Key Stage 3 ENGLISH
Medium Term Plan: THE BOY IN THE STRIPED PYJAMAS
KEY ASSESSMENT OBJECTIVES:
AO1: SPEAKING,
AO3: READING
LISTENING & AO2:
STUDYING SPOKEN
LANGUAGE
AO4: WRITING
1 Communicating &
Adapting Language
1 Reading &
Understanding
1 Communicating Clearly &
Using Forms
2 Interacting & Responding
2 Developing, Interpreting
& Supporting Ideas
2 Using Vocabulary &
Language
3 Creating & Sustaining
Roles
3 Evaluating Language,
Structure & Presentation
3 Organising Information &
Ideas
4 Understanding Language
Varieties in Different
Contexts
5 Evaluating Language
Choices
4 Making Comparisons
4 Using Sentence
Structures
5 Texts & Their Contexts
(Social, Cultural &
Historical)
5 Writing Accurately
Outcome/ mode of assessment:
AO1: Diamond 9 Discussion
AO4: Description of house; DVD Blurb
AO3: QWERTY Analysis
Notes:
DURATION:
Week 1:
Book cover predictions
Chapter 1
Chapter 2- Writing Assessment
Week 2:
Chapter 2 (continued)- Writing Assessment
Chapter 3
Chapter 4
Week 3:
Context
Chapter 5
Week 4:
Chapter 5 (continued)
Chapter 6
Chapter 7&8
Week 5:
Chapter 9
Chapter 10
Chapter 11- Reading Assessment
Week 6:
Chapter 11 (continued)- Reading Assessment
Chapter 12-14
Chapter 15- Speaking & Listening Assessment
Week 7:
Chapter 16-18
Chapter 19-20
Week 8:
DVD Cover/ Blurb- Writing Assessment
Unit: ‘The Boy In The Striped Pyjamas’
Lesson 1: Book Cover Predictions
1. Read and understand texts, selecting material appropriate
to purpose, collating from different sources and making
comparisons and cross references as appropriate.
1. Write to communicate clearly, effectively and
imaginatively, using and adapting forms
2. Develop and sustain interpretations of writers’ ideas and
perspectives.
2. Selecting vocabulary appropriate to task and purpose in
ways that engage the reader.
3. Interact with others, shaping meanings through
suggestions, comments and questions and drawing ideas
together.
3. Explain and evaluate how writers use linguistic,
grammatical, structural and presentational features to
achieve effects and engage and influence the reader.
4. Understand variations in spoken language, explaining
why language changes in relation to contexts.
4. Make comparisons and explain links between texts,
evaluating writers’ different ways of expressing meaning and
achieving effects.
5. Relate texts to their social, cultural and historical contexts;
explain how texts have been influential and significant to
self and other readers in different contexts and at different
times.
3. Organise information and ideas into structured and
sequenced sentences, paragraphs and whole texts, using a
variety of linguistic and structural features to support
cohesion and overall coherence.
4. Use a range of sentence structures for clarity, purpose and
effect
5. Evaluate the impact of spoken language choices in their
own and others’ use.
AO4: WRITING
1. Speak to communicate clearly and purposefully;
structure and sustain talk, adapting it to different
situations and audiences; use standard English and a
variety of techniques as appropriate.
2. Listen and respond to speakers’ ideas and perspectives,
and how they construct and express meaning.
AO3: READING
AO1: SPEAKING, LISTENING & AO2: STUDYING
SPOKEN LANGUAGE
Key Stage 3 English
5. Use accurate punctuation and spelling
Learning Objective:
Success Criteria:
To make predictions about a text, based on the presentational features on the cover
I can describe the cover
I make predictions, explaining them by referring to the cover
I use the more subtle features of the cover to explore possible themes and ideas
Teacher’s own interpretation
Starter:
Judging books by their covers. Supported analysis of the covers of ‘Private Peaceful’ and ‘The Curious Incident of the Dog in the Night
Time’- focusing on interpretation and deduction. [Could be done as individual or paired task on print out of slides 2 and 3 or shared
activity on the board, with pupils contributing through the use of mini whiteboards.]
Development:
Introduce the novel’s title and the objectives for this lesson.
Give pupils the three covers for ‘The Boy in the Striped Pyjamas’. Start different groups off at different points/ allocate different covers
and then feedback, with pupils making notes based on others’ ideas.
Show the blurb and the film poster, before showing the film trailer. These all help us to make predictions about the novel. (Ideas could
be listed on the board or pupils could record prediction on mini whiteboards or in books to support the plenary activity.)
Plenary:
Model structuring a QEY response, predicting what the novel will be about.
Pupils complete independent QEY paragraphs. If time, get them to highlight the different elements of their responses or underline the
useful phrases they’ve used from the PowerPoint.
Resources:
PowerPoint; [Print out of slides 2 & 3 if necessary]; Covers; (mini whiteboards)
Unit: ‘The Boy In The Striped Pyjamas’
Lesson 2: Chapter 1
1. Read and understand texts, selecting material appropriate
to purpose, collating from different sources and making
comparisons and cross references as appropriate.
1. Write to communicate clearly, effectively and
imaginatively, using and adapting forms
2. Develop and sustain interpretations of writers’ ideas and
perspectives.
2. Selecting vocabulary appropriate to task and purpose in
ways that engage the reader.
3. Interact with others, shaping meanings through
suggestions, comments and questions and drawing ideas
together.
3. Explain and evaluate how writers use linguistic,
grammatical, structural and presentational features to
achieve effects and engage and influence the reader.
4. Understand variations in spoken language, explaining
why language changes in relation to contexts.
4. Make comparisons and explain links between texts,
evaluating writers’ different ways of expressing meaning and
achieving effects.
5. Relate texts to their social, cultural and historical contexts;
explain how texts have been influential and significant to
self and other readers in different contexts and at different
times.
3. Organise information and ideas into structured and
sequenced sentences, paragraphs and whole texts, using a
variety of linguistic and structural features to support
cohesion and overall coherence.
