background preloader


Related:  Read

London Short Fiction: The Fingernail Fairy Continuing our series of short fiction set in, or influenced by London. This week’s story by Tracy Kuhn is one of the finalists in our competition with the British Academy’s Literature Week to find a new modern fairy tale for London. To explore the Literature Week programme and register visit the British Academy’s website. Alana pulled her coat around her and shivered. She really needed a new one; the long, faded velvet frock coat was starting to look shabby. They’d all admired it once, rubbing the plush, velvety fabric between their fingers as she’d twirled around. Those days were long gone. She shifted around on the windowsill to look at her reflection and flinched. Not that she hadn’t been warned. He’d talked his way out of it of course, with a flash of snug fitting emerald green slacks; typical leprechaun. She reached into her pocket, pulled out the small metal tool she used to open windows and slid it along the edge of the glass, carefully removing it. “You’re here! “Here you are.”

Re: how to use video in education The Boy in the Striped Pajamas: Study Guide, Questions & Discussion of Characters & Themes written by: Pamela Rice-Linn • edited by: SForsyth • updated: 3/27/2015 Earn a better score on any exam and increase your understanding of John Boyne’s classic novel with this review. All answers can be found in the book (page numbers are given to make this even easier), but try to answer on your own first! Pick up your copy of John Boyne’s The Boy in the Striped Pajamas to help you recall answers to the following questions. References Boyne, John.

The Boy in the Striped Pajamas Lesson Plan - Lesson Plan Chapter 1 Vocabulary chaos: disorder, clutter, confusion dismissively: in a way that shows a lack of interest hesitate: pause as the result of feeling reluctant to proceed mucky: dirty possessions: belongings “the Fury”: Bruno’s mispronunciation of the Führer, referring to Adolf Hitler, the German chancellor Chapter 1 Study Questions 1. “Fury” is Bruno’s mispronunciation of the word “Führer,” Adolf Hitler’s title when he was Germany’s leader. 2. We know that Bruno is a child. 3. Bruno knows very little about his father’s job, but he does know that he is “a man to watch” and that “the Fury” “had big things in mind for him.” 4. Bruno is especially upset to be leaving his three best friends behind. 5. Bruno mentions that he doesn’t like that they have to turn off all the lights at night. Chapter 2 Vocabulary chalk it up: give credit for courgette: British zucchini desolate: lonely, empty foreseeable: as far into the future as one can see, as far as can be predicted, as far as we know 1. 2. 3. 4. 5. – online reading for free. live etc The Boy in the Striped Pajamas - Discussion Questions Discussion Questions 1. Discuss the relationship between Bruno and Gretel. Why does Bruno seem younger than nine? In a traditional fable, characters are usually one-sided. How might Bruno and Gretel be considered one-dimensional? 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. top of page (summary) The Boy in the Striped Pajamas Lesson Plans John BoyneLesson plans for The Boy in the Striped Pajamas The Boy in the Striped Pajamas"How should one react to a book that ostensibly seeks to inform while it so blatantly distorts?" this review asks. "No one may dare alter the truths of the Holocaust, no matter how noble his motives" is the conclusion. For the right group of students, this review can form the basis for a good writing prompt. The Boy in the Striped PajamasA variety of reading strategies and activities, including an anticipation guide, a graphic organizer for comparing/contrasting, and a lesson on irony. The Boy in the Striped Pajamas by John BoyneSummary, vocabulary, and multiple post-reading activities, including discussion questions. The Boy in the Striped PajamasHow might students use storyboards to demonstrate and to extend their learning? The Boy in the Striped PajamasSummary, author biography, criticism, and 12 discussion questions.

pmwiki.php?n=Novels To view the details of an annotation, use the '+' sign to expand an entry. If an entry is in boldface, this indicates it is also a link; clicking on those words will open the associated link for your view. "Blank Map of Europe" Before reading The Boy in the Striped Pajamas it is important for the students to have an understanding of what the holocaust was. Being as how the story revolves around the young boy Bruno living on the outside of Auschwitz and trying to make sense of what he witnesses, the students need to have a basic understanding of what the death camps were. In this activity the students would learn a little about the different camps, their locations and the number of people that were killed there. “Holocaust Terms Glossary” I feel that it is very important to discuss as a class the holocaust in general before beginning the study of the novel, and in order to initiate a discussion I would have the class work together to create an ABC’s of the holocaust book.

Cinéma pour la classe Photo Michel Connors, s.d. Votre contact Christelle Poulain-Chaigné Le cinéma pousse les portes de l'école et devient un matériau d'enseignement à part entière. Ce dossier rassemble de nombreuses ressources pédagogiques pour étudier en classe quelques-uns des films emblématiques de ces dernières decennies. Afin de faciliter leur exploitation, les fichiers qui vous sont proposés sont téléchargeables et imprimables au format .pdf. Nous vous invitons à vous reporter au dossier École et cinéma réalisé par le CDDP du Haut-Rhin. Films en allemand Pour commencer... Almanya – Willkommen in Deutschland de Yasemin Samdereli Suis-je Turc ou Allemand ? Angst essen Seele auf, de Rainer Werner Fassbinder Tous les autres s'appellent Ali : une sensibilisation à la différence et au regard de la société sur la vie d’autrui, à la place des travailleurs immigrés dans la société allemande des années 1970. Das Leben der Anderen, de Florian Henckel von Donnersmarck Der Untergang, d'Olivier Hirschbiegel Super 8, de J.

Vårens arbete med Allmänna råden för planering och genomförande I början av detta läsår skrev jag här på bloggen om det arbete vi gjort med att all personal fick beskriva vår skolas undervisningskultur i juni-15. Utifrån vad vi fick syn på i personals beskrivningar blev en ”åtgärd” att vi, under läsåret 15-16, skulle arbeta med Skolverkets Allmänna råd för planering och genomförande. (Under ht15 fördjupade vi oss i Lgr11 kap2, finna att läsa i detta blogginlägg). Vi köpte hem ett stort antal ”råd” så att all personal kunde få den analogt (förutom att ha den digitalt nedladdad i sina iPads). Skolverket har gjort en kort, informativ film, som beskriver upplägget och innehållet i råden: Vi inledde arbetet i januari med en gemensam samling för all personal. ”Backa bandet” ”zooma ut” (många nyanställda lärare)Hitta samstämmighet i uppdrag, lära av och med varandraSynliggöra våra bilder av uppdrag med varandra I vårens kalendarie satte vi även ut speciell ”Allmänna-råd-tid” (både mötestid på em samt på studiedagar). Fler klipp hittar du här. Tillägg: