Message from the West of England group

My children really love Skellig, they are really involved in the story, they think Skellig killed Ernie. Leanne Wilding, Fonthill.

With Traction Man we evilled up everything and anything, class doors, book bags and they became the villains in the story. Michelle Motham, Begbrook y2

The Boy in the stripped Pjamas

I have only read to chapter 4 so far but it has got me interested to see who the other children are and are they in a war? 

I'm very interested to keep reading the book.

Lisa Brooks (Hammersmith and Fulham).

'The Boy in the Stripped Pyjamas' by John Boyne

Thoroughly enjoyed this book.  I liked the way the story unfolded through the innocent eyes of nine-year old Bruno and was touched by his relationship with Shumnel.  Dare I say it - the ending almost had me in tears!
I am sure that 'The Boy in the Stripped Pyjamas' will become a book that will leave an everlasting impression and haunt me in years to come.
Sharon Tobutt (Hammersmith and Fulham Group)

Message from Central E

The Inset activities are very inspiring, gave me lots of ideas. Christine Jackson, Meridian.

I want to go back and try readers theatre, it was fantastic! Tracy Clarke, Beecroft Garden.

The children love my new book corner. Harriet Jackson, Immanuel and St Andrew.

My class enjoyed living the moment of the country dance in Ice Palace, Siraj Islam Manorfield.

Lincoln and year 5 signing in Central A

Hi All
this is sarah from Lincoln, we were aiming to pilot this project with year 6 and year 1, instead it is now running with year3,5 and 6. We have 6 books on the go, as we are a two form entry. The children are 150% on board. In fact they are driving it. The creation of reading dens has become quite competitive , in fact all year groups are trying to out do each other..fairy lights, cushions, harem tents etc.
I was explaining to our year 5 about this Blog, so the year 5 have helped me write it. They have never written a blog either!
They love this book, as you can see below........
Clockwork by Philip Pullman

Year 5 : We read this book in 6 half lessons, just over a week.

Our favourite bits…….

Dion Says: I like the story as it’s about clockwork bodies, Burgomaster is my favourite because he can sometimes be funny.

Chloe says: In the end it says the heart that is given must also be kept, the author kept us guessing what would happen until the end.

Ethan says: There is detective work and mysteries, the clockwork element is great, however I DIDN’T LIKE WHEN Prince Florian was very ill,

Katie says: The ending when Gretl gave her heart away, but actually didn’t, as she had fallen in love with Prince Florian.

Ellie says: Prince Otto gave his heart to Prince Florian to save him, his father died for his son, so great was the fathers love.

Jamie:The boys liked the part where Karl got killed as he was a mean naughty character.

Our not so favourite bits…………..

Flynn: I dislike when Sir Iron soul killed Karl because it made me feel sick talking about the blood.

Ben: I disliked Karl because he was a mean horrible person, he talked about killing lots of people and he altered Prince Florian and disfigured him.

Jozeph: I dislike the part where Prince Florian falls in love with Gretl in the clocktower as I thought it was gross!!!! They didn’t kiss luckily!!!

Elisha: I dislike the ending as I thought it was sloppy and soppy.

Jamie: I dislike Gretl hugging Florian.

The most puzzling bits………..

Adam: There are cliffhangers, we were puzzled when Price Florian turned into a real boy.

Emily Rose: Dr Kalmenius can through the door and I thought it was going to be someone else…………………

Ellie: We didn’t know the phrase the heart that must be given must also be kept. This was explained at the ending.



One word to describe this book…………………..

Romantic, breathtaking, bloody, imaginative, awkward, descriptive, amazing, mystical, loving, magical, mystifying, creative,puzzling, worth reading, informative, weird, out of this world
These comments are from children, some of whom couldnt ghive me a favourite author 4 weeks ago!!!!
Delighted
photos to follow

Message from Central D

We've been learning about Bog Baby, the children have described how their bog baby might look and made bog babies and their imaginary worlds. Vicky, Snaresbrook Primary.

We have read the Magic Finger, children loved it did persuasive writing and we have had debates . Sabrina, Ark Bentworth

We did some interesting extra spin offs with Ice Palace and children loved the book. Simon Finn, Canterbury Road.

