Activity
educational activity
(duration, pupils’ age,
organization of the class of
pupils – pairs, groups,
individual, etc., pupils’ tasks,
support materials, evaluation
and assessment method,
effect of the activity on RSP
reading or RSP motivation for reading)
(grade, related objectives, KSC (Knowledge, Skills, Competencies)
developed if the case)
used during the activity (book,
story, magazine, review,
periodical, journal, etc.):
author(s), title, publishing
house, ISBN, no. of pages, year
of issue, small image of the
cover
Pupils’ age: 15-19
Organization of the class of pupils: group work
The aim of the lesson:
The aim of this activity is to develop reading literacy of students, encourage their reading skills, use of their competences at the analysis and interpretation of the initial texts, to strengthen their language skills at verbalisation of their finding and to expand the vocabulary of students. It is important to be able to present the findings, express student´s opinion and to be able to accept the opinions of other members of a group or class.
The aim of the activity is to create student´s own text – comparative characteristic of the main characters of the selected stories, based on the analysis and his reading experience. The next aim is to develop analytical mind of the students.
Support materials:
Teacher – a coordinator of the activity, chooses some short excerpts from two books (equal number of the excerpts from each book), which somehow characterize the main character of a story. Each excerpt is printed on a separate piece of paper without indicating the author and the title of a book. The examples of suitable excerpts are shown in this activity and we chose them from the books The shock of the fall (N. Filer) and The perks of being a wallflower (S. Chbosky), because the heroes of both of the stories are similar in their age, attitudes and their life situation. (appendix 1)
Activities:
1. Divide students into groups as follows: Put numbered pieces of papers into a hat and each student chooses one of them. There are more pieces of paper with the same number so we can make groups of student randomly. Students with number 1 will form a group, with number 2 another one etc.
2. Each group is given excerpts from both of the books. Their first task is to read them and divide them into two groups/ two stories. The students can choose the form of reading so they can read individually or reading our loud with listening actively.
3. Based on the excerpts, the students fill in the worksheet (appendix 2), so they match the main characters with the adjectives and phraseological expressions which characterize them. They choose their own form of work within a group. A thorough analysis of the excerpts is important, so the students do not only analyse the content but have to focus on intertextual links and author´s stylistics.
4. After the adequate analysis of the characters, the groups work out a comparative characteristic of the main characters. They try to find the differences and similarities of the main characters.
5. Subsequently the groups present their characteristics and discuss obtained information, compare their findings. Within the discussion they might change their opinion on a character.
6. A teacher should now introduce the authors of the books to the students e.g. using a PowerPoint presentation. If there is no time to carry out this part of the activity, it can be left out as it is not the focus of the activity. The teacher is, in all the phases of the activity, a coordinator and facilitator of the activity.
7. In the end the students watch a short part of the film versions of the books and discuss the differences.
Bilingual curriculum: the study of literature is focused during the second and third year on reading comprehension of literary texts which are based on the interests of the students which involves books with teenage protagonists, too. The aim of the curriculum is to teach students to w0ork with the text, to analyse the texts. Comparing different characters and being able to talk about their features and analysing their qualities and vices. Understanding texts, weighing their merits, and utilizing the information they offer are skills that teenagers draw on throughout the curriculum.
Knowledge:
Students understand a text being read.
Students find the main character in a text.
They differentiate supporting characters from the main character.
After reading the excerpts they can identify the main characteristics of the characters.
They identify the topic of the excerpts
They select information.
Skills:
Students analyse texts.
They work with dictionaries.
They search for and classify information.
They can identify and interpret correctly the feelings of the characters in the books
They can put the particular excerpts in the correct order according to some links.
They are able to work in groups.
They can create a characteristic of a character based on the excerpts.
Competences:
Students are able to work individually or in a team
They accept others in the group
They can express their opinion
| Filer Nathan: The shock of the fall Publisher: HarperCollins Publishers ISBN: 9780007491452 Page count: 320 Year of issue: 2014 |
Reviews: https://www.theguardian.com/books/2014/jan/18/shock-fall-nathan-filer-review
http://www.independent.co.uk/arts-entertainment/books/reviews/the-shock-of-the-fall-by-nathan-filer-book-review-moved-by-the-dark-humour-in-a-poignant-debut-9073069.html
The students will be able to understand through character comparison, develop demonstrations.
To connect ideas and themes across texts.
To find hints to help to find the qualities of characters
To offer observations, make connections, speculate, interpret, and raise questions in response to the excerpts.
The teacher monitors the students so as to make sure they
cooperate effectively.
The volume of given fragments of books can be adapted to the
potential of a group - fragments can be shorter - by cutting less important paragraphs, or be expanded to additional fragments of the same novel.
Pupils’ age: 15-19
Organization of the class of pupils: group work
The aim of the lesson:
The aim of this activity is to develop reading literacy of students, encourage their reading skills, use of their competences at the analysis and interpretation of the initial texts, to strengthen their language skills at verbalisation of their finding and to expand the vocabulary of students. It is important to be able to present the findings, express student´s opinion and to be able to accept the opinions of other members of a group or class.
