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[Project Number: 2016-1-HR01-KA201-022159]
Book title
Hansel and Gretel
Author
Brothers Grimm
Bibliographic information
Jacob e Wilhelm Grimm - Fiabe- Edizioni Mondadori- 2016
Links (adaptations, reviews, full texts etc.)
http://www.grimmstories.com/it/grimm_fiabe/hansel_e_grethel http://leggimiancora.altervista.org/hansel-e-gretel/
Theme
Fantasy- short stories
Short summary
A poor woodcutter and his wife had two children named Hansel and Gretel. Their mother died when they were young. Hansel and Gretel were very sad. Soon their father remarried but their stepmother was very cruel. One day, she took the children deep into the forest and left them there. Clever Hansel had some breadcrumbs in his pocket and had dropped them on the way so that they could find their way back home. Alas! The birds ate all the crumbs and they couldn’t find the path that led back home.
Hansel and Gretel went deeper and deeper into the forest. They were hungry and tired. Finally, after walking for a long time, they saw a cottage made of chocolate, candies, and cake. “Look, Hansel! A chocolate brick!” shouted Gretel in delight and both ate it hungrily. Now, a wicked witch lived there. When she saw Hansel and Gretel, she wanted to eat them. She grabbed the children and locked them in a cage. The witch decided to make a soup out of Hansel and eat him first. She began boiling a huge pot of water for the soup. Just then, Gretel crept out of her cage. She gave the wicked witch a mighty push from behind and the witch fell into the boiling water. She howled in pain and died instantly. Hansel and Gretel found treasure lying around the cottage. They carried it home with them. Their stepmother had died and their father welcomed them back with tears of joy. They never went hungry again!
Why is the story appropriate for the targeted groups of RSP readers?
It is a fairy tale, well known to teenagers. The language is very simple and easy to understand.
What are the distinguished readers interests reflected by this book/story?
The protagonists are two resourceful children and, of course, identification of the readers is very easy.
Why is this story motivational for the pupils?
Because it encourages self-confidence and helps to imagine to be able to face dangers and difficulties.
Is there a historical, political, multi/inter cultural, migrant or similar context recognized in this book/story?
No, there isn't.
Is there a principle of inclusion reflected in this book/story and does it promotes understanding of cultural diversities and heritage?
No, there isn't
Title of Activity
Bums on the outside, libraries inside
Description of educational activity
Duration: 5 hours
Pupils’ age: 15-16
Organization of the class of pupils: individual, pair and group work
The aim of the lesson: We'll pass the books on to our children, by word of mouth, and let our children wait, in turn, on the other people" says one of the roamers to Montag, the protagonist, because he thinks it is precious and worth being remembered. Remembering entails passing on memory in order to prevent dust and oblivion from burying volumes. Therefore, it could be meaningful and crucial to involve students in an performing workshop based on the texts selected by them so that they could rediscover the ancient/primordial long-lasting power and beauty of memory, which is frequently forgotten nowadays. And, meanwhile, getting to the aim of the activity, that is, helping students grasp and retain memory and knowledge, thus preventing some sand from sifting through the sieve.
Support materials:
- selected passages from the book Fahrenheit 451, pp.166-180
- passages chosen by students
Activities:
This activity should be suggested after reading the book
Reader as bums on the outside, but libraries inside
After carefully reading the final pages of the novel ( Montag and Granger's group), students will have to turn into book-people: they will memorise passages abridged from books, novels, essays, which they find extremely meaningful, and recite them in front of their classmates. This activity will be suggested monthly. This year each student is to learn two passages following the pattern bellow
First task (February)
Suppose you were a book-man: choose and memorise and act out an extract from the book you read or from a literary work you studied at school and impressed you most
Second task (February- March)
Imagine you were a book-man, choose and memorise and act out a passage from Fahrenheit 451
Final task: shoot a video on all students' reciting moments
At the end of the workshop, great importance will be given to debriefing: a moment devoted to reflection, reassembling and analysis of the activity, thus promoting the collective exchange of opinions, the detection of difficult problems and, finally, the results of the learning process.
Evaluation and assessment method: In order to evaluate the activity, students are asked:
- to recite the selected passages
Effect of the activity on RSP reading: Making students aware of the reason why books should be treasured and passed on to future generations. They will also realize that individual and collective memory is a crucial and effective means to fulfil this purpose.
Connection to curriculum
Grade: 2nd grade
Scientific curriculum: during the second year the study of literature is focused on
- improving oral and written skills and competences.
- improving reading skills, understanding and analysing, specifically, literary texts, but also devoting attention to non-literary texts and non-verbal languages.
- learning how to build up and understand the historical and cultural context regarding the texts
Knowledge:
- Recognising the context, the aim and the addressee of communication
- Using the different reading strategies
- Developing reading fluency
- Improving reading comprehension
- Improving reading personal pleasure
Skills:
- Dealing with different communicative situations
- Applying different reading strategies
- Singling out the different elements of communication
- Searching, finding and selecting information
- Expressing ideas and supporting arguments
- Selecting the appropriate media
- Reflecting on learning
- Learning by playing
- Drawing conclusions
- Asking clarifying questions
- Improving presentation before an audience
- Improving use of vocabulary, spelling, syntax and expression
Bibliographic reference to be used during the activity
Ray Bradbury
Fahrenheit 451
English version
Publisher: Simon & Schuster - January 10th 2012, 60th anniversary edition, Hardcover
ISBN: 1451673264 (ISBN13: 9781451673265)
Page count: 251
Year of issue: 1953
Edition language: English
Italian version
Translator: G. Monicelli
pubblisher: Mondadori
Collana: Oscar classici moderni
Edizione: 16
Anno edizione: 2000
Formato: Tascabile
Pagine: 210
EAN: 97888044877
Digital sources
- https://www.youtube.com/watch?v=A1AidcAxSLg
- http://www.letteratura.rai.it/articoli/ray-bradbury-e-fahrenheit-451/16059/default.aspx
Results
At the end of the activity, the students will be able to:
- choose the most meaningful books among those they have read
- select the most important parts according to their likes, the content and the meaning of the texts
- consider memory as a successful learning tool to favour a" new humanism" in a highly technological world
Recommendations
Such a methodology, based on the selection and memorisation of the texts, encourages students to:
- treasure their experiences and their knowledge
- internalize the texts in a more permanent way
- practise reciting before other people
- be aware of their learning style
- turn traditional teaching activities into dynamic workshops
Search
Contact
X gimnazija ''Ivan Supek''
Ul. Vjekoslava Klaića 7
10000
Zagreb
E-mail: partners@handbook4rspreaders.org