Literature for ALL LW2017 Nottingham-March 2017

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Literature for ALL

Isabelle Jones, Head of Languages

@icpjoneshttp://[email protected]

http://www.powerpointstyles.com/

http://isabellejones.blogspot.com/

mailto:[email protected]


Literature for ALL

• What do we mean by literature?• Audience• Benefits • Challenges• Making Literature accessible



Literature?

“Written material such as poetry, novels, essays, etc, especially works of imagination characterized by excellence of style and expression and by themes of general or enduring interest”.

Collins English dictionary

Not just fiction?Excellence of style and expression?Themes of general or enduring interest?Representation of the culture of theTarget Language country



short storiesnews and opinion articlessongsadverts, postersmagazine articlesspecialist publicationsscenes from playspoetry/song lyricspoem forms such as haiku, inventory…fairy talesrhymestongue twisterslettersmyths and legendsCartoon strips, comicsproverbs and sayingsjokes

Literature?

http://all-literature.wikidot.com

Broader sense…

Or steps towards

More complex text?


http://all-literature.wikidot.com/


Text types: How are they tackled in SoWs?Grammar items Connectives

Information Facts and opinionsThird person

Ordinal numbers

Explanation Telling why, how, whatFirst/ third person

Sequence, causalComparison

Description Creating a picture with wordsThird person

Sequence (prepositions)

Instruction Imperative , present tenseSecond person

Sequence

Recount Past tenseFirst/ third person

Temporal, causalContrast

Persuasion One-sidedSecond personSecond person

Causal

Argument One-sided, logical steps Sequence, causal

Advice Addresses reader directlyModal verbs

Sequence, causal

discussion Presents both side of an argument

Sequence, causalAlternatives, examples



Taking into account age range, interests, experiences, possible curriculum links

Considering the range of literacy needs in mother tongue and foreign languages in Primary/ Secondary/ Post-16

Checklist?

Literature for ALL: Audience

Age/MaturityLife/Reading experience: family supportLink with foreign countries/cultureAbility to transfer skills and knowledgeIndependenceMotivation



*Opportunities to get pupils to engage with the uniqueness of theculture of the Target Language country

*Opportunities to reflect on own culture by comparison and find out more about a specific area, historical event, famous author…

*Opportunities to introduce pupils to specific vocabulary or grammatical structures in a memorable way

*Opportunities to revisit vocabulary and grammatical structures in a different context

Literature for ALL: Benefits

EngagementMotivationKnowledgeUnderstanding



Literature for ALL: Challenges (Teacher)



Literature for ALL: Challenges (Teacher)Adapting texts

Il était une fois une petite fille de Village, la plus jolie qu'on eût su voir ; sa mère en était folle, et sa mère-grand plus folle encore. Cette bonne femme lui fit faire un petit chaperon rouge, qui lui seyait si bien, que partout on l'appelait le Petit Chaperon rouge.Un jour sa mère ayant cuit et fait des galettes, lui dit :Va voir comme se porte ta mère-grand, car on m'a dit qu'elle était malade, porte-lui une galette et ce petit pot de beurre. Le Petit Chaperon rouge partit aussitôt pour aller chez sa mère-grand, qui demeurait dans un autre Village. En passant dans un bois elle rencontra compère le Loup, qui eut bien envie de la manger ; mais il n'osa, à cause de quelques Bûcherons qui étaient dans la Forêt. Il lui demanda où elle allait ; la pauvre enfant, qui ne savait pas qu'il est dangereux de s'arrêter à écouter un Loup, lui dit : Je vais voir ma Mère-grand, et lui porter une galette avec un petit pot de beurre que ma Mère lui envoie.http://clpav.fr/lecture-chaperon.htm

Había una vez una niña muy bonita. Su madre le había hecho una capa roja y la muchachita la llevaba tan a menudo que todo el mundo la llamaba Caperucita Roja.Un día, su madre le pidió que llevase unos pasteles a su abuela que vivía al otro lado del bosque, recomendándole que no se entretuviese por el camino, pues cruzar el bosque era muy peligroso, ya que siempre andaba acechando por allí el lobo.Caperucita Roja recogió la cesta con los pasteles y se puso en camino. La niña tenía que atravesar el bosque para llegar a casa de la Abuelita, pero no le daba miedo porque allí siempre se encontraba con muchos amigos: los pájaros, las ardillas...De repente vio al lobo, que era enorme, delante de ella.

https://cuentosparadormir.com/cuentos-clasicos/cuento-de-caperucita-roja

Possible difficulties/ ways to tackle them?


http://clpav.fr/lecture-chaperon.htm




•Cultural references: geographical, historical

•Register

•Vocabulary

•Grammar

•Length/density of text

•Lack of visual clues

Literature for ALL: Challenges (Pupils)



*Establish this as a regular activity and link with what has been taught before.

