Free Essay

The Boy in the Striped Pajamas

In: People

Submitted By martieg825
Words 1257
Pages 6
School: | | Subject: | | Teacher: | | Lesson Plan Date(s): | | | | | | M.Gilbert | | 09/21/15 | |

PRE-PLANNING | OBJECTIVE What will your students be able to learn? | Standard/Benchmark: | | Determine a theme or central idea and analyze its development through the text including its relationship to the characters, plot and setting and provide an objective summary of the text. | RL.1.2 | | ASSESSMENT “Begin with the End in Mind”How will you know whether your students have made progress toward the objective? How and when will you assess mastery? | | By the completion of the 3 squared worksheet. Also, at the end of the 5th chapter they will have to write an objective summary. | | ESSENTIAL QUESTIONA higher order question that is directly derived from the benchmark, introduced at the beginning of the lesson, discussed throughout the lesson, and answered by students at the end of the lesson to show understanding of the concepts taught. | | How does the early development of main characters contribute to an emerging theme in chapters 1-5 from The Boy in the Striped Pajamas? | | HIGHER ORDER QUESTIONS (3-5 questions)What questions will be answered to provoke higher order thinking and include Moderate to High FSA Complexity Levels? What would the ideal student response be for each question? | | Explain what Bruno’s mother means by, We don’t have the luxury of thinking? Pg. 13What does this line reveal about his mother’s feelings about their situation? How might it contribute to a possible emerging theme? Which quotation supports the idea that Bruno was unaware of the Holocaust?How might Bruno’s innocence impact the overall text?Select 2 words or phrases in the text that support the idea that Bruno is innocent about the world around him. | LESSON CYLCE REINFORCEMENT | BELL RINGER (10 min) or FOCUS LESSON (30 min)Follow the Focus Calendar to provide reinforcement of previously taught skills. | TIMEApproximate | | | 10 min BR | 30 min | | Using as many of these words as possible: war, innocence, friendship, injustice, ignorance and discrimination , write a sentence that explains the central idea from the article and video. | | | | INTRODUCTION Brief part of the lesson when students learn the objective/essential question and how mastering the objective leads to achieving the bigger goal of the course. * Provide a hook to motivate students and link to prior knowledge in order to introduce a new concept. * Explain the relevance of lesson and the importance of learning the concept. Introduce important vocabulary using the word wall as an interactive learning tool. | 5-10 min | | Remind them of the elements of a story from last year. Show short power point explaining them. Have a couple of students read their sentence. Introduce the S-Cubed strategy. Explain fiction and fable. | | | MODELING “I DO” Component of the lesson when teacher explicitly models to students exactly what they are expected to do during guided practice and eventually during independent work. * Conduct a think aloud while modeling the steps to completing an activity or solving a problem. * Model the use of a graphic organizer.Use questioning techniques such as re-directing, wait-time and prompting. | 10-15min | | Model how to complete the chart. Read the first page of the book explaining the characters and their thoughts and actions. | | | GUIDED PRACTICE “WE DO” Guide students to independent practice by providing an opportunity to work in small groups and practice what was taught during the modeled portion of the lesson. * Incorporate the use of a collaborative strategy in small groups. Encourage student accountable talk during group discussion.Perform checks for understanding. | 15-25 min | | We will do through page 2 as a group as I check to make sure they have it. | | | INDEPENDENT PRACTICE “YOU DO” * Assign students independent work that is directly aligned with the “I Do” and “We Do” portions of the lesson.Circulate around the room to provide individual support | 15-25 min | | Independently the students will read the rest of the chapter filling out the chart as they go. | | | DIFFERENTIATED INSTRUCTION * Differentiate your instruction to reach the diversity of learners in your classroom. * Pull small groups or individuals for more intensive support.Conduct Center Rotations | | | Teacher Directed: | | | Independent: | | | Technology: Computers Achieve 3000. Students will work on an article. | | | CLOSURE * Wrap up the lesson and help students organize the information learned into a meaningful context. * Have students reflect on or answer the Essential Question.Help students connect today’s learning to their bigger goal in the course. | 5Min | | Discuss with whole class what might be the emerging theme. Exit ticket: On a sticky note write in a word what they think the theme might be. | | | HOME-LEARNING How will students practice what they learned? How will opportunities be provided for students to maintain mastery of previously mastered skills/concepts? | | |

