1
A plan for reading children’s and young adult literature
in the English classroom
by
Øistein Brennodden,
Aase Eide Friell,
Sissel Solberg
and
Britt Bakke Thorvaldsen.
A plan for reading children’s and young adult literature in the English classroom .
by
Øistein Brennodden, Aase Eide Friell, Sissel Solberg and Britt Bakke Thorvaldsen
Contents of this paper:
Why should authentic literature be used as an integrated part of teaching English? ............................ 3
Suggestions of relevant literature for teachers: ..................................................................................... 5
Suitable children’s/young adult books to be used in years 8 – 10:......................................................... 6
Different activities to be used with 2 books for each year: .................................................................... 8
Why a variety of activities can contribute to the joy of reading: ........................................................ 8
The Stormbreaker................................................................................................................................ 9
The Boy in the Striped Pyjamas ......................................................................................................... 10
The Fire-Eaters .................................................................................................................................. 11
The Curious Incident of the Dog at Nighttime .................................................................................. 12
The Curious Incident of the Dog in the Night-Time: Reading Schedule and Guided Questions ... 13
Suggested ways of using «Snow White in New York......................................................................... 15
Suggested ways of using «The Savage» ............................................................................................ 17
Goldilocks and The Three Bears ........................................................................................................ 19
Illustrated mam ................................................................................................................................. 20
How this plan can inspire students and teachers to use authentically literature............................. 21
List of sources ........................................................................................................................................ 22
2
A plan for reading children’s and young adult literature in the English classroom .
by
Øistein Brennodden, Aase Eide Friell, Sissel Solberg and Britt Bakke Thorvaldsen
Why should authentic literature be used as an integrated part of
teaching English?
Dear fellow teachers
Wouldn't it be wonderful if we as teachers could supply our pupils with different kinds of
literature that would make reading: “an enjoyable, intense, private activity, from which one
can become totally absorbed”? (Alderson 200:28). In addition; what if they learnt something
while enjoying it? Reading is something we do everyday, and we tend to agree with …..when
he claims that reading always have a purpose. We read to get important and sometimes even
vital information, to learn to obtain some kind of a goal, and most perhaps wonderfully of all,
for the pleasure of it.
First of all, what is authentic literature?
According to several sources, among them Chris Hogg at Houghton Mifflin Company,
authentic literature refers to narrative and expository texts that are written in the original,
natural language of the authors. The texts we normally find in textbooks used in the classroom
are often written to achieve certain aspects of learning aspects such as grammar, phonetics
text binding and others. Authentic literature on the other hand, is written to present original
stories as well as vast arrays of information.
Some researchers have found that when texts are simplified to make them easier to read, they
often become more difficult. This is stated by Simons and Ammon in a study published in
1989. Providing the pupils with authentic literature, we also provide them with natural
language and possibilities to read text that helps them improve their vocabulary in a natural
way. Authentic literature are also written in a language that reflects the time the story goes on,
therefore it will often be a source to idioms, slang and puns we rarely find in their textbooks
at school.
Another aspect of authentic literature is the fact that when given authentic literature as the
core of their reading program, their achievement is higher and they have more positive
attitudes about reading and writing (Cohen, 1968; Morrow, 1992; Tunnell & Jacobs, 1989).
Then, what does the Knowledge promotion say about literature in the English
classroom?
The English subject curriculum lists these aims after the 10th year:
‘the pupil shall be able to read and discuss a representative selection of literary texts
from the genres poetry, short stories, novels and drama from the English-speaking
world’
‘the pupil shall be able to read and understand texts of different lengths and genres’
‘the pupil shall be able to discuss the way young people live, how they socialise, their
views on life and values in Great Britain, the USA, other English-speaking countries
and Norway.’
3
A plan for reading children’s and young adult literature in the English classroom .
by
Øistein Brennodden, Aase Eide Friell, Sissel Solberg and Britt Bakke Thorvaldsen
Under the headline “The objective of the subject” it also says:
‘Literature in English, from nursery rhymes to Shakespeare’s sonnets, may instil a
lifelong joy of reading and providing a deeper understanding of oneself and others.’
