‘ Lines may divide us, but hope will unite us’

1. The boy in the striped pyjamas, Class III, oct-dec 09

2. The boy in the striped pyjamas, Class III, oct-dec 09

3. ‘Linesmaydivide us, but hopewillunite us’ Trailer The boy in the striped pyjamas, Class III, oct-dec 09

4. The author John Boyne (born 30 April 1971 in Dublin) is an Irishnovelist. He was educated at Trinity College, Dublin, and studied Creative Writing at the University of East Anglia[1], where he was awarded the Curtis Brown prize. But it was during his time at Trinity that he began to get published. To pay his way at that stage of his career, he worked at Waterstone's, typing up his drafts by night. John Boyne is the author of seven novels, as well as a number of short stories which have been published in various anthologies and broadcast on radio and television.His novels are published in over 40 languages. The Boy in the Striped Pyjamas, which to date has sold more than 5 million copies worldwide, is a #1 New York Times Bestseller and a film adaptation was released in September 2008. Boyne resides in Dublin. He is represented by the literary agent Simon Trewin at United Agents in London, United Kingdom. Interview The boy in the striped pyjamas, Class III, oct-dec 09

5. Cover 1 Cover 2 Cover 3 The boy in the striped pyjamas, Class III, oct-dec 09

6. Chapters 1 and 2 In groups develop and answer the following questions: • Group 1: • Show how Bruno is a naïve boy • How doeshismotherprotecthimfrom the truth? • Group 4: • Compare the house in Berlin and the new house? • Compare Maria (the maid) and the new servants • Group 2: • Describe the rulesatBruno’s home • What clues canwefind about hisfather’s job? • Group 5: • What are Bruno’sreactions in the new house? • WhatisBruno’s attitude towards the new people? • Group 3: • Whatkind of warsignscanwesee? • Show thatBruno’smotheris not verysatisfiedwith the situation? The boy in the striped pyjamas, Class III, oct-dec 09

7. Chapters 1 and 2 Explain the meaning of these sentences: « We don’t have the luxury of thinking. » (p.13) « We can chalk it up to experience » (p.14) « We have to make the best of a bad situation. » (p.14) The boy in the striped pyjamas, Class III, oct-dec 09

8. Chapter 3 • Answer the questions: • WhyisGretel a ‘Hopeless Case’? • Whatkind of a boy is Bruno? • What good thingdoes Bruno find in stayingthere? • Whydoes Bruno feel a littlerelieved? • WhatnamedoesGretelgive to the house? • DoesGretel know why the house iscalledlikethis? • Whatcan Bruno seefrom the window? The boy in the striped pyjamas, Class III, oct-dec 09

9. Chapter 4 Extract Everywhere they looked they could see people, tall, short, old, young, all moving around. Some stood perfectly still in groups, their hands by their sides, trying to keep their heads up, as a soldier marched in front of them, his mouth opening and closing quickly as if he were shouting something at them. Some were formed into a sort of chain gang and pushing wheelbarrows from one side of the camp to the other, appearing from a place out of sight and taking their wheelbarrows further along behind a hut, where they disappeared again. Emphasizes the number of prisoners Means all kind of people Suggests distress or trauma Passivity Weakness? Suggests agression and dominance Like prisoners Reader and Bruno wonder why Mystery The boy in the striped pyjamas, Class III, oct-dec 09

10. A few stood near the huts in quiet groups, staring at the ground as if it was the sort of game where they didn’t want to be spotted. Others were on crutches and many had bandages around their heads. Some carried spades and were being led by groups of soldiers to a place where they could no longer be seen. (page 36) Boredom? Fear? Hopelessness? Irony (reader knows it’s not a game) Emphasizes peopl’s weak and sick condition Again we wonder why Mysterious Premonition The boy in the striped pyjamas, Class III, oct-dec 09

