Handbook-subarticles

Title of Activity
LITERARY WORKSHOP FOR PARENTS AND STUDENTS

Description of educational activity
Duration: 90 minutes
Pupils’ age: 16-18
Organization of the class of pupils: two moderators, six groups of 3 to 4 students, group work (students and parents), individual (discussion), discussion groups, work in a larger classroom or school hall, circular seating.

The aim of the lesson: The aim is to involve parents in the teaching process, improve student literacy and ability to understand texts, ability to reflect, critical thinking and empathy, key competencies, and transversal skills. Also, cultivating reading culture by creating a reading motivating environment, developing interpretative , analysis and evaluation skills. The aim of the workshop is to develop students' verbal and written expressive skills, the ability to debate, the quality of preparation of theses / antithesis and arguments. The aim is to observe the importance of harmonized educational activities and encourage the co-operation between parents and schools and to foster dialogue among the participants of the educational process

Support materials: The text of the story.

Activities:

A. Before the workshop

One week before the workshop with the students and their class teacher and the pedagogue, arrange a joint lesson with parents (time and place, theme). Participation is optional, but it is desirable to include many parents as possible. Distribute two copies of the novel to students (for them and their parents), which will be a template for common work and they need read them. Each student, based on the motifs from the excerpt, should prepare five arguments for and against the thesis (sentence statement!), Eg: Del Jordan acted right when she opposed her mother. Men are stronger sex. / Girls are vulnerable and passive, and young men are strong and independent. Sexual harassment and violence should not be acknowledged or reported. / Life without marriage makes no sense. / Some books or newspapers should be banned. / The time of books has passed.

Choose two moderator students and introduce and explain the plan and order of the workshop activities and the rules of the debate.

B. First Lesson: Motivation

The workshop leader (teacher) and the students greet the parents and lead them to the gym or a larger classroom. The tables are placed in a circle. One of them is the facilitator's table. They sit alternately and without breaking into the older and younger or pairs of the child - the parent.

At the beginning of the first lesson the moderators briefly explain the course and objectives of the workshop. The facilitator gives basic information about the novel (theme, time, space) and the author, shows the video of the two-minute section of the interview and interpretatively reads the selected shorter sections of the excerpt.

The teacher organizes students into smaller groups (6 groups of 3 to 5 students) by random selection in the register. Moderators hand in a piece of paper to their parents for notes and marks. Students work in small groups according to the principle of collaborative learning, each student reads their arguments for and against. The order of presentation: hot pencil method (on the faciliator's table, pencil is spinned, and the top of the pencil decides the first speaker). Parents participate individually, they listen and make notes as needed. Exercising listening, talking and managing time, the students keep notes and then, together with their parents, ask questions and make comments.

In the end, they choose successful theses / arguments that confirm or reject the defined thesis and support them with evidence from the text (quotes, paraphrases, retelling the part of the excerpt) as they were set, and reject badly articulated or inaccurate claims.

Students select two groups of three debates and representatives of judges (2 parents and 3 students).

C. Second Lesson: Debate and Self-Evaluation

Moderators explain the rules of the debate to the parents and students. Debate is a skill of discussion in which participants use pre-prepared arguments. Two opposing sides discuss the thesis. A well-formed thesis should be said with an affirmative sentence. The participants do not know whether they will be in affirmative or negative group, until then they have prepared arguments for both sides. When debaters find out which opinion they will represent, which can be determined by throwing dice, coins, drawing paper from hoods, etc., they have to represent their group regardless of whether it is their personal opinion. One group tries to convince the other in the truth of their arguments and persuade them to accept them. The judges monitor the time and finally, after the discussion and the closing words, evaluate the group's persuasiveness (scale 1 - 10) and determine the winner. The debate lasts exactly 18 minutes.