4. Use a range of sentence structures for clarity, purpose and
effect
5. Evaluate the impact of spoken language choices in their
own and others’ use.
AO4: WRITING
1. Speak to communicate clearly and purposefully;
structure and sustain talk, adapting it to different
situations and audiences; use standard English and a
variety of techniques as appropriate.
2. Listen and respond to speakers’ ideas and perspectives,
and how they construct and express meaning.
AO3: READING
AO1: SPEAKING, LISTENING & AO2: STUDYING
SPOKEN LANGUAGE
Key Stage 3 English
5. Use accurate punctuation and spelling
Learning Objective:
Success Criteria:
To read and understand the story, selecting evidence to support our ideas
I can pick out some evidence from the text
I can explain what the evidence suggests
I focus on what particular words suggest when I explain my ideas
Teacher’s own interpretation
Starter:
Introduce the character of Bruno and that his life is going to change. Read Chapter 1,
followed by collecting evidence relating to unusual activity/ behaviour.
Development:
Explore key quotations, considering connotations, language choices etc. linking them to
the unusual activity in the house.
Plenary:
Model QEY response on how Chapter 1 shows that Bruno’s life is going to change.
Pupils complete QEY, using PowerPoint frame to support.
Resources:
PowerPoint; Chapter 1; Writing frames (use as prompts or print if necessary)
Unit: ‘The Boy In The Striped Pyjamas’
Lesson 3-4: Chapter 2
1. Read and understand texts, selecting material appropriate
to purpose, collating from different sources and making
comparisons and cross references as appropriate.
1. Write to communicate clearly, effectively and
imaginatively, using and adapting forms
2. Develop and sustain interpretations of writers’ ideas and
perspectives.
2. Selecting vocabulary appropriate to task and purpose in
ways that engage the reader.
3. Interact with others, shaping meanings through
suggestions, comments and questions and drawing ideas
together.
3. Explain and evaluate how writers use linguistic,
grammatical, structural and presentational features to
achieve effects and engage and influence the reader.
4. Understand variations in spoken language, explaining
why language changes in relation to contexts.
4. Make comparisons and explain links between texts,
evaluating writers’ different ways of expressing meaning and
achieving effects.
5. Relate texts to their social, cultural and historical contexts;
explain how texts have been influential and significant to
self and other readers in different contexts and at different
times.
3. Organise information and ideas into structured and
sequenced sentences, paragraphs and whole texts, using a
variety of linguistic and structural features to support
cohesion and overall coherence.
4. Use a range of sentence structures for clarity, purpose and
effect
5. Evaluate the impact of spoken language choices in their
own and others’ use.
AO4: WRITING
1. Speak to communicate clearly and purposefully;
structure and sustain talk, adapting it to different
situations and audiences; use standard English and a
variety of techniques as appropriate.
2. Listen and respond to speakers’ ideas and perspectives,
and how they construct and express meaning.
AO3: READING
AO1: SPEAKING, LISTENING & AO2: STUDYING
SPOKEN LANGUAGE
Key Stage 3 English
5. Use accurate punctuation and spelling
Learning Objective:
Success Criteria:
To be able to use evidence to explain how the writer creates an effective setting
To use Boyne’s techniques to create our own powerful setting descriptions
I can match the quotations to the setting they describe
I describe a setting, including some details
I describe the setting, thinking carefully about my word choice
Teacher’s own interpretation
Starter:
Introduce difference between Bruno’s old and new house. Sort words describing old
house and new house, based on reading of Chapter 2.
Development:
Give pupils pictures of the two houses and get them to surround images with
quotations. Share quotations (visualiser) and create list of techniques used to describe.
Give pupils images of a new house and imagine that this was a house they moved to.
They are to surround images with description.
Plenary:
Pupils write their own Chapter 2, using writing features grids.
Resources:
PowerPoint; ‘The Boy In The Striped Pyjamas’; Old House New House Quotations; House Images; Writing Features Grid and Chance Cards
Unit: ‘The Boy In The Striped Pyjamas’
Lesson 5: Chapter 3
1. Read and understand texts, selecting material appropriate
to purpose, collating from different sources and making
comparisons and cross references as appropriate.
1. Write to communicate clearly, effectively and
imaginatively, using and adapting forms
2. Develop and sustain interpretations of writers’ ideas and
perspectives.
2. Selecting vocabulary appropriate to task and purpose in
ways that engage the reader.
3. Interact with others, shaping meanings through
suggestions, comments and questions and drawing ideas
together.
3. Explain and evaluate how writers use linguistic,
grammatical, structural and presentational features to
achieve effects and engage and influence the reader.
4. Understand variations in spoken language, explaining
why language changes in relation to contexts.
4. Make comparisons and explain links between texts,
evaluating writers’ different ways of expressing meaning and
achieving effects.
5. Relate texts to their social, cultural and historical contexts;
explain how texts have been influential and significant to
self and other readers in different contexts and at different
times.
3. Organise information and ideas into structured and
sequenced sentences, paragraphs and whole texts, using a
variety of linguistic and structural features to support
cohesion and overall coherence.
4. Use a range of sentence structures for clarity, purpose and
effect
5. Evaluate the impact of spoken language choices in their
own and others’ use.
AO4: WRITING
1. Speak to communicate clearly and purposefully;
structure and sustain talk, adapting it to different
situations and audiences; use standard English and a
variety of techniques as appropriate.
2. Listen and respond to speakers’ ideas and perspectives,
and how they construct and express meaning.
AO3: READING
AO1: SPEAKING, LISTENING & AO2: STUDYING
SPOKEN LANGUAGE
Key Stage 3 English
5. Use accurate punctuation and spelling
Learning Objective:
Success Criteria:
To be able to read and understand how the character of Gretel is presented, using
supporting evidence.