Message from Croydon Group

We looked at Odysseus; it linked with our topic on the Greeks, we have done lots of drama, writing in role. I am beggining to see all my children engaging in the reading, especially my less able readers, linked with the drama and Art, they are gaining in enthusiasm and wanting to know what happens next.

All Saints school - Betty Johnson

We had a staff meeting to report back on the launch conference, all of our staff had a chance to look at the books and website. I used Grace and Family in Year 2; it linked with the experience of one of the families in my class and the book really reflected the backgrounds of our children; it enabled us to get some fantastic writing. All the teachers are very enthusiastic about the teaching sequences and books.

Gilbert Scott Primary - Natalie Thorpe

I have started the Floodland teaching sequence with Year 5; it has been nice to take the text slowly and go back and revisit the text. We have tried drama and Art, the children like the pace and range of activities. We are trialling the sequences before rolling out to the rest of the staff. We have also selected 10 boys to take to a local bookshop to choose new books for the school.

Woodside Primary - Mike Robinson

Group C message

Readers Theatre rocks!!!! Haven't tried it before but will be using it next week in my classroom.
Jenny Brough Henry Fawcett School

message from group C

Fab books

Message From Central B

My class have been working with Fly Eagle Fly, we did a reading walk in the playground, read out aloud as the children followed doing the actions in the text, treading carefully down by the river, climbing up a mountainside, climbing through the tall grass, calling out for the calf, hearing the echo. It bought out all their feelings and expanded their thoughts on how the characters felt.

Cobourg School - Laurence

We dramatised the blinding of the cyclops in Odysseus - it really engaged the boys. We used pictures to dramatise the story in a circle and performed parts in the middle of the circle. They then completed storyboards of the writing. I felt really excited about it as the children were so excited, there were no groans, which made me feel happy!

Cobourg School - Anita

Message from Central A

The children are really engaged after only two lessons with The Princess and the White Bear King. I like the varied results each week in sharing assembly there is so much stuff to share. The Head is really behind the project. Erin and Bryoney, Wyborne School.

I was worried about lots of drama but we are into our first week with Ice Palace we have done lots of drama but we have also written a poem, instructions there are lots of writing opportunities. Liza, Holy Trinity.

I have an author of the month the children can take the books out, recommend books on post it notes, they love it and ask who our next author of month will be. Hayley, Cherry Orchard.

How are you getting on with the project so far?

Dear Power of Reading project teachers,

We hope you are enjoying being part of the project and look forward to seeing you all at your first inset session. We are looking forward to hearing about what you have been doing in your reading environments and  how you are getting on with using the teaching sequences.
CLPE team

Share the titles of books you think have worked well in your classroom

We've introduced some books to the Power of Reading lists as the result of course members' recommendations for example Ice Trap! Shackleton's Incredible Expedition (Meredith Hooper & M P Robertson). The teaching sequence has produced some fantastic work over the last year .
 

Welcome to the Power of Reading blog 2012-13

We hope that you'll use the blog to post your opinions about the books you're reading for the book group discussions and to share your views on how books and teaching sequences are working in your classroom.

The CLPE team

The Boy in the Striped Pyjamas

This book makes you stop and wonder about the fences that divide us. Bruno, in his innocence, did not understand that the fence was there to keep his world separate from the world on the other side. He only understood it as a fence that he needed to cross. In the act of removing his clothes and putting on the striped pyjamas before crossing the fence, he was identifying with the people on the other side. How many of us are prepared to cross over fences - cultural, political and social divides - and walk in the shoes of our fellow men?
Rachel Edmondson

Bog Child

Couldn't remember if we had to blog about this book too or not (I know we are discussing it Friday too in our Inset!) so decided I'd do both haha

So far really enjoying B.C.- gripped me from the beginning and can't put it down.  Although it is hard reading about the hunger strikes

The Boy in Striped Pyjamas

I was really apprehensive about reading this book because I had seen the film adaptation and knowing the ending of the story I thought this would spoil it for me. However it did not take me long to get engrossed and find the thought of having to wait until the next evenings bed time impossible, and so found myself at every possible moment picking up the book. I particularly liked how the author told the story through the naivety of Bruno. Although sad, I thought that the ending was thought provoking and left a lasting impression. Throughly enjoyed every moment.