Affirmative and negation groups are selected. The negative argument debatant starts (60 seconds) – and the opposing group replicates (the affirmative debatant argues the negative arguments, asking questions that are trying to contradict him and weaken or break his arguments, time for questions and answers 90 seconds), followed by the first debatant of the other group, and the first group replicates. This is how all three debates are developed.

After their performance, a large group discussion (plenum) follows acording the general discussion rules (respect of the interlocutor, lack of speech interruption, respect for time, etc.).

Each group eventually sums up the final word. In the final speech, each debatant repeats or sums up his main arguments and supplements them by challenging opponents' arguments. It is not allowed to enter new arguments.

At the end of the debate, the judges preside over which group was more successful in evaluating the following: the talkative skills of the debates, the clarity of the arguments put forward, the persuasiveness of the speaker in defending his arguments, the ability of the debaters to find weakness in the opponent's arguments, respect of the set time.

Self-evaluation and evaluation

Students are asked to briefly write what they think they know after the workshop, what they can do better, what skills they have practiced or acquired, which attitudes they have built up. Students read their notes (shorten if repeated too often, find time for all the students to make everyone aware of what they have learned - learning outcomes). The parents orally comment on their participation in the workshop and present their impressions and judgment on the usefulness and the need for such cooperation with the school.

The facilitator focuses on the goals that have been achieved, summarizes his knowledge of the novel and the ideas and values it offers, and recommends that students and parents read the work as a whole.

Working material: leaflets with a excerpt from the novel, notes and ratings papers, a computer and a projector, lists for evaluation and self-evaluation

A fragment from the novel "The Life of Girls and Women" (pages 178 - 184)

"It was a farewell performance for Mr. Chamberlain ..." - "Without thinking a bit, I decided to do the same."

Motivation: reading and reflecting on the subject of an elective reading list based on the selected excerpt (together with the parents); presenting evidence and arguing for and against the set of theses with questions and comments

Evaluation and assessment method:

Students confirm and fully argue their attitudes and results at the end of their workshop. Parents also value the lesson and self-evaluate their contribution.

Effect of the activity on RSP reading:

The impact of RSP reading activities: practices that support and encourage students' choice, thinking and attitude. The idea and the choice are personal and there are none which are wrong, and the positive understanding and thinking itself affects the students' confidence and they lose previous reading resistance and gradually gain reading competence.

Connection to curriculum

Grade: 3rd to 4th year of secondary school

General Grammar School: Curriculum of the Study of World Literature and History, Geography, Citizenship and Ethics

Collaboration with parents with educational and educative purpose.

Students should independently notice, differentiate, explain, demonstrate and give examples of the features of the text offered, and express their views on the influence of culture, art and society on the development of young people's personality in an argumentative way.

Knowledge:

Autonomously access text from different perspectives.
Learn to initiate a discussion and ask questions.
Develop ease and readiness of reading.
Enhance the skill of reading comprehension.
Organize and suspend different types of information.

Skills:

Observe, counteract, distinguish, and comment on the similarities and differences in appearance in the text.
Develop the prediction skills and ability to imagine possible situational solutions.
Develop and enrich communication skills, arguing skills, discussion and debate.
Construct, conclude and evaluate.
Learn to work effectively, independently and equally in the group.

Competences:

Establish links between the world in text and real life or personal experience.
Be able to visualize, combine, intervene in material.
Follow the instructions and tasks to be able to evaluate the results.
Evaluate evidence and arguments, support and justify choices.
Develop a sense of belonging, identify and connect with each other, share the same goals and values and respect differences.

Relationship with the curriculum - related goals.

One of the key determinants of a pedagogically effective school is enhanced co-operation with parents. The partnership emphasizes the importance of cooperation in education and socialization of children, the respect for cultural differences and the importance of different perspectives for creating a positive climate for learning. The complexity of the society sends confusing messages. Parents sometimes become hostile to the school and the teacher when they are under the impression that they are taught and promoted in the school the moral or religious attitudes they disagree with. Starting from the thesis that a student and a child are one and the same person developing in school and family, the co-operation between parents and schools is a social and pedagogical inevitability. If school and family are in crisis, then their co-operation is even more important. Children whose parents in different ways contribute to school life are more motivated to learn and achieve better success. This way of working is very effective in bringing together parents and their own children and getting to know each other's parents, teachers, and students within a certain class.

