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Name: Stephanie Finley

Lesson Plan
Lesson Title: Introduction to Novel Study: The Boy in the Striped Pyjamas (chap 1&2) Grade: 8 Date: October 30 & 31, 2017

Subject: Language Strand: Reading Location: Room 8, Bishop EQ Jennings Time: 80 min (two 40 minute periods)

Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)
Begin class with an overview of literary terms using a matching game on the smart board. Engage class in short
discussion about the novel; has anyone read it, heard of it, WW2 etc. Over 2 periods we will read the first two
chapters of The Boy in the Striped Pyjamas and discuss the different elements seen thus far (setting, characters,
themes etc.). All reading will be done in class, with the first chapter being read as a class around the room, and the
second chapter will be read in reading groups. First chapter will be discussed using class discussion, while the second
chapter will be discussed using think-pair-share. A short quiz will be given at the end to assess student’s knowledge
thus far on the book’s first two chapters.

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
1. Read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of
strategies to construct meaning.
2. Recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they
help communicate meaning.

Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match assessment

1.3 identify a variety of reading comprehension strategies and use them appropriately before, during, and after
reading to understand increasingly complex texts (e.g., activate prior knowledge on a topic through dialogue and
discussion; use visualization and comparisons with images from other media to clarify details of characters, scenes, or
concepts; ask questions to monitor understanding; summarize sections of text during reading; synthesize ideas to
broaden understanding)
2.4 identify various elements of style – including foreshadowing, metaphor, and symbolism – and explain how they
help communicate meaning and enhance the effectiveness of texts

Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language
that students can readily understand)

Today I will learn…


 Various literature terms and what they mean
 How to identify these terms in a novel
 How to summarize the first two chapters of The Boy in the Striped Pyjamas
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s learning, as well
as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can: Define various literary terms


I can: Identify literary terms in a novel
I can: Summarize and answer questions regarding the first two chapters of The Boy in the Striped Pyjamas

Assessment – how will I know students have learned what I intended? How will they know if they’ve met the learning goals?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013


Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategies: Assessment Tools:


Written, Oral, Performance check out books 1-3 for Instrument used to record data
(Write, Say, Do) suggested strategies i.e., rubric, checklist, observation sheet,
etc.

Performance – Matching game For- Discussion Chapter 1 & 2 quiz* attached


Oral – discussion participation As- Think-Pair-Share
Written – Quiz Of – Quiz

CONSIDERATIONS FOR PLANNING


Prior Learning: Prior to this lesson, students will have:
* Some knowledge of literary terms such as setting, protagonist etc.
* Possible knowledge of World War 2 and the Holocaust
* Some ability to summarize a text
Learning Skills/Work Habits
Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

New Vocabulary (for word wall and/or to develop schema)


 Personification, simile, metaphor, foreshadow, irony, symbolism, idiom, alliteration, onomatopoeia

Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate.
 Class set of Boy in the Striped Pyjamas (Boyne)
 Smartboard with matching game (https://www.quia.com/cm/422364.html?AP_rand=1212149523)
 Chapters 1&2 quiz *attached*
ANSWERS : 1.C, 2.D, 3.A, 4.D, 5.D, 6.A, 7.B, 8.C, 9.B, 10. various
Learning Environment (grouping; transitions; physical set up) Sketch a picture on an attached page of classroom setup. Make sure to consider where
materials will be placed if students need to access them. Here, write a short justification of why the classroom will be organized like it is.
DAY 1: Class begins with students in regular desk set up for discussion, literary terms matching games, and read aloud of chapter
one. Each student will have their own copy of the book and will not need to access any other materials. Individual students may
come up to the smart board for matching game when called upon.
DAY 2: Desks will be pre-arranged into groups of four with student’s names on them *see seating chart attached*, organized by
reading level into groups. Students will sit with their groups and read aloud chapter two and engage in think-pair-share. They will
then be instructed to return desks to their normal positions and to sit in their regular assigned seat for the quiz.
Cross Curricular Links
 History
Lesson – Delivery Format
Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson
Time: 10:30 – 10:45
DAY ONE
-Begin class discussion by asking if anyone has heard of or - Contribute to discussion on their knowledge of the
read the novel. Touch on World War 2 to get grasp of topics thus far
how much students know. - Participate in literary terms matching game when called
-Initiate and facilitate students in literary terms matching upon
game on smart board.

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013


DAY TWO - Sit in their groups and participate in class discussion on
- Instruct students to sit in desk with their name on it for chapter one
reading groups
- Engage class in discussion to recap chapter one and
what they think might happen next
Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
Time: 10:45 – 11:05
DAY ONE
- Provide students with individual copy of the novel and - Read aloud their paragraphs when their time comes
instruct them to open to chapter 1. - Be respectful of other students reading
- Facilitate students in read aloud by going around the - Participate in discussion on the chapter one
room and assigning a few paragraphs each
DAY TWO
- Explain to students how the reading group works (each - Read their two pages when their time comes; listen
student will read approx. 2 pages) intently to other group members and help them if they
- Walk around the room and observe students reading in need assistance
their groups; ensure they are on task and on time - discuss chapter briefly with group members
- Hand out quiz and start 10 minute timer - Write quiz

Consolidation & Connection (Reflect and Connect) (5-15 min.)


Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Time: 11:05 – 11:10
DAY ONE AND TWO
- Tell students to think about the chapter that night and - Reflect on what they know thus far
what the book may be about

Extension Activities/Next Steps (where will this lesson lead to next)


Lessons for the next three weeks will be along the same tracks until novel is completed
Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:

The Teacher:

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013


Name : __________________

Date: __________________

The Boy in the Striped Pyjamas

Chapters 1 & 2 Quiz

1. The author of this book is:

a) Bill Boyne
b) Harry Frye
c) John Boyne
d) Suzie Willis

2. The main character so far is named:

a) Sam
b) John
c) Gretel
d) Bruno

3. The story begins in which city:

a) Berlin
b) Tokyo
c) New York
d) Paris

4. Which room is out of bounds at all times and no exceptions?

a) Mother’s bathroom
b) Gretel’s room
c) Attic
d) Father’s office

5. What is NOT true about the new house?

a) It gives Bruno a sad feeling


b) It has no neighbouring houses
c) It has three floors
d) It is very close to the houses on either side of it

6. What does Bruno call Gretel?

a) The Hopeless Case


b) Sister Dearest
c) Meanie
d) Horrible Girl

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013


7. Their new home is called:

a) The Palace
b) Out-With
c) The cabin
d) The get-away

8. What does Bruno tell Gretel about the children he sees past their new back yard?

a) He wants to be their friend


b) They look too skinny
c) They don’t look at all friendly
d) They don’t exist

9. What event does mother blame for their move to the new house?

a) The war
b) The Fury coming to dinner
c) A fight with grandparents
d) Bruno misbehaving

10. In a few sentences, reflect on what you think this novel may be about and what you think Bruno is seeing
behind his new backyard.

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013


Drafted by Lakehead University Orillia Faculty of Education Team-August 2013