11. Chapter 4 In a pair, make notes on the following extract, underline which words or phrases hint at danger ‘Look over there,’ said Bruno, and Gretel followed the direction of the finger he was pointing and saw, emerging from a hut in the distance, a group of children huddled together and being shouted at by a group of soldiers. The more they were shouted at, the closer they huddled together, but then one of the soldiers lunged towards them and they separated and seemed to do what he wanted them to do all along, which was to stand in a single line. When they did, the soldiers all started to laugh and applaud them. The boy in the striped pyjamas, Class III, oct-dec 09

12. Chapters 4-5 In groups try to produce a ‘bird-eye’ map of the house and camp of the father’s office The boy in the striped pyjamas, Class III, oct-dec 09

13. Chapters 5 Bruno is talking to his father in his office: point out the key elements of the conversation. (p44-54) Write a text with the key elements, summurizing the conversation The boy in the striped pyjamas, Class III, oct-dec 09

14. Through the eyes of a child ‘I think that Bruno’s innocence is the most effective part of the story. It’s most powerful when you know he’s misunderstood something (like the Nazi salute) and you yourself know what it really means. To me, that’s very clever of John Boyne.’ Nadia, 14, Stafford ‘I think that some of the conversations which Gretel and Bruno have at the beginning are a bit unbelievable. After all, Gretel is supposed to be one of the brightest pupils in her class and she thinks at the beginning that Out-With is their holiday home!’ Jack, 12, Glasgow The boy in the striped pyjamas, Class III, oct-dec 09

15. John Boyne says: This is perhaps the question I have been asked the most about this novel and I feel very strangely that Bruno’s innocence and ignorance are not only crucial to the story, but appropriate to the times,too… When the war ended and the camps were liberated, the world was shocked by what they learned. But it had been going on gor years. Purely in terms of my novel however, I satnd by my belief that Bruno is an innocent child in a time and in a place that he does not understand The boy in the striped pyjamas, Class III, oct-dec 09

16. Chapters 6 • Wonder what he… how he can… • How he can what? • p. 62 The boy in the striped pyjamas, Class III, oct-dec 09

17. Chapter 6 Put the sentences in the correct order: It made much more sensethantalking to himself Yourfathertook me in and helped me when I neededhim. Bruno felt an overwhelming urge to cry Mymotherknewyourfatherwhenhewasjust a boy of yourage. When I makemistakes I getpunished Don’tyouhateittoo? I’monlysayingwhat I feel. I’mallowed to do that, aren’t I? Bruno waslying on the bed You must neversaysomethinglikethat about yourfather I’m not sure whetheryourfatherwouldlikeit He has a lot of kindness in his soul, whichmakes me wonder… He imaginedtherewereinsects in the ceiling The boy in the striped pyjamas, Class III, oct-dec 09

18. Chapter 6 Bruno was lying on the bed He imagined there were insects in the ceiling It made much more sense than talking to himself Don’t you hate it too? I’m not sure whether your father would like it When I make mistakes I get punished You must never say something like that about your father Your father took me in and helped me when I needed him. My mother knew your father when he was just a boy of your age. He has a lot of kindness in his soul, which makes me wonder… I’monly saying what I feel. I’m allowed to do that, aren’t I? Bruno felt an overwhelming urge to cry The boy in the striped pyjamas, Class III, oct-dec 09

19. Chapters 7 - 8 On Christmas Day Father wore his brand-new uniform, the starched and pressed one that he wore every day now, and the whole family applauded when he first appeared in it… Grandmother was the only one who seemed unimpressed… ‘I wonder – is this where I went wrong with you, Ralf?… I wonder if all the performances I made you give as a boy led you to this. Dressing up like a puppet on a string.’ (page 90) How does the writer suggest through his words here that Brunos father is just ‘playing’ at being a Commandant? What does this suggest about Bruno’s father? The boy in the striped pyjamas, Class III, oct-dec 09

