The Boy in the Striped Pajamas - 717 Words

2.06B Text Analysis: â€Å"Unit 2 Journey to Identity† Text Analysis Title: The Boy In The Striped Pajamas.|Author: John Boyne|Publication Date: | I chose this book because (respond in at least 2 sentences): I chose this book because it has a deep story. After seeing what happened in the movie and reading the book it is so sad to see what happens and how things come out to be.| Discussion Questions Use the text and your analysis to prepare two interpretive or evaluative discussion questions. Then identify the type of question you have created. Question|Is your question interpretive or evaluative?| 1. What is it about the house that Bruno doesnt feel safe about?|Interpretive| 2.What kind of person is Bruno based on how he acts in†¦show more content†¦Ã‚ · Identity Achievement occurs when someone makes a personal decision or commitment after going through a crisis and exploring his or her option. |Stage of Identity Development|Text Support – provide two instances of textual support for each stage.| Beginning||| Middle||| End||| Conflict Identify and describe two conflicts in the story. Explain how the protagonist responds throughout the story and what his or her response reveals about him or her. Write in complete sentences. Conflict|Protagonist’s Response|What does this reveal about the character?| 1. ||| 2. ||| Plot What narrative structure (episodic plot, parallel plot, etc.) does the author use to tell the story? __________________________________________________________________ Summarize the story using the elements of plot. Include details to demonstrate your reading. Exposition|Bruno comes home to find out that his family is moving.| Rising Action|Bruno saw men outside wearing striped pajamas and he only sees boys and men no women at all.| Climax|Bruno meets a boy who is always wearing striped pajamas called Shmuel and became friends| Falling Action|Bruno started to help Shmuel to look for his dad but they end up dieing in the gas chambers.| Resolution|Brunos parents went to look for him but the dad notice he was in one of those rooms.| Looking BackShow MoreRelatedAnalysis Of The Boy In The Striped Pajamas1659 Words   |  7 Pagesthat stands out the most is The Boy in the Striped Pajamas.   Made in 2008, The Boy in the Striped Pajamas, is a Holocaust movie filmed from the frame of reference of an eight-year-old boy.   The director-writer, Mark Herman took the story of two boys, written by John Boyne, and developed a masterpiece (The Boy in).   With the use of these two boys, Mark Herman takes the divide of cultural bias and economic injustices and links them together.   The Boy in the Striped Pajamas is an accomplished film madeRead MoreBoy in Striped Pajamas1470 Words   |  6 PagesThe Boy In Striped Pajamas: A Movie Analysis The film is an emotional experience highlighting the tragedy of innocence, using the point of view of an eight-year-old German boy to expose the raw psychological devastation of the era. Its an unnerving film with a knockout punch for an ending, but it feels more acceptable as an educational piece than a profoundly rewarding work of drama. This movie is based on a book that goes by the same name, The Boy in the Striped Pajamas, written by John BoyneRead MoreRhetoric In Boy In The Striped Pajamas1246 Words   |  5 PagesThe Boy in the Striped Pajamas â€Å"How do I look?† Bruno asked as he was putting his pajamas on. Shmuel responded with a nod indicating that they look alike. The Boy in the Striped Pajamas portrays a family during the German war and all the struggles they had faced. Bruno, who is the son of this family, wanted nothing but to go on an adventure. He even went against his mother’s strict orders not to leave and found himself outside a concentration camp. Children tend to have their own views on the worldRead MoreQuotes On The Boy In The Striped Pajamas767 Words   |  4 Pages Who are all those people? And what are they all doing there? (4.190), Bruno asks. This is what the book, The Boy in the Striped Pajamas, is based on. It informs the reader that the holocaust occurred. Who were these people, and what were they doing there? There are many examples on why it was a bad thing that Bruno was oblivious about the Holocaust. The holocaust was a gruesome time where Jews were killed for their beliefs. The leader of the Nazi party was Hitler. He believed that JewsRead MoreEssay On The Boy In The Striped Pajamas1068 Words   |  5 PagesIn the book, The Boy In The Striped Pajamas, by John Boyne, a boy named Bruno makes a life changing discovery that will impact his life forever. Sometimes in life you meet a special person who leaves a big impact on you. Bruno’s father was a part of the concentration camps at Auschwitz. Little did Bruno know, his father was the cause of the many deaths of innocent people. Bruno then moves from his hometown Berlin to a ho use right next to the camps, where he soon makes a huge discovery. The firstRead MoreAnalysis Of The Boy In The Striped Pajamas1235 Words   |  5 PagesThe Boy in the Striped Pajamas, is a novel that explores how dreadful and evil the Holocaust was through the eyes of an innocent child. Boyne understands that for the readers to truly understand the horror of Holocaust, it has to be told through the eyes of someone who has lived through it. The protagonist, Bruno, is ignorant of what horrifying events are going on around him at the time, but becomes friends with a boy on the other side of the fence of a concentration camp called â€Å"Out-With† whichRead MoreConflicts in The Boy in the Striped Pajamas1002 Words   |  5 Pages The movie â€Å"The Boy in Striped Pajamas† is filled with conflict. The movie is take place in Germany, during World War II. Bruno is the main character, he is a nine-year-old boy and his family moves from Berlin to a new home. Bruno’s father is a SS Commandant and is assigned to take command of a prison camp. He gets promoted to commandant of Auschwitz. Bruno explores off into the woods to where it is off limits. He stumbles across this fenced off area and sees a young boy about his age. BrunoRead MoreThe Boy in the Striped Pajamas1019 Words   |  4 Pagessome aspects are fictional while some are truthful. It is essential that teachers ensure their students are aware of the function that the movies is supposed to serve. In the Boy in the Stripped Pajamas, there are scenes that include extreme force being used against Jews, at one point even being used against the little boy, Shmuel, for eating food that was not meant for him. Another scene shows how the teacher meant for their homeschooling was teaching them that there is no such thing as a good JewRead MoreThe Boy In The Striped Pajamas Analysis778 Words   |  4 Pagesseventh grade essay on The Boy in the Striped Pajamas. Contradictory to previous statistics of estimated 13 million, the Washington’s Holocaust Memorial Museum revealed that the Nazi terror claimed around 20 million lives in the zone of the conflict. â€Å"Of course, all this happened a long time ago and nothing like that could ever happen again, not in this day and age† (Boyne 216). With this ironic remark, John Boyne closes his narrative of â€Å"The Boy in the Striped Pajamas†. It tells the story of theRead MoreThe Boy In The Striped Pajamas Analysis884 Words   |  4 PagesThe Boy in The Striped Pajamas The holocaust lasted for 12 years, this was a mass genocide when the Germans didn’t think the Jewish deserved to live so in 1933 they started to torture them, make them do things for the Germans such as house chores but if something went wrong with what they did they were in trouble, they were either killed on the spot or tortured till they died. The Holocaust is a time when the Germans thought that the Jewish weren’t people at all and they didn’t deserve to be treated

