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The Boy in the Striped Pajamas

©2011

www.EnglishUnitPlans.com

http://www.englishunitplans.com/�

The Boy in the Striped Pajamas Student Workbook

Name: __________________________________ Teacher: ________________________________

2

Chapter One

Vocabulary Find and record definitions for the following words. Use definitions that fit with how the words are used in the story:

muster (pg. 1) _________________________________________________________________________

chaos (pg. 2) __________________________________________________________________________

dismissive (pg. 8) ______________________________________________________________________

presume (pg. 10) ______________________________________________________________________

Write a full sentence using one of the vocabulary words above: __________________________________________________________________________________________________________________________________________________________________________

Questions Please answer the following questions using full sentences:

1. The setting of a story includes not only where but when the story takes place. What is the setting of Chapter One? ____________________________________________________________________________________________________________________________________________________________

2. Who is Gretel, and why do you think Bruno refers to her as a “Hopeless Case”? ______________________________________________________________________________________________________________________________________________________

3. Why does the family have to move? ____________________________________________________________________________________________________________________________________________________________

4. What or who will Bruno miss the most when he moves away? ____________________________________________________________________________________________________________________________________________________________

5. In Bruno's home, what is "Out of Bounds At All Times And No Exceptions"? ____________________________________________________________________________________________________________________________________________________________

3

Chapter Two


desolate (pg. 11) ______________________________________________________________________

foreseeable (pg.15) ____________________________________________________________________

content (pg. 15) _______________________________________________________________________


1. What does Bruno think of his new home? ____________________________________________________________________________________________________________________________________________________________

2. What does Bruno remember about life in Berlin? ____________________________________________________________________________________________________________________________________________________________

3. List three things that show Bruno's family is wealthy. i)_____________________________________________________ ii)____________________________________________________ iii)____________________________________________________

4. Describe Bruno's father. What do you think of him thus far in the novel? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Chapter Two ends with a "cliff-hanger." What is a cliff-hanger, and why would an author use this device? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


4

Chapter Three


exasperation (pg. 25) ___________________________________________________________________

indicate (pg. 28) _______________________________________________________________________


1. Why is Bruno a "little scared" of Gretel? ____________________________________________________________________________________________________________________________________________________________

2. What makes Gretel such a challenge for her family? ____________________________________________________________________________________________________________________________________________________________

3. Why do the soldiers look "nervously up at the house"? ____________________________________________________________________________________________________________________________________________________________

Character Pictures Draw and label pictures of three characters from the novel. Use details from the text.

5

Chapter Four


plaque (pg. 31) ________________________________________________________________________

conviction (pg. 34) _____________________________________________________________________

countered (pg. 34) _____________________________________________________________________


Chapter Five


lacquer (pg. 42) _______________________________________________________________________

customary (pg. 45) _____________________________________________________________________

splendor (pg. 46) ______________________________________________________________________

clamber (pg. 46) _______________________________________________________________________

insolent (pg. 51) _______________________________________________________________________

6

Secret Message Unscramble each of the clue words (they are from your vocabulary words, chapters 1-5).

Take the letters that appear in boxes and unscramble them for the final message.


1. What do Bruno and Gretel see outside the window? ____________________________________________________________________________________________________________________________________________________________

2. How does Gretel explain what they see? ____________________________________________________________________________________________________________________________________________________________

3. What is extraordinary about the way all of the people are dressed? ____________________________________________________________________________________________________________________________________________________________

4. Bruno's father is referred to as "Commandant." What does this mean? What are his responsibilities? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7

Vocabulary Review Crossword Puzzle – Chapters 1-5

Across 2. climb awkwardly 4. happy 5. without order and out of control 6. show that or point to 7. predictable 8. gather, bring together Down 1. barren, remote, and empty 2. certainty and determination 3. showing rude or arrogant lack of respect 4. According to the customs or usual practices associated with a particular society, place, or set of circumstances.