20. Chapters 7 - 8 Clothes and Status Exploring your character Make notes on the following things. Describe the person’s clothes or any other aspects of their physical appearance. Think of 3 adjectives that describe their general behaviour, e.g. happy, proud, quiet. How do other people treat them? What does the writer suggest about the person or people underneath the appearance? How does he do this? The boy in the striped pyjamas, Class III, oct-dec 09

21. Chapters 7 - 8 Kotler On most days the young lieutenant looked very smart, striding around in a uniform that appeared to have been ironed while he was wearing it. His black boots always sparkled with polish and his yellow-blond hair was parted at the side and held perfectly in place with something that made all the comb marks stand out in it, like a field that had just been tilled. Also, he wore so much cologne that you could smell him coming from quite a distance. Bruno had learned not to stand downwind of him or he would risk fainting away. … He looked so much younger today that Bruno was surprised; in fact he reminded him of the big boys at school, the ones he always steered clear of. (Pages 71–72) The boy in the striped pyjamas, Class III, oct-dec 09

22. Chapters 7 - 8 Father Down below he saw the door to Father’s office standing open and a group of five men outside it, laughing and shaking hands. Father was at the centre of them and looked very smart in his freshly pressed uniform. His thick dark hair had obviously been recently lacquered and combed, and as Bruno watched from above he felt both scared and in awe of him. He didn’t like the look of the men quite as much. They certainly weren’t as handsome as Father. Nor were their uniforms as freshly pressed. Nor were their voices so booming or their boots so polished… Father held a hand in the air, which immediately caused the other men to fall silent. It was as if he was the conductor of a barbershop quartet. (Pages 42–43) The boy in the striped pyjamas, Class III, oct-dec 09

23. Chapters 7 - 8 Pavel Then he caught sight of Pavel – the old man who came every afternoon to help peel the vegetables in the kitchen for dinner before putting his white jacket on and serving at the table… (Page 75) Pavel came towards them and Kotler spoke to him insolently, despite the fact that he was young enough to be his grandson. ‘Take this little man to the storage shed at the back of the main house. Lined up along a side wall are some old tyres. He will select one and you are to carry it wherever he asks you to, is that understood?’ Pavel held his cap before him in his hands and nodded, which made his head bow even lower than it already was. ‘Yes, sir,’ he said in a quiet voice, so quiet that he may not even have said it at all. ‘And afterwards, when you return to the kitchen, make sure you wash your hands before touching any of the food, you filthy–’ (Page 76) The boy in the striped pyjamas, Class III, oct-dec 09

24. Bruno had no idea what Pavel meant but something about what he had said made him look at him closely for the first time. He was quite a small man, and very skinny too, with long fingers and angular features. He was older than Father but younger than Grandfather, which still meant he was quite old, and although Bruno had never laid eyes on him before coming to Out-With, something about his face made him believe that he had worn a beard in the past. (Pages 82–83) The boy in the striped pyjamas, Class III, oct-dec 09

25. Chapters 7 - 8 Maria …he looked across at Maria and realized for the first time that he had never fully considered her to be a person with a life and a history all of her own. After all, she had never done anything (as far as he knew) other than be his family’s maid. He wasn’t even sure that he had ever seen her dressed in anything other than her maid’s uniform. But when he came to think of it, as he did now, he had to admit that there must be more to her life than just waiting on him and his family. She must have thoughts in her head, just like him. She must have things that she missed, friends whom she wanted to see again, just like him. And she must have cried herself to sleep every night since she got here, just like boys far less grown up and brave than him. (Pages 60–61) ‘Run me a bath, Maria, will you?’ she asked. ‘Why can’t you run your own bath?’ snapped Bruno. ‘Because she’s the maid,’ said Gretel, staring at him. ‘That’s what she’s here for.’ ‘That’s not what she’s here for,’ shouted Bruno… ‘She’s not just here to do things for us all the time, you know. Especially things that we can do ourselves.’ Gretel stared at him as if he had gone mad and then looked at Maria, who shook her head quickly.(Page 63) The boy in the striped pyjamas, Class III, oct-dec 09

