel when he closes his eyes in each place? 3. What does Bruno s mother say about their situation? How do you know how she really feels? 4

5 conviction a belief or opinion decidedly definitely; unquestionably emerging appearing huddled gathered together lowly ordinary; common lunged sprang; pounced peered looked closely surveyed examined or reviewed telegraph wire transmission Chapter Four What They Saw Through the Window VOCABULARY 1. When Gretel and Bruno first look out of the window at the start of the chapter, what do they see? What immediate observation does Gretel make? 2. Contrast in the view immediately outside Bruno s window with the start of the fence line. Note the simile used in this section. What is implied? 3. In what way does Bruno feel triumphant over Gretel, and why? What literary device does the author use to convey Bruno s feelings? 10

6 9. What is Maria s primary fear regarding Bruno s attitude toward Out-With? What is Bruno s response? 10. Explain the significance of Maria saying, We must all keep ourselves safe until this is all over. That s what I intend to do anyway. What more can we do than that after all? It s not up to us to change things. How do these lines connect to one of the novel s main themes? 11. What does Bruno s reaction to Maria s statement suggest about him? 12. What does Bruno ultimately decide at the end of the chapter? 17

7 crockery tableware curtsy a formal bow in greeting disdain disapproval; dislike enunciating pronouncing clearly extravagant excessive; overdone promptly on time ushered escorted; steered varnished polished Chapter Eleven The Fury VOCABULARY 1. What or who might the chapter be about, and why? 2. Authors often use flashback as a device to provide readers with important background information that has not yet been revealed. How does this chapter function as a flashback? 3. What news does Father bring home at the start of the chapter? What are his family s reactions to the news? 27

8 dwindling decreasing inconsolable very sad; devastated persisted continued piercing high-pitched; earsplitting Chapter Sixteen The Haircut VOCABULARY 1. Why does Bruno s family return to Berlin? What has changed since Bruno left a year ago? What role does the motif of home play? 2. Why is Father particularly sad at the funeral? What does Mother say about the flowers from the Fury? 3. Identify the many things Bruno says that he should be happy about at Out-With. 4. What is unusual about Lieutenant Kotler s departure? What might be a reasonable assumption? 39