The aspect of cultural insight is also stressed. Literature is one side of a nation’s culture, and
cultural aspects are to be thought in the classroom too. Literature plays a significant role in all
cultures and stories are important to all peoples. Reading authentic literature is therefore vital
for the pupils to achieve insight, also, into foreign cultures. Reading authentic literature helps
to expand knowledge of and insight into views and values in a foreign as well as in ones own
native country, in an excellent way. Literature is about life, people and relationships. By
following discussions on the value of reading, we think it is wise to focus on authentic
material because it seems to have a positive effect on linking the students' cultural past to their
presence, further on , to their near future and at the same they are guided into life, people and
relationships of different cultures.
Further more, metaphorical language in the authentic literature will make the language richer
and more diverse than the language written for our English textbooks. The authentic texts
employ more metaphorical language. The readers learn a lot more idioms and they also learn
how metaphors can be interpreted differently by different readers. Consequently they see
there is space for a multiply of meaning. Metaphorical language will also function as a model
for the readers. Thus step by step both their spoken and written English will improve…
4
A plan for reading children’s and young adult literature in the English classroom .
by
Øistein Brennodden, Aase Eide Friell, Sissel Solberg and Britt Bakke Thorvaldsen
Suggestions of relevant literature for teachers:
Articles (should be available for all language teachers at our school ie. the school’s ICTplatform or the library):
Melanie Williams: Ready for Readers
Amos Paran: Intensive Reading
Philiph Prowse: Extensive Reading
Elizabeth Fonseca: Read, discuss, write
Anne-Brit Fenner: Dialogic interaction with literary texts in the lower secondary classroom
Bruce Milne: The reading experience
Purificaciõn Sánches: Balancing act
Kathryn Jacobs: Gender Issues in young Adult Literature
Useful websites :
Children's Laureate
www.childrenslaureate.org.uk
Vandergrift’s Children's Literature Page
http://comminfo.rutgers.edu/professional-development/childlit/index.html
The Children's Literature Web Guide
http://people.ucalgary.ca/~dkbrown/index.html
Reading in English - a Teacher's Guide:
http://www.fremmedspraksenteret.no/index.php?ID=16201
The Use of Authentic Materials in the Teaching of Reading
http://www.readingmatrix.com/articles/berardo/article.pdf
Materials distributed in York.
Course books and materials from lectures.
5
A plan for reading children’s and young adult literature in the English classroom .
by
Øistein Brennodden, Aase Eide Friell, Sissel Solberg and Britt Bakke Thorvaldsen
Suitable children’s/young adult books to be used in years 8 – 10:
8
8
Author
Alexander
McCall
Smith
Anne Fine
Title
One of the
books about
Precious
Ramotswe
Eating Things
on Sticks
An English speaking country not that
familiar to us, Botswana. Native
accent reading extract on website
Eating Things on Sticks
Harry is in trouble. He's burned down
the family kitchen so now he has to
spend a week of his summer hols with
his uncle Tristram –
The ferry man did warn them, 'Glerhus
Dill Sotblug!' But what on earth did it
MEAN?
Christmas comes but once a year.
Luckily...The Christmas holiday is,
traditionally, a time when families
gather together.
8
Anne Fine
The More the
Merrier
8
Roald Dahl
Revolting
rhymes
Goldilocks and The Three Bears,
Cinderella, Little Red Riding hood and
so on
“The small girl smiles,- One eyelid
flickers, She whips a pistol from her
knickers” was shortlisted for the Roald
Dahl Funny Prize 2009 in the 7-14
age category.
8
Roald Dahl
The Witches
Interesting variety of puns and idioms,
helps the pupils to develop a rich
language
8
Roald Dahl
Mathilda
9
Roald Dahl
This is a collection of 16 short stories
featuring tales of horror, mystery and
suspense
9
Louis
Sachar
P.C. and
Kristin Cast
Short stories:
Tales of the
Unexpected
Holes
One or more
books of the
sequence “A
House of Night”
The Boy in the
Striped
Pajamas
Easy to read fantasy, exiting, and
about vampires. At the moment a big
hit
9
9
John Boyne
9
Narinder
Dhami
Bend it like
Beckham
Links to Internet
http://www.alexande
rmccallsmith.co.uk/P
ages/Home.aspx
http://www.annefine.
co.uk/books/younger
.php
These books are
about the same
family.
http://www.roalddahl
.com/
9-year-old Bruno knows nothing about
the Final Solution and the Holocaust
until he meets Shmuel. He is a boy
who lives on the other side of a wire
fence and wears a uniform of striped
pajamas.
Her parents want her to be a nice,
conventional Indian girl.
