Handbook-subarticles

Title of Activity
Storyboard: very special characters

Description of educational activity
Duration: 4 hours
Pupils’ age: 14-16
Organization of the class of pupils: group work

Pupils' tasks: After students have read the novel" Miss Peregrine's Home for Peculiar Children", they will be divided into 4 groups, made up of 4 or 3 members; they will choose some sequences from the book in order to draw a few sketches with captions or a series of illustrations of the selected sequence that will eventually stand for the succession of the different framings in a multimedial, audio-visual production.

Support materials:

Ferrara Mario Ramina Graziano- CLICK & NET (LDM) Laboratorio Tecnico Multimediale. Zanichelli Editore
Andrea Balzola- Riccardo Pesce, STORYBOARD- Arte e tecnica tra lo script e il set. Dino Audino Editore

Evaluation and assessment method: Students will be asked to fill in a self-evaluation sheet regarding the final outcomes, in which the teacher will have to highlight the narrative elements through images: logical and narrative unity; creativity; efficacy of captions.

The visualisation of the text in sequences of images helps arouse students' interest in the analytical reading of the text and encourages them to reflect upon the descriptions to be pictured

Connection to curriculum

Grade: 2^nd grade

Knowledge:

Narrative techniques
Basic structures of narrative texts
Main literary genres
Skimming and scanning
Reflecting on reading

Skills:

grasp the fundamental features of a literary text
master language structures used in the texts
understand the message
understand and be aware of the means of the audiovisual communication.

Competences:

reading
undestanding and interpreting texts of different genres
using the narrative strategies to turn a literary text into a sequence of images
comparing a literary text with its filmed version

Bibliographic reference to be used during the activity

Italian version

Ransom Riggs - Miss Peregrine

La casa dei ragazzi speciali - Rizzoli,2016 (Versione italiana)
Editore: Rizzoli Collana: Rizzoli best
Anno edizione: 2016 Pagine: 383 p. ill. , Rilegato
ISBN-10: 8817090018 - ISBN-13: 978-8817090018

Short description of digital sources

A films has been made from Ransom Riggs'novel, directed byTim Burton e interpreted by Eva Green, Samuel L. Jackson, Asa Butterfield, Kim Dickens, Rupert Everett, Allison Janney, Ella Purnell, Terence Stamp, Judi Dench, Chris O'Dowd, Milo Parker.

Results

The novel contains several black and white photos, printed on vintage yellowish paper. These pictures aroused the students' curiosity since they will also study photography and prepare storyboards as part of their curricula.e dello storyboard

Students have learnt how to single out similarities and differences between literary and cinematographic genres.

Gli studenti got engaged in reading the story and most of them have also read the other two stories featuring Miss Peregrine.

Recommendations

In order to produce a storyboard, it is fundamental that the students read the whole novel. Group work is an effective method to arouse students' motivation, to favour opinion exchanges and stimulate their creativity. Cooperative learning may also be useful. Group work strengthens the individual sense of responsibility and triggers the challenge to become passionate readers.

Book title
Key Item

Author
Isaac Asimov

Bibliographic information
Einaudi,1982

Links (adaptations, reviews, full texts etc.)

Theme
Science fiction

Short summary
Multivac, a huge and perfect computer, stops working. Two scientists try to detect the fault, but the machine appears to follow more complex procedures which will be revealed by the choice of a key word.

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

What are the distinguished readers interests reflected by this book/story?
Science fiction sparks young readers' imagination, thanks to the several film productions based on this genre. After reading such stories, teenagers are often eager to watch sci-fi films, such as Base Runner, directed by Ridley Scott.

Why is this story motivational for the pupils?
The short story is written in a simple and clear language. Although this text was published 50 years ago, the young generation find elements in common with our modern society.

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
I, Robot

Author
Isaac Asimov

Bibliographic information
Isaac Asimov- Io, robot - Edizioni Mondadori - 2003

Links (adaptations, reviews, full texts etc.)

Theme
Science fiction

Short summary
In the first part the protagonists are two scientists and their stories are connected to the contrasts in the three laws of robotics. In the second part the protagonist is a robopsychologist who manages to solve the conflicts in the robots' brains.

