Title of Activity
1st class: narrating in first person, R.L. Palacio, Miracle
2nd class: World in rainbow colors: same but different


Description of educational activity
Duration: 2 x 45 minutes

Student age: 15

Student Class organization: group work, individual work, frontal work


Lesson goal:

  • Encourage students to express their own literary work experience: how and to what extent does literary work influence the design of one's own attitudes and values
  • to perceive the ethical level of literary work
  • to perceive the purpose of the literary work: to stimulate feelings, empathy and human responsibility
  • repeat the role of narrator in 1st person
  • Identify the ethical characterization of the character
  • encourage reading of a full literary work
  • Apply appropriate learning strategies
  • to develop peer relations


Support materials:

  • Internet - video clips, movie (trailer, animated film Tolerance)
  • Notes during reading
  • The book cover Wonedr



  • My Name Is August Paragraph



looking at illustrations, focused conversation, reading with understanding, interpreting less well-known words and discussing the text, watching video clips and animated film Tolerance


I.      Activities before reading

  • serve as a preparation for reading the paragraphs and motivates for reading the whole comprehension, remembering of their own situations that will serve for better understanding of the character and identifying with the image, and to see how different we are in the same situation


1.    Conversation:

Get back to the moment you first went to school and the feelings you had. What were you happy / excited about? What did you fear? What did you want / wish for? Active listening, comparing experiences and detecting differences. Comparison with going in the first grade of high school.


2.    The students look at the cover of the book Wonder (Illustration). They try to discover the theme of the novel before reading, based on an illustration: making an opinion, comparing it with the observations of other students. According to the illustration and possible subject, a different title is proposed for the novel.


II. Activity during reading.

  • Common reading of the fragment.
  • The text is given to the students: My name is August in which: 

a)    Gather less familiar words or expressions

b)    Separate the sentence you would like to discuss in the classroom after reading the text.


III. Activities after reading.

a)    Interpretation of less known words or expressions, such as absolutely terrified.

b)    Students read the sentence that encourages them to think and would like to discuss in class, for example


Here's what I think: the only reason I'm not ordinary is that no one else sees me that way. 


If I found a magic lamp and I could have one wish, I would wish that I had a normal face that no one ever noticed at all.


The sentences written on the pieces of paper are inserted into a box from which they will pull out two sentences that will serve them for the next class of oral expression (discussion on the subject).


c)    Discuss about what you read: What make Auggie normal and not normal ten year old kid? , what makes him feel stranger and fear (identification)? Recognizing the narrator in the 1st person (the role of such narrative), the use of contrast in the characterization of the character.


d)    Working in groups: In the text, Augie presents himself. The task is to in pairs introduce each other as they have never met before. They share to the class the things they remember about their pair.


e)    State which words would Auggie encourage himself with before he entered school and which words would discourage him.

Propose solutions to the actual situations in which you felt personally rejected as Augie, ridiculed, differently, unaccepted (if the students wanted to share.)


f)     Watching the animated film Tolerance, talking about the theme of the movie, Comparison, and connection to what is read. 


For the end of the 2h movie, watch the trailer Wonder.



Evaluation and Assessment Method:

Role of Teacher - Provides feedback during the activity and upon completion of each activity. Encourages students to ask questions.


Students are assessed on the basis of their abilities:

observing and evaluating students during certain activities in which they have been particularly prominent; reading comprehension, selecting sentences from the discussion on the default topic, etc.


The Impact of Activity on Reading RSP:

By Comparing a Breakdown of the Novel Wonder and animated Film Tolerance, students recognize the problem of disadvantaged students and all people who are different, it stimulates thinking about the problem, seeks solutions and encourages to think about themselves: Who I am and how I behave in similar situations ?


Connection to curriculum

Class: 1.


