Level 3»4: From exploratory to focused reading
Transition 4.1 | From unsystematic reading to a more purposefully oriented reading | |
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Focus | Analysing the text and compare it to own views | |
Goals | Teacher activities | Student activities |
Reflect on text views on psychological and social issues and compare to their own. | Ask the students to give their opinions on the topics covered in the texts. Ask the students to identify the conclusions the texts offer on psychological and social issues. Help students compare the different viewpoints in the texts. Ask the students to present their own views on the topics. Ask the students to identify text views on psychological and social issues. Guide students for the comparison. Presents different texts on the same topic. |
Select their own views to present. Identify text views on psychological and social issues. Point out similarities and differences in the viewpoints. Reformulate their own perspective, based on the readings. |
React to new/unknown issues (psychological and social). | Presents its own reactions to new/unexpected issues (psychological and social). | Presents its reaction to the text. Reviews its own positions after interpreting the text. |
Become aware of different and multiple layers of meaning. | Ask questions that lead to discovering the multiple layers of meaning. | Relate textual facts to layers of meaning. |
Can find clues in the text in order to understand the meaning. | Help students to use clues and pointers in the text to discover meaning. | Use particular clues to understand the meaning. |
Formulate valid argumentation according to criteria (quality, ...). | Shows how to formulate arguments about quality, difficulty, importance, personal taste and personal interpretation and to prove them with examples. Provides criteria for valid argumentation. |
Train to formulate arguments that support their interpretation, applying different criteria (quality vs. personal taste). Discuss their findings with others. Take into consideration others’ opinions to reformulate their own opinion. |
Argues about the theme and meaning with valid criteria. | Provides examples of reviews. | Presents (oral or written) a review, referring to the text and to others’ opinions. |
Transition 4.2 | From implicit knowledge to awareness of the function of structure | |
Focus | Developing awareness of the functions of literary structures | |
Goals | Teacher activities | Student activities |
Recognize different functions of narrative features’ use. | Compare different texts with regard to narrative features (narrative sequences like description, monologues, different rhytms of action, storylines, perspectives, styles) Discuss the role of different rhythms of action and give examples from the text (acceleration / delay of the action etc.). Propose alternatives to role and behaviour of characters and try to figure out how that would change the development of the story. |
Provides texts with different narrative features and draw students‘ attention to differences. Provides texts with various narrative sequences that differ with regard to action and speed and raise questions about effects and function. Asks students to change different aspects of characters and to point out what happens to the text. |
Evaluate the effects of narrative features’ use. | Provide texts where narrative features are used in order to obtain different effects. Organises a task to students identify and compare similarities and differences. |
Compare different texts with similar and different uses of narrative features and the effects related to it. |
Explain personal reaction to a particular narrative structure. | Speak about his/her own reactions to some narrative features’ use. | Present to the class a strong reaction (positive or negative) to a narrative feature. |
Choose texts based on different narrative characteristics. | Provide several reviews on texts with different narrative characteristics for students to choose the text to read. | Present their preferences related to narrative features and give examples from the text. |
Discuss meaning with meta-language from narrative features. | Propose activities involving changes of perspective. | Change narrative perspectives and discuss the consequences. |
Transition 4.3 | From a non-informed choice to a explicit selective one | |
Focus | Valuing literary texts | |
Goals | Teacher activities | Student activities |
Compare differences between popular and canonical texts. | Provide cases and features for comparing. | Present a comparison between a popular and a canonical text, considering the criteria discussed. |
Become familiar with the concept and the elements of the literary field. | Discuss with students press articles about literary prizes; Interview to a publisher in order to understand publishing choices. |
To analyse criteria to reward literary works. Analyse book top charts from different sources and discuss conclusions. |
Identify characteristics of popular and canonical texts. | Provide examples of different characteristics. | Find patterns in the production of popular/commercial texts. |
Defend their preferences regarding popular or canonical texts. | Create the opportunity to students positioning. | Present arguments for their positioning. |
Chose texts based on explicit literary criteria. | Provide selection lists from different sources and their grounds. Talks about his/hers own selections. |
Select texts from a list and justify the selection. |