They want her to settle down and
study for law school. But she has
other plans. She wants to play
football like her hero David Beckham.
http://www.louissach
ar.com/
http://www.houseofn
ightseries.com/
6
A plan for reading children’s and young adult literature in the English classroom .
by
Øistein Brennodden, Aase Eide Friell, Sissel Solberg and Britt Bakke Thorvaldsen
9
Anne Fine
Goggle Eyes
10
Mark
Haddon
10
David
Almond
The Curious
Incident of the
Dog at
Nighttime
The Fire Eaters
10
Jack
London
Anne Fine
Call of The Wild
Anthony
Horowitz
Stormbraker
(is also adapted
into a graphic
novel)
Anthony
Horowitz
Jaqueline
Wilson
Point Blanc
Jaqueline
Wilson
The illustrated
mam
Dave
Almond
The Savage
Fiona
French
Snow White in
New York
Charles
Dickens
Oliver Twist
10
Kitty Killin is not only a good storyteller, but also the World's Greatest
Expert when it comes to mothers
having new and unwanted boyfriends.
particularly when there's a danger
they might turn into new and
unwanted stepfathers ...
Both an adult and youth edition
http://www.annefine.
co.uk/books/younger
.php
Cross curriculum activity with History
(Cold War, Cuba Incident)
http://www.hodderlit
erature.co.uk/default
.htm
http://london.sonom
a.edu/
http://www.annefine.
co.uk/
http://www.anthonyh
orowitz.com/
Links to audio files and online texts
Flour Babies
Dustbin Baby
«The perfect hero.....genuine
21st century stuff» Teenage superspy:
Alex Rider»
Alex Rider, is a 14-year old boy who
has been staying with his uncle. The
story starts when his uncle, Ian Rider,
dies in suspicious circumstances and
it turns out that he has lied about how
he has earned his living….
21st century stuff» A young Bond
April knows she was found in a
dustbin fourteen years ago as a
newborn baby and her life has never
been easy. The pupils will recognize
the feeling of being a little odd and
alienated from your family. So...what if
you had no family at
A powerful novel of two sisters and
their tattoo-crazy mum who has real
difficulties in coping. The pupils will
recognize being embarrassed finding
their parents unusual and odd
So....what if your mum really was
unusual and odd.
A wild, magic and dark story about
grief, bullying, revenge and
reconciliation
About a poor rich and sweet girl and
her evil stepmother in New York. Not
quite Grimm's Snow White
About a gentle boy born i poverty and
forced to live with criminals taking part
in their sordid lives
http://www.jacquelin
ewilson.co.uk/thebooks/
Some Graphic Novels: short books, not too much text, strongly visual. Gives a more immediate sense
of accomplishment
7
A plan for reading children’s and young adult literature in the English classroom .
by
Øistein Brennodden, Aase Eide Friell, Sissel Solberg and Britt Bakke Thorvaldsen
Different activities to be used with 2 books for each year:
Why a variety of activities can contribute to the joy of reading:
Pre-reading activities may contribute to:
Stimulate the students’ interest in the story, generate relevant vocabulary:
Examples of pre-reading activities:
 viewing a trailer of a film adaptation of the book (may be found on You Tube)
 giving small examples from the book like:
o the first lines
o pictures from the book or the front cover
o brainstorming words related to the topic of the book
o there might be a worksheet related to the book
While-reading activities may contribute to :
Facilitate the understanding of the plot, the characters and the language.
Explain main ideas and motifs
Examples of while-reading activities are:
 Completeness of sentences in order to see if the students have understood what they
read
 Brief comments to each chapter
 Descriptions of the characters (the most active, passive, intelligent etc.)
 Suggest a title of selected paragraphs
 Are there areas in the book that have symbolic meaning?
 Choose synonyms for selected words
 Answering questions.
Post-reading activities contribute to:
Making the students reflect upon what they have read.
Giving sense of achievement.
Examples of these activities are:







Discussing what was interesting in the book.
Writing a summery of the text
Write a review of the book
Watch a movie
Make a photo story of a part of the book
Write a biography of one of the characters
Rearrange paragraphs then to be put back into correct order.
