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STOCKLAND GREEN YEAR 7
ENGLISH LANGUAGE
Name: _______________Teacher:_______
‘The Boy in the Striped Pyjamas’
By John Boyne
Review
Assessment 1: How does the writer use
language to present the father in ‘The Boy
in the Striped Pyjamas’? (AO2)
WOW.______________________
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NOW.______________________
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Assessment 2: Create a dual narration
from Bruno/Shmuel’s point of view about
Lieutenant Kottler. (AO5/AO6)
WOW.______________________
___________________________
NOW.______________________
___________________________
Section A – Reading [40 marks] Chapter 1 AO1: Read and understand a text, using reference to the text to support your ideas. List four things that you learn about Bruno from Chapter 1 1. __________________________________________ 2. __________________________________________ 3. __________________________________________ 4. __________________________________________ Label the diagram of Bruno’s house in Berlin. You should use quotations from the text. KEYWORDS TEACHER COMMENT PUPIL REFLECTION, 2|P ag e
Activity 2 AO1: Read and understand a text, using reference to the text to support your ideas • What is happening in this extract? • What is the tone of the writing? • What do you think Bruno saw? • How do you think it made him feel? Chapter 2 List four details about ‘the new house’. 1. _____________________________________________ 2. ______________________________________________ 3. ______________________________________________ 4. ______________________________________________ KEYWORDS TEACHER COMMENT PUPIL REFLECTION, 3|P ag e
Activity 2
Summarise the key information from the chapter. Aim for no more than five stages.
Plot Bruno’s feelings onto the graph to chart his emotions
Positive emotions
Negative emotions
How do Bruno’s feelings change throughout Chapter 2?
KEYWORDS TEACHER COMMENT PUPIL REFLECTION,
4|P ag e
Activity 3 Label the diagram of ‘the new house’. You should use quotations from the text. Write three sentences comparing Bruno’s house in Berlin and the new house. You will need to refer to your diagram from Chapter 1 as well as the house diagram above. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ __________________________________________________________________ _________________________________________________________________ _________________________________________________________________ KEYWORDS TEACHER COMMENT PUPIL REFLECTION, 5|P ag e
Chapter 3 AO2: Explain, comment on and analyse the writer’s use of language. Using a highlighter, identify FIVE quotations about the character of Gretel. KEYWORDS TEACHER COMMENT PUPIL REFLECTION, 6|P ag e
Activity 2
AO2: Explain, comment on and analyse the writer’s use of language.
What do you understand but by the term connotation?
_________________________________________________________________
_________________________________________________________________
What does each of these key words connote?
Trouble
Hopeless
Unpleasant
Using some of these connotations, write a paragraph describing Gretel’s character.
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KEYWORDS TEACHER COMMENT PUPIL REFLECTION,
7|P ag e
Activity 3 AO2: Explain, comment on and analyse the writer’s use of language. How does the writer use language to present the character of Gretel in Chapter 4? KEYWORDS TEACHER COMMENT PUPIL REFLECTION, 8|P ag e
KEYWORDS TEACHER COMMENT PUPIL REFLECTION, 9|P ag e
Stop and think about what you will need to do to improve on your previous work.
This is your chance to improve. What are your targets for improvement?
I need to:
TARGET 1:_______________________________________________________________________
TARGET 2:_______________________________________________________________________
Go! You will now write ONE paragraph showing that you have attempted to achieve your two targets.
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Have you achieved your targets? How do you feel about your targets ?
_______________________________
Highlight where you think you achieved target 1 in one colour.
Highlight where you think you achieved target 2 in another colour.
TARGET 1:
I need a teacher to help I think I’ll get there with I’m confident!
with my next steps practice.
TARGET 2:
I need a teacher to help
I think I’ll get there with I’m confident!
with my next steps practice.
KEYWORDS TEACHER COMMENT PUPIL REFLECTION,
10 | P a g eChapter 4 In the extract below, Bruno and Gretel have spied the people at Out With for first time from a bedroom window. KEYWORDS TEACHER COMMENT PUPIL REFLECTION, 11 | P a g e
Using the extract, list four thigs that we learn about the soldiers.
1. ______________________________________________
2. ______________________________________________
3. ______________________________________________
4. ______________________________________________
Using the extract, list four thigs that we learn about the people.
1. ______________________________________________
2. ______________________________________________
3. ______________________________________________
4. ______________________________________________
Activity 2
Annotate the extract. Which words or phrases suggest danger or threat?