8

Chapter Six


discard (pg. 57) _______________________________________________________________________

deliberate (pg. 58) _____________________________________________________________________

despite (pg. 59) _______________________________________________________________________

peckish (pg. 60) _______________________________________________________________________

obliged (pg. 61) _______________________________________________________________________

incredulous (pg. 64) ____________________________________________________________________



1. Why do you think Bruno has such a long conversation with Maria in this chapter, when he had never done so before? ____________________________________________________________________________________________________________________________________________________________

2. Why do you think Maria is so thoughtful and careful with her answers to Bruno? ____________________________________________________________________________________________________________________________________________________________

Letter Assignment Imagine you are Bruno, and you have just moved to "Out-With." Think about how the move makes you feel, what you miss, what you like and don't like about your new home.

On a separate piece of paper, write a letter to one of your friends back in Berlin (Karl, Daniel, or Martin). Talk about your new home, and how you feel about moving. Your letter should be at least half a page long.

9

Chapter Seven


prospect (pg. 67) ______________________________________________________________________

escapade (pg. 68) ______________________________________________________________________

diversion (pg. 69) ______________________________________________________________________


1. Bruno's mother doesn't think they should talk about the war. Do you agree? Explain. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What makes Franz act so strangely? ____________________________________________________________________________________________________________________________________________________________

3. Use four adjectives to describe Lieutenant Kotler: i)___________________________________________________ ii)___________________________________________________ iii)___________________________________________________ iv)___________________________________________________

4. Describe Bruno's accident. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. What astonishing piece of information does Pavel reveal about himself? How might this change in circumstances for Pavel have occured? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

10

Chapter Eight


dominate (pg. 87) _____________________________________________________________________

coincide (pg. 87) _______________________________________________________________________

summon (pg. 89) ______________________________________________________________________

Character Comparison Using the chart below, compare two of the major characters from the story. Try to list at least five things in each category.

Name: Both Name: Differences Similarities Differences

Chapter Nine


1. Who does Bruno miss the most? Why? ____________________________________________________________________________________________________________________________________________________________

2. How does Bruno's grandmother feel about her son's uniform and responsibilities? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

11

3. Bruno's grandmother criticizes her daughter-in-law for valuing looks. In your opinion, what are some things about people that more important than looks? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. What does Herr Liszt plan to focus on in Bruno's studies? ____________________________________________________________________________________________________________________________________________________________

5. Why do think Bruno's parents forbid him from walking near the fence? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Chapter Ten


despair (pg. 104) ______________________________________________________________________

forlorn (pg. 106) _______________________________________________________________________

resolution (pg. 113) ____________________________________________________________________


1. Describe how Bruno discovered Shmuel. ____________________________________________________________________________________________________________________________________________________________

2. What do Bruno and Shmuel have in common? ______________________________________________________________________________

12

Vocabulary Crossword Puzzle – Chapters 6-10

Across 2. to give up hope 4. pitifully sad or lonely 5. a little hungry 6. call for with authority 7. an adventurous or unconventional at or undertaking Down 1. get rid of 2. rule or control 3. unwilling or unable to believe somethin

Predictions You are now roughly half way through the novel. Using the space below, predict what will happen in the second half of the story. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

13

Chapter Eleven


enunciate (pg. 119) ____________________________________________________________________

disdain (pg. 122) ______________________________________________________________________

snippets (pg. 124) _____________________________________________________________________


Chapter Twelve


contradict (pg. 128) ____________________________________________________________________


1. According to Gretel, what was the main duty of the Fury (Fuhrer)? ____________________________________________________________________________________________________________________________________________________________

2. What does Bruno think of the two people who came for dinner? ____________________________________________________________________________________________________________________________________________________________

3. What did Shmuel's father do for a living? ____________________________________________________________________________________________________________________________________________________________

4. Is Bruno smart not to tell his family about Shmuel? Why? ____________________________________________________________________________________________________________________________________________________________

14

Chapter Thirteen


catastrophe (pg. 142) ___________________________________________________________________

torrent (pg. 142) ______________________________________________________________________

incumbent (pg. 146) ____________________________________________________________________


1. How does Maria react when Bruno asks why Pavel lied about being a doctor? ____________________________________________________________________________________________________________________________________________________________

2. How is Shmuel's appearance changing? ____________________________________________________________________________________________________________________________________________________________

A Perfectly Reasonable Lie Agree or Disagree with the statement below. Explain why you feel the way you do, and provide examples to support your position.

