Exploring Friendship & Conflict

Lesson 1: Introduction to the Novel

Duration: 60 minutes
Class size: 25 students
Year group: 7 (ages 11-12)
Unit: Exploring Friendship and Conflict (25 lessons)
Text: The Boy in the Striped Pyjamas by John Boyne

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National Curriculum Links

• Reading: comprehension
  Pupils should be taught to:

  • Develop positive attitudes to reading and understanding of what they read by listening to and discussing a wide range of fiction.
  • Understand what they read, in books they can read independently, by identifying themes and conventions.
  • Retrieve and record information from fiction.
  • Discuss words and phrases that capture the reader’s interest and imagination.

• Writing: composition
  Pupils should be taught to:

  • Plan their writing by discussing and recording ideas.
  • Draft and write by organising ideas with appropriate paragraphs.

• Vocabulary, grammar, and punctuation
  Pupils should be taught to:

  • Use new vocabulary linked to reading.
  • Discuss how language, structure and presentation contribute to meaning.

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Learning Objectives

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

1. Identify the author and understand the historical and social context of The Boy in the Striped Pyjamas.
2. Explain the setting of the novel and consider how setting can influence story and characters.
3. Share their initial impressions and predictions about the story based on the cover, blurb, and title.
4. Demonstrate active listening and speaking skills through group discussion activities.

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Resources Needed

• Copies or images of the book cover and blurb
• Whiteboard and markers
• Projector (to show author photo, timeline, pictures of WWII setting)
• Post-it notes or small cards
• Student exercise books
• “Prediction Chart” worksheet (simple table with sections: Clues, Questions, Predictions)

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Lesson Outline

1. Starter Activity: Book cover exploration (10 minutes)

Activity:

• Display the front cover of The Boy in the Striped Pyjamas.
• Students work in pairs to silently look at the cover and note down: what they see, what it makes them think, and any questions it raises.
• Gather answers and record on the board under headings: Image, Thoughts, Questions.

Purpose:

• To engage visual literacy.
• Encourage observation and inferencing skills.

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2. Introduction: About the Author and Context (15 minutes)

Activity:

• Briefly introduce John Boyne with a photo and simple biography (focus on his interest in history and storytelling).
• Show a carefully curated timeline highlighting WWII, focusing on the years relevant to the book’s setting (1939-1945).
• Explain that the novel takes place during this time, setting the scene for friendship and conflict.
• Display a map locating Germany, Poland, and the concentration camp environment (age-appropriate tone).

Purpose:

• Build background knowledge to support understanding of setting and themes.
• Develop historical empathy suitable for Year 7 understanding.

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3. Exploring the Setting (15 minutes)

Activity:

• Read aloud the first page or an excerpt describing the setting (teacher or audio).
• Students work in small groups (4-5) to discuss: What do they learn about the place? What might it feel like to be there?
• Each group shares one descriptive word or phrase they think fits the setting.
• Teacher records these on the board as a word cloud.

Purpose:

• Focus on comprehension and vocabulary development.
• Encourage collaborative discussion and critical thinking about setting’s role.

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4. Prediction and Personal Response (15 minutes)

Activity:

• Hand out the “Prediction Chart” worksheets.
• Individually, students write down clues from the cover/blurb/excerpt, questions they have, and predictions about what might happen in the story or the relationships they might explore.
• Invite voluntary sharing to deepen engagement.

Purpose:

• Enable students to articulate ideas and use evidence when making predictions.
• Promote independent thinking and personal connection to text.

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5. Plenary: Reflective Exit Ticket (5 minutes)

Activity:

• On a post-it note, students write one thing they learned today about the novel and one question they still have.
• These are collected to inform future lessons and address any misconceptions.

Purpose:

• Check understanding and gather formative assessment data.
• Support metacognitive reflection.

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Assessment and Feedback

• Formative:

  • Teacher observations during pair and group discussions.
  • Students’ Prediction Chart worksheets and exit tickets will give insight into comprehension and engagement.
  • Feedback will be given verbally during activities and summarised after lesson: praising analytical thinking, use of evidence, curiosity about the story.

• Summative Preparation:

  • This lesson sets the foundation for later assessments where students analyse themes of friendship and conflict through character study and narrative structure.

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Differentiation

• Support:

  • Provide sentence starters on Prediction Chart (“I think… because…”, “My question is…”) for less confident writers.
  • Allow use of annotated visuals during discussions for EAL or SEND students.

• Challenge:

  • Encourage more able students to link the historical context to why the author might have chosen this particular setting and story.
  • Ask higher-order questions: How might the setting create conflict? What emotions do you think the author wants to evoke?

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Extension Ideas (for homework or additional activities)

• Research task: Find out about John Boyne and write 3 interesting facts about him.
• Creative writing prompt: Imagine you are a child living in the novel’s setting. Write a diary entry expressing your thoughts and fears.

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Teacher Reflection Notes

• Did students engage with the historical context sensitively and thoughtfully?
• Were predictions evidence-based or purely speculative?
• Did the group discussions enhance or inhibit quieter students’ participation?
• How well did the starter activity set the curiosity tone for this unit?

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This lesson is designed to be stimulating and nurturing, building a strong, empathetic foundation for exploring friendship and conflict through a historically significant novel.