ALL CONNECT – KS3 PROGRAMME

Literature

Aims of the literature module series

• To discuss the rationale for including literature in language lessons in Key Stage 3• To explore interactive practice for purposeful language learning with texts• To plan accordingly for researching texts, piloting and integrating texts into schemes of work

Objectives of this session

• explore and reflect on curriculum requirements• discuss the relevance of text types• observe suggested texts and exemplification of how

language teachers exploit them• devise strategies for practice• consider progression issues• raise questions and share professional thinking• inform an individual Action Plan leading into the

follow-up sessions

Starter: What is Literature?

Meet your neighbours to discuss

•Do Key Stage 3 learners read?

•Have you ever used what you would count as a

piece of Literature with pupils aged 11-14?

•What, and how?

Outline for this session

• Curriculum • Rationale• What do language teachers do with text?• What is literature? What texts are relevant? • Planning for the classroom: oSupportoMaking a startoPiloting

• Action plan

Purpose of study

Learning a foreign language is a liberation from insularity and provides an opening to other cultures……foster pupils’ curiosity and deepen their understanding of the world…provide opportunities for them to …read great literature in the original language.

Curriculum

The national curriculum for languages aims to ensure that all pupils:

• understand and respond to spoken and written language from a variety of authentic sources• speak with increasing confidence, fluency and spontaneity,

finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation• can write at varying length, for different purposes and

audiences, using the variety of grammatical structures that they have learnt• discover and develop an appreciation of a range of writing in

the language studied

Aims

Linguistic competence

• listen to a variety of forms of spoken language to obtain information and respond appropriately• transcribe words and short sentences that they hear with

increasing accuracy• initiate and develop conversations, coping with unfamiliar

language and unexpected responses, making use of important social conventions such as formal modes of address• express and develop ideas clearly and with increasing

accuracy, both orally and in writing• speak coherently and confidently, with increasingly

accurate pronunciation and intonation

……………

• read and show comprehension of original and adapted materials from a range of different sources, understanding the purpose, important ideas and details, and provide an accurate English translation of short, suitable material • read literary texts in the language [such as stories, songs,

poems and letters], to stimulate ideas, develop creative expression and expand understanding of the language and culture• write prose using an increasingly wide range of grammar

and vocabulary, write creatively to express their own ideas and opinions, and translate short written text accurately into the foreign language.

and also…

What the Programme of Study says at Key Stage 2:

Listening• explore the patterns and sounds of language through

songs and rhymes and link the spelling, sound and meaning of words

Reading• read carefully and show understanding of words,

phrases and simple writing • appreciate stories, songs, poems and rhymes in the

language

Draft GCSE criteria suggest:

• students will be expected to understand different types of written language, • including relevant personal communication, public

information, factual and literary texts, appropriate to this level • literary texts can include extracts and excerpts,

adapted and abridged as appropriate, from poems, letters, short stories, essays, novels or plays from contemporary and historical sources, subject to copyright'

And furthermore!

What is our rationale?

• Pragmatic: oCurriculum requirementoExam specification

• ProfessionaloCultural richnessoLinguistic varietyoRich content and stimulus

What do you think?

What do language teachers and learners

do with text?• Taking a text to mean something in writing or in

speech or in video, and…

• thinking back to the statements of the Programme of Study…

• work with a partner to note down some simple activity types for Key Stage 3.

Example 1: Linking a text with grammatical

awareness / creativity

• With your partner, look at the poem on the next screen• Try to work out the meaning of anything you can (a

translation is available)

Un hombre sin cabeza

Un hombre sin cabezano puede usar sombrero.Pero éste no essu mayor problema:no puede pensar,no puede leer, ……..

Armando José Sequera

• Extend with personal ideas (writing frame)•Dictionary practice• Spelling•Reading aloud

•Also •Modal verbs + infinitives• Language in creative use

Exploring differences

No puede usar means… ‘cannot use’•Which bit means ‘use’?•What do you notice about ‘cannot’?

•Can I..? I can ..

Making new sentences: I can... / Can I...?

• ‘usar’ in the dictionary = ‘to use’• In English is there a way of saying ‘He cannot use’ with ‘…to use’?•He -- --- ---- to use •He – not ---- to use•He is not ---- to use•He is not able to use

The full text

• http://www.doslourdes.net/Un%20hombre%20sin%20cabeza.htm

• http://ALL-Literature.wikidot.com

Finding a good text

•Not every text appeals to every teacher, or to every learner

•What are your criteria for a ‘good’ text for Key Stage 3 learners?

Chanson pour les enfants l'hiver – Jacques Prévert

Dans la nuit de l'hiverGalope un grand homme blanc.C'est un bonhomme de neigeAvec une pipe en bois,Un grand bonhomme de neigePoursuivi par le froid.