KEYWORDS TEACHER COMMENT PUPIL REFLECTION,
12 | P a g eNow, consider the specific language used by the writer Words used to describe the children Words used to describe the soldiers. How does the writer present the children OR the soldiers in this extract. Complete the bubble diagram to help you. KEYWORDS TEACHER COMMENT PUPIL REFLECTION, 13 | P a g e
Activity 3
Imagine that you are Bruno and write a letter to Karl, Luke or Daniel in which you tell them about the new
house. You may want to include the following:
• A description of the house
• How much you miss Berlin
• A description of what you saw from your bedroom window What you think may be going on at your
new house
KEYWORDS TEACHER COMMENT PUPIL REFLECTION,
14 | P a g eAO3: Context Research AO3: Show an understanding of the social, historical and cultural background of the novel, and the factors that influenced a writer. KEYWORDS TEACHER COMMENT PUPIL REFLECTION, 15 | P a g e
Chapter 5
AO1: Read and understand a text, using reference to the text to support your ideas.
Read again the extract below. Identify the four statements below about Bruno’s father that are TRUE.
Put a tick in the box next to your choices.
Bruno can hear his father’s voice echoing around the corridor.
Father is wearing a freshly ironed uniform.
His hair looks untidy.
Bruno thinks that his father is more handsome than the others.
Father is stood in the middle of a small crowd.
He is wearing a cap on his head.
His boots aren’t as shiny as the other men’s boots.
Bruno is slightly intimidated by his father.
KEYWORDS TEACHER COMMENT PUPIL REFLECTION,
16 | P a g eActivity 2 How does the writer present Bruno’s father to the reader? Label the diagram below with quotations from the text. Activity 3 Choose some of the words and phrases used to describe Bruno’s father. What connotations do some of these words have? Example from the text (highlight What does it tell us about Connotations of key words. the key words) Bruno’s father? “he felt both scared and in awe of him” “there had never been a man born who was more capable of being heard from one side of the room to the other than Father” ‘Father rarely became angry; he became quiet and distant and always had his way in the end anyway’ Your own choices KEYWORDS TEACHER COMMENT PUPIL REFLECTION, 17 | P a g e
Assessment Task: AO2: Explain, comment on and analyse the writer’s use of language, and the effect of the reader How does the writer present Bruno’s father to the reader? KEYWORDS TEACHER COMMENT PUPIL REFLECTION, 18 | P a g e
Stop and think about what you will need to do to improve on your previous work.
This is your chance to improve. What are your targets for improvement?
I need to:
TARGET 1:_______________________________________________________________________
TARGET 2:_______________________________________________________________________
Go! You will now write ONE paragraph showing that you have attempted to achieve your two targets.
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Have you achieved your targets? How do you feel about your targets?
_______________________________
Highlight where you think you achieved target 1 in one colour.
Highlight where you think you achieved target 2 in another colour.
TARGET 1:
I need a teacher to help I think I’ll get there with I’m confident!
with my next steps practice.
TARGET 2:
I need a teacher to help
I think I’ll get there with I’m confident!
with my next steps practice.
KEYWORDS TEACHER COMMENT PUPIL REFLECTION,
19 | P a g eChapter 6
Activity 1: Active Reading.
Read Chapter 6 and answer the following questions. You should use quotations and references to the
text to support your answer.
1. How well is Bruno settling in to his new home?
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2. How does the writer describe Maria, the family’s maid?
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3. Does Bruno have a lot of respect for his father? Explain.
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4. How did Bruno’s father help Maria in the past?
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5. Find two quotations that suggest that Maria is nervous about sharing her thoughts
about Bruno’s father.
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6. What does this tell us about her character?
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KEYWORDS TEACHER COMMENT PUPIL REFLECTION,
20 | P a g eActivity 2: Summarise the Chapter!
Activity 3
‘Bruno and Gretel treat Maria differently.’
What are your thoughts on this statement? You should refer closely to the text and explain your
thoughts clearly.
Bruno Gretel
How does Bruno feel about the way his sister treats Maria? Use evidence in your response.
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KEYWORDS TEACHER COMMENT PUPIL REFLECTION,
21 | P a g eChapter 7
AO1: Read and understand a text, using reference to the text to support your ideas.