I can give my opinion about the character of Gretel and use quotations to support my ideas
I can explain what the quotations about Gretel will make the reader think and focus on key
words
I interpret quotations, exploring how Gretel is represented. I can explore interpretations which
aren’t really obvious.
Teacher’s own interpretation
Starter:
Role on the wall for Gretel, informed by reading of Chapter 3. (Could read together, followed by task, or
get pupils to read in groups/ independently whilst doing task.) Give each group a strip of lining paper and
draw around one person to create an outline for Gretel. Give each group a focus (Group 1: least
challenging; Group 3: most challenging) and get them to record key quotations from the text. (If more
than 3 groups, duplicate focuses.)
Development:
Model interpreting a quotation using QEY, presenting bank of phrases for interpretation (It suggests,
implies, shows, represents…) and get pupils to add to quotations in a different colour, showing their
interpretation.
Plenary:
Each group should present (some of) their Gretel outline, using the QEY structure verbally. Peer asses
presentations using traffic lights (in log books) for each element of QEY.
Resources:
PowerPoint; ‘The Boy In The Striped Pyjamas’; Lining paper; marker pens (two colours: quotations and interpretations).
Unit: ‘The Boy In The Striped Pyjamas’
Lesson 6: Chapter 4
1. Read and understand texts, selecting material appropriate
to purpose, collating from different sources and making
comparisons and cross references as appropriate.
1. Write to communicate clearly, effectively and
imaginatively, using and adapting forms
2. Develop and sustain interpretations of writers’ ideas and
perspectives.
2. Selecting vocabulary appropriate to task and purpose in
ways that engage the reader.
3. Interact with others, shaping meanings through
suggestions, comments and questions and drawing ideas
together.
3. Explain and evaluate how writers use linguistic,
grammatical, structural and presentational features to
achieve effects and engage and influence the reader.
4. Understand variations in spoken language, explaining
why language changes in relation to contexts.
4. Make comparisons and explain links between texts,
evaluating writers’ different ways of expressing meaning and
achieving effects.
5. Relate texts to their social, cultural and historical contexts;
explain how texts have been influential and significant to self
and other readers in different contexts and at different
times.
3. Organise information and ideas into structured and
sequenced sentences, paragraphs and whole texts, using a
variety of linguistic and structural features to support
cohesion and overall coherence.
4. Use a range of sentence structures for clarity, purpose and
effect
5. Evaluate the impact of spoken language choices in their
own and others’ use.
AO4: WRITING
1. Speak to communicate clearly and purposefully;
structure and sustain talk, adapting it to different
situations and audiences; use standard English and a
variety of techniques as appropriate.
2. Listen and respond to speakers’ ideas and perspectives,
and how they construct and express meaning.
AO3: READING
AO1: SPEAKING, LISTENING & AO2: STUDYING
SPOKEN LANGUAGE
Key Stage 3 English
5. Use accurate punctuation and spelling
Learning Objective:
Success Criteria:
To be able to read and understand how Gretel’s concerns are presented, using
supporting evidence
I can give my opinion about Gretel’s concerns and use quotations to support my ideas.
I can explain what the quotations about Gretel’s concerns will make the reader think and focus
on key words.
I interpret quotations, exploring how Gretel’s concerns are represented. I can explore
interpretations which aren’t really obvious.
Teacher’s own interpretation
Starter:
Read Chapter 4. Freeze frame activity: pupils in role as Gretel, Bruno, soldiers and group of children based
on situation on page 37.
Development:
Outline the objective and how this lesson moves on from interpreting quotations to focusing on key
words- starting to explore language.
Share analysing quotations, focusing on the effects and connotations of key words.
Allocate quotations to pupils to analyse (either print Ppt as a handout and pupils complete independently
or allocate quotations to pairs to present to others).
Plenary:
Using PowerPoint writing frame, pupils write QEY paragraph in response to question: How does John
Boyne present Gretel’s concerns in Chapter 4 of ‘The Boy In The Striped Pyjamas’?
Resources:
PowerPoint, ‘The Boy In The Striped Pyjamas’, quotations (either handouts or single quotations for pairs)
Unit: ‘The Boy In The Striped Pyjamas’
Lesson 7-8: Context
1. Read and understand texts, selecting material appropriate
to purpose, collating from different sources and making
comparisons and cross references as appropriate.
1. Write to communicate clearly, effectively and
imaginatively, using and adapting forms
2. Develop and sustain interpretations of writers’ ideas and
perspectives.
2. Selecting vocabulary appropriate to task and purpose in
ways that engage the reader.
3. Interact with others, shaping meanings through
suggestions, comments and questions and drawing ideas
together.
3. Explain and evaluate how writers use linguistic,
grammatical, structural and presentational features to
achieve effects and engage and influence the reader.
4. Understand variations in spoken language, explaining
why language changes in relation to contexts.
4. Make comparisons and explain links between texts,
evaluating writers’ different ways of expressing meaning and
achieving effects.
5. Relate texts to their social, cultural and historical contexts;
explain how texts have been influential and significant to
self and other readers in different contexts and at different
times.
3. Organise information and ideas into structured and
sequenced sentences, paragraphs and whole texts, using a
variety of linguistic and structural features to support
cohesion and overall coherence.
4. Use a range of sentence structures for clarity, purpose and
effect
5. Evaluate the impact of spoken language choices in their
own and others’ use.
AO4: WRITING
1. Speak to communicate clearly and purposefully;
structure and sustain talk, adapting it to different
situations and audiences; use standard English and a
variety of techniques as appropriate.
2. Listen and respond to speakers’ ideas and perspectives,
and how they construct and express meaning.
AO3: READING
AO1: SPEAKING, LISTENING & AO2: STUDYING
SPOKEN LANGUAGE
Key Stage 3 English
5. Use accurate punctuation and spelling
Learning Objective:
Success Criteria:
To read and understand the text in light of its context
I know some information about the context in which the novel is set
I can make some links between quotations from the text and the context
I make less obvious links between quotations from the text and the context
Teacher’s own interpretation
Starter:
Introduce the objective relating to context and explore its meaning.