PRE-PLANNING | Standard/Benchmark | OBJECTIVE (What will your students be able to learn?) | | | | | ASSESSMENT “Begin with the End in Mind”How will you know whether your students have made progress toward the objective? How and when will you assess mastery? | ESSENTIAL QUESTION(S)A higher order question that is directly derived from the benchmark, introduced at the beginning of the lesson, discussed throughout the lesson, and answered by students at the end of the lesson to show understanding of the concepts taught. | | | | | HIGHER ORDER QUESTIONS (3-5)What questions will be answered to provoke higher order thinking and include Moderate to High FSA Complexity Levels? What would the ideal student response be for each question? | VocabularyEssential vocabulary that should be introduced and/or reviewed. | | | | LESSON CYCLE | INTRODUCTION (Set the purpose of the lesson). * Introduce or review the Essential Question. * Explain the relevance of lesson and the importance of learning the concept. * Introduce important vocabulary using the word wall as an interactive learning tool. | | Day 1 | Day 2 | Day 3 | Day 4 | Day 5 | | | | | | | | MODELING “I DO” (Explicitly model exactly what students are expected to do during shared practice, guided practice and eventually during independent work.) * Conduct a think aloud. * Model the use of a graphic organizer or interactive journal entry. | | Day 1 | Day 2 | Day 3 | Day 4 | Day 5 | | | | | | | | GUIDED PRACTICE “WE DO” (Provide students support while they try doing what was modeled to them; Guide students to independent practice by providing an opportunity to work in small groups and practice what was taught during the guided portion of the lesson) * Encourage student accountable talk during discussion. * Incorporate the use of a collaborative strategy in small groups. * Perform checks for understanding. | | Day 1 | Day 2 | Day 3 | Day 4 | Day 5 | | | | | | | School: | | Subject: | | Teacher: | | Lesson Plan Date(s): | |

| INDEPENDENT PRACTICE “YOU DO” (Allow students the opportunity to independently practice what was learned throughout the lesson.) * Pull small groups or individuals for more intensive support. * Assign students independent work that is directly aligned with the “I Do”, “We Do” and “They Do” portions of the lesson. * Provide above-level students with extended practice through the use of higher level activities. | | Day 1 | Day 2 | Day 3 | Day 4 | Day 5 | | CLOSURE (Wrap up the lesson and help students organize the information learned into a meaningful context.) * Have students reflect on or answer the Essential Question. * Help students connect today’s learning to their bigger goal in the course. | | Day 1 | Day 2 | Day 3 | Day 4 | Day 5 | | | | | | |

DIFFERENTIATION SCHEDULE (Note: Math has only one 30 min rotation) | Week of : ____________ | | Teacher-Led Group | Skill Group | Computer Station | Optional: Other | Optional: Other | 1st Rotation | Group Name: | | | | | | | Instructional Focus: | | | | | | | Students: | | | | | | | Evaluation/Artifact: | | | | | | | Lesson/Practice: | | | | | | 2nd Rotation | Group Name: | | | | | | | Instructional Focus: | | | | | | | Students: | | | | | | | Evaluation/Artifact: | | | | | | | Lesson/Practice: | | | | | | 3rd Rotation | Group Name: | | | | | | | Instructional Focus: | | | | | | | Students: | | | | | | | Evaluation/Artifact: | | | | | | | Lesson/Practice: | | | | | |

Similar Documents

Free Essay

The Boy in Striped Pajamas

...JHZC The Boy In The Striped Pajamas: Summary The movie started with an eight-year-old boy, named Bruno, running across Berlin with his three friends. Bruno is the son of a government official, a soldier of the Nazi period, named Ralf. When Bruno went home, he saw that their things are being prepared and packed by the house servants. He was confused of what’s happening and so his mother, together with his sister, named Gretel, approached him and said something about having good news. Bruno doesn’t have any idea what the good news was about. Later that day, Bruno learned that the good news was about his father being promoted to become a higher-ranking soldier. Because of the promotion, Bruno and his family need to leave Berlin and move to the countryside where their new house is located. He was very reluctant to leave Berlin because he will miss his friends. Eventually, Bruno and his family left Berlin and finally arrived at the countryside. Bruno was very lonely when he first step foot on the place. He cannot see other children whom he can play with. One day, Bruno peeked through his new bedroom’s window and saw what he think was a farm. He then asked his mother if he could play with the children at the farm. At first, his mother agreed to it but when he mentioned that something was strange about the people in the farm, his mother asked him what was it. Bruno answered that the people in the farm are all wearing pajamas. He also mentioned that their servant, named......