8
A plan for reading children’s and young adult literature in the English classroom .
by
Øistein Brennodden, Aase Eide Friell, Sissel Solberg and Britt Bakke Thorvaldsen
The Stormbreaker (the novel)
also adapted into a graphic novel by Anthony Horowitz
Pre - reading activities:
introducing the author Anthony Horowitz
reading a review from the new movie the Stormbreaker (Textbook 9 Key English)
working with new word related to the book or excerpt from the book
While- reading activities:
Summarize each chapter and give brief comments to them
describe the main characters
take out sentences to work on comprehension, learning new words, grammar.
Choose synonyms for selected words
Post-reading activities:
Writing a summery of the book
Give a review of the book(where the pupils write about plot- character –theme)
Discussing what was the most interesting, exciting part
There might be a post-reading worksheet
Watch the film
9
A plan for reading children’s and young adult literature in the English classroom .
by
Øistein Brennodden, Aase Eide Friell, Sissel Solberg and Britt Bakke Thorvaldsen
The Boy in the Striped Pyjamas
by John Boyne
Pre-reading activities:
Talk about the Second World war and the Jews situation in your Social Science classes
Viewing a trailer of the film adaption of the book
Brainstorming words related to the topic of the book
Giving small examples from the book
While- reading activities:
Summarize and give brief comments to each chapter
Describe talk about the main characters
Take out a selected paragraphs and retell
Take out sentences and work on comprehension , words and grammar
Post-reading activities:
Discuss the book
Write a summary of the book
Write a review of the book
Write the biography of one of the characters
Watch the movie
10
A plan for reading children’s and young adult literature in the English classroom .
by
Øistein Brennodden, Aase Eide Friell, Sissel Solberg and Britt Bakke Thorvaldsen
The Fire-Eaters
by David Almond
Pre-reading activities:
Talk about the “The Cold War”, the war in Burma and the Cuba crizes in your Social Science classes
Viewing a trailer of the film adaption of the book
Brainstorming words related to the topic of the book, especially slang and dialectal phrases
Giving small examples from the book
While- reading activities:
Summarize and give brief comments to each chapter
Write about the main characters
How does the Almond use dialogues in this novel?
Discuss moral issues like war, meaning of life and how to treat other people
Post-reading activities:
Discuss the book
Write a summary of the book
Do a mini-project about Newcastle
Write the biography of one of the characters
Watch the movie
(A more extensive lesson by lesson plan is available under the tab “Teacher’s resources” at
http://www.hodderliterature.co.uk/default.htm)
11
A plan for reading children’s and young adult literature in the English classroom .
by
Øistein Brennodden, Aase Eide Friell, Sissel Solberg and Britt Bakke Thorvaldsen
The Curious Incident of the Dog at Nighttime
By Mark Haddon
Pre-reading activities:
Talk about people that act different or have different kinds of diabilities. Here you could include
some scenes from “Ingen grenser” a series of programms on TV available at www.nrk.no
Viewing a trailer of the film adaption of the book
While- reading activities:
Use a handed out paper with questions to each section (see the next two pages) These questions
are downloaded from www.enotes.com
Why do something tha tothers have done ;)
Post-reading activities:
Write an eye witness account
Mark Haddon wrote an eye witness account of something quite unexpected.
“It was seven minutes after midnight. The dog was dead.”
• Write an eye witness account of an unexpected event to publish on your school’s
website.
• Include an unbelievable or unexplained event you worked on during preparation day.
• Give details of the setting – place, time, atmosphere, other participants etc.
• Explain the effect of the event on yourself.
(From the written exam 2009)
12
A plan for reading children’s and young adult literature in the English classroom .
by
Øistein Brennodden, Aase Eide Friell, Sissel Solberg and Britt Bakke Thorvaldsen
The Curious Incident of the Dog in the Night-Time: Reading Schedule and Guided Questions
Next to each reading assignment is the date by which you need to have read the chapters
indicated, since that day’s discussion will involve those chapters. You’re always free to read
ahead. Each reading assignment is about 22 pages long.
Chapters 2-43
Read by: __________________
Chapters 47-71
Read by: __________________
Chapters 73-103
Read by: __________________
Chapters 107-139
Read by: __________________
Chapters 149-157
Read by: __________________
Chapters 163-179
Read by: __________________
Chapters 181-197
Read by: __________________
Chapters 199-223
Read by: __________________
Chapter 227
Read by: __________________
Chapters 229-233
Read by: __________________
The Curious Incident of the Dog in the Night-Time Guided Reading Questions
Section 1: p. 1-34
1. Why is Christopher fascinated with illustrations, diagrams and maps? How do they
help us understand him?