*Include Literature as a “Reading for Pleasure” slot in your SoWs-with appropriate support. This could reinforce what has been done beforeor introduce something new.

*Build on Target-Language countries cultural/ teaching traditions such as the integration of Literature with visual and performing arts.

*Consider getting pupils to translate a section of the text and compare with the original.

*Pupils can summarise the text in their own words or with the help of a writing frame.

*Pupils can review the text and develop their skills in using the language of opinion and description.

*Pupils can focus on the description of specific characters or re-write a section as if written by them.

Literature for ALL: Possible approaches




Etude d’un personage: description/ recount/ opinion



*Use Literature as a way to develop speaking confidence through reading aloud and performance. (plays/poetry)

*Encourage scanning of complex texts, looking for cognates and near-cognates as well as words that can be worked out by breaking them down and considering their prefixes, stems, etymology and suffixes.

*Studying lexis linked to specific text types.

*Use quotes as starters http://uk.pinterest.com/icpjones/pablo-neruda/ http://uk.pinterest.com/icpjones/jacques-prevert/

*Focus on features such as rhythm, rhymes, assonances, alliterations, metaphors, similes


More tightly structured activities include:

*Gapfills*Matching questions to answers*Matching titles and paragraphs*Re-order sections of the text


http://uk.pinterest.com/icpjones/pablo-neruda/

http://uk.pinterest.com/icpjones/jacques-prevert/


http://www.thefrenchexperiment.com/stories Les trois petits cochonsLe petit chaperon rouge, Charles Perrault

Le tour du monde en quatre-vingt jours, Jules Vernehttp://isabellejones.blogspot.co.uk/2016/08/parallel-reading-with-parallel-books_24.html

http://www.conte-moi.net Le petit Prince, Antoine de St Exupéry http://www.lepetitprince.com/oeuvre/le-recit/ http://uk.pinterest.com/nessalovesshoes/le-petit-prince/ Le petit Nicolas, René Goscinny http://www.sja.us/assets/pdf/a00-LePetitNicolas_BOOK.pdf

Platero y yo, Juan Ramon Jimenez http://myspanishinspain.wordpress.com/2012/05/02/libros-en-espanol-platero-y-yo-juan-ramon-jimenez/ Don Quijote, Miguel de Cervantes http://www.guiainfantil.com/fiestas/Quijote/elQuijote.htm

Literature for ALL

Kindle (free texts)pdfs online


http://www.thefrenchexperiment.com/stories

http://isabellejones.blogspot.co.uk/2016/08/parallel-reading-with-parallel-books_24.html

http://www.conte-moi.net/

http://www.lepetitprince.com/oeuvre/le-recit/

http://uk.pinterest.com/nessalovesshoes/le-petit-prince/

http://uk.pinterest.com/nessalovesshoes/le-petit-prince/

http://www.sja.us/assets/pdf/a00-LePetitNicolas_BOOK.pdf

http://myspanishinspain.wordpress.com/2012/05/02/libros-en-espanol-platero-y-yo-juan-ramon-jimenez/

http://www.guiainfantil.com/fiestas/Quijote/elQuijote.htm


Poetry (French):

