Title of Activity
Character comparison

 

Description of educational activity
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.

 

 

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. 

 

Connection to curriculum

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

 

Bibliographic reference to be used during the activity

Filer Nathan: The shock of the fall

Publisher: HarperCollins Publishers

ISBN: 9780007491452

Page count: 320

Year of issue: 2014

 

Digital sources

Reviews:

 

Results

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.

 

Recommendations

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.

Book title
The shock of the fall

 

Author
Nathan Filer

 

Bibliographic information
Publisher: HarperCollins Publishers
ISBN: 978-0007491452

 

Links (adaptations, reviews, full texts etc.)

Theme
The theme of loss, grief and mental illness

 

Short summary
The Shock of the Fall by Nathan Filer, tells the story of Matthew and Simon, two brothers who are separated yet united by a tragic accident. While they are on vacation with their parents, Matthew Homes and his older brother snuck out in the middle of the night. Only Matthew came home safely. Ten years later, Matthew tells us, he has found a way to bring his brother back. The book is full of grief, loss and Matthew suffers from a mental disease. It’s a very unusual narrative, but also both funny and inventive. The book describes the close bonds between the main character and his grandmother.

 

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

  1. it reflects readers´ interests
  2. the recommendation and the report emerged from the survey results

 

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

 

Why is this story motivational for the pupils?
The story deals with suffering and grief and how close family bonds can help overcome all the problems. The story reveals the problems of a boy who suffers from Schizophrenia.

 

Is there a historical, political, multi/inter cultural, migrant or similar context recognized in this book/story? 
No.

 

Is there a principle of inclusion reflected in this book/story and does it promotes understanding of cultural diversities and heritage? 
It emphasizes the importance of family bonds and the bonds between siblings.

Title of Activity
Character comparison

Description of educational activity
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.

 

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. 

 

Connection to curriculum

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

 

Bibliographic reference to be used during the activity

Chbosky Stephen: The perks of being a wallflower

Publisher: Pocket Books

ISBN: 9781847394071

Page count: 224

Year of issue: 2012

 

Digital sources

The Perks of Being a Wallflower is a 2012 American coming-of-age, drama film.  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.

 

Results

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.

 

Recommendations

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.

Book title
The perks of being a wallflower

 

Author
Stephen Chbosky

 

Bibliographic information
Publisher: Simon and Schuster Australia Sydney
ISBN: 978-1-84739-407-1

 

Links (adaptations, reviews, full texts etc.)

 

Theme
Friends help shape your identity

 

Short summary
Fifteen-year old Charlie lost his friend who committed a suicide. He is anxious of starting high school alone and he starts to write letters to a stranger. At school, Charlie finds a friend and mentor in his English teacher, Bill. After meeting a classmate Patrik and his sister Sam he overcomes shyness and they have become two of Charlie's BFFs. During the course of the school year, Charlie has his first date and his first kiss, he deals with bullies, he makes friends, loses them, and gains them back. Charlie has a relatively stable home life. Unfortunately, a disturbing family secret that Charlie has repressed for his entire life surfaces at the end of the school year. Charlie has a severe mental breakdown and ends up hospitalized. Charlie's final letter closes with feelings of hope.

 

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

  1. it reflects readers´ interests
  2. the recommendation and the report emerged from the survey results

 

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

 

Why is this story motivational for the pupils?
"The story deals with problems of a teenager who has to face difficult situations. Anxiety and depression are common among teenagers and the book can be motivational and can help teenagers to understand that friendship and family are essential when trying to find a solution."

 

Is there a historical, political, multi/inter cultural, migrant or similar context recognized in this book/story? 
No.

 

Is there a principle of inclusion reflected in this book/story and does it promotes understanding of cultural diversities and heritage? 
It has the principle of inclusion. It promotes understanding of belonging. It emphasizes the importance of being part of the school society and the importance of the role of the families.

Title of Activity
The kite runner

 

Description of educational activity
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. First excerpt: page 26 - 27 (There was a pomegranate tree………. Enough for a harmless prank.)
  2. First excerpt: 43-44 (I wished I too had some kind of scar ………..Because that was the winter that Hassan stopped smiling.)
  1. Third 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:
First 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.

Second 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.

Third 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.

Fourth 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.

Fifth 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.

Sixth 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.

  1. 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.

 

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.

 

Connection to curriculum

Grade: 3rd and 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.

 

Bibliographic reference to be used during the activity

Khaled Hosseini

The Kite Runner Publisher: Bloomsbury

ISBN: 9781408824856

Page count: 324

Year of issue: 2011

 

Digital sources

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

 

Results

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.

 

Recommendations

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.

Book title
The Kite runner

 

Author
Khaled Hosseini

 

Bibliographic information

Publisher: Bloomsbury

ISBN:9781408824856

 

Links (adaptations, reviews, full texts etc.)