Il arrive au village.Voyant de la lumièreLe voilà rassuré.

Dans une petite maisonIl entre sans frapper,Et pour se réchauffer,S'assoit sur le poêle rouge,Et d'un coup disparaîtNe laissant que sa pipeAu milieu d'une flaque d'eau,Ne laissant que sa pipeEt puis son vieux chapeau.

• https://www.youtube.com/watch?v=8ZOL5hk6r0w

• http://www.frenchtoday.com/french-poetry-reading/chanson-pour-les-enfants-l-hiver-jacques-prevert-song-french-poem-video (at 1’30)

• https://www.youtube.com/watch?v=mFQjNUP2CJs

Online versions

Criteria: why use this?

•Well-known by young people in the original culture• Length is appropriate• Lexis is approachable• Fit with scheme of work in Winter •Available online•Multisensory input enables flexible exploitation

What is ‘Literature’?• short stories• new articles• songs• magazine articles• publications• scenes from plays• poetry/song lyrics • poem forms such as haiku, Elfchen,

luunes • fairy tales / Märchen• rhymes• tongue twisters• letters• jokes

• myths and legends• Cartoon strips, comics • proverbs• film clips• adverts , posters

• Books with bright illustrations and limited and readily understandable text

• Books including those written originally in English and become international children’s classics

What is Literature for?

Even if it is not ‘great literature’ a text may be worth using because…

• Students like it • Students respond to it • It shows interesting things about language• It helps people learn more about …

Where to look for Literature?

A good starting point is the ALL Literature wiki:http://ALL-Literature.wikidot.com• Contributions from language teachers• Suggested texts and approaches for their exploitation• Extensive list of sources of texts

Online• Advantage of having mixed media available

Bookshops Partner schoolsCultural agencies

http://ALL-Literature.wikidot.com• Case Studies from teachers• For example: Bertolt Brecht, "Vergnügungen" from

Louise Watson

ALL Literature Wiki

Key principles

Some key principles are emerging…• Some texts are interesting and valuable to use even if

they are not ‘great literature’• A literary text is a great stimulus for creative writing,

and/or for performance• To be successful in class, any text has to be age-

appropriate either in terms of its content or in terms of the activity you do with it; an authentic text can be used with learners of different ages, by adjusting the learning activity.

Contents of the right side bar

• Introduction to the wiki• What is our rationale?• What is literature?• Pedagogy and Research• Curriculum starting points• Advice on using literature in the classroom• Background reading• Online sources of texts• Culture for teachers

Diversity of texts

• Using a song lyric

Modernise the tongue twister

• http://rapgenius.com/Soviet-suprem-rongrakatikatong-lyrics

• https://www.youtube.com/watch?v=hmunf08BIzE

• Ta tantine t'a quitté, t'es tout dégouté, tenté de te tuer, de tout oublier, de sauter du toit• Tu te tortures dans ta tuture, fais le tour de tes tares,

pour savoir qui c'est qui qu'a tort• Si tu mérites que la tantine se tire avec tes tétards, un

tantinet têtu tu voudrais savoir• Tu veux la test, la taire, la toaster en tutu, la retourner,

lui faire tâter du tatami

Getting going with planning

• Be pragmatic! • Piloting: choose a class which is likely to respond

positively• Choose a text that will multitask• Be diverse! • Choose a text you can use in interesting ways

• Performing• Extending• Transposing• Adapting• Personalising• Interpreting / translating key bits• Recycling• Reviewing

Playing with text

Text type: story

Learners:…enact a scene from the story (performing)…predict the next event and write / narrate it (extending)…re-write / present in style of a news report (transposing)…use the structure to write a new account (adapting)…retell in their own words (personalising)…translate / interpret their favourite bit …extract language they wish to use themselves (recycling)…offer opinions (with explanation if appropriate) about the text

(reviewing)

Personalising

• Read / view an interview with Z• Invent your own interview with X (in recorded speech

or writing)

• Read / view a blog item such as: http://www.n-punto.com/gratitud/• Invent your own

Gratitudn-punto | Publicado: Lunes, 1 diciembre, 2014

Gracias por:El aire que respiroPor que puedo hablarPor el techo donde vivoPor el cuerpoPor el trabajoPor estar vivoPor las amistades…

Por Táyna Rivera Llavona / Especial para n-punto

Por que cada día tiene algo diferente

Por el solPor la lluviaPor la naturalezaPor los animalesPor la comidaPor lo que no tengo

http://www.n-punto.com/gratitud/

A reminder

Learning a language…should also provide opportunities for them to

communicate for practical purposes, learn new ways of thinking and read great literature in the original language.