Rachael Clarke

The Boy in the Striped Pyjamas

Great book!

I wondered why there was no hints or clues about the storyline in the blurb but after reading the book, I completely understand why as it would have ruined the way the story unfolds to us page after page.  

Having the story told from the innocent eyes of young Bruno, who has no idea who his father is and what he stands for, is a very powerful way to explore such a complex historical period.

I loved the fact that Bruno is very inquisitive and adventurous, which leads to his unknowingly forbidden friendship with Shmuel. As we watch the boy’s friendship blossom, we become so cautious of their every encounter; as the reader we are one step ahead of them and know how dangerous their relationship is (although Shmuel is a lot more wise to this than Bruno).

I really enjoyed the book and although I knew what was coming, I was still heartbroken at the end.  As the issues dealt with are very sensitive, you would have to be very thoughtful in sharing this text with a class, but a great, great book.

 

Claire Sharp

Julians Primary School

Boy In the Striped Pjamas - Louise Bolton (Central E)

Wow!  What a powerful book.  I was blown away by the emotions and images created such a simple story created.  It really is a great example of how a plot is more important than using 'flowery' language to engage your reader.  I would love to read it again just to see what would happen.  It really makes you think about life on several levels.
As mentioned by a few other posts, I would be cautious when sharing this with a class but as long as you are sensitive to the issues raised I think it's a great book choice. 

The boy in the striped pyjamas

I wasn't too sure if I wanted to read this book as I have visited Aushwitz which had a very powerful effect on me. I have since been very sensitive about the subject and I can't really bear any evocation as it makes me dreadfully sad and utterly helpless.  I know my son has seen the film in Year 6 but I hadn't watch the film or read the book. It is a well written book with the innocent point of view of a 9 year old and I really enjoyed the style. The ending was an unbearable poetic justice for the father. I am not sure at what age children should be exposed to this issue and how much they can learn from it but if it is possible to get them to learn a life-changing lesson from this story then I am hoping that all year 6 teachers use either the book or the film. I found the book much more powerful than the film personally and it would make a perfect read aloud book after studying the subject in Humanities.
Valerie Marsh, Sherington Primary School

The Boy in the Striped Pyjamas by John Boyne

The Boy in the Striped Pyjamas is a beautifully written story, which captivated me from start to harrowing end. I read it through in one sitting and was entirely transported into Bruno's world. Whilst I have read reviews which question the probability of Bruno being ignorant about the mass extermination of Jews happening alongside his home; I feel that as a literary devise Bruno's naievity works to echo the feelings of incomprehension I have when I read about the atrocity millions of Jews faced at the hands of the Nazi regime, not so very long ago. I also found the parallels between Shmuel and Bruno, who are linked yet divided by circumstance, very moving. The ending to the book served further to highlight  the sense that human circumstances are so often arbritary. Born to different parents the boys may well have found themselves standing on opposite sides of the fence.
The horrors of the holocaust are hard to comprehend and this powerful little book made me think hard about both sides of the fence and the consequences for human kind.
Claire Sutton
Bangabandhu Primary School
Bethnal Green 

The Power of Reading

I love this book and have read it several times. I think the innocence and the unfailing optimism of Bruno makes it all the more heart-breaking for the fully clued-up reader. The breakdown of Bruno's family is equally as powerful as the atrocities taking place at 'out with'. 

I have read this text with year 6 children as part of a World War II topic. We also used extracts of Anne Frank's Diary. The children were able to feel very pleased with themselves when they worked out who The Fury was and where the story was actually taking place. We also invited the actor who played Bruno in the film into our school to talk to the children. The children enjoyed this very much.