The aim of the activity is to create student´s own text – comparative characteristic of the main characters of the selected stories, based on the analysis and his reading experience. The next aim is to develop analytical mind of the students.
Support materials:
Teacher – a coordinator of the activity, chooses some short excerpts from two books (equal number of the excerpts from each book), which somehow characterize the main character of a story. Each excerpt is printed on a separate piece of paper without indicating the author and the title of a book. The examples of suitable excerpts are shown in this activity and we chose them from the books The shock of the fall (N. Filer) and The perks of being a wallflower (S. Chbosky), because the heroes of both of the stories are similar in their age, attitudes and their life situation. (appendix 1)
Activities:
1. Divide students into groups as follows: Put numbered pieces of papers into a hat and each student chooses one of them. There are more pieces of paper with the same number so we can make groups of student randomly. Students with number 1 will form a group, with number 2 another one etc.
2. Each group is given excerpts from both of the books. Their first task is to read them and divide them into two groups/ two stories. The students can choose the form of reading so they can read individually or reading our loud with listening actively.
3. Based on the excerpts, the students fill in the worksheet (appendix 2), so they match the main characters with the adjectives and phraseological expressions which characterize them. They choose their own form of work within a group. A thorough analysis of the excerpts is important, so the students do not only analyse the content but have to focus on intertextual links and author´s stylistics.
4. After the adequate analysis of the characters, the groups work out a comparative characteristic of the main characters. They try to find the differences and similarities of the main characters.
5. Subsequently the groups present their characteristics and discuss obtained information, compare their findings. Within the discussion they might change their opinion on a character.
6. A teacher should now introduce the authors of the books to the students e.g. using a PowerPoint presentation. If there is no time to carry out this part of the activity, it can be left out as it is not the focus of the activity. The teacher is, in all the phases of the activity, a coordinator and facilitator of the activity.
7. In the end the students watch a short part of the film versions of the books and discuss the differences.
Bilingual curriculum: the study of literature is focused during the second and third year on reading comprehension of literary texts which are based on the interests of the students which involves books with teenage protagonists, too. The aim of the curriculum is to teach students to w0ork with the text, to analyse the texts. Comparing different characters and being able to talk about their features and analysing their qualities and vices. Understanding texts, weighing their merits, and utilizing the information they offer are skills that teenagers draw on throughout the curriculum.
Knowledge:
Students understand a text being read.
Students find the main character in a text.
They differentiate supporting characters from the main character.
After reading the excerpts they can identify the main characteristics of the characters.
They identify the topic of the excerpts
They select information.
Skills:
Students analyse texts.
They work with dictionaries.
They search for and classify information.
They can identify and interpret correctly the feelings of the characters in the books
They can put the particular excerpts in the correct order according to some links.
They are able to work in groups.
They can create a characteristic of a character based on the excerpts.
Competences:
Students are able to work individually or in a team
They accept others in the group
They can express their opinion
| Chbosky Stephen: The perks of being a
wallflower Publisher: Pocket Books ISBN: 9781847394071 Page count: 224 Year of issue: 2012 |
The students will be able to understand through character comparison, develop demonstrations.
To connect ideas and themes across texts.
To find hints to help to find the qualities of characters
To offer observations, make connections, speculate, interpret, and raise questions in response to the excerpts.
The teacher monitors the students so as to make sure they
cooperate effectively.
The volume of given fragments of books can be adapted to the
potential of a group - fragments can be shorter - by cutting less important paragraphs, or be expanded to additional fragments of the same novel.
Pupils’ age: 15-19
Organization of the class of pupils: group work
The aim of the lesson: The aim of the lesson is to improve the reading literacy of the students. To improve their reading comprehension and to be able to find connections between the paintings and excerpts. Another goal is to make the pupils develop their skill of using the appropriate language structures to express their opinions.
Students will gain knowledge and understanding of identifying supporting details and examples in non-fiction, fantasy text.
Support materials: Paintings made by students which depict hidden messages from the excerpts.
Excerpts from the book A game of thrones: excerpts about Bran.
1. excerpt: page 10 (The morning had dawned clear and cold… - a grey direwolf racing across an ice-white field.)
2. excerpt: page 14 (“Lord Stark,” Jon said …. - Are you sure you want this?”)
3. excerpt: pages 54-55 (Finally he got tired of the stick game… - in a way even Robb would never know.)
4. excerpt: pages 58-59 (Everything happened at once then… - Crows circled the broken tower, waiting for corn.)
5. excerpt: pages 111 - 112 (Bran looked at the crow on his shoulder … - “He’s awake, he’s awake, he’s awake.”)
6. excerpt: pages 164 - 165 (Robb stood and pointed at the little man … - He will provide the rest.”)
Activities:
1. The students are divided into groups of 4-5.
2. Each group gets a set of pictures. Do not reveal at the beginning of the lesson which book you are going to work on. It would confuse them.
3. The students have to give each painting a title (key term)
4. Then they have to put the paintings into an order to make up a story.
5. After creating a story they should introduce their stories.
6. Afterwards each group will get the excerpts from the book A game of thrones. Their task is to read these excerpts and they have to find a connection between these excerpts and the paintings.