Draw two images. The first should show Pavel before the outbreak of war. The second should show Pavel
as Bruno sees him now. Label your image with quotations from the text under the following headings:
• Personality
• Standard of living
• Family
• Job
• How he is seen by others
KEYWORDS TEACHER COMMENT PUPIL REFLECTION,
22 | P a g eChapter 8 AO1: Read and understand a text, using reference to the text to support your ideas. AO2: Explain, comment on and analyse the writer’s use of language. AO3: Show an understanding of the social, historical and cultural background of the novel, and the factors that influenced a writer. Activity 1: Divide the events of the chapter into five key points. Write what happened in each section using no more than 10 words Activity 2: KEYWORDS TEACHER COMMENT PUPIL REFLECTION, 23 | P a g e
Write an explanation of this quotation. What does it suggest about Father’s uniform?
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Activity 4
Now read this extract, taken from Chapter 9. It describes the clothing worn by the people living in Out-
With.
1. Highlight the key words and phrases used
to describe their clothing.
2. List three adjectives of your own to
describe this clothing
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-
- .
3. Describe this clothing using your own
words.
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4.What does the writer suggest about these
people? ______________________________
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______________________________
KEYWORDS TEACHER COMMENT PUPIL REFLECTION,
24 | P a g eChapter 10
AO1: Read and understand a text, using reference to the text to support your ideas.
AO2: Explain, comment on and analyse the writer’s use of language.
Activity 1
Complete the table below, comparing Bruno and Shmuel. How many similarities and
differences can you find between the two characters?
Use quotations to support your ideas.
Bruno Shmuel
Age
Language
Appearance
Life at
Auschwitz
KEYWORDS TEACHER COMMENT PUPIL REFLECTION,
25 | P a g eActivity 2
AO5: Create texts suitable for a specific purpose and audience, using language and structural features to interest
and engage the reader.
AO6: Communicate clearly using accurate spelling, punctuation and grammar.
Write a diary entry from the perspective of Bruno OR Shmuel about their first meeting.
Complete this using the SLOW Writing technique to make your writing varied and interesting.
Write only on the black lines. Wait for instructions from your teacher to present and structure each sentence
carefully.
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KEYWORDS TEACHER COMMENT PUPIL REFLECTION,
26 | P a g eActivity 3: Peer Assessment
Read through your partner’s slow write and check that they have:
• used a simple sentence.
• used a variety of interesting vocabulary.
• used dialogue
• used a simile
• used a metaphor
• used an interesting sentence type
• shown characters’ feelings rather than told them
• used accurate spelling, punctuation and grammar
You are now going to write a second draft of your opening. Use the grey lines in the space above. Add
any techniques that are missing, correct any errors and make sure that you use as much ambitious and
precise vocabulary as possible. Self-assess your second draft.
KEYWORDS TEACHER COMMENT PUPIL REFLECTION,
27 | P a g eChapter 11 Activity 1 Read the description below of the Erinyes, a figure of Greek mythology. Identify the words within this description which suggest that this creature is evil. THE ERINYES or furies were three netherworld goddesses who avenged crimes against the natural order. They were particularly concerned with homicide, unfilial conduct, crimes against the gods, and perjury. A victim seeking justice could call down the curse of the Erinys upon the criminal. The most powerful of these was the curse of the parent upon the child--for the Erinyes were born of just such a crime, being sprung from the blood of Ouranos, when he was castrated by his son Kronos. The wrath of the Erinyes manifested itself in a number of ways. The most severe of these was the tormenting madness inflicted upon a patricide or matricide. Murderers might suffer illness or disease; and a nation harbouring such a criminal, could suffer dearth, and with it hunger and disease. The wrath of the Erinyes could only be placated with the rite ritual purification and the completion of some task assigned for atonement. Activity 2 Based on this description, what are your impressions of ‘The Fury’? Explain your ideas in the space below. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ KEYWORDS TEACHER COMMENT PUPIL REFLECTION, 28 | P a g e
Activity 3 As we read Chapter 11, bullet point the key events that happen within this chapter. Write a summary of no more than 75 words in the space below. Activity 4 As we read Chapter 11, write down all of the words and phrases used by the writer to describe the Fury. How does the reader know that he is a character to be feared? Use the following headings to help you. • His appearance • His speech • His actions • Other character’s reaction to him How does the writer, John Boyne, make the Fury seem sinister? Underline the words within your quotations which create this effect. What connotations do these have? KEYWORDS TEACHER COMMENT PUPIL REFLECTION, 29 | P a g e
Activity 5
Imagine your ideal leader. What would they be like?