Words: 1415 - Pages: 6

Premium Essay

The Boy in the Striped Pajamas

...The Boy in The Striped Pajamas Bruno (Asa Butterfield) is the son of a Nazi officer. When his father receives a promotion, the young boy must move with his family away from his friends and his comfortable home in Berlin. He quickly becomes bored in his new surroundings in the countryside where he has no one to play with. From his bedroom window he can see a neighboring “farm” where all of the occupants wear “pajamas.” Hoping to play with the kids there, he can’t wait to go pay them a visit. Though his mother repeatedly warns him not to venture far from the house, his curiosity gets the best of him and he sneaks off to go exploring. It is on one of these adventures through the woods that he stumbles upon the barbed wire fence that encircles the neighboring concentration camp. Behind it he finds Shmuel (Jack Scanlon), a Jewish boy who is the same age as him. They quickly develop a friendship, interacting as much as they can while separated by the fence. Though they are both somewhat oblivious to the horrors taking place around them, they will both ultimately be affected by the events of the war. This film is very well done, yet difficult to watch. While there is no graphic violence depicted on the screen, the film is none the less heartbreaking. Because the story is told through the eyes of an 8-year-old boy, much of what we see seems mostly benign. Bruno simply doesn’t understand the things that he sees. Unfortunately for us, as adults, we do. All of the actors...

Words: 1190 - Pages: 5

Premium Essay

The Boy in the Striped Pajamas

...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 doesn't feel safe about?|Interpretive| 2.What kind of person is Bruno based on how he acts in the story?|Evaluative| Connecting with Character: Protagonist’s Name _____Bruno_______________________ How do you relate to this character?| I am similar to the character in the following ways…|I am different from the character in the following ways…| Beginning: Bruno started to feel unsafe when he moved. He felt like he didn't belong there. He felt alone because his family paid mind to something other then his feelings and how to felt when they moved.End: Bruno started to realize that no one felt the same way he did , they just ignored him.|Beginning:Bruno has relationship problems with his family. He feels like no one cares about him. So maybe that's why he started to run away. End: Bruno ends up dying in that room that he was in with the boy he was with.| Identity......

Words: 707 - Pages: 3

Free Essay

Boy in the Striped Pajamas

...In my research into the differences between prejudice and discrimination I have found that people in society have blurred the lines between the two words. We often see one being misused for the other even though they have completely different meanings, actions, and thoughts. In the purest form of the word, prejudice is feeling differently towards a certain group or groups that have a trait that they do not like or agree with. Everyone can be and is prejudice at some point in their life. Discrimination is where a person has prejudice towards a person or group of people and takes action. In today's society we tend to want to group the two together and make them seem like they are the ultimate evil, but in reality one is a common place occurrence that is usually kept behind closed doors while the other is not a good thing and can lead some to horrible actions. When I researched the two words I immediately noticed the way that they can be grouped together. I noticed that it is one trait as humans that we can't escape as hard as we try. It does not matter what race, gender, sexual orientation, or social class that you belong to there will always be one thing that makes us feel prejudice. Prejudice stems from the way that we as humans stereotype each other. Prejudice is usually completely unjustified and has no roots in reality. It is a positive or negative attitude towards people or groups for the way that they interact socially. I realized that in some cases prejudice can lead...

Words: 762 - Pages: 4

Premium Essay

The Boy in the Striped Pajamas

...CHAPTER I THE PROBLEM AND ITS BACKGROUND I. INTRODUCTION Phenomenology is a qualitative research method originally developed by the philosopher Edmund Husserl.[1] The termed phenomenology is both a philosophy and a research method. As a philosophy, phenomenology is a particular way of approaching the world and apprehending lived experience[2]. As a research method, phenomenology is a rigorous process of reexamining what Husserl termed “the things themselves.”[3] The question of phenomenological inquiry is about the meaning of human experience and asks, “What is it like?” Phenomenology is a way of thinking about what life experiences are like for people[4] and is primarily concerned with interpreting the meaning of these experiences. Phenomenological research “explores the humanness of a being in the world”[5]. Bergum refers to the phenomenological research method as an “action-sensitive-understanding” that begins and ends in the practical acting of everyday life and leads to a practical knowledge of thoughtful action. Phenomenological research is an introspective human science, the intent of which is to interpret and to understand as opposed to observing, measuring, explaining, and predicting)[6]. The intention is to go beyond the aspects of life taken for granted and “to uncover the meanings in everyday practice in such a way that they are not destroyed, distorted, decontextualized, trivialized or sentimentalized”.[7] To answer the question, “What is it...