Isabel Hamilton

Liz Waite

Tiverton Primary School, Haringey

The Boy in The Striped Pyjamas

I love this book and have read it several times. I think the innocence and the unfailing optimism of Bruno makes it all the more heart-breaking for the fully clued-up reader. The break down of Bruno's family

Boy in the Striped Pyjamas

The book presented somewhat of a simplistic and unrealistic portrait of the concentration camps of that time, but this works well due to the fact it is written from the innocence of the boys point of view. The fact that the boys were so similar in terms of personal characteristics but yet so different in terms of life situation and life's offerings presents a nice simplistic view of the attrocities of that time. This serves to illustrate to the reader  the mindlessness of the actions in that era.
The book would provide excellent and challenging guided reading discussion in year 6 and is one I hope to use in the future.

Cathal McGrath
Fielding Primary School

The Boy in the Striped Pyjamas - Rosemary Bowsher and Jane Hodgins

We found this book profoundly moving and evocative.  We thought it is suitable for Y6 upwards as a Guided Reader because it would promote much discussion and would need careful adult explanations for difficult questions and issues.  We thought it tackled family relationships sensitively within a family that had many problems.  It was interesting because it was written from a child's point of view - trying to make sense of a difficult period in history.  It is possible to read the book on many levels on depending on the age of the reader and their knowledge of the Holocaust.  Rosemary Bowsher and Jane Hodgins Beatrix Potter Primary School

This is a trailer we found on YouTube that shows the start of a forbidden friendship and the innocence of children.

The boy in the striped pyjamas

I was apprehensive to read this book because I had seen the film adaptation and knowing the ending of the story I thought this would spoil the read. However it did not take me long to get swept up on Bruno’s journey and as I neared the finally chapters I was willing for the ending to be different from the one I recalled.


I enjoyed reading this book very much; John Boyne’s portrayal of these two worlds and period in history is poignantly captured and told through the innocent and naïve eyes of Bruno. It was powerful to see ‘Out with’ through his eyes and till the final chapters for it to be kept at a distance. The book achieves its goal of sending out a moral message and did make me stop and think, this is one I look forward to revisiting again sometime.

Kristien Webb - Fielding Primary School

Message from group F

I work in a secondary Special needs school. The books weren't really accessible. I have sorted the books with the kids. The children have made labels. Since doing that they choose to read more.
Nadia Horizon School

Year 3 are starting to think reading is really special. We are creating a love of reading. We have taken photos of teachers reading in extreme situations. Children see teachers as readers now.
Michelle Ark Oval

The Pebble in my Pocket meant it was nice to link science with literacy. It was amazing how interested they were in rocks.
Jesssica King Solomon Academy

Boy In Striped Pyjamas - Gemma and Rachel Bannockburn

The most significant handle of this book is the fact that children can access a glimpse of WW2 life through the eyes of a child who is curious and innocent.  Unfortunately it is the child's naivity that forms the devastating ending and takes the reader on an emotional journey.  As readers we both said that we felt like we wanted to reread the ending in the hope that what happens to the boy was a mistake in our initial reading.  Definitely a good core book for year 5/6.

The Boy in Striped Pyjamas

I loved the book, even though I was left feeling traumatised after reading it. That is what a good book should do. Leave you thinking about the characters, their choices, what would they do next etc. Bruno's naively thinks in a black/white view of the world and that is how children think. In a way it was wonderful to read a book without the central character being several shades of grey. However, as an adult reader you know that the story will end with questions for your conscience. I teach a Year 2 class and obviously the text is inappropriate for them but I feel a Year 6 class would be enthral led by the story. I think from the outset adults in the classroom would have to make it clear that the subject matter is very serious but important. There are issues within society that mirror the attitudes of adults in the story. We should challenge older children to think 'is it ok to dislike someone/someone's because adults around me do?'. Similarly, if they see something that is wrong or feel uncomfortable do they say something or do something about it? I feel I am going to write an essay so I will stop but in summary: A moving story. Gillian Morton- Fielding Primary School

We enjoyed the book. We particularly liked how the author told the story through the naivety of Bruno, often leaving suggestive ideas where the reader brought their own understanding of the situation to their interpretation of the book. In a unique way it covered a traumatic period of history. Although sad, we thought that the ending was thought provoking and left a lasting impression.  Kirstie & Lorna