7. They have to justify their decision.
8. Discussion: The students are enabled to interact, to discuss within the group, to argue for or against an opinion.
Evaluation and assessment method:
Throughout the lesson, ensure that your students are backing up their choices with accurate supporting details.
Teacher's observations of student preparedness, student work samples, and participation in group activities.
In order to evaluate and assess the effective impact of the previous activities upon the students, they are asked to elaborate a short paper in no more than 5 minutes where they make an In-depth analysis of the main character.
Effect of the activity on RSP reading: Practices that support
students´ choice, collaboration, and shared control of learning outcomes can be linked to self-expressed interest in reading and engaged reading behaviours.
Teachers can organize reading instruction to develop self-efficiency, competence, and engagement in teenage students.
Bilingual curriculum: the study of literature is focused during the second year on reading comprehension of literary texts which are based on the interests of the students which involves fantasy, too. The aim of the curriculum is to teach students to work with the text, to analyse the texts. Understanding texts, weighing their merits, and utilizing the information they offer are skills that teenagers draw on throughout the curriculum.
Knowledge:
Understand the stages of development of a hero,
common in almost all books
Develop reading fluency
Improve reading comprehension
Organise information in a specific way
Skills:
Use illustrations
Distinguish reality and fantasy
Make predictions
Compare and contrast
Summarize
Work effectively in groups, respecting others
Competences:
Make connections between fiction and real life or personal experiences
Be able to visualise material read
Follow specific instructions and conventions
Evaluate evidence
Support and justify an opinion
| George R. R. Martin A Game of Thrones; Series: A Song of Ice and Fire Publisher: Voyager ISBN: 9780006479888 Page count: 864 Year of issue: 2003 |
The students will be able to understand through illustrations, develop demonstrations.
To connect ideas and themes across texts.
To offer observations, make connections, speculate, interpret, and raise questions in response to the excerpts.
The teacher monitors the students so as to make sure they
cooperate effectively.
The volume of given fragments of books can be adapted to the
potential of a group - fragments can be shorter - by cutting less important paragraphs, or be expanded to additional fragments of the same novel.
Pupils’ age: 15-19
Organization of the class of pupils: group work
The aim of the lesson: The aim of the lesson is to improve the reading literacy of the students. To improve their reading comprehension and to be able to find those ideas of the excerpts which will help them to mime their part of the excerpt so that they can put together the storyline.
Students will gain knowledge and understanding of identifying supporting details and examples in non-fiction, fantasy text.
Support materials: Excerpt cut into five parts. Anything students can find to help them mime their part.
Excerpts from the book Inkheart: Chapter 56 The Shadow.
1. part: page 271 (In books hatred.......).....page 272 ( - and Meggie´s reading.)
2. part 2: page 272 (Meggie felt...) ...page 273 ( ...the ticking)
3. part 3: page 273 (A very fine speech… - Meggie obeyed.)
4. part 4: page 273 (Hastily… )....page 274 ( ...fear.)
5. Part 5: page 274 (Meggie bent over the book … page 275 (.... in the wind)
Activities:
1. The students are divided into groups of 4-5.
2. Each group gets a part of the excerpt.
3. The students have to read their part.
4. Then each group works separately in a different classroom or any room where they practise miming their part of the excerpt.
5. After practising members of each group mime their part.
6. After seeing all groups students discuss what happened in each performance and try to put the storyline in the correct order.
7. They have to justify their decision.
8. Discussion: The students are enabled to interact, to discuss within the group, to argue for or against an opinion.
Evaluation and assessment method:
Throughout the lesson, ensure that your students are backing up their choices with accurate supporting details.
Teacher's observations of student preparedness, student work samples, and participation in group activities.
Effect of the activity on RSP reading: Practices that support
students´ choice, collaboration, and shared control of learning outcomes can be linked to self-expressed interest in reading and engaged reading behaviours.
Teachers can organize reading instruction to develop self-efficiency, competence, and engagement in teenage students.
Bilingual curriculum: the study of literature is focused during the second year on reading comprehension of literary texts which are based on the interests of the students which involves fantasy, too. The aim of the curriculum is to teach students to work with the text, to analyse the texts. Understanding texts, weighing their merits, and utilizing the information they offer are skills that teenagers draw on throughout the curriculum.
Knowledge:
Develop reading fluency
Improve reading comprehension
Organise information in a specific way
Skills:
Use performing skills
Distinguish reality and fantasy
Make predictions
Compare and contrast
Summarize
Work effectively in groups, respecting others
Competences:
Make connections between fiction and real life or personal experiences
Be able to visualise material read
Follow specific instructions and conventions
Evaluate evidence
Support and justify an opinion
| Cornelia Funke Inkheart Publisher: Chicken House Scholastic Inc. ISBN: 9780439709101 Page count: 534 Year of issue: 2007 |
Inkheart
Publisher: Chicken House Scholastic Inc.
ISBN: 9780439709101
Page count: 534
Year of issue: 2007
The students will be able to understand the important parts of the excerpt which they will demonstrate by miming and subsequently to work out the storyline
To connect ideas and themes across texts.
To offer observations, make connections, speculate, interpret, and raise questions in response to the excerpts.