2. List three things Chris likes and three things he dislikes. Explain his reasons for each
like/dislike listed.
3. How does Christopher’s father show him love?
4. What makes Chris feel safe? What makes him feel unsafe?
5. Why does Christopher find people confusing?
Section 2: p. 34-74
1. What causes Christopher to become violent? Give an example.
2. Why does Christopher believe he’d make a good astronaut?
3. Authors usually change the font (type or lettering) for emphasis. When and why does
Christopher change the font?
4. How does Christopher’s reasoning (p. 41& 42) differ from ours?
5. Christopher lists his behavior problems on page 46. Which of the behaviors do you
consider to be “normal?” Which behaviors do you think put stress on a family and/or
marriage? Explain.
13
A plan for reading children’s and young adult literature in the English classroom .
by
Øistein Brennodden, Aase Eide Friell, Sissel Solberg and Britt Bakke Thorvaldsen
Section 3: p. 75-115
1. Christopher compares his mind to a computer doing searches and to a DVD player.
Explain how his mind makes sense of what he’s experiencing.
2. Christopher has difficulties with rhetorical questions. What is a rhetorical question
and why would he have trouble understanding them?
3. Explain Christopher’s color preferences. How do colors help him deal with the world?
4. How does Christopher discover his mother is alive? What is his reaction?
5. Why does his mother say she left him with his father? Do you agree or disagree with
her actions and why?
Section 4: p. 115-144
1. Who killed Wellington and why? What does the killer’s confession reveal about his
family situation and the community’s perception of the disabled?
2. Was the killer justified in stabbing the dog? Explain your answer.
3. What role do pictures have in Christopher’s thinking?
4. Why do new places exhaust Christopher?
Section 5: p. 144-179
1. While sitting in the train station, Christopher says, “I did a maths problem to make my
head clearer.” Why might a “normal” person find this statement to be ironic?
2. Besides doing math problems, what other coping skills does Christopher employ in
the train station?
3. Although Christopher excels at higher level math, we learn he doesn’t understand
money and must ask the policeman for help buying the ticket. How do you account
for the unevenness in his abilities?
4. Why does Christopher’s perception of the signs differ on p. 169 and 170?
5. After Christopher gets off the first train in London, how is he able to figure out which
train to take next?
Section 6: p. 179-221
1. Christopher finds himself in a life or death situation while trying to retrieve Toby from
the train tracks. What did you find to be the most frightening or disturbing part of this
scene? Why do you think the author included this scene in the novel?
2. What constitutes a “happy dream” for Christopher? How does it compare to a
“normal” person’s happy dream?
3. When Christopher’s father arrives, he and his mother argue about Christopher. Who
do you feel is more at fault, his mother who left or his father who lied about his
mother’s death? Explain.
4. After he arrives at his mother’s house, Christopher keeps insisting that he needs to
take his A-level exams. What is his mother’s reaction to his demands? What does
this tell us about her relationship with him?
5. How has Christopher changed by the end of the book?
14
A plan for reading children’s and young adult literature in the English classroom .
by
Øistein Brennodden, Aase Eide Friell, Sissel Solberg and Britt Bakke Thorvaldsen
15
Suggested ways of using «Snow White in New York»
Written by: Fiona French Illustrated by: FionaFrench
Modern days twist to an old fairy tale.
«Pulsating with the rhythm and vibrancy of the Jazz
Age, this dazzling picture book is set in New York
City in the 1920s. The story may be familiar, but the
cast of characters will surprise you. Snow White is a
beautiful jazz baby, protected by seven hot jazzmen.
Instead of a wicked stepmother, her arch-enemy is
the Queen of the Underworld. And her Prince
Charming is a crack reporter from the New York
Mirror. The breezy and clever text complements the
style and color of the art deco illustrations, making
this a picture book of astonishing originality.2
(Amazone.com)
Pre-reading activites;
that hopefully will
stimulate the pupils'
interest in the book,
awake their knowledge of
the topics and bring up
their own associations and
reflections concerning
these.
