The Boy in the Striped Pajamas
By: John Boyne Copyright: 2007
Graphic Organizer: Venn Diagram
Context:
This strategy could work as both a during-reading assignment, an after reading
assignment, or a combination of the two. To be used during the text, the diagram could be added
to as we learn more about the characters. However, this might be easier taught with focusing on
one Venn Diagram of two characters not multiple Venn Diagrams. Starting the diagrams during
the reading of the novel, to do Bruno and Shmuel the diagram would have to start after chapter
10 has been read. However, if you wanted to start it at the beginning and add as you go that
could also work. After the novel has been read, the diagram could be used to help students place
the characters in the big picture of the novel. In this vein, the assignment could be completed as
a combination of both: during the novel and after the novel. One diagram could be completed as
a class as you read the novel (possibly between Bruno and Shmuel) and then the others could be
completed after the novel was finished.
Purpose:
This strategy will help students with characterization as well as comparing and
contrasting. There are not many characters in the novel and they are very well juxtaposed
against each other throughout the novel. Because the novel is told in the first person, we get the
point of view of Bruno. With a first person narrative it can be more difficult to figure out who
these characters really are because the reader has to pay attention to all of the clues. These
diagrams will give the students the chance to pay attention to these clues and be able to put a
clear picture in their minds of who these characters are.
By comparing and contrasting these characters, the students will access another important
element of the text. The author is telling the story of the Holocaust underneath the surface of the
main story, and one of the ways he does this is through putting characters against each other and
creating foils. This assignment would be a great opportunity to teach foils and to show different
levels of the Holocaust. There were those that used the events to their advantage (Lieutenant
Kotler), those that were indifferent about it and just did what they were told (the Commandant),
and then there were those that completely opposed it (Grandmother).
Directions:
Materials Needed: handouts, overheads
Time Required: 15-60 minutes (depends on how much Venn diagram instruction your students
need, how many Venn diagrams related to the book you want them to do, and how much of the
diagrams you want to be done in class or for homework)
Hawks, BYU, 2009
Before beginning the strategy: They need to have been reading the novel; whether it is
completed or not is up to the teacher. Make certain that the students are familiar with the
characters and have read far enough into the novel to be able to put things down on the diagram.
A discussion of the characters as the novel has been progressing would serve as an appropriate
prime for this exercise.
Main Idea: This lesson would introduce the idea of a foil and would help with the overall unit
plan of better understanding the Holocaust through literature.
Lesson:
1. Introduction to Venn diagram (use as much of this as needed)
a. Pass out to the students a blank Venn diagram. Explain the basic idea of the
Venn diagram and model how to fill one out.
b. Practice: If they are unfamiliar with the concept of a Venn diagram, on a prior
day you could have students work in pairs to complete a mini-Venn that
compares their personal interests and attributes. Model for the students before
they begin what they could do, maybe have the assignment done with you and
a different teacher that they would know on an overhead.
c. Then let the students come up with their own diagrams. You will need to
prompt them with things that they can ask each other or they won’t do it, like
physical features, family characteristics, hobbies, sports etc. (a simple list on
the board would do)
2. Once the students have the concept, pass out another diagram and have them write
two characters on the diagram. The teacher may choose which ever two characters
will help the class get the bigger picture, for the purposes of this I will do Bruno and
Shumel.
3. You have the same handout on the overhead and you ask the students what they could
put in the circles for Bruno and Shumel. Model a few examples until the students get
the idea.
4. Let the students try it by themselves and see what they come up with.
5. If you so choose have them do others for other characters.
Assessment:
In terms of assessment, give participation points for this assignment, especially if it is the
students’ first time with the Venn diagram. Even if it isn’t their first time, there are no set right
or wrong answers to the diagram. However, there might be more informed connections that may
need to be brought up by the teacher that you think are important for the students to know. This
could be done with comments on the papers as points are being given or could be done in class
so that the students can jot them down on their own papers.
Hawks, BYU, 2009
Your Name:___________________
Venn Diagram
Hawks, BYU, 2009
Partner Name:___________________
Bruno
Venn Diagram
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Shumel
Bruno
Teacher Copy: Venn Diagram
Shumel
Lives in a house on the hill
Wears stripped pajamas and lives in the camp
German
Jewish
From Berlin (p. 111)
From Poland (p. 111)
Explorer (p. 107)
Loves chocolate (p. 131)
Nine years old/ Sad all the time (p. 107)
Same birthday Wears Star of David on his arm (p. 106)
(p. 109) Knows 2 languages (p. 111)
Shaved heads Only has had chocolate once (p. 131)
(p. 185)
Note: These are just simple ideas of what could be
in the Venn diagram; others could be put in as well.
Hawks, BYU, 2009