John Boyne
Lesson plans for The Boy in the Striped Pajamas

The Boy in the Striped Pajamas
"How should one react to a book that ostensibly seeks to inform while it so blatantly distorts?" this review asks. "No one may dare alter the truths of the Holocaust, no matter how noble his motives" is the conclusion. For the right group of students, this review can form the basis for a good writing prompt.

The Boy in the Striped Pajamas
A variety of reading strategies and activities, including an anticipation guide, a graphic organizer for comparing/contrasting, and a lesson on irony.

The Boy in the Striped Pajamas by John Boyne
Summary, vocabulary, and multiple post-reading activities, including discussion questions.

The Boy in the Striped Pajamas
How might students use storyboards to demonstrate and to extend their learning? Check the resources here. Students work with comparing and contrasting characters, comparing the novel to film, themes, more. Note: Storyboard That helps sponsor this site.

The Boy in the Striped Pajamas
Summary, author biography, criticism, and 12 discussion questions.

The Boy in the Striped Pajamas
The learning guide is designed to accompany the 2008 movie. It includes a brief summary, background information, discussion questions and suggested answers, and suggested follow-up projects.

The Boy in the Striped Pajamas
Discussion guide designed to accompany the 2008 movie. Includes a wealth of discussion questions organized by theme; suggestions for follow-up learning activities and service projects, definitions and related titles. 16 pages; Adobe Reader required.

The Boy in the Striped Pajamas
The teacher integrated her blog into many of the activities in these 7 lessons. Some modification might be needed to incorporate them into your classroom.

• Introduction and Research
  Students consider what they already know about World War II in Europe. They search for additional information online. Then they read the first pages of the novel and consider what else they learn about the war.
• The Importance of the Novel
  After reading pages 116-133, students consider what they find most memorable. They also read a review of the novel and respond to questions about it.
• Character and Perspective
  In small groups the students read two passages — pages 14-23 and pages 42-48 — and take notes on what they learn about each character. They watch 2 video interviews of actors who played in the 2008 movie, and they write a character profile.
• Themes
  Three activities: Students brainstorm a list of themes. They watch a YouTube clip from the 2008 movie and use the images to consider a theme. They consider the 5 most important themes.
• War Propaganda
  Given a definition and list of characteristics of propaganda, students analyze examples (YouTube videos, posters, and a speech).
• Visual Representation
  Given types of visual representations, students first analyze a film poster and second select an image from the novel and create a visual representation of it.
• Medium
  Students view several film clips of and consider the use of film techniques (provided). Teacher explains the film techniques to ensure students understand how they work.