Literature - narrator in 1st person, character and novel characterization



- literary terms: narrative type, ethical characterization of the character

- the role of narrator in 1st person in the development of the plot development

- details on the inclusion of children with disabilities in regular schools in the Republic of Croatia



  • reading comprehension, noting the important information’s
  • detecting and solving problems
  • time management in task solving
  • applying an appropriate learning strategy



  • IT competencies
  • communication competence
  • social competence: to develop student relations


Bibliographic reference to be used during the activity

Publisher: Fokus komunikacije


324 pg., Soft cover

ISBN 9789533490090

Translation to Croatian: Tamara Kunić


In addition to the novel Wonder, which describes Auggi's experiences in the fifth grade of Beecher School, the writer R. J. Palacio also wrote the novel Auggie and I - three miraculous stories in which we learn more about his class colleagues. By the novel Wonder, a film was created with the same name.

Short description of digital sources  (applications, games, webpages, FB pages etc.)

The students watch the animated film Tolerance



 and the official movie trailer Wonder

 www.youtube.com/watch?v=EsUKB4fh9fM trailer



Expected outcomes:

Students will be able to:

  • express their own literary text experience: how and to what extent literary text influences the formation of one's own attitudes and values
  • perceive the ethical level of literary text
  • recognize the purpose of the literary text: empowering emotions, empathy and human responsibility
  • Explain the role of narrator in 1st person, the ethical characterization of the character



The book answers many questions: why is it important to go to school, to find and recognize a true friend, do I only have a problem with my brothers, whether I am accepted in family or in society, why this is happening to me ... In this novel, students can find the answer to many questions in seeking an identity and answering questions Who am I? and Who am I in comparison to others?

Book title


Andy Mulligan


Bibliographic information

Publisher: Algoritam

Translated: Vedrana Zupanić


172 pg., hardcopy

ISBN 9789533164106


Links (adaptations, reviews, full texts etc.)


movie  TRASH , 2014., Great Britain, Brasil, 104 min.



Honest and warm story about kids who live on a landfill


Short summary

In an unnamed third world country, not so far from the future, three boys live on a landfill and survive by digging up the mountains of trash in search for anything they could sell. One day, Raphael finds something very unique and mysterious – a leather bag with unusual content inside. He decides to keep it even though the police have offered a reward for whoever finds it.

However, the consequences of their decision can be scary and the three boys need to run for their lives and find out the true story behind the bag. Raphael, Gardo and Rat – boys with no education, parents, a home or money – will solve the mystery and amend justice.


Why is the story appropriate for the targeted groups of RSP readers?

  • It refers to children of the lower social class (identifying one with the Roman national minority)
  • Promotes voluntary work
  • Promotes thoughts about abandoned and abused children.


What are the distinguished readers interests reflected by this book/story?

  • Elements of a detective book
  • Challenge the reality of facing real adult life
  • Brave quest for the truth and justice


Why is this story motivational for the pupils?
It brings up different controversy’s and levels of the book – problem of corruption, change of narrator, problem of violence among children, identifying oneself with peers, question of identity – Who am I and who are my friends? What is our status in the society?


Is there a historical, political, multi/inter cultural, migrant or similar context recognized in this book/story? 

Our society is still not on the edge to poverty. It recognizes the questions of social justice, faith in institutions, problems of corruption, the question of neoliberalism ideology – Who is stronger, oppresses?


Is there a principle of inclusion reflected in this book/story and does it promotes understanding of cultural diversities and heritage? 

Inclusion is presented indirectly - the children are isolated, not included in the activities of the real world. Why doesn’t the government do something for them to integrate them to the system, why aren’t they included?

Comparison with inclusion in the Republic of Croatia is visible – are the poor ones isolated here, how and where do they live, what do people know about these problems?

Title of Activity
I fell in love


Description of educational activity
Duration: 2 x 45 minutes

Student age: 16 - 17

Student class organization: group work

Lecture goal:

- to recognize the problem of violence against children and the problem of corruption, the development of empathy, to analyze the narrator's position, to interpret the relationship between literary characters


Supporting materials

- Internet

- Magazines with everyday topics


- 3 texts

- sticky notes


reading, interpreting, and discussing the text


  1.  Activity before reading

Provide motivation and background information to facilitate reading and put text in a broader, non-literary and literary context

Thematic Approach: Who Is Andy Mulligan? - Explore all about the author and his published works.