Why is the story appropriate for the targeted groups of RSP readers?
Science fiction is appreciated by teenagers. The style of the stories is fluent; the syntax is linear and the lexis is simple and clear, but especially the story is gripping.

What are the distinguished readers interests reflected by this book/story?
The story analyses the world of robots and robotics that have always stimulated teenagers' fantasy and interest.

Why is this story motivational for the pupils?
Because it develops fantasy and creativity and makes us reflect upon a future which is approaching fast.

Is there a historical, political, multi/inter cultural, migrant or similar context recognized in this book/story?
There is the theme of psychology, of its limits and possible dangers.

Is there a principle of inclusion reflected in this book/story and does it promotes understanding of cultural diversities and heritage?
Even the robot is seen as "different" and in some passages, the story teaches us to understand and receive those who are not like us.

Title of Activity
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.

Book title
Pattern; Sentry

Author
Fredric Brown

Bibliographic information
Published by Arnoldo Mondadori in 2002; Einaudi Scuola, 2004

Links (adaptations, reviews, full texts etc.)

http://www.coris.uniroma1.it/sites/default/files/sentinella.pdf

https://it.wikipedia.org/wiki/Fredric_Brown

Theme
Science fiction

Short summary
These two short stories complement each other: in Pattern, Miss Macy sprays insecticide in her garden, likewise the giant aliens spray a lethal substance on the earth. In Sentry, the main character, a sentry on a distant planet kills an alien, a repulsive two-eyed and two-legged creature, that is a human being.

Why is the story appropriate for the targeted groups of RSP readers?
The two science fiction stories make young readers reflect upon somewhat arrogant attitudes that often characterize those people who feel superior to others; they may also wonder about different perspectives on humans and on aliens .

What are the distinguished readers interests reflected by this book/story?
In each story, the narrator employs an unexpected point of view, thus driving young readers to consider the consequences of superficial behaviours, which are often the outcome of prejudices.

Why is this story motivational for the pupils?
The unexpected end and the narrative technique of estranging effect are extremely appealing to young readers, who are eager to read other similar texts.

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?
The theme of diversity is dealt with at a science fiction level: aliens and humans.

Title of Activity
Debating

Description of educational activity
Duration: 2 hours
Pupils’ age: 15-16
Organization of the class of pupils: group work

Pupils' tasks: Students carefully study the texts in order to discuss the main topic of the text, at first, freely, and later, guided by specific questions asked by teachers.

Support materials:

articles and essays students find on the Internet.

Evaluation and assessment method: This activity will be assessed by students themselves, while making comparisons. Students love exchanging opinions on what they have previously read on their own: they get involved when they compare their views/impressions and later, with the help of the teacher, they are led to reflect upon burning issues such as, the unstoppable process of robots' replacing men in several workplaces or excessive and somewhat dangerous humanisation of machines.

Effect of the activity on RSP reading: Exchanging viewpoints on contemporary issues, while drawing on a book as a common heritage, surely helps and promotes love of reading.

Connection to curriculum

Grade: 3^rd year

Related objectives: discussing and defending personal ideas and opinions is one on the main objectives of the 3rd year (students also learn how to write an essay throughout the 3rd year).

Knowledge: reading, understanding and developing personal opinions

Skills: working in groups, singling out/spotting the main information of a text

Competences: connecting fiction and reality, defending and supporting an opinion

Bibliographic reference to be used during the activity

Italian version

Isaac Asimov

Io, robot

Arnoldo Mondadori Editore

2004

pp. 271

ISBN 88-04-53410-9.

Digital sources

The 2004 filmed version of "I, robot" starring Will Smith is extremely renowned. Moreover, with regards to the topic of man's enslaving process to technology, it could be worth watching, Black Mirror, the TV series broadcast on Netflix.

Results

Linking ideas and important issues, while reading texts. Making observations, reflecting and wondering about crucial matters

Recommendations

Discussing and debating enable students to fully get engaged in reading, to realise how close it is to their daily lives and to arouse their curiosity and doubts. The teacher can evaluate what students have actually understood and achieved.