Bibliographic reference to be used during the activity

Author: Alice Munro

Lives of Girls and Women

Publisher: McGraw-Hill Ryerson

Publication date: 1971

Pages: 254 pp.

ISBN 978-0-07-092932-6

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

Author: Alice Munro

Lives of Girls and Women

Publisher: McGraw-Hill Ryerson

Publication date: 1971

Pages: 254 pp.

ISBN 978-0-07-092932-6

OCLC 517102

https://en.wikipedia.org/wiki/Alice_Munro

https://en.wikipedia.org/wiki/Lives_of_Girls_and_Women

https://www.facebook.com/alicemunroauthor

https://www.biography.com/people/alice-munro-9418218

http://www.imdb.com/title/tt0110370/

https://www.theguardian.com/books/2015/mar/24/lives-of-girls-and-women-by-alice-munro-review

https://www.theguardian.com/books/booksblog/2015/aug/12/dance-of-the-happy-shades-by-alice-munro-a-place-familiar-but-out-of-reach

https://www.theguardian.com/books/2014/jun/15/lying-under-the-apple-tree-alice-munro-review-astonishing-tales

https://www.theguardian.com/books/2014/mar/25/books-alice-munro-canadian-currency

https://www.theguardian.com/books/booksblog/2015/oct/22/reading-cities-books-about-vancouver

https://www.amazon.com/Alice-Munro/e/B000APECX6

http://www.nytimes.com/2013/10/11/books/alice-munro-wins-nobel-prize-in-literature.html?mcubz=1

http://aix1.uottawa.ca/~ecampbel/munro/frame.htm

Results

Expected outcomes:

students acquire the lifelong ability to read, interpret and evaluate the literary text; the ability to develop an understanding of literal and implicit meaning, relevant contexts, and deeper issues and attitudes expressed in literary works;
a competent personal response to the subject of the literary work they have studied;
solving a generously diverse group of different tasks from different perspectives; the research of broader and universal questions suggested through the literary work;
a conscious grasp of contemporary artistic and social themes; developed empathy and a better understanding of themselves and the world around them.

Recommendations

Choosing a method of teaching and a suitable text affects the students' interest in reading, studying, and interpreting.

Activities to support active inclusion of parents in the education of their children.

Independence in work, effective co-operation, involvement in discussion and appraisal encourage interests and develop analytical and synthetic skills.

The volume of texts can be tailored to the opportunities and interests of the group as needed, according to the RSP readership profile.

The more active approach and the smaller text fragments offer a more interesting, dynamic way of reading and studying a literary work.

Title of Activity
GRAFFITI, GRAFFITI

Description of educational activity
Duration: 90 minutes

Students' age: 16-18

Class organization: group work and pair work outside the classroom (school lobby, open living room, staircase, park by the school etc.) and 2nd clesson in the classroom, work in pairs, groups 5 x 4, individual work.

Objective: To become creatively acquanted with a literary work by linking it with the history of art, social criticism, modern expression and forms (new language, graffiti, strip, conceptualism, rap, heppening, performance etc.). The aim is to improve students' reading literacy and text comprehension skill , ability to reflect, critical thinking and empathy, key competencies, and transversal skills. Designing your own piece of work of creating graffiti and video shooting and self-study. The aim is to cultivate the reading culture by creating a reading motivating environment, developing the ability to interpret, analyze and evaluate.

Educational activities:

1. Pupils in an out-of-classroom space, freely arranged, without notice of the book and theme, individually read a template composed of thoughts / phrases (separated from the work that will be the subject of author's interviews) and choose one as their future graphitti.