Think-pair-share using prompts to draw out existing knowledge about the context.
Development:
Show images and YouTube clips about Auschwitz before looking at the map of the
camp and answering questions.
Plenary:
What can Bruno and Gretel really see? Review key quotations from Chapter 4 in light of
contextual knowledge. Link quotations to context.
Resources:
PowerPoint, Prompts, Quotations.
Unit: ‘The Boy In The Striped Pyjamas’
Lesson 9-10: Chapter 5
1. Read and understand texts, selecting material appropriate
to purpose, collating from different sources and making
comparisons and cross references as appropriate.
1. Write to communicate clearly, effectively and
imaginatively, using and adapting forms
2. Develop and sustain interpretations of writers’ ideas and
perspectives.
2. Selecting vocabulary appropriate to task and purpose in
ways that engage the reader.
3. Interact with others, shaping meanings through
suggestions, comments and questions and drawing ideas
together.
3. Explain and evaluate how writers use linguistic,
grammatical, structural and presentational features to
achieve effects and engage and influence the reader.
4. Understand variations in spoken language, explaining
why language changes in relation to contexts.
4. Make comparisons and explain links between texts,
evaluating writers’ different ways of expressing meaning and
achieving effects.
5. Relate texts to their social, cultural and historical contexts;
explain how texts have been influential and significant to
self and other readers in different contexts and at different
times.
3. Organise information and ideas into structured and
sequenced sentences, paragraphs and whole texts, using a
variety of linguistic and structural features to support
cohesion and overall coherence.
4. Use a range of sentence structures for clarity, purpose and
effect
5. Evaluate the impact of spoken language choices in their
own and others’ use.
AO4: WRITING
1. Speak to communicate clearly and purposefully;
structure and sustain talk, adapting it to different
situations and audiences; use standard English and a
variety of techniques as appropriate.
2. Listen and respond to speakers’ ideas and perspectives,
and how they construct and express meaning.
AO3: READING
AO1: SPEAKING, LISTENING & AO2: STUDYING
SPOKEN LANGUAGE
Key Stage 3 English
5. Use accurate punctuation and spelling
Learning Objective:
Success Criteria:
To explain how John Boyne uses language to show the relationship between Bruno and
his father
I know what language techniques mean and can find some examples
I can explain simply what effect the language techniques have and give my opinion on Bruno’s
relationship with his father
I explore in detail how the language techniques influence the reader and help them
understand Bruno’s relationship with his father
Teacher’s own interpretation
Starter:
Find someone who: given grid of language features, pupils should move around and
find someone who can define each of the language features on the grid. They should
record the definition and the name of the pupil who shared the knowledge with them.
Feedback and clarify any misunderstandings.
Development:
Share text marking for first part of the Chapter 5 extract before pupils continue
individually.
Conscience alley: line pupils up, with pairs facing each other. One side should represent
Bruno, the other Bruno’s father. Move down the line, thought tracking each character.
Plenary:
Show the QWERTY structure, extending their work on QEY, and model process.
Pupils write own QWERTY paragraphs about Bruno’s relationship with his father.
Resources:
PowerPoint, Find Someone Who Grid, Extract from Chapter 5.
Unit: ‘The Boy In The Striped Pyjamas’
Lesson 11: Chapter 6
1. Read and understand texts, selecting material appropriate
to purpose, collating from different sources and making
comparisons and cross references as appropriate.
1. Write to communicate clearly, effectively and
imaginatively, using and adapting forms
2. Develop and sustain interpretations of writers’ ideas and
perspectives.
2. Selecting vocabulary appropriate to task and purpose in
ways that engage the reader.
3. Interact with others, shaping meanings through
suggestions, comments and questions and drawing ideas
together.
3. Explain and evaluate how writers use linguistic,
grammatical, structural and presentational features to
achieve effects and engage and influence the reader.
4. Understand variations in spoken language, explaining
why language changes in relation to contexts.
4. Make comparisons and explain links between texts,
evaluating writers’ different ways of expressing meaning and
achieving effects.
5. Relate texts to their social, cultural and historical contexts;
explain how texts have been influential and significant to
self and other readers in different contexts and at different
times.
3. Organise information and ideas into structured and
sequenced sentences, paragraphs and whole texts, using a
variety of linguistic and structural features to support
cohesion and overall coherence.
4. Use a range of sentence structures for clarity, purpose and
effect
5. Evaluate the impact of spoken language choices in their
own and others’ use.
AO4: WRITING
1. Speak to communicate clearly and purposefully;
structure and sustain talk, adapting it to different
situations and audiences; use standard English and a
variety of techniques as appropriate.
2. Listen and respond to speakers’ ideas and perspectives,
and how they construct and express meaning.
AO3: READING
AO1: SPEAKING, LISTENING & AO2: STUDYING
SPOKEN LANGUAGE
Key Stage 3 English
5. Use accurate punctuation and spelling
Learning Objective:
Success Criteria:
To explain how the film makers have used camera shots to present characters and their
relationships
I can identify camera shots and use different shots in my own storyboard
I can explain the effect of camera shots simply and choose shots for my own storyboard
I can analyse the effect of camera shots, lighting and gesture and deliberately compose
effective shots in my own storyboard.
Teacher’s own interpretation
Starter:
Using prompts, pupils analyse the still images from the film adaptation of the novel.
(Could be printed and placed around the room for pupils to move around and respond
to or given as hand out printouts)
Development:
Read Chapter 6.
Give pupils an extract (There are 14 extracts- depending on class size, pupils could work
in pairs or each extract could be duplicated to offer alternative interpretation) from the
novel and get them to produce a still frame, imagining they are directing the film. They
should label the shot to show their choices.
Plenary:
Run through the still images in order under the visualiser to produce an adaptation of
the Chapter 6 narrative. Discuss effectiveness of shot choices.