Thematic approach: Do clothes make you a man? - the influence of the consumer spirit - the purchase of branded clothing that is burdened by today's society, the symbolic value of goods, the strengthening of self-confidence.

Thematic approach: Volunteering - whether we are volunteering, whether there is a volunteer association in our neighborhood, what it deals with and in what way.


2. Reading activity

groups get assignment papers, and will read:

  • the text in which the narrator is Olivia Weston (Part 3, Chapter 1) - students will analyze the relationship between her and Rat that becomes interpersonal (1st is "sister" and then "mother");
  • explore the symbol of the names of Rat, Gardo and Dante
  • find resemblance with the Roma national minority - a village that gathers for an individual;
  •  short paragraph about violence against children - narrator Raphael (part 2), students dramatize the fragment (within the group they share roles and perform it as a reportage from the field); 
  •  short section on corruption - narrator is Rat (part 3), students need to detect the elements of the detective story through different tasks, shape the interview with the gardener, analyze the Annex of the book as proof of corruption.


3. Activity after reading


Talking about the events, does it remind us of some real life events? Do the characters remind us of some real life people?

Discussion about the end of the story - Did the boys do well? What could they do differently? Did you expect a different ending?

Comparison with the 2014 film of the same name (similarities and differences).


Connection to curriculum

Evaluation and Assessment Method:

Teacher Role - Prepare materials and act as a moderator

Evaluation – with the insert method, the students will mark what they are clear about, what they did not understand or expected and what should be further clarified.


Students are assessed on the basis of their ability to demonstrate:

  • knowledge on the content and forms of literary text from different regions and cultures
  • engagement with writers' ideas and dealing with topics
  • Recognizing the ways in which texts relate to broader contexts
  • recognition and appreciation of how writers create and shape meanings and effect empathy, through the re-creation of the voice and thoughts of the exalted character


The Impact of Activity on Reading RSP:

Practices initiate the process of thinking in students minds leading to what may be called greater cultural sensitivity, increased awareness of cultural differences and cultural communities - not only for race but also gender, social classes, etc.



Bibliographic reference to be used during the activity


film  TRASH , 2014., Great Britain, Brazil, 104 min.


  1. Mulligan: Trash
  • Publisher: Algoritam
  • Translation to Croatian: Vedrana Zupanić
  • 05/2013.
  • 172 str., hard copy
  • ISBN 9789533164106


Short description of digital sources

This paper uses books, films and book reviews from web pages.



Students will be able to:

- Understand the importance of accepting others 

- analyze the views that arise from the texts

- interpret the intention of the author

- Make a lot of well-chosen references to text



Such forms of text work will increase students' interest in reading as well as understanding the role of language in the text and will form their own reading style.

One feather[1]

 (from the story collection 20 +1 best stories of summer 2014.)


Ksenija Kušec


Bibliographic information


The short story 'One Feather' was published in a short story collection 20 +1 best stories of summer 2014. Until now on the internet portals, it was published under three titles: One feather, Grandma in my pocket and Revolution. Most often is it seen under the last name of the story collection Revolution


Author: Ksenija Kušec

Country: Croatia

Language: Croatian

Genres: Short story

Publisher: Brod knjižara, Zagreb

Year of publication: 2014.

Type of release:  soft copy

ISSN 1849-0026



Links (adaptations, reviews, full texts etc.)



The story is told in the first person by an unnamed girl who arrives at her grandmothers apartment too late, which is now an empty apartment. The owner of the apartment is now the bank. Even though the exact reason why the apartment didn’t stay in the family’s possession is unknown, we can guess it is about covering up debt by the repossession of   movable possessions and real estate. 