2. After reading brief written instructions on the basics of the creative process, the students draw / print the selected sentence / idiom in a graphittti on larger papers. They can write the chosen text as a message in various creative and original ways and fonts. They will cover the school in unexpected places (corridors, schoolboards, toilets, mirrors, staffroom doors, coffee machines, windows...)

3. They document their work by recording with a cell phone, in pairs, at different places in the school, in short, half-length videos - while one shoots, the other speaks out the selected text (in a proclamative, subversive manner) and carries it to the chosen place and then they change roles.

4. Second lesson. In the master classroom, the facilitator introduces the cover of the book with the illustration (mural), the author herself and title of the novel, and reads the selected excerpt in an inzerpretative way. Students should observe and orally comment on the variety of prose forms in the excerpt and conclude what the main topic (street, subversive art in history and today) is.

5. Five groups of four students receive 4 lists of names and names (4) from the excerpt and they seek information on the Internet (1 pupil - 1 term). They report with the projection of links in the shortest lines about those (2-3) that are interesting to them.

6. A shorter discussion follows with a critical review in a fragment on modern poetry (two sentences) that, having fun, "ceased to think about the world" and became an "empty language" about modern art (conceptualism: happening, performance, video art, street art ) and about the range of the general culture needed to understand art. The discussion will be conducted and maintained to encourage students to ask questions themselves. During the discussion, marking the motive and linguistic turn at the end of the fragment (eros, male-female friendship, youth passion, refugees, Bosnia) - the reality that looks for its new poets and new voices.

7. Projection of students' documentary videoclips - drawing graphitti drawings on the school premises.

8. Reflection of the job done, self-evaluation and evaluation.

Work materials: worksheets (with selected thoughts and phrases), brief instructions on creating the graffiti, thicker A3 papers, color stamps, cell phones (video and internet), cover pages, cover pages, novel, computer, projector.

A fragment from the novel "Singer in the Night" (page 29)

"If I had to describe the Slavu as short as possible, I would say that he is a street poet." - "... it passes as if it were not, I'm sorry, everybody to my side forever and without problems."

Motivation:

Out-of-class teaching, simulation of graphite with novel statements and their setting up by school space and documentation of videotapes

Evaluation and Assessment Method:

Students independently demonstrate and fully substantiate their attitudes and results in the course of their work.

The impact of RSP reading activities: practices that support and encourage student choice, thinking and attitude. The idea and the choice are personal and there is no mistake, and the positive understanding of thinking and thinking affects the students' confidence and lose previous reading resistance and gradually gain readership competence.

Connection to curriculum

Grade: 2nd - 4th year of high school

General grammar school program: The aim of the curriculum of the study of Literature, Visual Arts and Music and the Area of History, Citizenship and Ethics is related to the reading and understanding of more contemporary, engaged literary and related works, literature and works of contemporary music and visual arts.

Students should independently discern, differentiate, explain, demonstrate and reflect on the features of the text offered, and arguably outline their views on the influence of culture, art and society on the development of young people's personality.

Knowledge:

Autonomously access text from different perspectives
Learn to initiate a discussion and ask questions
Develop ease and readiness of reading
Enhance the understanding of reading comprehension
Organize and suspend different types of information

Skills:

Observe, counteract, distinguish, and comment on the similarities and differences that appear in the text.
Develop the prediction skill and the ability to imagine possible situational solutions.
Develop and enrich communication skills.
Construct, conclude and evaluate.
Learn to work effectively, independently and equally in the group.

Competences:

Establish links between the world in the text and real life or personal experiences.
Be able to visualize, combine, intervene in the material.
Follow the instructions and tasks and be able to evaluate the results.
Evaluate evidence and arguments, support and justify choices.

Bibliographic reference to be used during the activity

OLJA SAVIČEVIĆ IVANČEVIĆ

Singer in the night

Publishing house: Sandorf

05/2016.