Resources:
PowerPoint, ‘The Boy In The Striped Pyjamas’, Images with prompts, Chapter 6 Extracts, Visualiser
Unit: ‘The Boy In The Striped Pyjamas’
Lesson 12: Chapter 7 & 8
1. Read and understand texts, selecting material appropriate
to purpose, collating from different sources and making
comparisons and cross references as appropriate.
1. Write to communicate clearly, effectively and
imaginatively, using and adapting forms
2. Develop and sustain interpretations of writers’ ideas and
perspectives.
2. Selecting vocabulary appropriate to task and purpose in
ways that engage the reader.
3. Interact with others, shaping meanings through
suggestions, comments and questions and drawing ideas
together.
3. Explain and evaluate how writers use linguistic,
grammatical, structural and presentational features to
achieve effects and engage and influence the reader.
4. Understand variations in spoken language, explaining
why language changes in relation to contexts.
4. Make comparisons and explain links between texts,
evaluating writers’ different ways of expressing meaning and
achieving effects.
5. Relate texts to their social, cultural and historical contexts;
explain how texts have been influential and significant to
self and other readers in different contexts and at different
times.
3. Organise information and ideas into structured and
sequenced sentences, paragraphs and whole texts, using a
variety of linguistic and structural features to support
cohesion and overall coherence.
4. Use a range of sentence structures for clarity, purpose and
effect
5. Evaluate the impact of spoken language choices in their
own and others’ use.
AO4: WRITING
1. Speak to communicate clearly and purposefully;
structure and sustain talk, adapting it to different
situations and audiences; use standard English and a
variety of techniques as appropriate.
2. Listen and respond to speakers’ ideas and perspectives,
and how they construct and express meaning.
AO3: READING
AO1: SPEAKING, LISTENING & AO2: STUDYING
SPOKEN LANGUAGE
Key Stage 3 English
5. Use accurate punctuation and spelling
Learning Objective:
Success Criteria:
To interpret how the writer presents characters, evaluating how Boyne uses language
to influence the reader
I can identify a character from the description and give my opinion on them.
I can select evidence from the text and explain my response. I can identify some techniques.
I can use QWERTY to explore how Boyne has used language techniques to present the
characters.
Teacher’s own interpretation
Starter:
Given descriptions of characters on PowerPoint, pupils identify which character is being
described. (Either label areas of the room according to the character and have pupils
move to those areas or use mini-whiteboards.) (List language techniques used in
quotations- word choice, simile, repetition, alliteration, sensory detail etc.)
Development:
John Boyne uses language carefully to describe the characters. Use techniques listed
during the starter to describe Bruno’s mother.
Read Chapters 7&8.
Close reading on the character descriptions, identifying language features.
Plenary:
For one character, write a QWERTY paragraph as to how Boyne uses language to
present the character. (See model and prompts.)
Resources:
PowerPoint, ‘The Boy In The Striped Pyjamas’, Mini Whiteboards or labels, Close reading activities.
Unit: ‘The Boy In The Striped Pyjamas’
Lesson 13: Chapter 9
1. Read and understand texts, selecting material appropriate
to purpose, collating from different sources and making
comparisons and cross references as appropriate.
1. Write to communicate clearly, effectively and
imaginatively, using and adapting forms
2. Develop and sustain interpretations of writers’ ideas and
perspectives.
2. Selecting vocabulary appropriate to task and purpose in
ways that engage the reader.
3. Interact with others, shaping meanings through
suggestions, comments and questions and drawing ideas
together.
3. Explain and evaluate how writers use linguistic,
grammatical, structural and presentational features to
achieve effects and engage and influence the reader.
4. Understand variations in spoken language, explaining
why language changes in relation to contexts.
4. Make comparisons and explain links between texts,
evaluating writers’ different ways of expressing meaning and
achieving effects.
5. Relate texts to their social, cultural and historical contexts;
explain how texts have been influential and significant to
self and other readers in different contexts and at different
times.
3. Organise information and ideas into structured and
sequenced sentences, paragraphs and whole texts, using a
variety of linguistic and structural features to support
cohesion and overall coherence.
4. Use a range of sentence structures for clarity, purpose and
effect
5. Evaluate the impact of spoken language choices in their
own and others’ use.
AO4: WRITING
1. Speak to communicate clearly and purposefully;
structure and sustain talk, adapting it to different
situations and audiences; use standard English and a
variety of techniques as appropriate.
2. Listen and respond to speakers’ ideas and perspectives,
and how they construct and express meaning.
AO3: READING
AO1: SPEAKING, LISTENING & AO2: STUDYING
SPOKEN LANGUAGE
Key Stage 3 English
5. Use accurate punctuation and spelling
Learning Objective:
Success Criteria:
To link the text to its context, explaining why a text has been written and why it is
important for ourselves and other readers
I read and understand the writer’s point of view
I can talk about why the novel is important and what we learn about the context from reading
it
I can argue why the novel is important, acknowledging different points of view and challenging
others
Teacher’s own interpretation
Starter:
Read Chapter 9. Discuss what Bruno is learning about: History.
Development:
Place interviews with John Boyne around the room and give pupils questions from
PowerPoint to prompt note-taking.
Plenary:
Pairs discuss ideas from interviews by debating and completing the diamond 9.
Feedback key/ interesting points.
Resources:
PowerPoint, ‘The Boy In The Striped Pyjamas’, Interviews with John Boyne, Diamond 9
Unit: ‘The Boy In The Striped Pyjamas’
Lesson 14: Chapter 10
1. Read and understand texts, selecting material appropriate
to purpose, collating from different sources and making
comparisons and cross references as appropriate.
1. Write to communicate clearly, effectively and
imaginatively, using and adapting forms
2. Develop and sustain interpretations of writers’ ideas and
perspectives.
2. Selecting vocabulary appropriate to task and purpose in
ways that engage the reader.
3. Interact with others, shaping meanings through
suggestions, comments and questions and drawing ideas
together.