•Diverse approaches •Approaches starting from the whole text… and elsewhere than the vocabulary / grammatical features

Planning for the classroom

Dans Paris - Paul Eluard from ‘Les p’tites récitations de notre

enfance’ (First Editions)

Dans Paris il y a une rue;Dans cette rue il y a une

maison; Dans cette maison il y a un

escalier;Dans cet escalier il y a une

chambre;Dans cette chambre il y a

une table;

Sur cette table il y a un tapis;

Sur ce tapis il y a une cage; Dans cette cage il y a un

nid;Dans ce nid il y a un œuf,Dans cet œuf il y a un

oiseau. …

Online versions

https://www.youtube.com/watch?v=XvaB35LOQhYPresented with voiceover (non-native speakers)

http://www.slideshare.net/astrinity/dans-parisSlideshare file: images only

L'oiseau renversa l'œuf;L'œuf renversa le nid;Le nid renversa la cage;La cage renversa le tapis;Le tapis renversa la table;La table renversa la

chambre;

La chambre renversa l'escalier;

L'escalier renversa la maison;

La maison renversa la rue;La rue renversa la ville de

Paris.

Sources of texts

The ALL Literature wiki has an extensive listing of online, and other, sources of texts. The online listing includes:

Large repositories (national sites, cultural partner sites, native speaker sites)

Individual pages with texts (often in several media, with animated texts, audio or video support)

(NB: As with all online links, these may sometimes lapse)

Non-fiction text

• This text in Spanish unpicks the confusion that many share about our country• With a partner, plan an activity to help Key Stage 3

learners see that they can access an authentic text aimed at native speakers

• http://www.muyinteresante.es/cultura/arte-cultura/articulo/icual-es-la-diferencia-entre-gran-bretana-reino-unido-e-inglaterra

Inglaterra, Gran Bretaña, Reino Unido En el lenguaje corriente, estas tres nominaciones

se utilizan de forma indiscriminada para referirse al país habitado por los británicos. Simplemente es un error.

En primer lugar, el nombre de Gran Bretaña hace alusión a una unidad geográfica. Se trata de la mayor de las islas del archipiélago británico, que está situada entre el continente, al este y sur, e Irlanda, al oeste.

Esta isla menor conforma, junto a Gran Bretaña, las islas británicas. Por el contrario, el Reino Unido define una unidad política: el estado integrado por Gran Bretaña e Irlanda del Norte.

Su nombre oficial es Reino Unido de Gran Bretaña e Irlanda del Norte. El resto de Irlanda constituye un estado independiente. Por último, Inglaterra es una de las tres regiones de Gran Bretaña. Las otras dos son Escocia y País de Gales.

Other genres

Choosing a text such as a biographical / historical letter …or newspaper headlines…or a scene from a famous play or filmbroadens again the range of interesting things learners could explore, or respond to, around the text

Le moniteur universel, 1815

• L’anthropophage est sorti de son repaire• L’ogre de Corse vient de débarquer au Golfe Juan.• Le tigre est arrivé à Gap.• Le monstre a couché à Grenoble.• Le tyran a traversé Lyon.

Le moniteur universel, 1815

• L’anthropophage est sorti de son repaire• L’ogre de Corse vient de débarquer au Golfe Juan.• Le tigre est arrivé à Gap.• Le monstre a couché à Grenoble.• Le tyran a traversé Lyon.

• L’usurpateur a été vu à soixante lieues de la capitale.• Bonaparte s’avance à grands pas, mais il n’entrera

jamais dans Paris.• Napoléon sera demain sous nos remparts.• L’Empereur est arrivé à Fontainebleau.• Sa Majesté Impériale et Royale a fait hier au soir son

entrée dans son château des Tuileries au milieu de ses fidèles sujets.

Next editions!

Follow-up sessions will include:

• Planning (short, medium and long term)• Considering other aspects of progression• Diverse strategies for working with texts• Special occasions• More selected examples from the wiki

• An Action Plan handout is available• It serves to make a record now of what you plan to

undertake before the next session

Action plan

Objectives reviewed

• explore and reflect on curriculum requirements• discuss the relevance of text types• observe suggested texts and exemplification of how

language teachers exploit them• devise strategies for practice• consider progression issues• raise questions and share professional thinking• inform an individual action plan leading into the

follow-up sessions

http://ALL-Literature.wikidot.com

Explore the wikiLocate one or two texts to explore next time

ALL Literature Wiki

• Areas to begin from:• What is our rationale?• Advice on using literature in the classroom• Online sources of texts

• The Book Box for your language• Remember the search function• If you Join the Site you can see the attachments – so

please do!

Evaluation

One of the curriculum requirements is: discover and develop an appreciation of a range of

writing in the language studied

We hope you have appreciated this session and that you can leave the presenter with a brief review

Happy reading!