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The Boy in Striped Pajamas

Discussion Lesson Plan

Learning Goal(s)

Students will be able to (Content Objectives):

Analyze character development in The Boy in Striped Pajamas.
Use evidence from the film to evaluate the role of propaganda in Nazi Germany.
Analyze ways to advocate for an end to hatred and genocide in the world.
Analyze the themes of the story, The Boy in Striped Pajamas.
Themes: essence of true friendship; courage to engage in humane actions; obedience and
conformity; segregation; and prejudice, racism, and discrimination
CR B10.1: respond to texts that address social responsibility and social action.
CR B10.4: Interpret, explain, analyze and discuss how the literary qualities and the distinctive
conventions, structures, and language features of a range of texts suit the topic and purpose; use
available technologies to retrieve, select, and interpret information.

Students will be able to (Language Objectives):

Engage in discussion of major themes and historic connections from the film (CC B10.3).
Speak and listen to other students. (Group skills: taking turns) (CR B10.3: Demonstrate
active listening behaviors and engaging in reflective, critical, empathetic, and
appreciative listening)
Create online summaries of answers (CC B10.1: compose and create a range of texts that
explore social action; CC B10.2: use electronic media to enhance the appeal and accuracy
of presentations).
Assess selfs and peers speaking and listening participation (AR B10.1)
Optional: Set goals for growth in language learning and participation (AR B10.2)
Materials Needed:
-iPads or cellphones (one per group)
-Chips or tokens (e.g. fake money or poker pieces)
-PowerPoint or Discussion Questions print-offs
1. Project groupings on the board for students to sit in corresponding spots and assign roles.
2. Cue iPads to be on classroom.
3. Continue with classroom expectations and PowerPoint introduction
a. Use chips appropriately
b. Speak in English
c. Participate in your group
Pre-teaching Notes for Students:
(Found in PowerPoint notes)
Group Agreements:
1. one person talks at a time (chips)
2. respect each other and all ideas
Group Roles:
1. an investigator (of the text)
2. a recorder
3. a discussion director
4. a reporter (on )
How to be a good listener:
1. make eye contact
2. offer empathy
3. restrain from cutting others off in a conversation
Activities (continued):
4. Hand-out chips/tokens
5. Start group discussion
a. Prompt students with a question
b. Allow students time to process the question
c. Have students take turns (using chips) addressing the question in groups of four.
d. Once students have each given one answer have the group submit one answer or
statement to
6. Read the responses as a class.
7. Ask for further information if need be; ask further thought provoking questions if
8. Repeat steps 5-7 with the remaining questions.
9. Have students fill-in peer and self-assessment with regards to listening and speaking
10. Optional: Have students write exit slips addressing three things they learnt from the
11. Optional: Have students write one goal that will allow them to be better communicators
in their group discussions.
12. Optional: Hot Seats Character interviews

Formative Assessment
TodaysMeet responses
Exit Slip
Peer and Self-Assessment