3. Explain and evaluate how writers use linguistic,
grammatical, structural and presentational features to
achieve effects and engage and influence the reader.
4. Understand variations in spoken language, explaining
why language changes in relation to contexts.
4. Make comparisons and explain links between texts,
evaluating writers’ different ways of expressing meaning and
achieving effects.
5. Relate texts to their social, cultural and historical contexts;
explain how texts have been influential and significant to
self and other readers in different contexts and at different
times.
3. Organise information and ideas into structured and
sequenced sentences, paragraphs and whole texts, using a
variety of linguistic and structural features to support
cohesion and overall coherence.
4. Use a range of sentence structures for clarity, purpose and
effect
5. Evaluate the impact of spoken language choices in their
own and others’ use.
AO4: WRITING
1. Speak to communicate clearly and purposefully;
structure and sustain talk, adapting it to different
situations and audiences; use standard English and a
variety of techniques as appropriate.
2. Listen and respond to speakers’ ideas and perspectives,
and how they construct and express meaning.
AO3: READING
AO1: SPEAKING, LISTENING & AO2: STUDYING
SPOKEN LANGUAGE
Key Stage 3 English
5. Use accurate punctuation and spelling
Learning Objective:
Success Criteria:
To read and understand the novel, selecting quotations and developing interpretations
of the writer’s ideas.
I can pick out relevant information from the text, identifying similarities and differences.
I select evidence, identifying subtle similarities and differences between characters.
I can use textual evidence to explore subtle similarities and differences, considering why the
writer has used these in the novel.
Teacher’s own interpretation
Starter:
Explore symbols in the novel according to the pictures on the PowerPoint. Consider the
symbol of the fence.
Development:
What do Bruno and Pavel have in common and what separates them? Complete Venn
diagram whilst reading Chapter 10.
Plenary:
Pupils write 5 comparative sentences about Bruno and Shmuel, using connectives bank.
Consider the significance of the chapter’s subheading and why John Boyne has created
characters with so much in common.
Resources:
PowerPoint, ‘The Boy In The Striped Pyjamas’, Venn diagram
Unit: ‘The Boy In The Striped Pyjamas’
Lesson 15-16: Chapter 11
1. Read and understand texts, selecting material appropriate
to purpose, collating from different sources and making
comparisons and cross references as appropriate.
1. Write to communicate clearly, effectively and
imaginatively, using and adapting forms
2. Develop and sustain interpretations of writers’ ideas and
perspectives.
2. Selecting vocabulary appropriate to task and purpose in
ways that engage the reader.
3. Interact with others, shaping meanings through
suggestions, comments and questions and drawing ideas
together.
3. Explain and evaluate how writers use linguistic,
grammatical, structural and presentational features to
achieve effects and engage and influence the reader.
4. Understand variations in spoken language, explaining
why language changes in relation to contexts.
4. Make comparisons and explain links between texts,
evaluating writers’ different ways of expressing meaning and
achieving effects.
5. Relate texts to their social, cultural and historical contexts;
explain how texts have been influential and significant to
self and other readers in different contexts and at different
times.
3. Organise information and ideas into structured and
sequenced sentences, paragraphs and whole texts, using a
variety of linguistic and structural features to support
cohesion and overall coherence.
4. Use a range of sentence structures for clarity, purpose and
effect
5. Evaluate the impact of spoken language choices in their
own and others’ use.
AO4: WRITING
1. Speak to communicate clearly and purposefully;
structure and sustain talk, adapting it to different
situations and audiences; use standard English and a
variety of techniques as appropriate.
2. Listen and respond to speakers’ ideas and perspectives,
and how they construct and express meaning.
AO3: READING
AO1: SPEAKING, LISTENING & AO2: STUDYING
SPOKEN LANGUAGE
Key Stage 3 English
5. Use accurate punctuation and spelling
Learning Objective:
Success Criteria:
To interpret how the writer presents events and characters in the novel, evaluating
how Boyne uses language to influence the reader
I can find relevant evidence from the text to support my points
I can recognise the elements of QWERTY and use at least QEY in my own responses
I can use and evaluate QWERTY to explore how Boyne has used language techniques to
present the events and characters
Teacher’s own interpretation
Starter:
Read Chapter 11, highlighting evidence which shows they are nervous about ‘The
Fury’s’ visit, that he is important and that he is presented negatively.
Development:
Show QWERTYs of different levels and evaluate different qualities- WWW/EBI
Using QWERTY outline, analyse how JB presents ‘The Fury’ (Assess as reading outcome)
Plenary:
Pupils self-evaluate and Identify each element of QWERTY, annotating them in the
margin.
Resources:
PowerPoint, ‘The Boy In The Striped Pyjamas’, QWERTYs (Print as handout from Ppt)
Unit: ‘The Boy In The Striped Pyjamas’
Lesson 17: Chapter 12-14
1. Read and understand texts, selecting material appropriate
to purpose, collating from different sources and making
comparisons and cross references as appropriate.
1. Write to communicate clearly, effectively and
imaginatively, using and adapting forms
2. Develop and sustain interpretations of writers’ ideas and
perspectives.
2. Selecting vocabulary appropriate to task and purpose in
ways that engage the reader.
3. Interact with others, shaping meanings through
suggestions, comments and questions and drawing ideas
together.
3. Explain and evaluate how writers use linguistic,
grammatical, structural and presentational features to
achieve effects and engage and influence the reader.
4. Understand variations in spoken language, explaining
why language changes in relation to contexts.
4. Make comparisons and explain links between texts,
evaluating writers’ different ways of expressing meaning and
achieving effects.
5. Relate texts to their social, cultural and historical contexts;
explain how texts have been influential and significant to
self and other readers in different contexts and at different
times.
3. Organise information and ideas into structured and
sequenced sentences, paragraphs and whole texts, using a
variety of linguistic and structural features to support
cohesion and overall coherence.