 

Theme
A book about friendship, war, love

 

Short summary
It is a heart-breaking story of the unusual friendship between a wealthy boy and the son of his father’s servant, The Kite Runner is a novel set in a country that is in the process of being destroyed. It is about the power of reading, the price of betrayal, and the possibility of redemption; and an exploration of the power of fathers over sons—their love, their sacrifices, their lies.

 

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

  1. It reflects readers´ interests
  2. The recommendation and the report emerged from the survey results
  3. reflects political/historical moment
  4. it promotes understanding of cultural diversities and heritage
  5. refers to actual migrant situation

 

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

Why is this story motivational for the pupils?
The story describes two types of relationship - father and son, friendship between two boys from different classes set in the time when a war starts and people lose everything. The book teaches student about the power of friendship and the price of betrayal. Students are encouraged to understand the reason why some people are forced to leave their country.

 

Is there a historical, political, multi/inter cultural, migrant or similar context recognized in this book/story? 
Yes - the main character is forced to leave his country because of the war in his country and has to cope with a new situation and culture.

 

Is there a principle of inclusion reflected in this book/story and does it promotes understanding of cultural diversities and heritage? 
The book shows us the importance of the family and friends in our life. It shows us how important our culture and identity are for all of us.

Title of Activity
The fun they had

 

Description of educational activity
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
  1. The texts are handed out. The students read the short story.
  2. 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
  3. 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.
  4. The students will present the results of their work.

 

Connection to curriculum

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

 

Bibliographic reference to be used during the activity

The fun they had

Isaac Asimov

The Best of Isaac Asimov

Sphere, 1973

ISBN13: 9780722112540

336 pages

 

Digital sources

 

Results

The expected outcomes of the lesson are:

  • 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.

 

Recommendations

Both the teaching method and the text can help in increasing students’ interest in reading. This text describes the possible future system of education and can help students to discuss its positives and negatives.

The teacher monitors the students so as to make sure they cooperate effectively.

Book title
The fun they had

 

Author
Isaac Asimov

 

Bibliographic information

Publisher: Doubleday

The Best of Isaac Asimov

ISBN: 978-0385050784

 

Links (adaptations, reviews, full texts etc.)

 

Theme
The things we take for granted because we don’t know more; we grow up with them and we don’t even imagine they can be different.

 

Short summary
Set in the year 2155 (2157 in some later versions), when children learn individually at home using a mechanical teacher, the story tells of eleven-year-old Margie Jones, whose neighbour Tommy finds a real book. The book tells about a time when children learned by age group in large schools that were not merely designated rooms in private houses as in the year 2157. Margie and Tommy discuss what it must have been like to study together with a real person as a teacher, and though at first Margie is skeptical about the notion, by the end of the story she daydreams about what it must have been like and 'the fun they had'.

 

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

  1. It reflects readers´ interests
  2. It’s highly motivational
  3. It reflects political/historical moment
  4. recommendations and the report emerged from the survey results                                             

 

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

 

Why is this story motivational for the pupils?
The short story is a memory of traditional schools when students still visited schools. There is the irony that our students do not appreciate the possibility of visiting schools and having classmates.

 

Is there a historical, political, multi/inter cultural, migrant or similar context recognized in this book/story? 
The story depicts the future vision of schools and there is a comparison with the contemporary schools.

 

Is there a principle of inclusion reflected in this book/story and does it promotes understanding of cultural diversities and heritage? 
The short story shows that schools do not provide only education but relationships and cooperation with teachers and classmates can contribute to our personal development.

Title of Activity
Book or film?

 

Description of educational activity
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.

 

Connection to curriculum

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.

 

Bibliographic reference to be used during the activity

Markus Zusak

Book thief

Publisher: Doubleday

ISBN: 9780552773898

Page count: 560

Year of issue: 2007

 

Digital sources

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

 

Results

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.

 

Recommendations

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.

 

Book title
The book thief

 

Author
Markus Zusak

 

Bibliographic information

Publisher:  Black Swan

ISBN: 9780552779739

 

Links (adaptations, reviews, full texts etc.)

 

Theme
A book about struggles of ordinary people during the World War II

 

Short summary
During  World War II Germany, young Liesel finds comfort in stealing books and sharing them with others. In the basement of her home, a Jewish refugee is being protected by her adoptive parents. When her stepfather finds out that she cannot read he decides to teach her, although he is not a good reader himself. Liesel is so eager to read books that she decides to save one from a bonfire made by German Nazi.

 

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

  1. It reflects readers´ interests
  2. The recommendation and the report emerged from the survey results 
  3. It reflects political/historical moment.
  4. It’s highly motivational                                             
  5. It promotes understanding of cultural diversities and heritage

 

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

 

Why is this story motivational for the pupils?
The story describes the power books can have, even in difficult life situations, it also depicts the hard life of people in the World War II and the importance of solidarity of people living in certain communities regardless of their nationality, social class or status.