1. It is never okay to lie. Agree / Disagree Explanation: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

15

Chapter Fourteen


dilemma (pg. 153) _____________________________________________________________________

crucial (pg. 155) _______________________________________________________________________

existence (pg. 157) _____________________________________________________________________

sophistication (pg. 158) _________________________________________________________________


Comparison Using the chart below, compare Bruno to Shmuel. List their similarities in the middle, and their differences on each side.

Bruno Both Shmuel Differences Similarities Differences

16

Chapter Fifteen


grimace (pg. 174) ______________________________________________________________________


1. Do you agree with Bruno's mother that he should stop talking to his imaginary friends? Explain. ____________________________________________________________________________________________________________________________________________________________

2. How does Bruno feel about his mother's relationship with Kotler? ____________________________________________________________________________________________________________________________________________________________

3. How does Bruno betray Shmuel? Why? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

17

Vocabulary Crossword Puzzle – Chapters 11-15

Across 1. hatred, contempt 2. facial expression showing disgust or pain 6. argue opposite position Down 1. problem with two equally unappealing choices 3. pronounce clearly 4. important or essential 5. disaster

18

Chapter Sixteen


departure (pg. 178) ____________________________________________________________________

inconsolable (pg. 178) __________________________________________________________________

consult (pg. 180) ______________________________________________________________________

misshapen (pg. 184) ____________________________________________________________________

dwindle (pg. 185) ______________________________________________________________________



1. Why does Bruno's family have to return to Berlin? ____________________________________________________________________________________________________________________________________________________________

2. What do you think would happen if Bruno told his dad about making friends with Shmuel? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. According to Gretel, who is on either side of the fence? ____________________________________________________________________________________________________________________________________________________________

19

Chapter Seventeen


senile (pg. 187) ________________________________________________________________________

explicit (pg. 190) _______________________________________________________________________

reluctant (pg. 190) _____________________________________________________________________

Chapter Eighteen


1. Why does Mother become increasingly unhappy at Out-With? ____________________________________________________________________________________________________________________________________________________________

2. Describe Shmuel's reaction when he learns that Bruno will soon be returning to Berlin. ____________________________________________________________________________________________________________________________________________________________

3. What do the boys plan to do on Bruno's last visit? ____________________________________________________________________________________________________________________________________________________________

Cryptogram Break the code and solve the secret sentence.

20

Chapter Nineteen


implanted (pg. 201) ____________________________________________________________________

unaccustomed (pg. 206) ________________________________________________________________


Chapter Twenty


1. What two things are difficult for Bruno when he changes into the striped pajamas? ____________________________________________________________________________________________________________________________________________________________

2. What do Shmuel and Bruno try to find together? ____________________________________________________________________________________________________________________________________________________________

3. Describe Bruno's reaction when he learns what life in the camp is like. ____________________________________________________________________________________________________________________________________________________________

4. How does Bruno's family react to his disappearance? ____________________________________________________________________________________________________________________________________________________________

5. The climax of a story occurs when the main problem or conflict is resolved. Describe the climax of this novel. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

21

Vocabulary Word Search Puzzle Find as many words as you can.