Let the pupils:
 tell the fairy tale of «Snow White» the way they remember it
 look at a pictures in this book, and guess who is the heroin,
where does she live, what happens to her and who is the
stepmother, her helpers and prince charming to her
 reflect upon the colours in the picture; what emotions,
atmosphere,features do they bring forward
 brainstorm words/expressions related to the topic/topics of the
novel. Eg: stepmother, «Queen of the underworld», «The bell of
New York», Jazz music, newspaper reporter, broken heart, «mad
with rage», «dead by poison»
 repeate the elements, features in a typical fairytale (genre)
A plan for reading children’s and young adult literature in the English classroom .
by
Øistein Brennodden, Aase Eide Friell, Sissel Solberg and Britt Bakke Thorvaldsen
WhileWhile- reading
reading activities:
activities:
that
that hopefully
hopefully will
will make
make it
it
easier
for
the
pupils
to
easier for the pupils to
understand
understand the
the series
series of
of
events in
in the
the story,
story,
events
understand
understand the
the characteres,
characteres,
vocabulary,
language
vocabulary, language and
and
the
particular
way
that
the particular way that the
the
story
is
told
in
this
novel
story is told in this novel
16
Let the pupils:
 match difficult and interesting words to both definition, qualities
and how to use them in context. Make a word-bath/collage to
hang on the wall, (words and illustrations)
 choose synonyms some words and use them to re rewrite the text
Does the meaning change?
 discuss what happens if you remove or replace all the adjectives
in a part of the text.
 choose and describe one character (passive,
active,intelligent,powerful, weak etc.)
 swap two of the characters' roles. What happens to the story?
What if the rich girl was evil and the stepmother a goodhearted
lady
“Snow White”
Let the pupils:
Post-reading activities:
that hopefully will lead to
additional learning
experiences, more creative
responses
 study different versions of the fairytale Snow White: compare
different illustration, e.g., the stepmother being punished.
if using the topic for
discussion and related tasks
 Make a time line of the changes over time: illustrations, fashion,
way of living etc. Make a wall collage
 Discuss topics concerning: gender roles, obsession with
appearance, success with the opposite sex, the belief in eternal
youth, selfishness and egoism, evil versus goodness, just
punishment
 Make a wallpaper visualizing the discussion.
A plan for reading children’s and young adult literature in the English classroom .
by
Øistein Brennodden, Aase Eide Friell, Sissel Solberg and Britt Bakke Thorvaldsen
17
Suggested ways of using «The Savage»
Written by: David Almond
Illustrated by: Dave Mackean
An extraordinary graphic within a novel
«Dave Almond's books are strange unsettling wild thingsunfettered by normal constraints of childhood literature
The Guardian
«Mc Kean's work has all the qualities of a real universesprawling yet contained, chaotic yet organized mysterious yet
discernable, comedic yet serious»
Magazine
A graphic book; A short book, with not too much text. It is
strongly visual and gives an immediate sense of accomplishment.
Works well both with low ability, middle ability and high ability
pupils
Pre-reading activites;
that hopefully will
stimulate the pupils'
interest in the book,
awake their knowledge of
the topics and bring up
their own associations and
reflections concerning
these.
Let the students:
 look at a pictures related to the book, describe what they see and
discuss what they think is going to happen in the novel.
 reflect upon the colours in the picture; what emotions,
atmosphere do yet bring forward.
 listen to some facts about the author, e.g.; he lost his father and
sister when he was very young. How might that have affected his
writing?
 brainstorm words/expressions related to the topic/topics of the
novel. Eg: savage, death, grief, «get on in life», loneliness, family
relation, «the imaginary kid came to live in the real world», «
being tormented by a local bully
A plan for reading children’s and young adult literature in the English classroom .
by
Øistein Brennodden, Aase Eide Friell, Sissel Solberg and Britt Bakke Thorvaldsen
18
Let the pupils:
While- reading activities:
that hopefully will make it
easier for the pupils to
understand the series of
events in the story,
understand the characters,
vocabulary, language and
the particular way that the
story is told in this novel
“The Savage”
Post-reading activities:
 match difficult and interesting words to both definition,
qualitiesand how to use them in context.
 make a word-bath/collage to hang on the wall, (words and
illustrations)
 write down their thoughts from each chapter and use a drawing
from the book to illustrate their reflections. Put it up on a wallcollage.
 make «a jumble-up-sentence puzzle» from part of the text, for
their peers to put it together in the right order.
 choose and describe one character (passive, active, intelligent,
powerful, weak etc.)
 make a quiz to distribute to their peers
Let the pupils make:
 summaries of sections of the book, using Quadramamas (three
dimensional reports)
http//:www.teachnet.com/lesson/langarts/folderbkrpts071599.htm
that hopefully will lead to
additional learning
experiences, more creative
responses, if using the topic
for discussion and related
tasks
 make a PhotoStory of sections of the text
 tell a story from one of the other characters point of view, and add
it to the wall collage
 write a new beginning or end and add it to the wall collage
A plan for reading children’s and young adult literature in the English classroom .
by
Øistein Brennodden, Aase Eide Friell, Sissel Solberg and Britt Bakke Thorvaldsen
Goldilocks and The
Three Bears
By Roald Dahl
Why?