Words: 9129 - Pages: 37

Free Essay

The Boy in the Striped Pajamas

...The boy in the striped pajama’s – John Boyne Novel Summary Main characters + characteristics Quotes + Language techniques Key ideas 1. We don't have the luxury of thinking ... Some people make all the decisions for us. Bruno's mother, Page 14. 2. One day he was perfectly content, playing at home, sliding down banisters, trying to stand on his tiptoes to see right across Berlin, and now he was stuck here in this cold, nasty house with three whispering maids and a waiter who was both unhappy and angry, where no one looked as if they could ever be cheerful again. About Bruno, after change of location close to Auschwitz concentration camp is forced on his family, Page 15. 3. So we’re here at Out-With because someone said out with the people before us? Bruno to Gretel, Page 25. 4. We should never have let the Fury come to dinner. Bruno's mother, about Hitler, Page 40. 5. He suddenly became convinced that if he didn’t do something sensible, something to put his mind to some use, then before he knew it he would be wondering round the streets having fights with himself and inviting domestic animals to social occasions too. Bruno, Page 69. 6. The thing about exploring is that you have to know whether the thing you've found is worth finding. Some things are just sitting there, minding their own business, waiting to be discovered. Like America. And other things are probably better off left alone. Like a dead mouse at the back of the......

Words: 538 - Pages: 3

Free Essay

The Boy in the Striped Pajamas Quiz

...The Boy in the Striped Pajamas Quiz Please write using complete sentence and use your own words for each answer. Be sure to check grammar and spelling. You may write on the quiz sheet, but it is recommended you use own paper for writing answers. 1. Why are Bruno (Asa Butterfield) and Shmuel (Jack) drawn to each other, despite their opposing circumstances? Bruno and Shmuel are drawn to each other simply because they are two kids of similar age that don’t have any friends where they reside. Despite their “political” differences, they were able to relate to one another by playing games and just getting a sense of each other’s daily lives and activities 2. Gretel (Amber Beattie) believes Father (David Thewlis) and his peers in their viewpoints on the persecution of Jews. Through Bruno is even younger than her, why does he question these viewpoints while Gretel does not? Gretel seems to believe in his Father’s viewpoints because she has the mindset of a realist. She backs up her views, along with the viewpoints of her father’s peers with the propaganda that she reads along with her professor’s teachings. Bruno, on the other hand, is more ignorant and naïve, which is very understandable for someone his age. His attitude towards the persecution of Jews is an unbiased one, and that the treatment that they receive is unjust and cruel. He doesn’t really grasp the magnitude of political differences that the Jews and Nazi’s have. 3. Contrast Father with Lieutenant......

Words: 693 - Pages: 3

Premium Essay

Boy In The Striped Pajamas Rhetorical Analysis

...His family had to move to a new home called Out-With that Bruno highly disliked. Even though he highly disliked it, he still toughened up and dealt with it. He seen people in his backyard through his bedroom window, and always wondered who they were. One day, he decided to go explore past his backyard and see who they were. He found a little boy sitting on the ground, separated from him by a metal fence. Bruno would go back there every chance he could get and they became best friends. That shows how Bruno stayed positive at his new house that he didn’t even...