Y K D R E T S U M E K I E X D P U Q E B R H A M I N N V R I W X P U M G V U U S O D I E S E L B A L O S N O C N I S T C D C Z D C E T L X Y Z C S A A T E V E R L E S R J D A I N R O N S P D N A A U E H T M I D R O V O T A M M S C S E S M N R M R E L O P P B O C F I O R E M L Z T A I A A E Z A D D O N U V S P T T H C P R B N A L T S U A E T C E P S O R P U R K C O N T E N T Q O E W A P O R E L U C T A N T K H A C R F H S I K C E P D E S P A I R J

CHAOS CLAMBER CONTENT CUSTOMARY DESOLATE DESPAIR DESPITE DISCARD

DISMISSIVE DOMINATE

UNACCUSTOMED TORRENT

ESCAPADE FORLORN

INCONSOLABLE INDICATE INSOLENT MUSTER PECKISH PRESUME PROSPECT RELUCTANT SUMMON



Chapter Questions and Answers

©2011



Chapter Questions

Chapter 1 1. The setting of a story includes not only where but when the story takes place. What is the

setting of Chapter One? 2. Who is Gretel, and why do you think Bruno refers to her as a “Hopeless Case”? 3. Why does the family have to move? 4. What or who will Bruno miss the most when he moves away? 5. In Bruno's home, what is "Out of Bounds At All Times And No Exceptions"?

Chapter 2 1. What does Bruno think of his new home? 2. What does Bruno remember about life in Berlin? 3. List three things that show Bruno's family is wealthy. 4. Describe Bruno's father. What do you think of him thus far in the novel? 5. Chapter Two ends with a "cliff-hanger." What is a cliff-hanger, and why would an author use

this device?

Chapter 3 1. Why is Bruno a "little scared" of Gretel? 2. What makes Gretel such a challenge for her family? 3. Why do the soldiers look "nervously up at the house"?

Chapters 4-5 1. What do Bruno and Gretel see outside the window? 2. How does Gretel explain what they see? 3. What is extraordinary about the way all of the people are dressed? 4. Bruno's father is referred to as "Commandant." What does this mean? What are his

responsibilities.

Chapter 6 1. Why do you think Bruno has such a long conversation with Maria in this chapter, when he had

never done so before? 2. Why do you think Maria is so thoughtful and careful with her answers to Bruno? 3. Describe how Maria came to be the maid for Bruno's family.

Chapter 7 1. Bruno's mother doesn't think they should talk about the war. Do you agree? Explain. 2. What makes Franz act so strangely? 3. Describe Lieutenant Kotler. Use at least four adjectives. 4. Describe Bruno's accident. 5. Why might it be wise for Bruno's mother to take credit for cleaning him up? 6. What name do you think Kotler calls Pavel? 7. What astonishing piece of information does Pavel reveal about himself? How might this change

in circumstances for Pavel have occured?

Chapters 8-9 1. Who does Bruno miss the most? Why? 2. How does Bruno's grandmother feel about her son's uniform and responsibilities? 3. Bruno's grandmother criticizes her daughter-in-law for valuing looks. In your opinion, what are

some things about people that more important than looks? 4. What does Herr Liszt plan to focus on in Bruno's studies? 5. Why do think Bruno's parents forbid him from walking near the fence?

Chapter 10 1. Describe how Bruno discovered Shmuel. 2. What do Bruno and Shmuel have in common?

Chapters 11-12 1. According to Gretel, what was the main duty of the Fury (Fuhrer)? 2. What does Bruno think of the two people who came for dinner? 3. What impression did the Fury make on you in Chapter 11? Explain. 4. What did Shmuel's father do for a living? 5. Bruno compares his own situation to Shmuel's. Is this a fair comparison? Explain and provide

examples. 6. Is Bruno smart not to tell his family about Shmuel? Why?

Chapter 13 1. How does Maria react when Bruno asks why Pavel lied about being a doctor? 2. How is Shmuel's appearance changing?

Chapters 14-15 1. Do you agree with Bruno's mother that he should stop talking to his imaginary friends? Explain.

2. How does Bruno talk his way out of trouble when he accidentally told Gretel about being with Shmuel?

3. How does Bruno feel about his mother's relationship with Kotler? 4. How does Bruno betray Shmuel? Why? 5. What is significant about the way Chapter 15 ends?

Chapter 16 1. Why does Bruno's family have to return to Berlin? 2. What household change brings Bruno great happiness? 3. What do you think would happen if Bruno told his dad about making friends with Shmuel? 4. According to Gretel, who is on either side of the fence? 5. Describe what interrupts Bruno's conversation with his sister.