No. of pages: 152

ISBN 9789537715922

Digital sources

Results

The expected outcomes of the lesson:

students acquire the lifelong ability to read, interpret and evaluate the literary text;
the ability to develop an understanding of literal and implicit meaning, relevant contexts, and deeper issues and attitudes expressed in literary works;
a competent personal response to the subject of the literary work they have studied;
solving different tasks from different perspectives;
the research of broader and universal questions suggested through the literary work;
a conscious grasp of contemporary artistic and social themes;
developed empathy and a better understanding of themselves and the world around them.

Recommendations

Choosing a method of teaching and a suitable text affects the student's interest in reading, studying, and interpreting.

METHODOLOGY

Title of Activity
READING CIRCLES - Kristian Novak: Gypsy, but the most handsome

Description of educational activity
Duration: 60 minutes

Pupils' age: 15-18

Classroom organization: group work (5 x 4 students)

Objective: to improve student's reading literacy and ability to understand the text, the ability to reflect, critical thinking and empathy. It also aims to develop key competencies and transversal skills (critical thinking, taking initiatives, solving problems, participating in collective work ...) that enable students to critically observe and decode cultural, social, political and ideological aspects of language use; cultivating reading culture by creating a readily motivating environment that improves personal reading quality. Enhancement of communication skills, interpretation, analysis and evaluation skills.

Working materials: handouts for reading circles (roleplay reading )

A fragment from the novel "Gypsy, but the most beautiful":

Chapter 4 (4. Tripofobia, fear of holes; 1. S / "The difference between us and white children ... - ... - just a meter to the happiness.")

(4. Tripofobia, fear of holes; 1. S / "The difference between us and the white children ... - just one meter away from happiness.")

Activities:

1. Students are divided into 5 groups of 4 .

2. Each group are given handouts with special assignments.

3. Each student has his / her task in group work.

4. READING CIRCLES - reading in circles: small groups of students who, when discussing the proposed texts, take specific roles in order to prepare for their role, pupils take over the handouts with the given text, with certain roles that are focused on just one way of approaching the text. The students read the text each from a different perspective. Having read the text they gather and fulfill the tasks, again in the reading circle, students use their notes to initiate a discussion. During the process of the discussion the parts become a whole again.

The role of role-playing cards is to encourage each member of the group to read the story from a different perspective and to make notes to prepare for the debates. With this method, students learn that there are a number of different reasons for reading, as well as different views on the same text. The key feature of reading in circles: student orientation; the teacher is not a member of a group or an instructor.

Reading Circle: DISCUSSION LEADER > CONNECTOR> CULTURE COLLECTOR> WIZZARD OF WORDS (> DISCUSSION LEADER)

Motivation: Motivation handout (cartoon "I'm not racist, but ...", question; attachment: song lyrics)

5. First group: DISCUSSION LEADER

The task of the Discussion leader: to read the fragment twice and prepare at least five general questions about the story; to ask each member of your group a questions or two to initiate a discussion; to give everyone an opportunity to participate in the discussion; to invite each member of the group to present the information of the story according to his assigned role; conduct and maintain the debate by encouraging members to ask questions themselves.

6. Second group: CULTURES COLLECTOR

The task of the Collector of Cultures: to read the excerpt and look for the differences, but also the similarities between their culture and those in the story; to make notes and outline 4-5 examples in which these differences are obvious; to read these fragments on their own or ask a group member to do so; to ask members of the group to comment on the cultural events in the story. The role of the Collector of Cultures is one of the most demanding and requires better preparation, explanation on the level of cultural phenomena of a nation, like tradition, historical or political background, everyday life, etc., comparing and contrasting the cultures thus finding intercultural links.

7. Third Group: WIZARD OF WORDS

The Word Wizard’s task is : to read the excerpt and look for unknown words or phrases or words that are important to the story; to choose five words crucial for the story and use their own words to explain the group their importance for understanding the excerpt completely (especially if they have a symbolic meaning); to ask group members to read out the sentences in which these words appear; to encourage communication with questions about these words; to tell the group the final meaning of these words as well as their meaning for the complete understanding of the story.