4. Use a range of sentence structures for clarity, purpose and
effect
5. Evaluate the impact of spoken language choices in their
own and others’ use.
AO4: WRITING
1. Speak to communicate clearly and purposefully;
structure and sustain talk, adapting it to different
situations and audiences; use standard English and a
variety of techniques as appropriate.
2. Listen and respond to speakers’ ideas and perspectives,
and how they construct and express meaning.
AO3: READING
AO1: SPEAKING, LISTENING & AO2: STUDYING
SPOKEN LANGUAGE
Key Stage 3 English
5. Use accurate punctuation and spelling
Learning Objective:
Success Criteria:
To read and interpret the writer’s ideas in relation to the context and how readers
respond
I understand and respond to the contextual information
I can link evidence from the text to contextual information
I can interpret the text in light of contextual information and consider how John Boyne reflects
history in his narrative
Teacher’s own interpretation
Starter:
Place information mobiles about key contextual facts. Pupils should move around
silently and read the information. Then show prompts on PowerPoint and pupils should
move to the piece of information, as directed by the prompts.
Development:
Read chapters 12-14. For key quotations from the text, pupils identify references to the
context.
Plenary:
Feedback ideas and link to starter information.
Resources:
PowerPoint, ‘The Boy In The Striped Pyjamas’, Contextual information; Quotations from the text.
Unit: ‘The Boy In The Striped Pyjamas’
Lesson 18: Chapter 15
1. Read and understand texts, selecting material appropriate
to purpose, collating from different sources and making
comparisons and cross references as appropriate.
1. Write to communicate clearly, effectively and
imaginatively, using and adapting forms
2. Develop and sustain interpretations of writers’ ideas and
perspectives.
2. Selecting vocabulary appropriate to task and purpose in
ways that engage the reader.
3. Interact with others, shaping meanings through
suggestions, comments and questions and drawing ideas
together.
3. Explain and evaluate how writers use linguistic,
grammatical, structural and presentational features to
achieve effects and engage and influence the reader.
4. Understand variations in spoken language, explaining
why language changes in relation to contexts.
4. Make comparisons and explain links between texts,
evaluating writers’ different ways of expressing meaning and
achieving effects.
5. Relate texts to their social, cultural and historical contexts;
explain how texts have been influential and significant to
self and other readers in different contexts and at different
times.
3. Organise information and ideas into structured and
sequenced sentences, paragraphs and whole texts, using a
variety of linguistic and structural features to support
cohesion and overall coherence.
4. Use a range of sentence structures for clarity, purpose and
effect
5. Evaluate the impact of spoken language choices in their
own and others’ use.
AO4: WRITING
1. Speak to communicate clearly and purposefully;
structure and sustain talk, adapting it to different
situations and audiences; use standard English and a
variety of techniques as appropriate.
2. Listen and respond to speakers’ ideas and perspectives,
and how they construct and express meaning.
AO3: READING
AO1: SPEAKING, LISTENING & AO2: STUDYING
SPOKEN LANGUAGE
Key Stage 3 English
5. Use accurate punctuation and spelling
Learning Objective:
Success Criteria:
To read and interpret the text, working in role to show understanding of the
perspectives in the novel
I can work in role and voice ideas which fit the character and situation
My work in role shows a clear understanding of how the character would feel in that situation
My work in role is sensitive and thoughtful. I can explain my decisions and why I chose to work
in that particular way
Teacher’s own interpretation
Starter:
In threes, pupils take it in turns to give adjectives to describe a character. Repeat for
Bruno, Shmuel and Kotler, taking feedback of best adjectives after each one.
Development:
Introduce Chapter 15 and that Bruno does something that we don’t approve of, but
that we understand. Establish expectations for tableaux and thought tracking. Read
Chapter 15, stopping at the quotations (possible extracts underlined on the teacher’s
notes) to create tableaux and thought track.
Plenary:
Pupils work in threes and create listening triads: one reads the question from the
board, the second answers it and the third develops their response. Continue ‘passing’
the response around the group until points exhausted and repeat for other questions.
Resources:
PowerPoint, ‘The Boy In The Striped Pyjamas’, Chapter 15- Teacher’s Notes
Unit: ‘The Boy In The Striped Pyjamas’
Lesson 19: Chapter 16-18
1. Read and understand texts, selecting material appropriate
to purpose, collating from different sources and making
comparisons and cross references as appropriate.
1. Write to communicate clearly, effectively and
imaginatively, using and adapting forms
2. Develop and sustain interpretations of writers’ ideas and
perspectives.
2. Selecting vocabulary appropriate to task and purpose in
ways that engage the reader.
3. Interact with others, shaping meanings through
suggestions, comments and questions and drawing ideas
together.
3. Explain and evaluate how writers use linguistic,
grammatical, structural and presentational features to
achieve effects and engage and influence the reader.
4. Understand variations in spoken language, explaining
why language changes in relation to contexts.
4. Make comparisons and explain links between texts,
evaluating writers’ different ways of expressing meaning and
achieving effects.
5. Relate texts to their social, cultural and historical contexts;
explain how texts have been influential and significant to
self and other readers in different contexts and at different
times.
3. Organise information and ideas into structured and
sequenced sentences, paragraphs and whole texts, using a
variety of linguistic and structural features to support
cohesion and overall coherence.
4. Use a range of sentence structures for clarity, purpose and
effect
5. Evaluate the impact of spoken language choices in their
own and others’ use.
AO4: WRITING
1. Speak to communicate clearly and purposefully;
structure and sustain talk, adapting it to different
situations and audiences; use standard English and a
variety of techniques as appropriate.
2. Listen and respond to speakers’ ideas and perspectives,
and how they construct and express meaning.