Chapters 17-18 1. Why does Mother become increasingly unhappy at Out-With? 2. What important news does Father tell Bruno in Chapter 17? 3. Describe Shmuel's reaction when he learns that Bruno will soon be returning to Berlin. 4. What do the boys plan to do on Bruno's last visit?

Chapters 19-20 1. What almost ruins Bruno's plans to meet Shmuel one last time? 2. What two things are difficult for Bruno when he changes into the striped pajamas? 3. What do Shmuel and Bruno try to find together? 4. Describe Bruno's reaction when he learns what life in the camp is like. 5. How does Bruno's family react to his disappearance? 6. The climax of a story occurs when the main problem or conflict is resolved. Describe the climax

of this novel.

Chapter Questions - Answers

Chapter 1 1. Berlin, Germany, during WWII. 2. Gretel is Bruno's older sister. Answers will vary. 3. Bruno's father receives a promotion and must relocate. 4. His three best friends - Karl, Daniel, and Martin. 5. His father's office.

Chapter 2 1. He hates the new home because it is empty and desolate. 2. Answers will vary. 3. They have a maid, large house, and many toys and books. Answers will vary. 4. Answers will vary. 5. A cliff-hanger creates suspense and makes the reader eager to read more.

Chapter 3 1. Answers will vary. 2. Answers will vary. 3. Answers will vary.

Chapters 4-5 1. They see boys and men living in the desolate area beyond the fence. 2. She says it must be the countryside. 3. They are all wearing striped pajamas. 4. As Commandant, Bruno's father is in charge of a prison camp.

Chapter 6 1. He is lonely. Answers will vary. 2. Maria is likely worried she would get into trouble if her answers are repeated to another adult. 3. Maria's mother worked for Bruno's grandmother. Then, when times became hard, Bruno's

father offered Maria a job.

Chapter 7 1. Answers will vary. 2. His mind was damaged while he was soldier in WWI. It is likely Post Traumatic Stress Disorder.

3. Answers will vary. 4. Bruno hurt himself on the swing. 5. Pavel would probably be better off not drawing attention to himself from Bruno's father. 6. Jew. Answers will vary. 7. Pavel reveals he was a medical doctor, and is a prisoner in the camp because he is Jewish.

Chapters 8-9 1. Grandmother and Grandfather. 2. She despises what the uniform stands for. 3. Answers will vary. 4. His heritage. 5. Answers will vary.

Chapter 10 1. Bruno was walking around the perimeter of the fence and discovered Shmuel sitting alone on

the other side. 2. They were both born on April 15th, 1934.

Chapters 11-12 1. He runs the country. 2. Bruno thinks the Fury is rude and the blond lady is charming. 3. Answers will vary. 4. He was a watch maker. 5. Answers will vary. 6. Answers will vary.

Chapter 13 1. She is unsettled and doesn't quite know how to answer. 2. He is getting smaller and thinner, and looks less healthy.

Chapters 14-15 1. Answers will vary. 2. He pretends that Shmuel is an imaginary friend. 3. He feels jealous and uneasy. Answers will vary. 4. Bruno denies ever seeing Shmuel before. 5. It is the first time Bruno and Shmuel touch.

Chapter 16 1. Bruno's grandmother died. 2. Kotler is transferred. 3. He wouldn't be allowed to see him again. Answers will vary. 4. Jews - Opposites. 5. Gretel finds a louse egg.

Chapters 17-18 1. She is lonely and bored. Answers will vary. 2. Bruno, Gretel, and Bruno's mother are moving back to Berlin. 3. Hi surprised and sad. 4. Shmuel will bring a pair of striped pajamas for Bruno, and Bruno will crawl under the fence to

help Shmuel look for his father.

Chapters 19-20 1. It is raining. 2. The smell; changing in front of someone else. 3. Shmuel's father. 4. Hi is horrified. 5. Answers will vary. 6. Bruno and Shmuel are taken away together.