8. Fourth Group: CONNECTOR

The task of the Connector is: to read the story twice and establish a connection between the story and the outside world; to find at least two parallels from personal experience, the experience of their friends or family; to inform the group about their notes and ask the members for comments; to ask the group for their links to real life.

Evaluation and Assessment Method:

Students independently express and fully support their attitudes and results in the course of their work. The impact of RSP reading activities: practices that support and encourage students’ choice, opinion and attitude. The idea and the choice are personal and there is no mistake, and the positive understanding and thinking affect students’ confidence and they lose previous reading resistance and gradually gain reading competence.

Connection to curriculum

Grade: 3rd year of high school

General grammar school program: The aim of the curriculum of literature and civic education is related to the reading and understanding of many literary texts on intercultural relations and cultural differences.

Pupils should independently discern, isolate, explain, demonstrate and reflect on the features of the text provided, and arguably outline their views on the influence of culture, family and society on the development of young people's personality.

Knowledge:

Autonomously approach the text from different perspectives
Learn to initiate a discussion and ask questions
Develop ease and readiness of reading
Enhance the understanding of reading comprehension
Organize and suspend different types of information

Skills:

Observe, counteract, distinguish, and comment on the similarities and differences in appearance in the text.
Develop the prediction skills and ability to imagine possible situational solutions.
Develop and enrich communication Skills.
Construct, conclude and evaluate.
Learn to work effectively, independently and equally in the group.

Competences:

Establish links between the world in text and real life or personal experiences.
Be able to visualize, combine, and intervene in the material.
Follow the instructions and tasks to be able to evaluate the results.
Evaluate evidence and arguments, support and justify choices.

Bibliographic reference to be used during the activity

Kristian Novak

Gypsy, but the most handsome

Published by Naklada OceanMore

ISBN 9789533320496

394 pgs

Year of issue: 2016

Digital sources

Results

The expected outcomes of the lesson:

students acquire the lifelong ability to read, interpret and evaluate the literary text with an intercultural theme;
the ability to develop an understanding of literal and implicit meaning, relevant contexts, and deeper issues and attitudes expressed in literary works;
a competent personal response to the subject of the literary work they have studied;
solving different tasks from different perspectives;
the research of broader and universal questions suggested through the literary work; an understanding of multicultural themes and phenomena beyond the Western European literary and civilizational circle;
develope the empathy and a better understanding of themselves and the world around them.

Recommendations

Choosing a method of teaching and a suitable text affects the increase of the student's interest in reading, studying the interpretation.

Independence in work, effective co-operation, involvement in discussion and appraisal encourage interests and develop analytical and synthetic skills.

The volume of texts can be tailored to the opportunities and interests of the group as needed, according to the RSP readershipprofile.

The more active approach and the smaller text fragments offer a more interesting, dynamic way of reading and studying a literary work.

Book title
The diaries of Adam and Eve

Author
Mark Twain

Bibliographic information
First published in the 1905 Christmas issue of the magazine Harper's Bazaar, with the title Eve's diary and in book format in June 1906 by Harper and Brothers publishing house.

Links (adaptations, reviews, full texts etc.)

Complete novel: http://kelleytown.com/Shared%20Files/Adam%20and%20Eve.pdf

Theme
Man-woman relationship

Short summary
Both Adam and Eve keep a diary and make notes about their life together. Adam describes how Eve gets introduced into the Garden of Eden and how he has to deal with "this new creature with the long hair". Then it is Eve who describes Adam and his strange behaviour.

Why is the story appropriate for the targeted groups of RSP readers?
The story is appropriate to RSP readers, since our targeted group is made up of teenagers who are keenly interested in learning more about relationships between boys and girls.