What do you know about the
author ?
What is a fairytale?
What do you already know
about this fairytale?
Genre:
What is a genre?
What genre is this?
Vocabulary:
Make a word-bank on some
of the expressions.
Focus on Language:
Adjectives
Preposition
Idiomatic
Regular/irregular verbs
Part of the poem could be
chosen for phonetic exercise
Characterize Goldilocks and
the three Bears.
Role-play :
Divide the poem into
sections
3 pupils read their parts
while some pupils are acting
the story.
Discuss the theme in this
poem
Compare it to our society
today
Conjugate the irregular
verbs
Write a summary of the
poem
Write the next scene of the
poem.
Author is well known.
8th grade
Pre –reading activities
While - reading activities
Post- reading activities
Fairytale is a cross-curricular
theme in 8th grade
Genre:
Is focused on in written texts
in other subject, too.
Grammatical subjects we
normally focus on in 8th
grade.
Practicing the vocabulary
and phonetic
Oral activity
Reading fluency
Written activity
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A plan for reading children’s and young adult literature in the English classroom .
by
Øistein Brennodden, Aase Eide Friell, Sissel Solberg and Britt Bakke Thorvaldsen
Illustrated mam
10th
By Jaqueline Wilson
Why?
grade
Pre –reading activities
While - reading activities
The author :
What do you know about
her?
The front cover /the title of
the book:
What is your prediction
about this book?
Vocabulary:
Brainstorm some words
related to the front cover and
title.
Inspiration
Read one page from the book
(the teacher)
What do you think happens
next?
How would you have reacted
in this situation?
Working sheet:
a) Complete the sentences:
Write parts of sentences from
one page and have them
complete them.
b) Suggest synonyms for
some words.
c) Choose one page:
Suggest a title for each
paragraph on this page.
Working sheet:
In pairs:
Draw a picture of each
character.
Make a character study of the
mother and two daughters.
(like a mind-map)
To ease their eagerness and
motivation for reading this
book.
To understand the plot
Focus on vocabulary:
Put the character study on the
wall while reading the rest of
the book.
Fill in new information
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A plan for reading children’s and young adult literature in the English classroom .
by
Øistein Brennodden, Aase Eide Friell, Sissel Solberg and Britt Bakke Thorvaldsen
Post- reading activities
Discuss:
What was interesting/new in
the story?
The main characters.
Oral and written activity
The setting and how it affects
the characters
What is the theme in the
story?
Make a written summary of
the book
How this plan can inspire students and teachers to use authentically literature
We know that the culture for reading –in English or Norwegian – does not play a natural or an
important part in a teenager’s life. In their lives most of the reading is done by the use of electronic
Medias. These Medias don’t give them the opportunity to relax into their reading. How do we
motivate our pupils? How closely involved are we in making their reading experience an
outstandingly successful experience? What do we do to develop and improve their culture for
reading?
In Bruce Milne’s article “The reading experience “he quotes Brumfit “There are two necessary
requirements for the establishment of enthusiastic reading habits for students. The first is access to
appropriate books …… the second is enthusiasm and commitment to reading by teachers.”
In conclusion, by making this “plan for reading children’s and young adult literature in the English
classroom,” we are in this process of giving our students access to appropriate books. We think that
by constantly focusing on the value of reading and by showing our great enthusiasm in this work, we
will little by little achieve that reading authentic literature is integrated as a part of teaching English.
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A plan for reading children’s and young adult literature in the English classroom .
by
Øistein Brennodden, Aase Eide Friell, Sissel Solberg and Britt Bakke Thorvaldsen
List of sources
Houghton Mifflin Company (2010) http://www.eduplace.com/rdg/res/literacy/au_lit0.html
http://www.hodderliterature.co.uk/default.htm (12.04.2010)
http://eksempeloppgaver.udir.no/default.aspx (15.04.2010)
http://www.enotes.com/documents/curious-incident-dog-night-time-questions-reading47193?reg_thanks=1
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