Vocabulary Lists

©2011



Vocabulary

Chapter One muster (pg. 1)

chaos (pg. 2)

dismissive (pg. 8)

presume (pg. 10)

Chapter Two desolate (pg. 11)

foreseeable (pg.15)

content (pg. 15)

Chapter Three exasperation (pg. 25)

indicate (pg. 28)

Chapter Four plaque (pg. 31)

conviction (pg. 34)

countered (pg. 34)

Chapter Five lacquer (pg. 42)

customary (pg. 45)

splendor (pg. 46)

clamber (pg. 46)

insolent (pg. 51)

Chapter Six discard (pg. 57)

deliberate (pg. 58)

despite (pg. 59)

peckish (pg. 60)

obliged (pg. 61)

incredulous (pg. 64)

Chapter Seven prospect (pg. 67)

escapade (pg. 68)

diversion (pg. 69)

Chapter Eight dominate (pg. 87)

coincide (pg. 87)

summon (pg. 89)

Chapter Ten despair (pg. 104)

forlorn (pg. 106)

resolution (pg. 113)

Chapter Eleven enunciate (pg. 119)

disdain (pg. 122)

snippets (pg. 124)

Chapter Twelve contradict (pg. 128)

Chapter Thirteen catastrophe (pg. 142)

torrent (pg. 142)

incumbent (pg. 146)

Chapter Fourteen dilemma (pg. 153)

crucial (pg. 155)

existence (pg. 157)

sophistication (pg. 158)

Chapter Fifteen grimace (pg. 174)

Chapter Sixteen departure (pg. 178)

inconsolable (pg. 178)

consult (pg. 180)

misshapen (pg. 184)

dwindle (pg. 185)

Chapter Seventeen senile (pg. 187)

explicit (pg. 190)

reluctant (pg. 190)

Chapter Nineteen implanted (pg. 201)

unaccustomed (pg. 206)



Teaching Resources

©2011



Lightning Research

Task In small groups, you are to conduct research on an assigned topic, and then present that information to the class.

You only have one period of class to do all of your research and prepare your presentation, so you must divide responsibilities, help each other, and work efficiently.

Your presentations should only take a few minutes, and must include a handout or overhead transparency with key information for your classmates to record in their notes.

Topics 1. ___________________________________

2. ___________________________________

3. ___________________________________

4. ___________________________________

5. ___________________________________

6. ___________________________________

Criteria You will be marked on the quality of the information you present, and how well you present that information.

Reminders Your presentation must include a handout or overhead transparency with key information for

your classmates to record in their notes.

Distribute the work and responsibility evenly throughout your group.

Dramatic Terms and Devices

Term Definition Example

Design a Book Cover or Movie Poster Task Your job is to create a book cover or movie poster for the novel. The poster or cover must include images and information described below.

Images Your book cover or movie poster must include an eye-catching image somehow represents important elements of the story. The image should reflect the tone or atmosphere you want to create in order to encourage interest in the novel or movie. Look at examples of book covers and movie posters for ideas.

Plot Synopsis Your book cover or movie poster must also include a brief summary of the story. Who are the main characters? What happens? Try to grab attention and create interest, but be sure not to give away the ending.

Review Quotes Include a few fake review quotes to help promote the novel or movie. These quotes should appear to be taken from book or film critics. Here are a couple examples:

Brian Cardigan of News Weekly says "This is one of the best books of 2011!"

Lester Pearson of Rolling Stone calls it a "mind-blowing movie experience!"

Look at the book covers and movie posters for other examples.

The Hunger Games

By Suzanne Collins

"I couldn't put it down!" - Donald Duck of The NY Times.

Rob Cobb calls The Hunger Games a

"literary rollercoaster ride with all the thrills and chills!"

Peeta Mellark has a crush on Katniss Everdeen. There's only one problem - they are trying to kill each other! The Hunger Games is the first book in Suzanne Collins' trilogy about Katniss, a young hunter from District 12 who quick on her feet and deadly with a bow and arrow. Kat takes us along with her as she is pitted against 23 other Tributes in a deadly reality television show called The Hunger Games, in which teen-age kids are forced to fight to the death. Jabba Dahut of The Toronto Star says "Kat is

my new hero!"