The Poem The Birds - 1911 Words

The Birds â€Å"Momma,† Lum whispered in the darkness. â€Å"Can you tell me about Old Ignis, like Grandmomma told you when you were like me?† â€Å"Of course dear, your grandmother lived in a time of light―the world wasn’t dark like it is today. There was green everywhere and meager creepy crawlers danced around your feet. Grandmother told me of a sky that changed colors and something called warm. There were days where she would sit under a tree with its billowy branches and feel the warmth and the wind collide around her. She spoke of the sky and when it was full of fire and light. Many of these things are gone now Lum, ever since the Darkness came. That’s why your grandmomma is gone; the Darkness consumed many people upon its arrival. The fiery sky†¦show more content†¦Ã¢â‚¬Å"Momma, there are 11 birds,† he said proudly. Confused, she responded, â€Å"Only 11? There has always been 12.† â€Å"Momma, what does that mean?† â€Å"I don’t know,† she replied, a worried expression clouding her vision. â€Å"Come inside Lum, it s late.† She turned away heading over the mounds of dark dirt. Lum gazed up and saw the Darkness as he always had his entire life. The faint circle that was absent of stars always seemed to hang in the sky. The bleakness of the sky made him restless. He started to follow his mother, digging his toes into the dirt as he went. He reached the top of a small hill, the whole town awake with the sound of home and bustling citizens before him. He started down the hill, then jumped back. A small patch of skin on his arm stung. A single ember had fallen from the sky. â‹ ¯ Everyday Lum would run into the city. It was like a second home to him, with its noisy avenues and buzzing lights. He ran along the streets. The strangers walked along, staring ahead as Lum weaved past. Lum would count the birds, and the people would count with him. They all looked to the sky. One day as Lum looked to the sky with hopeful eyes, he noticed something was different. Momma had always said there were twelve birds, yet yesterday there were eleven. Now, as Lum squinted his hopeful eyes to the horizon, he counted ten birds, one after the last, soaring up above. He was not the only one to notice. People gaped at the sky, not only at the birds, but Lum could