Short summary

She enters into her grandmother’s empty apartment, she’s too late, the bank has already emptied it, she wasn’t able to say goodbye to neither her things nor the space she was attached to as a child. She’s furious, but in the apartment, in the empty rooms, she is able to find memories of happiness she felt while being with her grandmother. She looks at the place where the stove was, where the flower pots were, and paintings, she also recalls the way the furniture looked like. She moves on to the kitchen and balcony… There is nothing there, only memories, scenes and conversations with her grandmother. She learnt a lot from her. It’s like she’s talking to herself, mentioning Eingemachtes, ashtray, soup pot… items that remind and bring her back to the past. From all her grandmothers’ stuff, she only found a feather on the floor. Furious and hurt with injustice, she decides to fight for her grandmothers’ possessions and apartment.



Why is the story appropriate for the targeted groups of RSP readers?

In the story, an everyday situation is brought up, actually it’s the reality of this world. Students know how to recognize injustice and similar or the same motives in literary texts. This story is suitable for a specific RSP group of readers as it encourages the understanding of problems of society this girl went through herself, through analyzing and interpretation this specific problem (she was left without the right of her family’s possessions). The situation she was put into leaves the students to feel empathy and have a certain amount of criticism towards the ineffective administration and bad system. This story is also suitable for working with students because of the  linguistic features and style: contains Germanism typically used in conversational idiom of older people in Zagreb and northern parts of Croatia. This is why this text is good for a lingvo methodic template for class’s lexicology in the last year.



What are the distinguished readers interests reflected by this book/story?
Taken into consideration that social problems are everlasting and are present everywhere, this story can rise interest of the reader in various ways:


  • The main character (and narrator) is a young person who decides to fight for her rights and oppose the bad system.
  • Memories and returning back to her childhood and remembering a loved one – are general experiences which help readers to feel empathy towards the main character and find similarities with themselves.
  • The text offers linguistic content that connects us to the past, brings up emotions towards memories and encourages us to think about real life problems.


Why is this story motivational for the pupils?
Students are faced with real life problems that are present in their surrounding whether its close or far, they find similarities in all personal experiences


Is there a historical, political, multi/inter cultural, migrant or similar context recognized in this book/story? 
In this story, present and real social context is recognized:  the amounts of social responsibility banks and state law have towards an individual, which most times end up feeling cheated on and unprotected.   


[1] The same story can be found under three different titles; One feather, Grandmathor in my pocket and Recolution. However you will find that it is under the last title Revolution. The materials used here are under the title One Feather, unde which it was poblished in 2014 in the book collection 20 +1 best summer stories of 2014

Title of Activity
Empty Apartment


Description of educational activity
Duration: 4 x 45 minutes (two two hour class – 2 x 45 min)

Student age: 17 - 18 (senior)


1st class

Introductory part of class: the whole class (all students)

Student homework: students listen to the introduction of the story, the professor reads: I climb up the stairs and everything is clear: I am late. The bankers cleaned out my grandmother’s apartment to the dust. On the front door, instead of a lock, there is a hole, and the door is ajar. It is probably the time when bankers don’t care if someone will come in the apartment and steal something. They have already become the owners, it’s all crystal clear.

  • After the introduction the students think and discuss the possible reasons why the bankers cleared out the apartment.
  • They assume the age of the narrator/main character
  • Comment about their ideas of the stories ending


Middle part of class: whole class, later on working in pairs

Student homework:

  • After the introductory discussion they receive text stories in their entirety and read the story to the end
  • I pairs the comment the main pilot, express their thoughts, comment the narrator and event
  • After working in pairs, a conversation follows about their impressions the book created ( reports on how their pair perceived the story)
  • Followed by the question, do you know the meanings of all the words in the story One Feather?
  • Students in pairs find the meaning of unknown words (ajngemahtes…) on the internet
  • They conclude why these words are used in this contemporary story
  • They suggest a student (girl) who will play the main characters part/narrator
  • Three students voluntarily create a group of ‘helpers’ that will help in answering the questions other student will ask


Last part of class: everyone (girl, group of volunteers and the rest of the class)

Student Homework:

  • Girl plays/acts the narrator
  • The ‘helpers’ help answer and shape the questions which the girl will not be able to answer independently
  • The class examines/asks the girl based on the plot of the story



2nd class

Introductory part of class: everyone (girl, group of volunteers and the rest of the class)

Student Homework:

  • Girl plays/acts the narrator
  • The ‘helpers’ help answer and shape the questions which the girl will not be able to answer independently

The class examines/asks the girl based on the plot of the story



Middle part of class: whole class

Student Homework:

  • students independently note information about the story (students are given the information before hand?[1])
  • student on the internet explore about the contemporary author Kseniji Kušec
  • after gathering information for 10 minutes they write them down on the board, students note the most important information (the most important information is described in advance to them[2])


Last part of class: everyone (girl, group of volunteers and the rest of the class)

Student Homework

  • Chose the most acceptable student idea from last class – what actually happened to the narrator that she came to an empty apartment?
  • Discussion: is the narrator the author of the book?



3rd class

Subject area: LANGUAGE

Introductory part of class: five groups of four

Student Homework

  • Students remember the unfamiliar words (ajngemahtes…)
  • They repeat their conclusions why the author used exactly these words in the contemporary Croatian text
  • What similar foreign words do you use or have heard of?(one student writes down the words on paper, thus the groups president writes them on the board, the professor keeps track of the words and if applicable (Germanism). With this a list an introductory is created in the subject area Language Lending - Germanisms in Croatian)


Middle part of class: five groups of four

Student Homework:

  • Every group works on the word they suggested: they talk about their use in language practice (they imagine and demonstrate the situations in which the words can be applicable to)
  • The groups president reports  about the results of the discussion in each groups


Last part of class: five groups of four

Student Homework: for everyone (not group work)

  • students write an essay (method ‘hot pencil’), in which they imagine the narrator from the story ‘One Feather’ in a new situation: after which she came out from the apartment, went to the bank, asked for a meeting with the person who is responsible for her case. A lady in a business suit comes and asks her to join her in her office.
  • Students need to use existing and new germanisms in the imagined conversation


4th class

Introductory part of class: the whole class

Student Homework:

  • Reading their essay


Middle part of class: the whole class

Student Homework:

  • evaluation of students work (having in mine it was done using method ‘hot pencil’)
  • announcing the best essay
  • discussion about the imagines character and the real character from the story

Last part of class: whole class

Student Homework:

  • evaluate the class unit (all four classes) with a survey: in the survey include the question of the possibility for students to read another story by Ksenija Kušec in the same educational period



Support materials:


Evaluation and assessment method:

The evaluation of the teaching process will be visible from the survey conducted on the 4th class.  From the student’s reaction during all the four classes, the professor will evaluate the interest of the theme and author who deals with the social subject matter.


The effect of the activity on RSP reading or motivation for reading:

After reading the introduction paragraph and discussion of possible problems why the apartment was emptied, the students whose interest for the emotional aspect of the narrator. Shortly after they have a protective attitude towards her, they recognize and judge the social injustice and come up with possible solutions.



Connection to curriculum

Secondary education programs for Gymnasiums: senior year

Croatian Language:

Language – lexicology, the use of aliens, germanism

Literature - Contemporary Literature and Postmodernism

Politics and economy: right or need for order and security


Knowledge, Skills and Competences:

  1. recognize serious problems in the society in which we belong and time in which we live in: estimate the possibilities and direction of action that can be taken to solve the problem; to act, not to passively watch
  2. articulate the underlying problem, describe it, argument the situation, show emotion, as well as critically read the text
  3. communication competence: ability to work in a team, inform and act upon.


Bibliographic reference to be used during the activity

Author:   Ksenija Kušec

Country:  Croatia

Language: Croatian

Type: Short story

Publisher: Brod knjižara, Zagreb

Year of publication: 2014.

Type of release: Soft cover

ISSN 1849-0026

Number of pg.: Story ‘One feather  – 5 pg.., whole collection 171 pg.



Short description of digital sources  (applications, games, webpages, FB pages etc.)