Mars, Maurice Carème http://www.frenchtoday.com/french-poetry-reading/mars-de-maurice-careme# Déjeuner du matin, Chanson pour les enfants l’hiver, Jacques Prévert http://fasttrackfrench.com/dejeuner-du-matin-jacques-prevert/ http://www.dailymotion.com/video/x18luxy_prevert-jacques-chanson-pour-les-enfants-l-hiver_creation Les fables de La Fontaine http://fr.hellokids.com/r_1904/videos-et-tutoriels/videos-les-fables-de-la-fontaine http://www.la-fontaine-ch-thierry.net/fables.htm Les calligrammes/Le Pont Mirabeau, Apollinaire http://guillaume-apollinaire.fr/calligrammes.htm http://bacdefrancais.net/pontmirabeau.php Il pleure dans mon Coeur, Paul Verlaine http://www.bacdefrancais.net/il-pleure-dans-mon-coeur-verlaine.php Demain dès l’aube, Victor Hugohttp://www.bacdefrancais.net/demain-des-l-aube-hugo.php Oradour, Jean Tardieuhttp://hdacb.blogspot.co.uk/2013/01/oradour-de-jean-tardieu-1944.html L’homme qui te ressemble, René Philombéhttp://soutien67.free.fr/francais/niv03/lire/poesie/l%20homme%20qui%20te%20ressemble.pdf Dernier poème, Robert Desnoshttp://memoirequichante.com/biographies/desnos-robert/ Pourquoi je vis, Boris Vianhttp://poems.lesdoigtsbleus.free.fr/boris_vian.htm

Literature for ALL


http://www.frenchtoday.com/french-poetry-reading/mars-de-maurice-careme

http://fasttrackfrench.com/dejeuner-du-matin-jacques-prevert/

http://www.dailymotion.com/video/x18luxy_prevert-jacques-chanson-pour-les-enfants-l-hiver_creation

http://www.dailymotion.com/video/x18luxy_prevert-jacques-chanson-pour-les-enfants-l-hiver_creation

http://fr.hellokids.com/r_1904/videos-et-tutoriels/videos-les-fables-de-la-fontaine

http://www.la-fontaine-ch-thierry.net/fables.htm

http://guillaume-apollinaire.fr/calligrammes.htm

http://bacdefrancais.net/pontmirabeau.php

http://www.bacdefrancais.net/il-pleure-dans-mon-coeur-verlaine.php

http://www.bacdefrancais.net/demain-des-l-aube-hugo.php

http://hdacb.blogspot.co.uk/2013/01/oradour-de-jean-tardieu-1944.html

http://soutien67.free.fr/francais/niv03/lire/poesie/l%20homme%20qui%20te%20ressemble.pdf

http://soutien67.free.fr/francais/niv03/lire/poesie/l%20homme%20qui%20te%20ressemble.pdf

https://memoirequichante.com/biographies/desnos-robert/



http://poems.lesdoigtsbleus.free.fr/boris_vian.htm

http://poems.lesdoigtsbleus.free.fr/boris_vian.htm


Poetry (Spanish):

El viento en la isla, Pablo Nerudahttp://www.poemas-del-alma.com/el-viento-en-la-isla.htm http://rimasdecolores.blogspot.co.uk/2012/09/pablo-neruda-para-ninos.html La nana de la tortuga, Rafael Alberti http://lalupa3.webcindario.com/poesia_infantil/poesia%20infantil.htm La mariposa, Federico Garcia Lorcahttp://www.guiainfantil.com/articulos/ocio/poesias/la-mariposa-poesia-infantil-de-garcia-lorca/ Los ratones, Lope de VegaPoesías para niños, Antonio Machado El dentista en la selva, Gloria Fuerteshttp://www.pequeocio.com/poesias-infantiles/ Juan Ramon JimenezPromesa a las estrellas, Gabriela Mistralhttp://www.pequeocio.com/poesias-infantiles-gabriela-mistral/ http://dgb.conaculta.gob.mx/coleccion_sep/libro_pdf/32000000049.pdf

Literature for ALL


http://www.poemas-del-alma.com/el-viento-en-la-isla.htm

http://rimasdecolores.blogspot.co.uk/2012/09/pablo-neruda-para-ninos.html

http://lalupa3.webcindario.com/poesia_infantil/poesia%20infantil.htm

http://www.guiainfantil.com/articulos/ocio/poesias/la-mariposa-poesia-infantil-de-garcia-lorca/



http://www.pequeocio.com/poesias-infantiles/

http://www.pequeocio.com/poesias-infantiles/

http://www.pequeocio.com/poesias-infantiles-gabriela-mistral/

http://dgb.conaculta.gob.mx/coleccion_sep/libro_pdf/32000000049.pdf


Poetry and playfulness with language

Poetry:Does not have to rhyme (writing-exploring a topic/building sentences)Using rhymes (speaking-exploring the sounds of the language, reinforcing patterns) Rhyming dictionary (online or app)http://www.dicodesrimes.com/ http://dictionnaire-des-rimes.fr/http://buscapalabras.com.ar/rimas.php https://itunes.apple.com/es/app/pocket-rhymer/id338095684?mt=8 (fr-sp-Gr-it-En)