Words: 638 - Pages: 3

Free Essay

The Boy in the Striped Pajama Reaction

...Edukasyon ( Talumpati) Edukasyon ay di mananakaw ninuman,  kultura ang kinapapalooban ng mga paniniwala’t kaugalian, palakasan ang daan sa pakikipagkaibigan, sandatang kailangang maangkin ng mga kabataan.             Mahal kong mga tagapakinig naririto na naman po tayo sa isang pagtitipon kung saan an gating pag- uusapan ang mga aspekto na makapagpapalakas sa mga kabataang tulad ko. Mga kabataang magiging susi upang umunlad ang ating Lupang Sinilangan. Mga kabataang makapagbibigay liwanag sa mga mamamayan mula sa madilim na nakaraan. Na magiging daan sa pagbabagong ating inaasam.             Hindi na lingid sa ating kaalaman na laganap na ang pag- unlad ng agham sa ating lipunan. Kaliwa’t kanan na ang mga makabagong bagay. Katulad ng cellphone at computer. Mga makabagong bagay na makagpapadali n gating pamumuhay…lalung lalo na ng mga kabataan.             Kahit saang dako ka man ngayon tumingin,marami ng mga internet café ang nagkalat. Iba’t ibang model na rin ng cellphone ang lumalabas. At hindi maikakaila na halos lahat tayong mga nag- aaral sa pribadong paaralan ay umaangkin ng mga bagay na ito. Ngunit, ito  ba ay ginagamit natin sa tamang paraan?             Mga kaibigan, ang computer ay malaking tulong sa ating mga mag- aaral. Katulad sa mga pananaliksik…hindi mo na kailangang maghalukay pa ng sandamukal na mga aklat para kumuha ng mga kakarampot na datos sa bawat aklat. Punta ka lang ng yahoo..encode mo lang ang topikong hinahanap mo…mag-antay ka lang ng ilang......

Words: 706 - Pages: 3

Premium Essay

The Book Thief/Boy in the Striped Pajamas

...SUMMER VS. WINTER Summer and Winter are two favorable seasons. The better of the two isn’t a hard decision. My favorite season is Summer and here are a few reasons why. Both Summer and Winter have a variety of things different and in common. Summer makes people happy, there are a lot of activities such as volleyball, swimming in the ocean and of course surfing which is my favorite. And just the warm weather makes me happy. Winter on the other hand is a dark and cold season that has a depressing vibe to many. People are less likely to go outdoors because it is so cold. Summer is a cheery time when people go outdoors and enjoy a lot more activities, it seems to brighten moods including mine. Most people look forward to Summer for this reason. In conclusion as both seasons do have things very different and a few in common, the happiest people in life make the most of what they are given and what they have. Youth offenders tried as adults This topic of how youth offenders are tried as adults is a controversial one. Many have different opionions on this topic. For example a youth under the age of 18 murders another person. They would then go to Juvenile hall, once they are released, have they really learned how to cope in society and not do something so horrendous. They could have a higher chance of repeating the crime because the didn’t have the proper punishment or time served. As opposed to a person over the age of 18 who commits the same......

Words: 388 - Pages: 2

Free Essay

Change - the Boy in the Striped Pajamas + to Kill a Mockingbird

...Change is both a vital and inevitable part of our lives, and has a powerful effect on people, their perspectives, and the world around them. Through their experiences, many characters in texts such as Harper Lee’s novel, To Kill A Mockingbird, and the film, The Boy in the Striped Pyjamas, directed by Mark Herman, undergo various changes and transformations, not only physically, emotionally and intellectually, but also in their understanding and perspectives of the world around them. Studying texts such as these provides the audience with valuable insight into the aspects of changing worlds, perspectives, relationships and selves, which they are then able to relate to their own lives. Characters in both To Kill A Mockingbird and The Boy in the Striped Pyjamas (hereafter referred to as Mockingbird and Pyjamas respectively) change their attitude to society’s notions of the superiority of certain races and religions over others, creating a valuable moral imperative through the historical nature of the texts. Harper Lee’s Mockingbird is set in the small American town of Maycomb amidst the 1930s civil rights movement, and is centred on Scout’s moral struggle when questioning the racism and discrimination present. At the start of the novel, Scout blindly follows the discriminatory beliefs of society, although as she experiences more of the world for herself, she begins to question the hypocrisy of society, “How can you hate Hitler so bad an’ then turn around and be ugly about folks...

Words: 1137 - Pages: 5

Free Essay

Boy in Pajamas

...Writing Prompt There are many symbolic references in “The Boy in the Striped Pajamas”. The book is a fictional story about a boy named Bruno who is the son of a Nazi commandant and a Jewish concentration camp inmate. The references throughout the story are very vital because they help the reader get a more in depth feel to the story. Chapter Eight “Why Grandmother Stormed Out” is very significant because it makes several references to clothing, costumes, and uniforms. Symbolism plays a key part in “The Boy in the Striped Pajamas”. Symbolism in the story is used to provide meaning to the writing beyond what is actually being described. The plot and action that take place in the story can help the reader see things on one level, but when symbolism is introduced it enhances everything. Therefore in “The Boy in the Striped Pajamas” and other novels symbolism is very important. The clothing and uniforms described in the story help the reader characterize the people that are being described. Not only in the novel but in everyday life clothing can help us decipher a person. For example someone who is wearing off brand, dirty, and or cheap clothing we can most likely make an accurate hypothesis that they are not a very wealthy being. But someone that is wearing Gucci, Versace, and big named brands we can decide that they are someone who is quite wealthy. These references are all around us in the world today. Uniforms, clothing and such reflect the book as a whole. The title......

