The Boy in the Striped Pyjamas

Lesson 6
Lesson Objectives

• At the end of this lesson, students should be able

to:
▫ Discuss and explain the use of the fence as a
symbol of division in the novel
▫ Comment on how music and images can develop a
narrative into a dramatic performance
▫ Explore the difference between the perspectives of
the characters, the reader and the narrator of a
story
Fences
What are fences commonly used for?
Performance Reading
• Performance reading is an important active
reading strategy, as it allows us to focus more on
the meaning of the words and phrases and their
impact on the reader. It requires that you think
about pace and intonation, in order to add colour
to our reading. By adding music and images to
words, we can change the emphasis and meaning.

Listen along as I do a performance reading of the

start of Chapter 10.
• Why start with Chapter 10?
• Another active reading strategy we have just
used is reading forwards, which can often
cast light on future events (without giving too
much away) and cause the reader to speculate
about the future direction of the story.
Whole Class Reading
Let’s continue
our reading of
the novel.

Turn to page 95
and continue to
the end of
chapter 10.
Task
• I need four volunteers.
• Watch as I physically ‘place’ the reader, Bruno,
Shmuel and the narrator at the moment where
the boys meet.
• For example, Bruno and Shmuel could face each
other, one standing and one sitting. The reader
could be standing behind Bruno looking over his
shoulder. The narrator could be standing on a
chair looking down at the action, or behind
Shmuel
• What do these placements suggest?
• How else could I arrange them?
Whole Class Reading
Let’s continue
our reading of
the novel.

Turn to page 116

and continue to
the end of
chapter 12.
What sort of adjectives can we use to
describe the character of the Fury?