Puns and jokes:Cultural referencesSounds of the languageDouble meaning

Carambar jokes http://blague.carambar.free.fr/blagues/blague.html Lepehttp://www.1000chistes.com/chistes-de-lepe

Tongue twisters:Great for pronunciation practice & development of grammatical awarenesshttp://trabalenguasenespanol.com/ http://michel.buze.perso.neuf.fr/lavache/virelangues.htmhttp://www.tv5.org/TV5Site/publication/publi-39-Les_virelangues.htm


http://www.dicodesrimes.com/

http://dictionnaire-des-rimes.fr/

http://buscapalabras.com.ar/rimas.php

https://itunes.apple.com/es/app/pocket-rhymer/id338095684?mt=8

http://blague.carambar.free.fr/blagues/blague.html

http://www.1000chistes.com/chistes-de-lepe

http://trabalenguasenespanol.com/

http://michel.buze.perso.neuf.fr/lavache/virelangues.htm

http://www.tv5.org/TV5Site/publication/publi-39-Les_virelangues.htm


Literary appreciation: Song Lyrics Hace horas que te espero y hace horas no te veo hace horas que te quiero pero hace horas que te pierdo hace horas que te espero y hace horas no te veo hace horas que te quiero pero hace horas que te pierdo Hace horas que te pierdo en esta esquina solo me acompaña esta tímida neblina el sabor de tus besos impregnados al vapor de este solitario invierno quizás me olvidaste o quizás la verdad tú solo me borraste este amor es un chiste triste triste como se siente cuando todo lo perdiste la miel la piel y el riel cual es el sentido cuando la vida luego es tan cruel dame más tiempo frecuento un momento juro que mi sombra será tan discreta como tu silencio pero nunca me respondes …

Ana Tijoux: Las horas

http://www.youtube.com/watch?v=HnRywV8Hh-U


http://www.youtube.com/watch?v=HnRywV8Hh-U


Literary appreciation: Song Lyrics

La chanson françaisehttp://platea.pntic.mec.es/cvera/hotpot/chansons/index.htm

Jacques Brel-Serge Reggiani-Georges Moustaki-Charles Aznavour-Edith Piaf…Stromae-Grand Corps Malade.

Canciones en españolhttp://www.todoele.net/canciones/Cancion_list.asp http://aprenderespanol.org/canciones/canciones-video-letra.html


http://platea.pntic.mec.es/cvera/hotpot/chansons/index.htm

http://www.todoele.net/canciones/Cancion_list.asp

http://aprenderespanol.org/canciones/canciones-video-letra.html


UN INVENTAIRE A LA PREVERT• Vous ne ferez pas de phrases complètes, mais une liste de

thèmes, objets, sentiments, personnes, actions…ayant rapport à l’amour. (focus on agreements)

• ·Nombre de vers : maximum 20

• Vous utiliserez des allitérations et/ou des assonances.

• Utilisez au moins trois mots de chacune des listes suivantes dans votre poème :

► adjectifs : ému, heureux, ensorcelé, amusé, ébloui, séduit, amoureux, fasciné, fou

► verbes : embrasser, murmurer, serrer contre soi, manquer, cajoler, penser à, tomber sous le charme de…

► adverbes : tendrement, doucement, amoureusement, passionnément, follement, affectueusement, intensément

► substantifs : la passion, l’amour, la flamme, la rencontre, la femme de ma vie, l’homme idéal, le coup de foudre.

Literature asa stimulus



Word clouds &Calligrammes

• Wordle http://www.wordle.net Literature asa stimulus


http://www.wordle.net/


Tagxedo http://www.tagxedo.com/

Literature asa stimulus


http://www.tagxedo.com/


for literature

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Literature for ALL

• What do we mean by literature?• Audience • Benefits • Challenges• Making Literature accessible

Action!

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Literature for ALL

Isabelle Jones, Head of Languages

@icpjoneshttp://[email protected]


Literature for ALL LW2017 Nottingham-March 2017

Education

Transcript of Literature for ALL LW2017 Nottingham-March 2017