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Literary framework for European teachers

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Books Level 3

Procedures

  • Action Action may be interrupted, and not always explicit. Open endings.
  • Chronology Flashbacks or anticipations, time shifts that can be implicit.
  • Storyline(s) Several storylines, not always explicitly interconnected.
  • Perspective Different perspectives that are not always clearly marked.
  • Meaning Different layers of meaning, moving beyond the I/self, towards the other(s).

Style

  • Vocabulary The vocabulary is nuanced and may contain some words that are unknown to the reader. Slightly extended lexicon.
  • Sentence construction Straightforward, explicit syntactic structure is dominating.
  • Stylistic Vivid and more poetical language and imagery. Some ambiguity.

Characters

  • Character More complex, less predictable figures are possible. Identification is important. Main and sub ordinary characters are distinguished.
  • Number A number of characters can be dealt with, if their relationships are clearly defined.
  • Relations More complicated and dynamic relations (development, conflicting interests, emotional dependency).
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Book list Level 3

Author Title Year Book Scan Translations
Eichendorff, Josef von Life of a Good-for-Nothing 1826   Translations
Slavici, Ioan Popa Tanda 1881   Translations
Caragiale, I. L. Two lottery tickets 1901   Translations
Teodoreanu, Ionel In Medeleni 1925   Translations
Kästner, Erich The Story of a Moralist 1931   Translations
Jirotka, Zdenek Saturnin 1942   Translations
Orwell, George Animal Farm: A Fairy Story 1945    
Steinbeck, John The Pearl 1947    
Frank, Anne The Diary of a Young Girl 1959   Translations
Carter, Forrest The Education of Little Tree 1976    
Kerner, Charlotte Blueprint 2000   Translations
Gaarder, Jostein The Orange Girl 2004   Translations
  • level 4
  • level 3
  • level 2
  • level 1

Level matrix

You will find here 4 or 6 levels of literary development in secondary education. At each level you will find a typology and a list of suitable books, a typology of the student as a reader and an inventory of appropriate classroom activities (‘transitions’), that help students to ‘LIFT’ their literary competence to a higher level.

Download summary PDF of all levels
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