Words: 376 - Pages: 2

Free Essay

Ssc212

...AIU Online University Abstract In this report we will be discussing an international movie that effectively communicates the cultural, values and norms of a society that is different from your own culture. The movie chosen is the Boy in the Striped Pajamas which is based on a fictional book by John Boyne. Introduction Ethnocentrism is the tendency to believe that one's ethnic or cultural group is centrally important, and that all other groups are measured in relation to one's own. The ethnocentric individual will judge other groups relative to his or her own particular ethnic group or culture, especially with concern to language, behavior, customs, and religion. These ethnic distinctions and sub-divisions serve to define each ethnicity's unique cultural identity (Pinstonedu.com, n.d.). Set during World War II, a story seen through the innocent eyes of Bruno, the eight-year-old son of the commandant at a concentration camp, whose forbidden friendship with a Jewish boy on the other side of the camp fence has startling and unexpected consequences (IMDb, n.d.). This movie really nails ethnocentrism on the head. By segregating the Jews in concentration camps with the fence that divides worlds of realism. On one side of the fence you have the privileged which are served the best wine, the best meals, a comfortable place to sleep, and life is good. On the other side of the fence, the worst in human brutality is obvious. They hardly have any food to eat; they have the......

Words: 1022 - Pages: 5

Free Essay

Sociology

...Introduction to Sociology SSC210 – Unit 2 IP M**** T***** AIU Online University Abstract In this report we will be discussing an international movie that effectively communicates the cultural, values and norms of a society that is different from your own culture. The movie chosen is the Boy in the Striped Pajamas which is based on a fictional book by John Boyne. Introduction Ethnocentrism is the tendency to believe that one's ethnic or cultural group is centrally important, and that all other groups are measured in relation to one's own. The ethnocentric individual will judge other groups relative to his or her own particular ethnic group or culture, especially with concern to language, behavior, customs, and religion. These ethnic distinctions and sub-divisions serve to define each ethnicity's unique cultural identity (Pinstonedu.com, n.d.). Set during World War II, a story seen through the innocent eyes of Bruno, the eight-year-old son of the commandant at a concentration camp, whose forbidden friendship with a Jewish boy on the other side of the camp fence has startling and unexpected consequences (IMDb, n.d.). This movie really nails ethnocentrism on the head. By segregating the Jews in concentration camps with the fence that divides worlds of realism. On one side of the fence you have the privileged which are served the best wine, the best meals, a comfortable place to sleep, and life is good. On the other side of the fence, the worst in human brutality is...

Words: 1031 - Pages: 5

Free Essay

Prejudice and Friedship

...Prejudice vs. Friendship as Discussed in “To Kill A Mockingbird” and “The Boy In The Striped Pajamas” According to Harper’s magazine modern version, “literary means not only what is written but what is voiced, what is expressed, what is invented, in whatever form”. In contrast, literature has always been considered to be “written works considered of lasting artistic merit” or most commonly used to refer to works of the “creative imagination, including works of poetry, drama, fiction, and nonfiction”. Literature is considered by many, an essential part of life, which it can be in many senses. One’s thought process or knowledge may grow and evolve through the journey taken by reading literature. Literature is a major part of education. It may seem trivial, but in reality it helps build new perspective and introduce one to new world experiences. Literature is a prominent part of any race, religion, language or people and it represents culture and tradition. Prejudice and discrimination are not new subjects, but nevertheless it does not mean it should not be discussed. This has been an issue for as far back as history has documented between different races or ethnicities. Though racism has mostly ceased, it still reigns around the world. The theme in this essay is friendship, regardless of race or rumors that have been told about Boo Radley in “To Kill A Mockingbird” and Shmuel in “The Boy in the Striped Pajamas” friendship overcomes prejudice by the innocence of a child.......

Words: 1281 - Pages: 6