TL Session 4

Welcome to Teaching Literature session 4.
From which poem and poet is the following quote?
"Their flowers the tenderness of patient minds,
And each slow dusk a drawing-down of blinds."
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Slide 1: Open question
TaalHBOStudiejaar 4

This lesson contains 38 slides, with interactive quizzes and text slides.

time-iconLesson duration is: 100 min

Items in this lesson

Welcome to Teaching Literature session 4.
From which poem and poet is the following quote?
"Their flowers the tenderness of patient minds,
And each slow dusk a drawing-down of blinds."

Slide 1 - Open question

Today's session
  • Recap previous sessions
  • Explore pre, during, and post activities
  • Formulating language and civic aims
  • Evaluation
  • Next week

Slide 2 - Slide

Reminder: Aim and SC of the module
At the end of the module, students will be able to present pedagogic arguments for teaching literature at all secondary school levels and MBO and show theoretical understanding and practical and critical skills needed to teach and evaluate their own literature classes. 

SC: Together with peers, students can design a lesson plan for a literature lesson and support 
         their choices with theory from the course.
SC: Students can present their lesson plan in an individual academic paper at C2 level
SC: Students can carry out the lesson plan in their classroom
SC: Students can evaluate and reflect on the the lesson plan in an academic paper at C2 level.

Slide 3 - Slide

Reminder: Aim for Block 1
At the end of block 1, each student can write a 1500-word paper which describes a literature lesson plan based on a civic/personal aim and a language aim that suits the learners' needs and is supported by relevant theory.

SC: You can analyse your students' needs for your choice of literary assignment
SC: You can define a civic/personal aim for a literature lesson
SC: You can define a language aim for a literature lesson
SC: You can design a lesson plan for a literature lesson
SC: You can justify design choices made on the basis of at least three relevant sources for the 
        teaching of literature, including Van der Knaap (2019) and sources in the MG in a group of 3.
SC: You can apply the conventions and language for an academic paper

Slide 4 - Slide

Aim for this session: At the end of the lesson, students can describe 2 suitable pre, during & post activities for a chosen literary text with a personal OR a civic aim.

SC: Students can explain the difference between civic and 
        language aims.
SC: Students can formulate a personal or civic aim for a lit text
SC: Students can define 3 pre, during and post (p-d-p)activities 
        for a lit text
SC: Students can match p-d-p activities with different types of 
        text

Slide 5 - Slide

Recap
  • What is the difference between Witte’s reading levels and CEFR reading levels?
  • Why do you have to know about these levels? What do you have to do with these levels regarding your first assignment?
  • What should your language aim focus on for this lesson? 
  • What are the differences between a personal and a civic aim?
  • Has everyone been able to carry out the mini-research at school and do research regarding learners’ reading levels?
  • Did you all form pairs/groups for the lesson plan?

Slide 6 - Slide

Your learners’ reading levels – second step in needs analysis
  • Collect both language and literary reading levels of your students and use this to analyse the needs of your learners.
  • Based on the analysis of your learners’ needs (see module guide) you choose a text, design principles and activities for your literature lesson.


Slide 7 - Slide

Difference personal and civic aim
Personal level: To enlarge the knowledge of world and self, 
                                BILDUNG/self-awareness

Civic level (intercultural): Form sensitive and empathic global 
                                                     citizens (other-awareness) 

Slide 8 - Slide

Slide 9 - Slide

Slide 10 - Slide

Slide 11 - Slide

Formulating personal and civic aims
Tip: aim to
  • make a connection between the development of a character in the text and a student’s own growth
  • make a connection between the themes in the text and societal issues
Aims and SC are SMART! – At the end of the lessons you can …


Slide 12 - Slide

Slide 13 - Slide

What is the structure of a literature lesson?

Slide 14 - Open question

The structure of a literature lesson
P = Pre reading activities
D = During reading activities
P = Post reading activities

Slide 15 - Slide

Example pre-task

Slide 16 - Slide

Example 2 pre-task

Slide 17 - Slide

What could another pre-task be?

Slide 18 - Open question

Example 3 pre-task

Slide 19 - Slide

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Slide 21 - Slide

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Slide 23 - Slide

Slide 24 - Slide

Which during task was your favourite? Why?

Slide 25 - Open question

Slide 26 - Slide

Slide 27 - Slide

Slide 28 - Slide

Slide 29 - Slide

What would you say is the most important part of the post task?

Slide 30 - Open question

Slide 31 - Slide

Slide 32 - Slide

Slide 33 - Slide

Slide 34 - Slide

Slide 35 - Slide

Slide 36 - Slide

I have achieved today's aim: At the end of the lesson, students can describe 2 suitable pre, during & post activities for a chosen literary text with a personal OR a civic aim.


yes
not yet

Slide 37 - Poll

Exit ticket: What do you need more information about?

Slide 38 - Open question