The teacher monitors the students so as to make sure they
cooperate effectively.
The volume of given fragments of books can be adapted to the
potential of a group - fragments can be shorter - by cutting less important paragraphs, or be expanded to additional fragments of the same novel.
Pupils’ age: 15-19
Organization of the class of pupils: group work
The aim of the lesson:
The aim of the activity is to develop reading literacy of pupils, to support their reading skills, to use their competencies to analyse and compare source texts, to reinforce their language skills when verbalizing their findings, to develop their vocabulary. The ability to present their findings, their opinions and the ability to accept opinions of the other members of the group are important here.
The aim of the activity is to be able to understand the chosen excerpts from the book, to understand the nature and depth of the excerpts from the book. To be able to find connections between the book and the real world. To be able to analyse and accept multicultural differences between the countries. One of the aims is to improve the analytical thinking of our students and to support the tolerance of other cultures and nations.
Support materials:
Some short excerpts of a book are chosen, e.g. 3 of 4 (see appendix 1) Each student is given all of them. The excerpts which show a personality of characters or socio-political situation are appropriate. Because the story takes place in Afghanistan, a few questions about a current situation in the country can be prepared. It is advisable to prepare some information about the author of the book.
1. excerpt: page 26 - 27 (There was a pomegranate tree………. Enough for a harmless prank.)
2. excerpt: 43-44 (I wished I too had some kind of scar ………..Because that was the winter that Hassan stopped smiling.)
3 excerpt: 100-101 (But it rained the afternoon Baba took Ali……..that the life I had known since I´d been born was over)
Activities:
1. The author and the book are introduced. The texts are handed out.
2. Each text is read out loud. After each part there is a discussion. Students are explained some possible problematic parts either lexical or connected with the meaning (e.g. loans). All the texts are analysed.
3. After that students are divided in to six groups. Each group is given a different task, A0 piece of paper and colourful markers. The results of their findings are written down on the pieces of paper
Tasks for different groups:
1.group - Annotation
Students have to write a summary of the story (excerpts). They try to create an annotation of the book based on the excerpts.
2.group – Portraits
The aim is to work out characteristics of the characters mentioned in the excerpts. They have to find key words which characterise the characters and to think about relationships between them and define them.
3.group – Connector
This group tries to find the connection of the story with the outside world, so everything that connects the story with the outside world. Students have to find out the time/period when the story takes place, socio-historical events which could influence the story and to think about the author´s link to the story.
4.group – Word masters
This group tries to find the words or phrases which are new, unknown for students or the words which are for some reasons interesting for them. They write them down and explain their choice. They also register the paragraph, line in which they found the word.
5.group – Interesting passages
Students try to find the passages which are interesting for them and explain why they chose them. They may be the passages which contain information which surprised students, which students consider to be important or funny. Students try to describe emotions awaken by those passages.
6.group – Cultural context
The group think about the cultural differences between the country they live in and the country where the story takes place. They explain the differences. The Internet can be used here.
4. After the time limit the individual groups present their results. Students can ask the present group questions or they can add some information. In the end a teachers sums up all the findings.
Bilingual curriculum: The study of literature is focused during the second year on reading comprehension of literary texts which are more serious and are dealing with deeper ideas, e.g. multiculturalism, intolerance. The students should be able to understand the influence of the author´s cultural background on the story. The aim of the curriculum is to teach students to work with the text, to analyse the texts and to understand the importance of the cultural and historical backgrounds. Understanding texts, weighing their merits, and utilizing the information they offer are skills that teenagers draw on throughout the curriculum.
Knowledge:
Students understand a text being read.
Students find characters in the text and they differentiate supporting characters from the main character.
After reading the excerpts they can identify the main characteristics of the characters.
They identify the narrator of the story.
They identify the topic of the excerpts.
They select information.
Skills:
Students analyse texts.
They work with different sources of information.
They search for and classify information.
They can identify and interpret correctly the feelings of the characters in the books
They can put the particular excerpts in the correct order according to some links.
They are able to work in groups.
They can create a characteristic of a character based on the excerpts.
They can complete the tasks successfully
Competences:
They can identify and interpret correctly the feelings of the characters in the books
They are able to work in groups and individually, too.
They can accept other members of the group
They accept and understand the cultural differences between the nations and cultures
They can understand the emotions of the characters, they are emphatic.
| Khaled Hosseini The Kite Runner Publisher: Bloomsbury ISBN: 9781408824856 Page count: 324 Year of issue: 2011 |
http://www.imdb.com/title/tt0419887/
Graphic novel: https://mrkmpsc.files.wordpress.com/2012/04/the-kite-runner-graphic-novel.pdf
The students will be able to understand through different cultures, they will be able to compare cultures, cultural elements, traditions and hence they will be able to understand the text from different perspectives. The ability to develop demonstrations will be enhanced.
To connect ideas and themes across texts.
To offer observations, make connections, speculate, interpret, and raise questions in response to the excerpts.
The teacher monitors the students so as to make sure they cooperate effectively.
The volume of given fragments of books can be adapted to the
potential of a group - fragments can be shorter - by cutting less important paragraphs, or be expanded to additional fragments of the same novel.
Pupils’ age: 15-19
Organization of the class of pupils: group work
The aim of the lesson:
The aim of this activity is to develop reading literacy of students, encourage their reading skills, use of their competences at the analysis and interpretation of the initial texts, to strengthen their language skills at verbalisation of their finding and to expand the vocabulary of students.
Working with the text in national and foreign (English) language. The aim of this activity is to give the students an idea about the chosen piece of work.
Support materials:
A teacher chooses two chapters from a selected book in a national language (appendix 1) and two chapters in the English language (appendix 2). We chose THE OTHER SIDE OF SANDPAPER and THE MAYOR’S LIBRARY in the mother tongue and THE SNOWMAN and THIRTEEN PRESENTS in English language. He prepares the introductory presentation about the author of a book (appendix 3) and the presentation about the socio –historical events of the given period (appendix 4). Then he prepares two worksheets, one for the chapters in a national language (appendix 5) and one for the chapters in the English language (appendix 6). During reading of the selected chapters silently, the teacher can make some tea for students and offer them some biscuits.
Activities:
1. Students take their seats in a classroom and the teacher reads the introductory chapter of the book. He creates the atmosphere of the book, and introduces the main character. WE chose DEATH AND CHOCOLATE in the mother tongue and ARRIVAL ON HIMMEL STREET in English language.
2. The teacher introduces the author using the presentation ( appendix 3)
3. Because the story is set in Germany between 1939 – 1942, the teacher clarifies socio-historical events of the period using a PowerPoint presentation. ( appendix 4)
4. The previous step is followed by reading in a national language. Each student is given the selected chapters ( appendix 1) and a worksheet for this part of the book ( appendix 5). During this activity, students work individually, read the chapters and work out the worksheet.
5. The discussion follows after reading. The worksheets are checked under the supervision of the teacher.
6. In the next step all the previous activities are repeated but in the English language. Students read the next two chapters in the English language (appendix 2) and work out the worksheet in the English language (appendix 6)
7. In the last part of the activity, students watch the parts of the book they read in the film version.
8. The previous step is followed by a discussion, the aim of which is to compare a book to its film version.
Evaluation and assessment method:
Forms and methods:
- Individual silent reading;
- Reading out loud with active listening in the introductory part of the activity
- Analysis of the selected chapters;
- Interpretation of the texts which follows after reading of the selected chapters
- Discussion represents the significant part of the activity; students discuss and compare their opinions in groups/ class. During the discussion students broaden their horizons by the opinions and findings of other students
- Presentation/lecture of the teacher;
- Comparison of the book and its film version.
Bilingual curriculum: the study of literature is focused during the second year on reading comprehension of literary texts which are based on the interests of the students which involves serious literature, too. The aim of the curriculum is to teach students to work with the text, to analyse the texts. Understanding texts, weighing their merits, and utilizing the information they offer are skills that teenagers draw on throughout the curriculum.
Knowledge:
A student understands a text being read.
A student finds the main character in the text.
He differentiates supporting characters from the main character.
He identifies the topic of the chapters.
He selects the information.
He understands the story in the context of socio-historical events.
He can explain the motives of the characters
He can characterise the characters.
He identifies and names the narrator.
He analyses the composition of the book.
Skills:
A student analyses the text.
He searches for and classifies information
He can identify and interpret feelings if the characters correctly.
He evaluates attitudes and actions of the characters.
Competences:
A student is able to work individually
He accepts others in a group.
He can express his opinion.
He can take a stand on the actions of the characters.
| Markus Zusak Book thief Publisher: Doubleday ISBN: 9780552773898 Page count: 560 Year of issue: 2007 |
The students will be able to understand through comparison of movies and books, develop demonstrations.
To connect ideas and themes across texts.
To compare differences in the language used in two different languages.
To offer observations, make connections, interpret, and raise questions in response to the excerpts.
Reading out loud can be motivational and inspirational for the students.
They can understand the serious tone of the text.
The teacher monitors the students so as to make sure they
cooperate effectively.
The volume of given fragments of books can be adapted to the
potential of a group - fragments can be shorter - by cutting less important paragraphs, or be expanded to additional fragments of the same novel.
Pupils’ age: 15-19
Organization of the class of pupils: group work/ It must be carried out in a library
The aim of the lesson: The main target of these lessons is to increase the interest of students in libraries. To teach them how to search in libraries and how to utilize libraries during the studies. The aim of the lesson is to improve the reading literacy of the students. To improve their reading comprehension and to be able to find connections between different books. Another goal is to make the pupils develop their skill of searching for clues. To teach students reading for the gist, skimming and scanning the text. Using decoding and vocabulary strategies.
Students will gain knowledge and understanding of connecting ideas and themes across texts.
Support materials: Worksheet 1 with hints.
Worksheet 2 with tasks. (I´ll give you the sun)
Excerpts from the book I´ll give you the sun by Jandy Nelson (Page 173, I stop. “Noah …. I thought I sucked!)
The books involved:
The fault in our stars – John Green ( page 55)
Anne Frank - THE DIARY OF A YOUNG GIRL – Anne Frank (page 8)
Harry Potter and the Philosopher´s stone – J.K.Rowling ( page 50)
Inkheart – Cornelia Funke (page 58, chapter 12)
The Lord of the rings - J. R. R. TOLKIEN (page 85, chapter 8)
City of bones - Cassandra Clare (page 268)
Clockwork orange – Anthony Burgess (page 9)
Stardust – Neil Gaiman (page 10)
Twilight - Stephenie Meyer (page 220)
Activities:
1. The students are divided into groups of 4-5.
2. Each group gets a set of worksheets.
3. The groups compete with each other. The main goal is to solve the Book code in the shortest time.
4. They have different hints in the worksheets, which they have to find and solve.
5. They have to proceed step by step to get from one book to another. There are 10 books involved. In these books they have to find the hint for the next book.
6. After finding the last book, the students get a worksheet with other activities where they have to discuss and solve the tasks in pairs. Their first task is to complete an internal monologue of the „concerned person“. Their 2. Task is to complete the task of the narrator, what Noe is thinks at that moment.
3. task is to replace the expression „ he has gone mad“ with an idiom and the last task is to write a short dialogue about: what could the protagonist mess up. (at least 3 replicas)
7. Discussion: The students are enabled to interact, to discuss within the group, to argue for or against an opinion.
Evaluation and assessment method:
Throughout the lesson we can see whether the students are successful with their reading comprehension as all the activity is focused on the ability to scan the text, skim the text or to read for the gist. If the students are not able to utilize these abilities they are not able to get further in this activity. If we can see that the students struggle the teacher should provide some help.
The effect of the activity on RSP reading: The RSP readers learn how to scan the text and how to recognize names and words in context. They learn searching for particular information, or checking to see whether a passage is relevant. They recognize relevant facts and ideas; classify information. The students learn how to orientate in libraries, how to search information and how to benefit from libraries.
Bilingual curriculum: the study of literature is focused during the second year on reading comprehension of literary texts which are based on the interests of the students which involves fantasy, high fantasy, dirk fantasy, urban fantasy, literature with boy or girl protagonists. The aim of the curriculum is to teach students to work with the text, to analyse the texts. The aim is to practise the following reading methods: Skim reading/ browsing, Speed Reading, reading for the gist, Scanning.
Knowledge:
Develop reading methods, speed reading, reading for the gist, scanning and skimming.
Understand how the interaction of reader, text, and lesson impacts comprehension and student engagement.
Improve reading comprehension.
Organise information in a specific way.
Skills:
Evaluate reading progress and apply goal setting strategies and monitor progress toward meeting reading goals
Utilizing libraries for searching information.
Learning how to search in libraries.
Compare and contrast
Summarize
Work effectively in groups, respecting others
Competences:
Synthesize information from a variety of sources
Continue to use resources to increase vocabulary and gain deeper understanding by using context clues
Follow specific instructions and conventions
Evaluate evidence
| Jandy Nelson I'll Give You the Sun A Game of Thrones Publisher: Walker books ISBN: 9781406326499 Page count: 368 Year of issue: 2015 |
The students will be able to understand through skimming, scanning, reading for the gist and speed reading.
To be able to search information in libraries, to gather information as fast as possible.
To offer observations, make connections, speculate, interpret, and raise questions in response to the excerpts.
The teacher monitors the students so as to make sure they
cooperate effectively.
The volume of given fragments of books can be adapted to the
potential of a group - fragments can be shorter - by cutting less important paragraphs, or be expanded to additional fragments of the same novel.
As it is a competition and usually libraries do not offer more volumes at the same place, we suggest to make it as a competition where the groups will have a different starting time and they will be timed. While the groups are waiting for their turns the teachers can prepare some tips how to search information and the libraries can show their sources and the possibilities how to find the relevant sources.
Pupils’ age: 15-19
Organization of the class of pupils: group work
The aim of the lesson:
The aim of the activity is to develop reading literacy of pupils, to support their reading skills, to use their competencies to analyse the source text, to compare the present based on their experience and the future based on the text, to reinforce their language skills when verbalizing the results of their work.
Support materials:
A collage of pictures representing different books.
A short story – The fun they had. Each student is given a copy of it.
A sheet of paper, pencils, colour pencils for each group.
Activities:
1. Warm up activity (competition) – students work in groups. Each group is given a collage of pictures representing different books. Their task is to find as many books as they can.
Fire- Kristine Cashore
Harry Potter and the cursed child – J.K.Rowling
The fault in our stars – John Green
The catcher in the rye – J.D. Salinger
The hunger games – Suzanne Collins
The maze Runner – James Dashner
City of bones – Cassandra Clare
Red Queen – Victoria Aveyard
Throne of glass – Sarah J. Maas
The kite runner – Khaled Hosseini
Twilight – Stephanie Meyer
A clockwork orange – Anthony Burgess
The Hobbit – J.R. Tolkien
Ann of Green Gables ( - L.M. Montgomery)
Lord of the flies – William Golding
Paper towns – John Green
Thirteen reasons why – Jay Asher
The princess diaries series – Meg Cabot
The chocolate war – Robert Cormier
Stardust – Neil Gaiman
Prince of Thorns – Mark Laurence
Metro 2033 – Dimitry Glukhovsky
Precious stones – Kerstin Gler
Little women – Louisa May Alcott
The last wish – Andrzej Sapkowski
The sun is also a star – Nicola Yoon
The picture of Dorian Gray – Oscar Wilde
Inkheart – Cornelia Funke
A thousand splendid suns – Khaled Hosseini
2. The texts are handed out. The students read the short story.
3. The students discuss the story which shows us how the future education will probably look like. They can express what they like or do not like about this type of education
4. After that students are divided in to groups. Each group is given a piece of paper and colourful markers. Their task is to draw a comic. The students will set the characters from the story in to the present school. They will try to depict their feelings about the present school system.
5. The students will present the results of their work.
Bilingual curriculum: the study of literature is focused during the second year on reading comprehension of literary texts which are based on the interests of the students which involves fantasy, too. The aim of the curriculum is to teach students to work with the text, to analyse the texts. Understanding texts, weighing their merits, and utilizing the information they offer are skills that teenagers draw on throughout the curriculum.
Knowledge:
Students understand a text being read.
Students find characters in the text and can describe them
After reading the story they can identify the advantages and disadvantages of the present and future school system.
They select information.
Skills:
Students analyse the text.
They work with different sources of information.
They search for and classify information.
They can identify and interpret correctly the feelings of the characters in the story
They are able to work in groups.
They can create a characteristic of a character based on the story.
They can complete the tasks successfully
Competences:
They can identify and interpret correctly the feelings of the characters in the story
They are able to work in groups and individually, too.
They can accept other members of the group
They can understand the emotions of the characters, they are emphatic
| The fun they had Isaac Asimov The Best of Isaac Asimov Sphere, 1973 ISBN13: 9780722112540 336 pages |
http://www.gs.cidsnet.de/englisch-online/klasse11/asimov_funtheyhad.htm
http://www.studyrankers.com/2017/01/study-material-and-summary-of-the-fun-they-had.html
The students will be able to understand the text and to compare the present system of education to the future one.
To offer observations, make connections, speculate, interpret, and raise questions in response to the text.
The teacher monitors the students so as to make sure they
cooperate effectively.
Pupils’ age: 15-19
Organization of the class of pupils: group work
The aim of the lesson:
The aim of the activity is to develop reading literacy of pupils, to support their reading skills, to use their competencies to analyse and compare source texts, to reinforce their language skills when verbalizing their findings, to develop their vocabulary. The ability to present their findings, their opinions and the ability to accept opinions of the other members of the group are important here.
The aim of the activity is to be able to understand the chosen excerpts from the book, to understand the nature and depth of the excerpts from the book. To be able to find connections between the book and the real world. To be able to analyse and accept multicultural differences between the countries. One of the aims is to improve the analytical thinking of our students and to support the tolerance of other cultures and nations.
Support materials:
The excerpts which show a personality of characters or socio-political situation are appropriate. Because the story takes place in Afghanistan, a few questions about a current situation in the country can be prepared. It is advisable to prepare some information about the author of the book.
1. excerpt: page 38 - 48 (Abdullah had never been to Kabul. ………………………You´ve not seen the likes of it, you two.)
2. excerpt: 1-18 (So, then. You want a story and I will tell you one. ……………….We ´ll say our good-byes in the morning.)
3 excerpt: 50 - 51 (Mrs. Wahdati looked down at Abdullah. ……….. her face shining with happiness.)
The second excerpt can be shortened, and some of the less important parts can be cut out. It depends on the lengths of time the teachers have for this activity.
Activities:
1. The author and the book are introduced. The texts are handed out.
2. The first excerpt is read out loud.
3. The students compare the social classes mentioned in the text. They should describe the differences. Compare their living conditions. The aim is to work out characteristics of the characters mentioned in the excerpts. They have to find key words which characterise the characters and to think about relationships between them and define them.
4. The students should write down as many adjectives as they can describe Mr. Wahdati, Mrs. Wahdati and Nab. Their task is to describe the behaviour of Pari and Abdullah. They explain what was unusual about the photo of Mrs. Wahdati and the man? How did they feel when Mrs. Wahdati visited them 2 years ago?
5. The following task is to read the second excerpt and complete an internal monologue of Abdullah. The students are divided into groups and they work in teams. What did he think about Mrs. Wahdati?
6. After working with the second excerpt each group presents their outputs.
7. Each student gets the third excerpt and they read this introduction story. After reading the story the task of the students is to find connection between this story and the first excerpt. They have to find out why Abdullah was upset with Mrs. Wahdati.
8. After reading and finding the reasons the students again work in groups and each group gets a poster with a hat. Their task is to analyse the excerpt from different points of views. Each group is given a different task, A0 piece of paper and colourful markers. The results of their findings are written down on the pieces of paper: There are six different hats, each hat has its role. The method of six thinking hats is used. The White Hat calls for information known or needed. "The facts, just the facts." The Yellow Hat symbolizes brightness and optimism. Under this hat you explore the positives and probe for value and benefit.
The Black Hat is judgment - the devil's advocate or why something may not work. Spot the difficulties and dangers; where things might go wrong. Probably the most powerful and useful of the Hats but a problem if overused.
The Red Hat signifies feelings, hunches and intuition. When using this hat you can express emotions and feelings and share fears, likes, dislikes, loves, and hates.
The Green Hat focuses on creativity; the possibilities, alternatives, and new ideas. It's an opportunity to express new concepts and new perceptions.
The Blue Hat is used to manage the thinking process. It's the control mechanism that ensures the Six Thinking Hats® guidelines are observed
9. After the time limit the individual groups present their results. Students can ask the present group questions or they can add some information. In the end a teachers sums up all the findings.
Bilingual curriculum: The study of literature is focused during their third and fourth year on reading comprehension of literary texts which are more serious and are dealing with deeper ideas, e.g. multiculturalism, intolerance, differences between social classes. The students should be able to understand the influence of the author´s cultural background on the story. The aim of the curriculum is to teach students to work with the text, to analyse the texts and to understand the importance of the cultural and historical backgrounds. Understanding texts, weighing their merits, and utilizing the information they offer are skills that teenagers draw on throughout the curriculum.
Knowledge:
Students make judgments and decisions
Students compare and contrast
Students understand a text being read.
Students find characters in the text and they differentiate supporting characters from the main character.
After reading the excerpts they can identify the main characteristics of the characters.
They preview and predict
They identify the topic of the excerpts.
They select information.
Skills:
Students offer observations, make connections, speculate, interpret, and raise questions in response to texts
Students analyse texts.
They work with different sources of information.
They search for and classify information.
They can identify and interpret correctly the feelings of the characters in the books
They can put the particular excerpts in the correct order according to some links.
They are able to work in groups.
They can create a characteristic of a character based on the excerpts.
They can complete the tasks successfully
Competences:
They can compare experiences of characters across cultures
They can identify and interpret correctly the feelings of the characters in the books
They can make a descriptive writing
They can make a personal narrative
They are able to work in groups and individually, too.
They can accept other members of the group
They accept and understand the cultural differences between the nations and cultures
They can understand the emotions of the characters, they are emphatic.
| Khaled Hosseini And the mountains echoed The Publisher: Bloomsbury ISBN: 9781408850053 Page count: 480 Year of issue: 2014 |
https://www.facebook.com/KhaledHosseini/?fref=ts
https://www.facebook.com/andthemountainsechoedkhaledhosseini/?fref=ts
The students will be able to understand through different cultures, they will be able to compare cultures, cultural elements, traditions and hence they will be able to understand the text from different perspectives. The ability to develop demonstrations will be enhanced.
To connect ideas and themes across texts.
To offer observations, make connections, speculate, interpret, and raise questions in response to the excerpts.
The teacher monitors the students so as to make sure they cooperate effectively.
The volume of given fragments of books can be adapted to the
potential of a group - fragments can be shorter - by cutting less important paragraphs, or be expanded to additional fragments of the same novel.
Pupils’ age: 15-19
Organization of the class of pupils: group work
The aim of the lesson:
The aim of the activity is to develop reading literacy of pupils, to support their reading skills, to use their competencies to analyse the source text, to compare the present based on their experience and the future based on the text, to reinforce their language skills when verbalizing the results of their work. To analyse the text, to generalize, express insight, or respond by connecting to other texts or situations
Support materials:
Puzzle – with some illustrations from the extract and with the text.
A short story – Mona (one page from the novel). Each student is given a copy of it.
Activities:
1. Before reading questions: The teachers have some motivational questions: e.g.: What do they think how the computers will affect our future lives. What will be the positive and negative impacts in the future. How far could technology go in revolutionizing our lives?
2. Warm up activity (competition) – students work in groups. Each group is given a puzzle with the text which we want them to read and on the puzzle are some illustrations from the excerpt. Their task is to find solve the puzzle, to get the whole text.
3. After the puzzle is solved the students give hints about the text. It is important not to read the whole text immediately after solving it. The students try to guess what the story is about.
4. The texts are handed out. The students read the short story. Or they can read it from the puzzle.
5. The students discuss the story which shows us how the future of the computers can influence us. They can express what they think about the future.
6. They make their predictions about the story in groups.
7. The students will present the results of their work.
Bilingual curriculum: the study of literature is focused during the third year on reading comprehension of literary texts which are based on the interests of the students which involves sci-fi, too. The aim of the curriculum is to teach students to work with the text, to analyse the texts. Understanding texts, weighing their merits, and utilizing the information they offer are skills that teenagers draw on throughout the curriculum.
Knowledge:
Summarize
Develop reading fluency
Improve reading comprehension
Recognize main idea and supporting details
Skills:
Preview and predict
Use prior knowledge
Use decoding and vocabulary strategies
Competences:
Make connections between fiction and real life or personal experiences
Be able to visualise material read
Follow specific instructions and conventions
| Mona Dan T. Sehlberg Brunswick, Victoria Scribe Publications, 2014. ISBN13: 9781922070975 441 pages |
http://www.dantsehlberg.com/
The students will be able to understand the text and to compare the technology nowadays with the technology in the future. They make predictions.
To offer observations, make connections, speculate, interpret, and raise questions in response to the text.
The teacher monitors the students so as to make sure they cooperate effectively.