To better understand the life of the author as well as her opinions check the following:



Students will be able to:

  • Recognize, describe and comment the social injustice as a literature theme and real life problems
  • Understand why contemporary literature texts talk about the different occurrences in social injustice
  • React to similar events in everyday life



The story One Feather, Ksenija Kušec describes her grandmother’s apartment in which there is nothing left. The bank had emptied it fully. The narrator is a girl who recalls her childhood memories and conversations she had with her grandmother while looking at the empty apartment. From all her grandmothers’ things, she was only able to find a feather on the floor. Furious and hurt with the social injustice, she decides to fight for the repossession of the property and other assets. It is easy to see that action needs to be taken, and this is where the students quickly stand by the characters side, who finds herself in a pool full of social injustice. They put themselves in her shoes and propose different solutions.

(The story can be found under the title ‘Grandma in my pocket” or “Revolution”.)


[2] Because it has to do with seniors, the Bay of work is arranged upfront so simple tasks like this are not to be explained everytime from the beginning.  Basic elements of analyzing and interpreting the story is noted: theme, character, setting, message sent, style and language

[3] It deals with simple information that describe the authors life and work.

Book title

Orphan Train


Christina Baker Kline



Bibliographic information

Publisher: Mozaik knjiga

Translated to Croatian: Zrinka Budak


298 str., soft cover

ISBN 9789531418447



Links (adaptations, reviews, full texts etc.)






The book shows the hard life of an orphan in the United States through two stories: a story of an Irish immigrant called Niamh, who enters into an orphan train in the 30’s of the 20th Century and the story of a 17 year old foster kid named Molly, who is from India, placed at the beginning of the 21st Century.


Short summary

Molly has already changes a few foster families, and she is a bit eccentric when it comes to dressing up, she has a hard time fitting in and connecting to peers her own age as well as with older people. Due to a theft attempt of a book she’s faced with a conditional sentence where she might be put in a   Juvenile Detention Centre, but her boyfriend is able to arrange that she helps a 91 year old lady named Vivian (Niamh) in tidying up her attic. Vivian and Molly connect due to similar lives – Vivian was also an orphan, and reveals to Molly her hard life. Between the years of 1845 and 1929, frequent trains would pass the cities from the East to the country side up in the Midwest and pick up a hundred thousand orphans whose faith was placed in the hands of luck. That’s how Naimh changed a few families, went through tough situations, until finally she came into a family that gave her a normal life. Molly, with modern technology, helps Vivian find family member, while Vivial gives love and security to Molly.


Why is the story appropriate for the targeted groups of RSP readers?

  • It is written in simple style (both stories are written in I-form, intertwining each other
  • Show parts of the American history- orphan trains and the tough faith of kids in a time of crisis, poverty and migration, also bringing up the issue of adoption and child labor, as well as fighting for a better life and judgment towards new nations and cultures.
  • Encourages empathy and makes you reflect on the values in your life


What are the distinguished readers interests reflected by this book/story?
The book is based on parts of the American history that is known so little about: trains that transported orphans from one part of America to another, and shows the faith of the kids that were mostly child labor. The book is touching and it shows the lives of two strong women who fight for themselves to have a better life.


Why is this story motivational for the pupils?
The theme and style of writing make this book stimulating for student. Following the life of Niamh and Molly, the students can think about the faith of other kids and face the problems of today’s society. The book also raises awareness to all the things we believe to be normal in today’s life.

Is there a historical, political, multi/inter cultural, migrant or similar context recognized in this book/story? 
Historical, multi/intercultural and migrant contexts are recognizable.

A part of America’s history is presented: immigrants’ coming from different countries in search for a better life, only to find out it’s not like that, with more misery and poverty.

Also, the relationship towards the kids in the 20th century is described, as well as the trains themselves.

Is there a principle of inclusion reflected in this book/story and does it promotes understanding of cultural diversities and heritage? 
Yes, inclusion of immigrants in America, as well as including abandoned kids and orphans in families and the society, as well as in schools in the 21st century.

It encourages the understanding of cultural differences and heritage (ex. Niamh always carries a Celtic cross around her neck which her grandmother gave to her, always looking at peoples reaction to it, as they react to her weird hairstyle. On the other hand, Molly is different due to her looks, and finds problems in her foster families, who do not accept the eating habits.).

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