Forgive My Guilt Free Essays

In this poem, the Ol’ Higue tells of her frustration with her lifestyle. She does not like the fact that she sometimes has to parade around, in the form of a fireball, without her skin at night. She explains that she has to do this in order to scare people, as well as to acquire baby blood. We will write a custom essay sample on Forgive My Guilt or any similar topic only for you Order Now She explains that she would rather acquire this blood via cooked food, like every-one else. Her worst complaint is the pain of salt, as well as having to count rice grains. She exhibits some regret for her lifestyle but implies that she cannot resist a baby’s smell, as well as it’s pure blood. The ‘newness’ of the baby tempts the Ol’ Higue, and she cannot resist because she is an old woman who fears death, which can only be avoided by consuming the baby’s blood. She affirms her usefulness in the scheme of things, however, by claiming that she provides mothers with a name for their fears (this being the death of a child), as well as some-one to blame when the evil that they wish for their child, in moments of tired frustration, is realized. She implies that she will never die, so long as women keep having babies. Poems: ‘Ol’ Higue’ and ‘Le Loupgarou’ The what – Content: Theme – The supernatural, stories used to explain unknown or phenomena. Beliefs held by society custom – culture Ol’ Higue – name given to woman who haunts babies – this results in sickness or death. Practices govern how this situation is treated – use of salt, rice grain and the sun. This belief has held its root and will not go away – because as long as babies get sick and die – blame will be cast on Ol Higue. The Form – Layout of poem  3 stanzas written in free verse – this facilitates the type of poem – dramatic monologue – persona’s expression of her feelings. This also allows for introspection as well as involvement of the reader/listener to participate in the situation. The How – Structure Dramatic monologue Diction – use of colloquial and expression relating to society eg. ‘dry-up woman’ Movements among and within paragraphs – reader/listener invited to sympathize with her pleading to listeners – then to justification of actions – acceptance of relevance to society and mothers. Use of punctuation and lineation – question marks, ellipsis, exclamation – facilitates the dramatic monologue style, supports the changes in emotions and the need for the listener/reader to see from her point of view. Use of imagery – ‘few drops of baby blood’ blood running in new veins, ‘fly come’(literal and figurative) ‘Believe me-‘short line – to prepare the reader and solidify what is to come – an acceptable truth. See Notes on English B pg. 32-33 Comparison to other poem ‘Le Loupgarou’ – a sonnet – hence more structure is evident in terms of lineation, rhyme scheme Use of end and eye rhymes, poem divided into an octave and sestet Delving in the world of the supernatural – a realistic situation – a man Le Brun – being used and told as something supernatural. Story told as a rumour – section about him turning into a werewolf – this is to both facilitate the extent of his actions what happened to him and the women’s dislike of him. Use of imagery and literary devices – oxymoron ‘Christian witches’ howled and lugged. Both poems Caribbean in nature – custom and tradition – affects practices done and treatment given to and by people. Ol’Higue’s story facilitates the mothers’ explanation for the unexplained (sick or dead baby) – while the story of Le Brun and what has been added on by the women – facilitates their gossip and what the community holds on to. You will observe that both poems deal with the supernatural. The Soucouyant is the counterpart of the Le Loupgarou. They both make a pact with the devil to engage in mysterious and fiendish dealings. They both are greedy and are ruined through their greed. They both evoke fear in the people around them. Derek Walcott was born in 1930 in the town of Castries in Saint Lucia, one of the Windward Islands in the Lesser Antilles. The experience of growing up on the isolated volcanic island, an ex-British colony, has had a strong influence on Walcott’s life and work. Both his grandmothers were said to have been the descendants of slaves. His father, a Bohemian watercolourist, died when Derek and his twin brother, Roderick, were only a few years old. His mother ran the town’s Methodist school. After studying at St.  Mary’s College in his native island and at the University of the West Indies in Jamaica, Walcott moved in 1953 to Trinidad, where he has worked as theatre and art critic. At the age of 18, he made his debut with 25 Poems, but his breakthrough came with the collection of poems, In a Green Night (1962). In 1959, he founded the Trinidad Theatre Workshop which produced many of his early plays. Walcott has been an assiduous traveller to other countries but has always, not least in his efforts to create an indigenous drama, felt himself deeply-rooted in Caribbean society with its cultural fusion of African, Asiatic and European elements. For many years, he has divided his time between Trinidad, where he has his home as a writer, and Boston University, where he teaches literature and creative writing. From Nobel Lectures, Literature 1991-1995, Editor Sture All?n, World Scientific Publishing Co. , Singapore, 1997 This autobiography/biography was written at the time of the award and first published in the book series Les Prix Nobel. It was later edited and republished in Nobel Lectures. To cite this document, always state the source as shown above. 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