I read this book over the Christmas holidays and was hooked straight way, looking forward to when I could read the next chapter (a challenge with a young family).  What I liked most about the book was how the innocence of children is portrayed through Bruno but also the the way in which as an adult you couldn't help to try deduce what was happening.  The author just manages to keep one step ahead of you confirming your suspicions along the way.  I agree with some of the blogs mentioning that it was frustrating not being able to guide Bruno especially towards the end of the story.  I did guess the end but I was also hoping that by some miracle they would both be saved or that it was just in time for the war to have ended.   Maybe this was due to the influence of the Hollywood factor or more the fact that this story will sit heavy in the mind long after reading it.
I have an 11 year old daughter who loves history but I would not share it with her just yet as she finds it hard to read books that make her feel sad and I know that she would take Bruno's story to heart.  I will definitely put in on the bookshelf for her to read later. 
I have no desire to see the film as I have not yet seen a film that is better than the book and as my colleague Kate has already said the book gives you so many powerful images which are vivid within my imagination thats the way I would like to keep it.
Overall this is a book that I won't forget and have already made sure that my friends that love reading know about it (some of which already do). 

Cheryl - St Joseph's

The Boy in the Striped Pyjamas

This was the third time of reading this book.  Each time I have been drawn in by Bruno's innocence, his relationship with Shmuel and the sheer horror of Nazi Germany.

I read it for the first time in 2007 and loved it so much that I immediately read it to my then 11 year old.  It was interesting how much I had to explain to my son - he didn't pick up on the innocence of Bruno at all, which to me, is one of the most powerful elements of the book.  However, it brought about some fantastic and important discussions such as Bruno's reference to 'Out-with', the people in striped pyjamas and the fear the adults such as Pavel displayed. 

I am now reading it to my second son and once again having amazing discussions with him.  Reading it aloud is very emotional!  I definitely think it's a book you could and should share with Year 6.

Katy Waters - Dundonald Primary School

Boy in the striped pj's Central B

I love the innocence of Bruno and the fact that I know what really happened. I find myself feeling sorry for him at times as he is so naive. I also feel frustrated that I know the places and things that are going on and he keeps pronouncing it wrong! I wonder, however, if the children would get it! I think it would be a good book to look at different viewpoints in the war (the fact that he had no idea what was going on) from a history angle.

Kat, Goose Green Primary, Central B

Boy In the Striped Pyjamas .... kept me awake!

On reading this book, I felt enclosed in the lead character's world, where he is powerless to affect his circumstances and where he only gets partial or misinterpreted information.  I felt his frustrations and joys, his hopes his fears.... and dreaded when he is inexorably drawn into... but let's not spoil the end.
A fantastic book dealing skilfully with a very difficult theme, but which manages to entertain as well as inform.

The boy in the striped pyjamas.

I had not seen the film, although I knew that it was about concentration camps. Bruno's innocence made it a compelling read and I could not put the book down.  I have a lasting image of Bruno and his friend holding hands, dying in the gas chamber. I found it to be a very sad story.
Linda Hall
Central A

The Boy In The Striped Pyjamas

I wish I hadn't seen the film before reading the book, as I'm sure the harrowing ending would have been a real shock. Still, I found the book incredibly moving. I am unsure as to how much year 6 children would gain from the book, though I wouldn't necessarily be against it. I am interested to see which aged readership is considered appropriate by others.
Anne      Parish CE Primary

Boy in the striped pyjamas

I was totally drawn in to the story and felt the innocence but wisdom of Bruno.  His sister, on the other hand was totally oblivious to what was going on except for the young soldier.  It was heart rending to know that a little boy had to experience so much trauma just because he was of the 'wrong' race.  Shmuel made me cry.  As a matter of fact,  I felt so sorry for him at the loss of his familiar surroundings and dear relatives.  He did no wrong, yet he suffered so much pain and ultimately lost his life.  When reality stared at Bruno,  everything else, including his missed friends paled in comparison so much so thst he started to forget their names.