What are the distinguished readers interests reflected by this book/story?
This novel reflects the students' interests in human relationships between boys and girls.

Why is this story motivational for the pupils?
Because the reading of this book turns out to be extremely enjoyable and modern for the students, since it is the ironic as well as poetical version of the very first meeting between mankind's foreparents, who represent man's and woman's worlds and their different ways of being an feeling. A man and a woman, a paradise lost and a new world to be built together. Teenagers really appreciate it, since they find it amusing and interesting: they can reflect upon the sentimental and emotional dynamics that have always concerned man-woman relationships, while considering their patient efforts to recreate little parts of heaven on earth.

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.

Book title
Miss Peregrine's Home for Peculiar Children

Author
Ransom Riggs

Bibliographic information
published by Rizzoli in 2016 (Italian version)

Links (adaptations, reviews, full texts etc.)

Theme
Fantasy

Short summary
Following a horrific family tragedy, a sixteen-year-old boy sets out on a journey to a remote island off the coast of Wales, where he finds out Miss Peregrine's Home for Peculiar Children: it is a place shrouded in mystery , where peculiar children, endowed with special powers, live. Here, in this parallel reality, he has to face the real monsters, that is, the so-called "norma " people

Why is the story appropriate for the targeted groups of RSP readers?
Fantasy fiction is highly appreciated by young readers. The book is characterized by a flowing style and a simple and clear language, but above all, its gripping story gets young people hooked on reading.

What are the distinguished readers interests reflected by this book/story?
Young readers find the fantastic projection of those problems that characterize their inner world and their fears of growing up , those fears that are often visualized through the creation of monstrous beings. The text teaches how to live diversity as a value.

Why is this story motivational for the pupils?
Because it enhances imagination and makes young readers reflect.

Is there a historical, political, multi/inter cultural, migrant or similar context recognized in this book/story?
Yes, because it deals with leaving one's home country and the difficulty of cultural integration in a new country.

Is there a principle of inclusion reflected in this book/story and does it promotes understanding of cultural diversities and heritage?
Yes, because the main topic is people's diversity, considered as a special value.

Title of Activity no. 1
Role play: impossible interviews

Description of educational activity
Duration: 3 hours
Pupils’ age: 14-16
Organization of the class of pupils: group work

Pupils' tasks: Students read the two short stories by F. Brown. They form two groups, each one working separately on one short story. Inside each group, two sub-groups of 4/5 students single out information to use for the interviews (questions and answers). Finally, the two groups share their work and write down the two interviews. The presentation of the product will take place through role play: one student will interpret himself, while another one plays the character. The rest of the class pay attention and jot down what each group refers in order to comment and make observation afterwards.

Support materials:

“Pattern” and “Sentry” by Fredric Brown
Biography of the author
The science fiction genre

Evaluation and assessment method: The imitation game is another strategy suggested for effective learning. It is based on cooperative learning. The teacher defines exact rules, behaviours, tasks and timing.

Setting the group
Assigning roles and choosing a leader
Characteristics of the assigned tasks
Definition of setting for the activity and working materials
Meta-reflection on the process

Digital technologies and their supports are used: videos, films, ebooks and so on.

The role play simulates a real situation, therefore students are guided in an analytical reading of the text which highlights message and also context.

Connection to curriculum

Grade: 2^nd grade

Knowledge:

Definition of fantasy/science fiction short story
Main elements of the fantasy/science fiction short story
Origin of the fantasy/science fiction short story
Some important authors of these genres and their texts.

Skills:

Understanding the story
Identifying the structure of a fantasy/science fiction short story
Distinguishing real and fantastic elements
Detecting in the texts elements which relate nature to science and technology;
Recognizing the characters’ roles and the elements of the setting in a fantasy/science fiction short story;
Recognizing the suspense technique;
Detecting and identifying the narrator;
Establishing the rhythm of narration;
Identifying space and time elements,
Enriching vocabulary.