Create a list of words and phrases to describe them. Use the headings below to help you.
• Their appearance
• Their speech
• Their actions
• Other character’s reaction to them
Using your choices, build a detailed description of your leader.
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BRONZE SILVER GOLD
Make your vocabulary more Can you include examples of Include examples of simile and
ambitious by using a thesaurus to symbolism in your description? metaphor in your description
improve key words for your
description
KEYWORDS TEACHER COMMENT PUPIL REFLECTION,
30 | P a g eChapter 12 Activity 1 Create a timeline in the space below to record Shmuel’s experiences. You should begin from their small flat and finish at Out-With. Activity 2 Who is telling the story at this point? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Why do you think the writer chose this character to tell the story here? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Why is it important that we hear this character’s views about the train and the ghetto? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ KEYWORDS TEACHER COMMENT PUPIL REFLECTION, 31 | P a g e
Activity 3
Read again the extract below and complete the activities. How does this extract reveal Shmuel’s
thoughts and feelings about his situation?
1. Highlight all of the words and phrases which show us how Shmuel is feeling.
2. Consider some of the connotations these words have
3. How does Boyne use the following structural techniques to present Shmuel’s feelings:
• Repetition
• Variety of sentence structures
KEYWORDS TEACHER COMMENT PUPIL REFLECTION,
32 | P a g eActivity 4
You are now going to experiment with some of these structural features yourself.
Imagine that you are one of the soldiers policing the ghetto and guarding the Jews on the train. Rewrite
the extract from their perspective.
Make sure that you use:
• Simple, compound and complex sentences;
• Repetition;
• A variety of sentence openings;
• Interesting vocabulary and vivid description
KEYWORDS TEACHER COMMENT PUPIL REFLECTION,
33 | P a g eChapter 14 Using a dictionary, define the two key words below. Explicit _________________________________________________________________ _________________________________________________________________ Implicit _________________________________________________________________ _________________________________________________________________ Activity 2 AO1: Read and understand the implicit and explicit ideas within a text, using quotations to support your ideas. Read Chapter 14 carefully and complete the table below. Can you find quotations from the Chapter to support the following statements about Gretel. Decide if the information is explicit or implicit. CHALLENGE: Can you explain, in your own words, the quotations you have chosen? Statement Explicit Quotation Implicit Quotation Explanation Bruno thinks that Gretel is boring She is very demanding Gretel can be very cruel to Bruno Gretel thinks that she is very grown up and mature. KEYWORDS TEACHER COMMENT PUPIL REFLECTION, 34 | P a g e
Chapter 15
AO1: Read and understand the implicit and explicit ideas within a text, using quotations to support your ideas.
Read the extract below. Identify four reasons why Bruno does not like Lieutenant Kottler.
Four reasons why Bruno does not like Lieutenant Kottler are:
1. __________________________________________________
2. __________________________________________________
3. __________________________________________________
4. __________________________________________________
KEYWORDS TEACHER COMMENT PUPIL REFLECTION,
35 | P a g eActivity 2
Now, look at these quotations. What does each quotation suggest about Shmuel’s feelings towards
Lieutenant Kottler? Explain each one using your own words.
“I can’t” said Shmuel, shaking his head and
“He told me not to move from looking like he was going to cry. “He’ll come back,
this seat or there’d be trouble” I know he will”
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“sensing Shmuel’s shoulders sinking down
as he reached for another glass and started
polishing”
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“looking at the floor and trying to convince his soul
______________________________
not to live inside his tiny body anymore”
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KEYWORDS TEACHER COMMENT PUPIL REFLECTION,
36 | P a g eChapter 15: Assessment Task
AO5: Create texts suitable for a specific purpose and audience, using language and structural features to interest
and engage the reader.
AO6: Communicate clearly using accurate spelling, punctuation and grammar.
TASK: Create a dual narration from Bruno/Shmuel’s point of view about
their meeting with Lieutenant Kottler (AO5/AO6)
Read the extract below carefully. It has been taken from Chapter 15 where Bruno and Shmuel meet Lieutenant
Kottler at the house.
KEYWORDS TEACHER COMMENT PUPIL REFLECTION,
37 | P a g eActivity 1 Summarise the events in this extract. What happens to the two boys? Activity 2 In one colour, highlight the thoughts and feelings of Shmuel in this extract. In another, highlight Bruno’s thoughts and feelings. Complete the sentences below. Shmuel feels _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Bruno feels ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Activity 3 The novel uses a third person narrator. How do you think the narrative would change if this event were told from the perspective of the characters themselves? KEYWORDS TEACHER COMMENT PUPIL REFLECTION, 38 | P a g e
Activity 4
AO5: Create texts suitable for a specific purpose and audience, using language and structural features to interest
and engage the reader.