I read The Boy in the Striped Pyjama's in one sitting on a quiet day during the Christmas holiday. I found it an extremely moving and upsetting book, however this doesnot stop it being one of the most enoyable books i have ever read. After finishing the book i couldn't stop thinking about the two boys and how i had begun reading thinking the title referred to Shmuel but ended up believing that the author may have meant it to be Bruno. My list of points that have stayed with me since reading the book are endless but the blurb on the back cover about crossing a fence and the last paragraph in the book sums it up really. The book played on my mind so much that i decided to watch the film version and although i enjoyed it was disappointed that i missed out so many of the finer details (such as Bruno and Shmuel sharing a birthday and Bruno's interpretation of words such as Outwith etc).

Boy in the Striped Pajamas

This was a beaautifully crafted novel, full of emotion and innocence. Its simple language suggests a much younger audience as it is written through the eyes of Bruno, but I would not be comfortable using it in a primary school setting. It would, however, sit beautifully alongside a World War 2 unit in History in Secondary School. I felt no respect for the father; and deeply sorry for the servant who had been a doctor - I hated how he was accepting of his new situation. I knew the story would not have a happy ending, but was still shocked at what happened to Bruno. This an example of a fine book, with a punchy ending, which leaves the reader gasping for breath and willing time to turn backwards. Rosemary Coleman Gordon Primary School

The Miraculous Journey of Edward Tulane

Here at Dulwich Hamlet Junior School, my Year 3 class are loving this story. Each day we place (a donated) Edward carefully in his chair in front of the window on our display board. I then open the curtains to reveal the 'clues' in the window for the next chapter. This has generated excellent discussions and enaged all children. The teaching sequence moves at a gentle pace. This has given the less able writers more time to breathe and think about their writing. Can't wait to find out what happens next! Paul Hume

The Boy in the Striped Pyjamas

Henwick Primary School...our thoughts. This book provided much lively discussion between us. We were all agreed that we would not read it to children in primary school as we, as adults, were able to fill in the gaps required to understand what Bruno is experiencing yet this prior knowledge, and the maturity required to bridge the gaps and access the text with sufficient empathy to fully understand the story, would be beyond the capabilities of many of our pupils. Our personal responses to the text varied; two of us greatly enjoyed the text,feeling that the innocence of Bruno carried the reader through the story, resulting in twists and turns of emotion as the the story arc unfolded. One felt that (for once) the film was a more fulfilling experience, particularly with the ending which felt underdeveloped in the book. Finally, another felt that to ask the reader to believe that Bruno knew nothing about what was going on around him removed much of the integrity from the story, whilst the friendship between the two boys was not sufficiently built up, depriving the reader of the opportunity to develop an empathetic relationship with either character. We enjoyed the discussions the reading of the book provided. Mark, Karen, Elspeth, Liz

The Boy in the Striped Pyjamas

Home alone, one Sunday morning, shortly before Christmas, all family happily occupied elsewhere. Bake the Christmas cake? Go for a run? Church, perhaps? Clean the house - such were my plans for a rare Sunday morning by myself. Instead I stayed in bed and picked up my pristine copy of "The Boy In The Striped Pyjamas." I was hooked. I didn't stir from bed - except to make some toast - until twenty past twelve, which is totally unheard of for me. This was completely engrossing. For me, the scary bit was seeing it all through Bruno's eyes and trying to make sense of a child's world at at time of madness - plus of course, the adults' rationalising of the situation. Bruno's father was such a kind man, claims the maid, as if this absolves him from his current power hungry games. I guessed the ending when Bruno's dad shaved his head.Would I see the film? No. I have an intensely visual imagination and have had images of this story flashing vividly back in my mind at odd moments of the day and night, merely from having read the book. Would I read it to Year 6? No. Partly because of the subject matter, and partly because this book is very clever in that it is told through the eyes of a young child who is trying to decipher his very strange world. Would I recommend it to adults - unreservedly yes! Kate, St Josephs, Portishead, West of England project

The Boy in the Striped Pyjamas

I didn't believe in Bruno's story. I felt the author was sacrificing truth for his own artistic purpose. There are many terrible ironies in war; this would not have been one of them.