Book title Author Title of
Activity
300-word description of
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)
Connection to curriculum
(grade, related objectives, KSC (Knowledge, Skills, Competencies)
developed if the case)
Bibliographic reference to be
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 
Short description of digital sources  (applications, games, webpages, FB pages etc.) Results/ What we learned Reccomendations (to be incorporated in O2 Handbook for RSP readers)
The shock of the fall Nathan Filer Character comparison Duration: 45 minutes
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. 
Grade: 2nd and 3rd grade of bilingual studies
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
Filer Nathan: The shock of the fall
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 expected outcomes of the lesson are:
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.
Both the teaching method and the text can help in increasing students’ interest in reading. These excerpts promote male characters with whom boys can identify. But the text is about teenage characters so girls can be interested in the reading as well as they are sentimental or even a little bit romantic. But on the other hand these books have deeper messages.
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.
The perks of being a wallflower Stephen Chbosky Character comparison Duration: 45 minutes
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.  
Grade: 2nd and 3rd grade of bilingual studies
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 Perks of Being a Wallflower is a 2012 American coming-of-age, drama film.[4] An adaptation of the 1999 epistolary novel of the same name, it was written and directed by the novel's author, Stephen Chbosky. Filmed in Pittsburgh, Pennsylvania, the film was released on September 21, 2012. The film stars Logan Lerman, Emma Watson and Ezra Miller. The expected outcomes of the lesson are:
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.
Both the teaching method and the text can help in increasing students’ interest in reading. These excerpts promote male characters with whom boys can identify. But the text is about teenage characters so girls can be interested in the reading as well as they are sentimental or even a little bit romantic. But on the other hand these books have deeper messages.
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.
A Game of thrones George R. R. Martin Painted story Duration: 90 minutes
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.
Grade: 2nd grade of bilingual studies
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
A Game of Thrones and the subsequent novels in the A Song of Ice and Fire series have been adapted in a HBO television series(http://screenrant.com/song-of-fire-and-ice/), a comics series(http://www.readcomics.tv/comic/george-r.r.-martins-a-game-of-thrones), several card, board and video games(http://store.steampowered.com/agecheck/app/330840/), and other media. The expected outcomes of the lesson are:
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.
Both the teaching method and the text can help in increasing students’ interest in reading. This text promotes a male character with whom boys can identify.
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.
Inkheart Cornelia Funke Pantomime a story  Duration: 130 minutes
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.
Grade: 2nd grade of bilingual studies
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
Cornelia Funke
Inkheart
Publisher: Chicken House Scholastic Inc.
ISBN: 9780439709101
Page count: 534
Year of issue: 2007
The expected outcomes of the lesson are:
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.
Both the teaching method and the text can help in increasing students’ interest in reading. This text promotes love towards books which can encourage students to read more.
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.
The Kite runner Khaled Hosseini   Duration: 45 minutes
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.
Grade: 3rd, 4th grade of bilingual studies
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
A number of adaptations were created following publication, including a 2007 film of the same name, several stage performances, and a graphic novel.
http://www.imdb.com/title/tt0419887/
Graphic novel: https://mrkmpsc.files.wordpress.com/2012/04/the-kite-runner-graphic-novel.pdf
The expected outcomes of the lesson are:
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.
Both the teaching method and the text can help in increasing students’ interest in reading. This text promotes two male characters but from a different cultures and they belong to different social classes.
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.
 The book thief Markus Zusak Book or film? Duration: 3 x 45 minutes
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.
Grade: 2nd grade of bilingual studies
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 Book Thief is a 2013 American-German war drama film directed by Brian Percival and starring Geoffrey Rush, Emily Watson, and Sophie Nélisse. The film is based on the 2005 novel The Book Thief by Markus Zusak and adapted by Michael Petroni. Official trailer: https://www.youtube.com/watch?v=92EBSmxinus The expected outcomes of the lesson are:
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.
Both the teaching method and the text can help in increasing students’ interest in reading. This text promotes a female character with whom girls can identify. But on the other hand it introduces as well male protagonists.
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.
I´ll give you the sun Jandy Nelson Book code Duration: 90 minutes
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.
Grade: 1st and 2nd grade of bilingual studies
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
Nelson's novel is a twin and family relationship story at its heart, but it also intricately explores themes of art, fate, and identity, often with the artwork replacing some of the inner dialogue. I'll Give You the Sun is published in 25 countries, and is optioned by Warner Bros for a film to be written by Natalie Krinsky and produced by Denise Di Novi and Allison Greenspan. The expected outcomes of the lesson are:
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.
Both the teaching method and the text can help in increasing students’ interest in reading. This text promotes a male and a female character with whom boys and girls can identify.
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.
The fun they had Isaac Asimov   Duration: 90 minutes
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. 
Grade: 2nd grade of bilingual studies
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