 

Is there a historical, political, multi/inter cultural, migrant or similar context recognized in this book/story? 
Yes - Liesel´s stepparents try to help a Jewish refugee. It describes the cruelty of the World War II.

 

Is there a principle of inclusion reflected in this book/story and does it promotes understanding of cultural diversities and heritage? 
Students can learn the importance of family, community and friendship.

Title of Activity
Puzzle

 

Description of educational activity
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. 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.

 

Connection to curriculum

Grade: 3rd grade of bilingual studies

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

 

Competences:

  • Make connections between fiction and real life or personal experiences
  • Be able to visualise material read
  • Follow specific instructions and conventions

 

Bibliographic reference to be used during the activity

Mona

Dan T. Sehlberg

Brunswick, Victoria Scribe Publications, 2014.

ISBN13: 9781922070975

441 pages

 

Digital sources

 

Results

The expected outcomes of the lesson are:

  • 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.

 

Recommendations

Both the teaching method and the text can help in increasing students’ interest in reading. This text describes the possible future of the technology and how the computers can influence our life both in negative and positive ways. It can help students to discuss its positives and negatives.
The teacher monitors the students so as to make sure they cooperate effectively.

 

Book title
Mona

 

Author
Dan T. Sehlberg

 

Bibliographic information

Publisher: Spiderline

ISBN 1770893938

 

Links (adaptations, reviews, full texts etc.)

 

Theme
A story of a man who tries to save his wife’s life. He shows commitment, love and bravery.

 

Short summary
Eric Söderqvist, professor at the Royal Institute of Technology in Stockholm, has invented Mind Surf: a thought-controlled system that allows people to browse the web. Samir Mustaf is a former MIT professor whose daughter Mona was killed by a bomb five years earlier. He has just developed the most sophisticated computer virus the world has ever seen, for the purpose of a cyber-attack against Israel’s financial system. Samir Mustaf is a former MIT professor whose daughter Mona was killed by an Israeli cluster bomb five years earlier. He has just developed the most sophisticated computer virus the world has ever seen, for the purpose of a cyber-attack against Israel’s financial system.  Eric’s wife Hanna falls into a coma — struck by an aggressive and previously unknown virus — after having tested her husband’s invention. The doctors are at a loss. Although everyone around him thinks he’s gone mad, Eric is convinced that his wife has been infected by a powerful computer virus known as Mona, and that the only way he can save her is by tracking down its creator.

 

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

  1. It reflects readers´ interests
  2. It’s highly motivational
  3. It reflects political/historical moment
  4. Recommendations and the report emerged from the survey results
  5. Refers to actual migrant situation
  6. It promotes understanding of cultural diversities and heritage

 

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

 

Why is this story motivational for the pupils?
The story describes how technologies can be linked to our brains and what damage it might cause and thus warns us against misusing it.

 

Is there a historical, political, multi/inter cultural, migrant or similar context recognized in this book/story? 
Yes - It describes the conflict between Israel and Lebanon and its consequences on common people.

 

Is there a principle of inclusion reflected in this book/story and does it promotes understanding of cultural diversities and heritage? 
The importance of the cultural and religious belonging.

Title of Activity
Pantomime a story

 

Description of educational activity
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 1: 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.

 

Connection to curriculum

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

 

Bibliographic reference to be used during the activity

Cornelia Funke

Inkheart

Publisher: Chicken House Scholastic Inc.

ISBN: 9780439709101

Page count: 534

Year of issue: 2007

 

Results

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.

 

Recommendations

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.

 

Book title
Inkheart

 

Author
Cornelia Funke

 

Bibliographic information

Publisher: Chicken House books

ISBN: 9781908435118

 

Links (adaptations, reviews, full texts etc.)
https://www.chickenhousebooks.com/books/inkheart-trilogy-book-1-inkheart/

http://www.shmoop.com/inkheart/themes.html

https://www.goodreads.com/book/show/28194.Inkheart

 

Theme
A book about books

 

Short summary
A young girl finds out her father has an extraordinary talent to read characters out of their books and must try to stop a freed villain from destroying them all, with the help of her father, her aunt, and a storybook's hero.

 

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

  1. It reflects readers´ interests
  2. The recommendation and the report emerged from the survey results

 

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

 

Why is this story motivational for the pupils?
It is the story about a young girl who lost her mum very early and has to cope with a special talent her father and she have. She has to overcome a lot of obstacles and be strong and brave enough to get her mum back. The book can be motivational and help students understand how important it is to believe in themselves in order to overcome obstacles they may encounter in their life.

 

Is there a historical, political, multi/inter cultural, migrant or similar context recognized in this book/story? 
No.

 

Is there a principle of inclusion reflected in this book/story and does it promotes understanding of cultural diversities and heritage? 
The principle of inclusion can be seen throughout the book as it shows the importance of the family and friends in our life.

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