AO3: READING
AO1: SPEAKING, LISTENING & AO2: STUDYING
SPOKEN LANGUAGE
Key Stage 3 English
5. Use accurate punctuation and spelling
Learning Objective:
Success Criteria:
To read and understand the text, using the information to make deductions and
interpret ideas
I read the text and follow the plot
I can answer some of the questions and can refer to the text to support my ideas
I can use the text to deduce and interpret meaning
Teacher’s own interpretation
Starter:
Read the opening to Chapter 16 and reflect on how Bruno has changed. Get pupils to
draw a timeline to represent the year and add adjectives to describe Bruno’s character.
Development:
As Bruno has grown up, his understanding of the events is developing- although he
doesn’t know the full horror of the camps.
Pupils work in pairs to read Chapters 16, 17 and 18 together. As they read, they should
reflect on the ‘puzzle’ questions to fill in further gaps in the narrative.
Plenary:
Pairs join to create fours and discuss the questions and answers.
Resources:
PowerPoint, ‘The Boy In The Striped Pyjamas’, Puzzle Questions
Unit: ‘The Boy In The Striped Pyjamas’
Lesson 20: Chapter 19-20
1. Read and understand texts, selecting material appropriate
to purpose, collating from different sources and making
comparisons and cross references as appropriate.
1. Write to communicate clearly, effectively and
imaginatively, using and adapting forms
2. Develop and sustain interpretations of writers’ ideas and
perspectives.
2. Selecting vocabulary appropriate to task and purpose in
ways that engage the reader.
3. Interact with others, shaping meanings through
suggestions, comments and questions and drawing ideas
together.
3. Explain and evaluate how writers use linguistic,
grammatical, structural and presentational features to
achieve effects and engage and influence the reader.
4. Understand variations in spoken language, explaining
why language changes in relation to contexts.
4. Make comparisons and explain links between texts,
evaluating writers’ different ways of expressing meaning and
achieving effects.
5. Relate texts to their social, cultural and historical contexts;
explain how texts have been influential and significant to
self and other readers in different contexts and at different
times.
3. Organise information and ideas into structured and
sequenced sentences, paragraphs and whole texts, using a
variety of linguistic and structural features to support
cohesion and overall coherence.
4. Use a range of sentence structures for clarity, purpose and
effect
5. Evaluate the impact of spoken language choices in their
own and others’ use.
AO4: WRITING
1. Speak to communicate clearly and purposefully;
structure and sustain talk, adapting it to different
situations and audiences; use standard English and a
variety of techniques as appropriate.
2. Listen and respond to speakers’ ideas and perspectives,
and how they construct and express meaning.
AO3: READING
AO1: SPEAKING, LISTENING & AO2: STUDYING
SPOKEN LANGUAGE
Key Stage 3 English
5. Use accurate punctuation and spelling
Learning Objective:
Success Criteria:
To read and reflect on the text, considering the writer’s ideas and how the ending is a
suitable conclusion for the novel
I respond to possible endings, judging whether they are appropriate/ inappropriate
I reflect carefully on the text, considering why possible endings are appropriate/ inappropriate
I analyse the effectiveness of possible endings and consider how they fit the writer’s message
and the readers’ expectations in light of the context
Teacher’s own interpretation
Starter:
Give pupils possible endings for the novel and ask them to rank them from most to
least appropriate. Discuss why they are (in)appropriate and link this to Boyne’s
message and the context of the novel. Create criteria for the ending e.g. realistic for
the context, respects Bruno and Shmuel’s friendship.
Development:
Read chapters 19 and 20.
Did the ending meet our criteria?
Plenary:
Personal reflections, using prompts.
Resources:
PowerPoint, ‘The Boy In The Striped Pyjamas’, Possible Endings
Unit: ‘The Boy In The Striped Pyjamas’
Lesson 21-23: DVD Cover/ Blurb
1. Read and understand texts, selecting material appropriate
to purpose, collating from different sources and making
comparisons and cross references as appropriate.
1. Write to communicate clearly, effectively and
imaginatively, using and adapting forms
2. Develop and sustain interpretations of writers’ ideas and
perspectives.
2. Selecting vocabulary appropriate to task and purpose in
ways that engage the reader.
3. Interact with others, shaping meanings through
suggestions, comments and questions and drawing ideas
together.
3. Explain and evaluate how writers use linguistic,
grammatical, structural and presentational features to
achieve effects and engage and influence the reader.
4. Understand variations in spoken language, explaining
why language changes in relation to contexts.
4. Make comparisons and explain links between texts,
evaluating writers’ different ways of expressing meaning and
achieving effects.
5. Relate texts to their social, cultural and historical contexts;
explain how texts have been influential and significant to
self and other readers in different contexts and at different
times.
3. Organise information and ideas into structured and
sequenced sentences, paragraphs and whole texts, using a
variety of linguistic and structural features to support
cohesion and overall coherence.
4. Use a range of sentence structures for clarity, purpose and
effect
5. Evaluate the impact of spoken language choices in their
own and others’ use.
AO4: WRITING
1. Speak to communicate clearly and purposefully;
structure and sustain talk, adapting it to different
situations and audiences; use standard English and a
variety of techniques as appropriate.
2. Listen and respond to speakers’ ideas and perspectives,
and how they construct and express meaning.
AO3: READING
AO1: SPEAKING, LISTENING & AO2: STUDYING
SPOKEN LANGUAGE
Key Stage 3 English
5. Use accurate punctuation and spelling
Learning Objective:
Success Criteria:
To explain and evaluate how the DVD cover is presented to engage and influence the
reader.
I can identify elements of the DVD cover
I begin to link together the choices on the DVD cover and the ideas and message of the novel
I evaluate the presentational choices and consider how they convey the messages of the novel
and influence the reader.
Teacher’s own interpretation
Starter:
Using the prompts, analyse the DVD cover for ‘The Boy In The Striped Pyjamas’
Development:
Watch the DVD adaptation of the novel.
Plenary:
Review blurbs from DVD covers.
Using the guide, pupils write the blurb for the DVD cover.
Resources:
PowerPoint, DVD of ‘The Boy In The Striped Pyjamas’, DVD cover