Character Analysis Exploration

Overview

This 50-minute lesson is Lesson 5 of 18 in the unit “Holocaust in Film Analysis” for Year 8 students. The session focuses on character analysis of Bruno and Shmuel**,** two central characters. Students will analyse character traits, relationships, and perspectives using creative and collaborative approaches aligned with the National Curriculum for England (English, KS3).

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National Curriculum Links

This lesson addresses the following relevant National Curriculum objectives for Year 8 English (KS3):

• Reading

  • Engage with and understand a range of texts by learning to infer characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
  • Analyse how language, structure and presentation contribute to meaning

• Writing

  • Develop skills in planning and organising ideas

• Spoken Language

  • Participate in discussions, presentations, performances, role play, improvisations and debates

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Learning Objectives

By the end of the lesson, students will be able to:

1. Analyse key traits, motivations, and perspectives of Bruno and Shmuel with textual and visual evidence.
2. Create detailed character maps to explore each character’s personality, relationships, and role within the story context.
3. Compare and contrast Bruno and Shmuel’s viewpoints and the ways their experiences shape their actions.
4. Communicate insights effectively through group discussion and presentation.

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Resources Needed

• Extracts from The Boy in the Striped Pyjamas film (selected scenes featuring Bruno and Shmuel)
• Character map templates (printed)
• Large sheets of paper and coloured markers/pens
• Whiteboard and markers
• Projector and speaker system for film clips

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Lesson Structure

1. Starter (5 minutes)

Objective: Activate prior knowledge and set purpose

• Quick recap: Briefly revisit the key events and setting from previous lessons.
• Pose two quick questions on the board:
  • What do you already know about Bruno?
  • What do you already know about Shmuel?
• Students jot down rapid-fire thoughts (bullet points) in pairs for 2 minutes, then share one point each with the class.
• Teacher writes initial ideas on the board to refer back to later.

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2. Introduction to Character Maps (5 minutes)

Objective: Explain purpose and tools

• Introduce the concept of a character map as a visual tool to explore personality, motivations, relationships, and challenges.
• Show an exemplar character map on the board using a known, relatable character (e.g., Harry Potter) to ensure understanding.
• Highlight categories: Appearance, Personality traits, Motivations, Relationships, Key Quotes, and Impact on plot.

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3. Film Clip & Individual Analysis (10 minutes)

Objective: Encourage close observation and evidence gathering

• Show 2-3 selected short clips from The Boy in the Striped Pyjamas that highlight key moments revealing Bruno and Shmuel’s personalities and interactions.
• Students watch attentively, with character map handouts to note down observations for each character in real time.
• Prompt students to capture direct quotations or descriptions and emotional responses.

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4. Paired Work: Character Maps Completion (15 minutes)

Objective: Collaboration for deepening understanding

• In pairs, students consolidate their notes into completed character maps for Bruno and Shmuel.
• Encourage pairs to discuss differences and similarities — particularly focusing on:
  • How each character sees the world
  • Their motivations and fears
  • How the setting influences them
• Teacher circulates to probe thinking with open-ended questions such as:
  • Why do you think Bruno behaves the way he does?
  • How does Shmuel’s viewpoint shape his character?

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5. Group Discussion & Compare and Contrast (10 minutes)

Objective: Develop oral literacy and critical thinking

• Assemble students into small groups (4-5).
• Students share their character maps and create a Venn diagram on large paper identifying:
  • Unique traits of Bruno
  • Unique traits of Shmuel
  • Shared traits and perspectives
• Groups prepare a short summary explaining their diagram.
• Select 2-3 groups to present their findings briefly to the class.

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6. Plenary (5 minutes)

Objective: Reflect and consolidate learning

• Whole class reflection — teacher asks students to complete this sentence in writing:
  • One thing I learned today about Bruno or Shmuel is…
  • One question I still have is…
• Quick round of sharing a few student responses.
• Recap key learning points emphasizing empathy and understanding different perspectives within historical contexts.

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Assessment Opportunities

• Formative Assessment:

  • Observation during paired and group work evaluating engagement and ability to extract evidence.
  • Quality and depth of character maps.
  • Contributions during discussions and presentations.

• Summative Assessment Link:

  • This lesson’s character maps and comparative discussion will feed into forthcoming written analytical tasks later in the unit.

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Differentiation and SEND Adaptations

• Provide sentence starters and vocabulary banks on character map sheets for students needing more support.
• Allow students with EAL or reading difficulties to focus on film clips and verbal discussion rather than heavy text analysis.
• Offer challenge tasks for higher attaining students, e.g., exploring the filmmakers’ choices in portraying each character or considering historical context impact on characterisation.

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Extension Ideas

• Encourage creative responses such as diary entries from Bruno or Shmuel’s perspective based on their character map insights.
• Facilitate a debate on how understanding both characters enhances comprehension of the Holocaust’s human impact.

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Teacher Notes

• Carefully select film clips that are age-appropriate and sensitive to the subject matter.
• Be mindful of the emotional weight of the topic; provide supportive environment for discussion.
• Reinforce British values of mutual respect and democracy through analysing diverse viewpoints.

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This lesson plan ensures deep engagement with character and theme, supporting the national curriculum’s goals for literature study and spoken language, whilst fostering empathy and critical thinking around a vital historic subject.