Name and Status:

About Me:

Relationship Status: Birthday: Current City:

Friends

Information

Photos

Basic Information ————————————————— Current City: Birthday: Hometown: Relationship Status: Political Views: Religious Views: Personal Information ——————————————— Activities: Interests: Favorite Quotation: About Me:

Contact Information ———————————————— Email: IM Screen Name: Website: Education and Work ———————————————— School: Occupation:

Characterization Characterization is the method through which an author reveals and develops the personalities of characters within a text or film. There are three main types:

1. Direct Characterization – from the narrator This occurs when the narrator makes direct statements about a character. Eg. He was a brooding, temperamental teacher with a penchant for inflicting scholastic suffering. 2. Indirect Characterization – from the character’s own words and actions This occurs when the words and actions of a character reveals aspects of his/her personality. Eg.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

3. Indirect Characterization – from the words and actions of other characters We also learn about characters from the words and actions of other characters. Eg.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Character Timeline Task: You are to create a timeline tracking important events for one of the major characters in the text, and the development in his/her personality and outlook. Your timeline should show what happens to the character and how it changes him/her.

Important Events Important Events

Important Events

Important Events

Personality and Outlook Personality and Outlook

Personality and Outlook

Personality and Outlook

Comparison Paragraph A comparison paragraph explores the similarities and differences between two things (characters, stories, themes, etc.). It is important that a comparison paragraph follow a clear, organized structure. The structure for a comparison paragraph is much the same as that of any developed paragraph. The basic parts are described below.

1. Thesis – Your first sentence must state your argument. When writing a comparison paragraph, you can start by saying if the two things being compared have more similarities or differences.

2. First Point (differences) – First explore the differences between the two things being compared. Simply explain why they are not the same.

3. Evidence – Provide evidence that backs up your point(s). If you say someone is caring and selfless, describe something they do that shows these traits.

4. Second Point (similarities) – Now describe how the two things being compared are similar. In what ways are they the same?

5. Evidence – Again you must provide evidence that supports your point. Describe something that shows how the two things are similar.

6. Conclusion – Finish by restating your thesis and summarizing your main argument. You can end by saying which are more important, the similarities or the differences.

SAMPLE The genocides in Rwanda in 1994 and Cambodia in the 1970’s are different in many ways, but they also share some significant similarities. The Rwandan genocide occurred in a span of 100 days. During that time, almost 1 million Tutsi were slaughtered. The Cambodian genocide, committed by the Kmir Rouge, took years to run its course. During the Rwandan genocide, civilians were killed in their homes and in the streets. In Cambodia, citizens were forced to evacuate cities and move to concentration camps. Once in these camps, they were reeducated and had to work hard labour with little nourishment. Despite these important differences, the two genocides were remarkably similar in several ways. First, they both involved the senseless slaughter of innocent civilians. 1.5 million people were killed during the Cambodian genocide. This number includes women and children, mothers and fathers, sons and daughters. The Kmir Rouge killed anyone they thought might present even the slightest threat to their image of a perfect country. Similarly, the Interhamwe killed 1 million people and also targeted women and children. In fact, the Interhamwe intentionally killed children in an effort to wipe out the next generation of Tutsi. While these two examples of atrocity have some differences, their similarities are more striking and meaningful. Killing is killing, regardless of where it occurs.

Comparison Paragraph Although they are initially presented as character foils,

Victor and Rick of Casablanca share similarities that are

more important than their superficial differences. Victor

Lazlo is a warm, selfless man. As leader of the French

Resistance, Victor lives under constant threat of death. He

is an obvious champion of good, a man who has survived a

concentration camp and still continues to fight for his

country. Victor Lazlo will sacrifice himself for the good of

others. Rick is a less obvious hero. Long regarded as an

icon of cool American masculinity, Rick speaks smooth

and acts cold. His icy demeanor can be summed up in one

of his classic lines: “I stick my neck out for no one.” But

Rick is also willing to sacrifice his life for the greater good.

Rick proves his moral worth when he orchestrates Victor

and Ilsa’s escape. He recognized that his life didn’t “add

up to a hill of beans” compared to Victor’s resistance work.

Despite Rick’s ice-cold image, he is not so different from

Victor Lazlo.

Important Quotes

Quote Circumstances Significance

Plot Structure Most stories follow a similar plot structure that includes the following elements. Introduction

• Establishes setting and atmosphere • Introduces important characters

Initiating Incident

• This is the first incident that will generate much of the conflict in the story

• It does not have to be a large or obviously important event, but its effects will help shape the rest of the story

• This incident marks the beginning of a rise in conflict and action Rising Action

• After the initiating incident, a series of other events propels the story and conflict builds

• The rising action is marked by this series of events and conflict • Rising action keeps the audience interested and moves the story

towards the climax Climax

• The climax occurs when the action is at its highest point • This is the most exciting part of the story

Dénouement

• The denouement comes immediately after the climax • It is the brief period during which outstanding conflicts are resolved

and loose ends are tied • The denouement answers questions that may remain after the climax

Theme Collage

Task You must create a theme collage that depicts and explains important themes from the text. Your collage should consist of carefully selected images, which represent specific aspects of the themes you are exploring. Show that you understand the themes. It should also be somewhat attractive – it isn’t an art project, but presentation always counts.

Steps 1. Choose several prominent themes from the text. 2. Create a collage of images that represent these themes. These images can be cut out of

magazines, drawn, or otherwise created. 3. On the back of the collage, provide explanations for at least five of your images. These

explanations should identify what the image represents, and explain why it is an important theme in the text.

Front:

Images

Back:

Explanations

Assessment You will be marked on the overall quality of writing and presentation, and depth of insight.

Common Core State Standards Alignment Grid

Grades 8-10

The following grid indicates which of the Common Core State Standards are covered in this unit plan. You may find that you also cover other standards not listed or checked while teaching this unit. This list is not meant to be exhaustive or restrictive, but is intended as a basic reference for teachers and administrators needing to confirm that the lessons and activities in this unit conform to the curriculum prescribed by the Common Core State Standards.

Standards Alignment Grid: Grade 8

Reading: Literature and Informational Text

Key Ideas and Details

RL.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

RL.8.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Craft and Structure

RL.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

RL.8.5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

RL.8.6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

Integration of Knowledge and Ideas RL.8.7. Analyze the extent to which a filmed or live production of a story or drama stays faithful

to or departs from the text or script, evaluating the choices made by the director or actors.

RI.8.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

RL.8.9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

Range of Reading and Level of Text Complexity

RL.8.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.

Writing

Text Types and Purposes W.8.1. Write arguments to support claims with clear reasons and relevant evidence.

W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Text Types and Purposes (continued) W.8.3. Write narratives to develop real or imagined experiences or events using effective

technique, relevant descriptive details, and well-structured event sequences.

Production and Distribution of Writing

W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

W.8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Research to Build and Present Knowledge

W.8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

W.8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

W.8.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two.

Speaking and Listening

Comprehension and Collaboration

SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

SL.8.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

Presentation of Knowledge and Ideas

SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Language

Conventions of Standard English

L.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.8.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

L.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Vocabulary Acquisition and Use

L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

L.8.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.8.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Standards Alignment Grid: Grades 9-10

Reading: Literature and Informational Text

Key Ideas and Details

RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Craft and Structure

RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Integration of Knowledge and Ideas

RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

RL.9-10.9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Range of Reading and Level of Text Complexity

RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing

Text Types and Purposes

W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Text Types and Purposes (continued) W.9-10.3. Write narratives to develop real or imagined experiences or events using effective

technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing

W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Research to Build and Present Knowledge

W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Speaking and Listening

Comprehension and Collaboration

SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Presentation of Knowledge and Ideas

SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Language

Conventions of Standard English

L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

L.9-10.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use

L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.9-10.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

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