26. Chapters 7 - 8 The Jewish prisoners Some stood perfectly still in groups, their hands by their sides, trying to keep their heads up, as a soldier marched in front of them, his mouth opening and closing quickly as if he were shouting something at them. (Page 36) And one final thought came into her brother’s head as he watched the hundreds of people in the distance going about their business, and that was the fact that all of them – the small boys, the big boys, the fathers, the grandfathers, the uncles, the people who lived on their own on everybody’s road but didn’t seem to have any relatives at all – were wearing the same clothes as each other: a pair of grey striped pyjamas with a grey striped cap on their heads. (Page 38) The boy in the striped pyjamas, Class III, oct-dec 09

27. Chapter 9 The boy in the striped pyjamas, Class III, oct-dec 09

28. Chapters 10 The boy in the striped pyjamas, Class III, oct-dec 09

29. Chapter 11 Father saluted them and ushered them inside, where Maria, her head bowed even lower than usual, took their coats and the introductions were made. They spoke to Mother first, which gave Bruno an opportunity to stare at their guests and decide for himself whether they deserved all the fuss being made of them. She had blonde hair and very red lips, and while the Fury spoke to Mother she turned and looked at Bruno and smiled, making him go red with embarrassment. ‘And these are my children, Fury,’ said Father as Gretel and Bruno stepped forward. ‘Gretel and Bruno.’ ‘And which is which?’ the Fury said, which made everyone laugh except for Bruno, who thought it was perfectly obvious which was which and hardly cause for a joke. ‘And I can speak French too,’ she added, which was not strictly speaking true… ‘Yes, but why would you want to?’ asked the Fury, and this time no one laughed; instead they shifted uncomfortably from foot to foot and Gretel stared at him, unsure whether he wanted an answer or not. The boy in the striped pyjamas, Class III, oct-dec 09

30. Chapter 11 Freeze the scenes in a way that reveals the thoughts and feelings of the characters: • Consider: • The angle of the body and the placing of arms and legs • Facial expression • Direction of the eyes • Use of props such as chairs and tables • Whether the character should appear relaxed or tensed • The use of height to show status The boy in the striped pyjamas, Class III, oct-dec 09

31. Chapter 12 Jewish music Auschwitz Two brothers struggle to survive the Holocaust music Music to go with chapter 12 • Bruno’s and Shmuel’s journey to Out-With • Gather evidence from the text to compare Brunos and Shmuel’s journey • Check page 129 for Shmuel and page 41 for Bruno • Highlight the adjectives. • Find out the feeling and atmosphere The boy in the striped pyjamas, Class III, oct-dec 09

32. Chapter 13 Something inside (So strong) by Labi Siffre The higher you build your barriers The __________ I become The farther you take my _________ away The _________ I will run You can deny me You can ________ to turn your face away No matter, cos there’s… Something inside so strong I know that I can make it Tho’ you’re doing me ______, so _______ You thought that my _________ was gone Oh no, there’s something inside so strong Oh oh oh oh oh oh something inside so strong The more you ________ to hear my voice The louder I will ___________ You hide behind walls of Jericho Your lies will come tumbling Deny my place in time You squander (gaspiller) ______ that’s mine My light will shine so brightly It will blind you Because there’s… Something inside so strong I know I can make it Tho’ you’re doing me ______, so _______ You thought that my _________ was gone Oh no, there’s something inside so strong Oh oh oh oh oh oh something inside so strong Brothers and sisters When they ______ we’re just not good enough Well we know better Just look ‘em in the __________ and say We’re gonna do it ___________ We’re gonna do it _________, because there’s… Something inside so strong wealth taller rights faster decide wrong wrong pride wrong wrong pride insist eyes anyway refuse anyway sing The boy in the striped pyjamas, Class III, oct-dec 09