AO6: Communicate clearly using accurate spelling, punctuation and grammar.
TASK: Create a dual narration from Bruno/Shmuel’s point of view about
their meeting with Lieutenant Kottler (AO5/AO6)
Make sure that you include:
• The clear thoughts and feelings of both characters;
• Their view and opinions of what happens;
• Simple, compound and complex sentences;
• A variety of sentence openings;
• Interesting vocabulary and vivid description
KEYWORDS TEACHER COMMENT PUPIL REFLECTION,
39 | P a g eKEYWORDS TEACHER COMMENT PUPIL REFLECTION, 40 | P a g e
KEYWORDS TEACHER COMMENT PUPIL REFLECTION, 41 | P a g e
Chapter 19
Read the description of Out-With below.
What kind of impression does Boyne create of Out With in this extract? Complete the table below using
quotations from the text. Focus on the descriptions used to create this effect.
Visual Imagery Auditory Imagery
Tactile Imagery Olfactory Imagery
KEYWORDS TEACHER COMMENT PUPIL REFLECTION,
42 | P a g eCompare the novel and the film adaptation of ‘The Boy in the Striped
Pyjamas’.
Activity 1
Using a dictionary, define the following key terms.
Representation
Media Language
Setting
Props
Costume
Activity 2
Complete the resource on the next page as we watch the film adaptation of the novel.
Activity 3
What similarities and differences do you identify between the novel and the film?
Novel Film
KEYWORDS TEACHER COMMENT PUPIL REFLECTION,
43 | P a g eKEYWORDS TEACHER COMMENT PUPIL REFLECTION, 44 | P a g e
AO1, AO2
AO1 AO2
Find a new quotation to support your point Select a key word in your quotation.
BRONZE Explain your quotation using your own words Identify the nouns, verbs, adjectives or adverbs in
CHALLENGES Find and define key words to describe your quotations.
character/ theme/ setting
Create five comprehension questions about the
extract you have just read to quiz your partner.
Find and explain a new quotation to support Identify the MADCAPS techniques used in your
SILVER your point quotations.
CHALLENGES Identify a key word and explain what it means What is your response to the quotation about
Use a thesaurus to develop a list of synonyms character/theme/setting
about your character/theme/setting Complete a bubble diagram for one of the key
Create a ‘Find four’ style question for the words in your quotation.
extract you have just read
Find two quotations about your Identify a range of connotations from the key
GOLD character/theme/setting and explain in your words in your quotation
CHALLENGES own words What is the effect of the quotation about
List some of the connotations of the key words character/theme/setting
in your quotation
Create a true/false style question for the
extract you have just read
KEYWORDS TEACHER COMMENT PUPIL REFLECTION,
45 | P a g eAO5 and AO6
AO5 AO6
Change the genre of the text you have decided Check that you have used capital letters and basic
BRONZE to write. punctuation correctly in your writing. Make
CHALLENGES Underline some of the vocabulary you have corrections using green pen.
used in your writing. Using a thesaurus replace Use a dictionary to check any spelling you are
these with a more interesting synonym. unsure of.
Use TIPTOP paragraphs to structure your work.
Adapt your writing so that it is suitable for a Check your writing for your use of Standard English
SILVER different audience and the correct use of homophones. Make
CHALLENGES Include a range of devices in your writing to corrections using green pen.
make your writing more interesting. Aim to Include a range of different sentence types in your
include simile and metaphor. writing.
Use a range of different sentence openers and Use at least three different types of punctuation in
discourse markers to structure your work and your writing.
link ideas.
Change the purpose of the text you have Using the literacy DIRT sheet, check your work
GOLD written? How can it be used to persuade/ closely. Make any corrections in green pen.
CHALLENGES entertain or inform, for example? Include a wide range of punctuation to support
Include a range of MADCAPS devices in your and create meaning
writing to make your writing more interesting. Consistently use a range of interesting and
Rewrite your text from the perspective of a ambitious vocabulary.
different character.
KEYWORDS TEACHER COMMENT PUPIL REFLECTION,
46 | P a g eKEYWORDS TEACHER COMMENT PUPIL REFLECTION, 47 | P a g e
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