Competences:

Reading
Understanding and interpreting written texts of various kinds, and in details, using the narrating instruments to produce other texts using creative writing.

Bibliographic reference to be used during the activity

Italian version

La sentinella e altri racconti di Fredric Brown

Arnoldo Mondadori

194 pagine

Editore: Einaudi Scuola (5 febbraio 2004)

Collana: Nuove letture

Lingua: Italiano - ISBN-10: 8828607440

ISBN-13: 978-8828607441

Digital sources

There are many different sites on the Internet which illustrate the pattern of the “impossible interview”. Also the pdf version of the short stories are useful.

Results

The science fiction genre is highly appreciated by young people who know it also thanks to the cinema. The literary text differs from the film as it does not involve the use of special effects, therefore it offers the opportunity for a deeper reflection on the themes and the possibility to analyse the characters accurately especially if we want to introduce creative writing.

Recommendations

The role play of the “impossible interview” arouses students’ interest and encourages accurate and intensive reading. It enriches vocabulary and fosters oral and written linguistic skills.

Title of Activity no. 2
The science fiction genre: literature and cinema

Description of educational activity
Duration: 5 hours
Pupils’ age: 14-16
Organization of the class of pupils: group work

Pupils' tasks: Pre-requisite for the students is having read some science fiction short stories. Students are asked to read aloud in turns, then a debate is started on characteristics and trends of the science fiction genre. Students are invited to collect data on filmography, from “Le voyage dans la lune” by G. Mèliés (1902) to the latest films. Each student’s task is to trace the original poster of the film on the Internet and download it on a memory stick. All posters files with a brief presentation of the film will make up a chronological route of the genre for a power point presentation.

Support materials:The teacher proposes again F. Brown’s short stories “Pattern” and “Sentry”, plus new stories, such as “The Pedestrian” “ by Ray Bradbury from “le meraviglie del possibile”; “Key Word” and the stories from “I Robot” by I. Asimov.

Evaluation and assessment method: The evaluation method is based on the observation of the cooperative behaviour of students who work together on a project, each of them giving their contribution. Each student will feel personally involved in the learning process, as he will be the one to choose the film and write its presentation.

Connection to curriculum

Grade: 2^nd grade

Knowledge:

The science fiction genre and narrative structures and techniques of the genre
Authors and stories of the science fiction genre: I. Asimov, F. Brown, R. Bradbury
Science fiction cinema.

Skills:

Grasping the specific traits of a literary text
Mastering the linguistic structures in the texts
Understanding the message inside
Understanding and producing audio-visual products.

Competences:

Reading, understanding and interpreting written texts of different kinds, and in particular, using the narrative instruments to interpret a film
Making comparisons between literary texts and films

Bibliographic reference to be used during the activity

The science fiction “Key Item” by I.Asimov can be found in the Italian anthologies of “Biennio”, as for example in the text by Gabriella D’Anna, Milla ghedini, “Foglia dopo foglia” vol. A, La Scuola Editore (pag. 273-275)

ISBN 978-88-3504178-8

n. pagine 736

2015

Digital sources

There are many sites on the Internet dedicated to Asimov, science fiction and films of that genre. Here are those consulted and given to students:

Results

Students have learned to appreciate the science fiction genre; they got so passionate about reading this genre that they are going to read the short stories collections of the three authors (Asimov, Bradbury, Brown). Students already knew the film genre, but thanks to the project, they have expanded their knowledge, sharpened their skills of analytical observation and made textual competences better in the comparison between the two languages: Cinema and Literature

Recommendations

Motivating students means indulging their tastes and encouraging their personal choices; the science fiction genre is one of the favourite among the young generations of readers. On the other hand, the film language offers many different catchy stimuli especially thanks to the use of special effects in science fiction. Encouraging reading narrative texts through the relationship between cinema and literature has given tangible results: finding out that behind a film there is reference literature has triggered curiosity towards reading.