33. Chapter 15 Bruno doesn’t like Lieutnant Kotler because: • Kotler never smiles • tries to find somebody to cut out • jokes and laughs with his mother • shot a dog • angry, aggressive with Pavel • when father is absent he acts as if he is in charge Read second part of this chapter and using dialogues and the exact situation of each character (Bruno – Kotler / Bruno – Schmuel / Bruno – Schmuel / Kotler) The boy in the striped pyjamas, Class III, oct-dec 09

34. Chapter 15 • Shmuel, • How did you feel the first time you met Bruno? • Curious • Happy • Confused • How did you feel when he suggested you should come to his house for dinner? • Pleased • Afraid • Not conviced it was a good idea • How did you feel when Bruno pretended not knowing you? • Sad • Terrified • Disappointed Answer and find evidence to back up your choice! The boy in the striped pyjamas, Class III, oct-dec 09

35. Chapter 16 • Summary in three steps: • back to Berlin • Gretel tries to show reality • Bruno looks like Shmuel The boy in the striped pyjamas, Class III, oct-dec 09

36. Chapter 16 After reading this chapter explain these sentences: • His memories of life in Berlin had almost faded away (p 175) • Grandmother would turn in her grave if she knew it was there (p 176) • His (Lt Kotler) departure had come about very suddenly (p177) • Bruno started to think more and more about the two sides of the fence (p178) The boy in the striped pyjamas, Class III, oct-dec 09

37. Chapter 17 Mother’s letter Stage 1 Ask Mother about her thoughts and feelings: • Do you think this place has a good effect on your children? • … Think about some more questions to ask and take notes of the answers Stage 2 Use your notes to write a letter from Mother to a friend in Berlin telliing of her relief that she will soon be returning home. The boy in the striped pyjamas, Class III, oct-dec 09

38. Chapter 17 Your notes How does Mother feel about living at Out-With? What kind of words does Mother use to describe Out-With? What is Mother’s attitude to her children’s life at Out-With? How can you tell? What does Mother feel about returning to Berlin? What are Mother’s plans and hopes for the future? Record below any further things which Mother says or ideas which you could use in your letter (remember that you will need to use your own words). The boy in the striped pyjamas, Class III, oct-dec 09

39. Chapter 17 Use this scaffold to help you write the letter Dear Gerta, It is so long since I have written to you, I know. I have been so fed up and miserable here, but now I have wonderful news! Ralf has agreed to… Living at Out-With has been... One of the reasons I am pleased to be returning is of course the children. Mainly because… When I get back to Berlin, I plan to… Can’t wait to get back to Berlin and see you. I will call as soon as I’m home. Kindest good wishes, Marta The boy in the striped pyjamas, Class III, oct-dec 09

40. Connecting words Adverbs alsoanywayconsequentlyfinally , eventuallyfurthermorehoweverindeedinstead likewisemeanwhilemoreoverneverthelessnextotherwisestillthenthereforethus aussi, également de toute façon c’est pourquoi finalement de plus toutefois en fait au lieu de de même, également pendant ce temps de plus, en outre néanmoins Ensuite autrement, sinon Encore Ensuite donc, par conséquent par conséquent The boy in the striped pyjamas, Class III, oct-dec 09

41. Connecting words Conjunctions onceprovided [that]sinceso thatsupposing [that] thoughunlessuntilwhether …orwhile une fois que à condition que depuis que pour que à supposé que Quoique à moins que jusqu’à ce que soit…soit pendant que afteralthoughasas …asas ifas thoughbecausebeforeeven if even thoughhowifin case [that]in order that no matter how après que bien que alors que aussi … que comme si comme si parce que avant que même si même si que, comme Si au cas où pour que peu importe comment The boy in the striped pyjamas, Class III, oct-dec 09

42. Connecting words Transitional phrases after all as a result at any rateat the same time  by the way even so for example in addition  in fact in other words on the contrary on the other hand  après tout  en conclusion de toute façon en même temps  a propos  de même  par example  en plus  in fait  en d’autres termes au contraire d’un autre côté The boy in the striped pyjamas, Class III, oct-dec 09