Published on February 21, 2016
1. 1, 2, 3… 1, 2, 3…
2. Testing… Testing…
4. Top Reading Activities Robert Hill
5. BEFORE-READING ACTIVITIES Good readers make predictions. Make students ‘hungry’ to read. Top-down processing, and not bottom-up processing.
6. Encouraging learners to predict a) Extract a significant sentence from the text and ask ‘What do you think happens to lead up to this?’ The sentence can be from anywhere in the text. e.g. ‘He looked at the prince with his big , brown eyes, trying to tell him something, but the prince was very angry.’
7. Encouraging learners to predict b) Write some significant words or phrases on the board. Learners predict how they might occur. e.g. • a prince • his wife • his son • a dog • a wolf Write a one- or two-sentence story using all the words. Give a time constraint (e.g. 3 minutes).
8. The prince, His dog, Llewelyn Gelert baby hunt wolf grave kill
9. The Welsh story of Gelert His grave in the village of Beddgelert in north Wales (a legend!) () L
10. Encouraging learners to predict d) ‘Who says it?’ (which makes you think of why they say it, too) ‘Who said it?’ for after-reading: comprehension and characterisation Language work in the gap-fill (some bottom-up processing)
11. The ‘Myth’ of Sherlock Holmes In 1893, Conan Doyle decided to end the Holmes series with his death in The Final Problem. But more than 20,000 readers stopped reading The Strand magazine. And readers in black arm bands stood outside his home in London. In 1901-02 Doyle wrote another Holmes story (set before Holmes’s death in The Final Problem), called…
12. The ‘Myth’ of Sherlock Holmes In a further collection of 13 stories, The Return of Sherlock Holmes (1903-04), Conan Doyle describes how Holmes escaped alive from the encounter with Professor Moriarty at the Reichenbach Falls.
13. The ‘Myth’ of Sherlock Holmes American actor William Gillette first played Holmes on stage in 1892. He introduced: - the Meerschaum pipe - the deerstalker hat - “Elementary, my dear fellow” Basil Rathbone in The Hound of the Baskervilles (1939) and 13 more films introduced the Inverness cape
14. Dozens of actors have played Holmes on film, TV, stage and radio: https://en.wikipedia.org/wiki/List_of_actors_wh
15. According to Sir Ian McKellen… “Our notion of what Sherlock Holmes is comes not from the novels, but from everything that’s happened since. There are all these versions of Sherlock Holmes, and they all add up to an impression we have.”
16. Which actor or illustration - is closest to / farthest from the description in the text? (despite Ian McKellen’s comments) - is closest to / farthest from your personal idea of the character? Can you improve on the character’s appearance?
17. 1865-2015: 150-Year Anniversary1865-2015: 150-Year Anniversary
18. 1865-2015: 150-Year Anniversary1865-2015: 150-Year Anniversary Sir John Tenniel’s illustrations in an edition of 1865 http://www.theguardian.com/childrens-books-site/gallery/2015/jul/04/alice-in-wonderl
19. Appearance (or Looks) element of Indirect Characterisation (i.e. ‘showing’, not telling’) The STEAL acronym Speech (what the character says) Thoughts (what the character thinks) Effects on other characters Actions (what the character does) Looks (appearance, and ‘accessories’)
20. STEAL Speech: ‘Who says / said it?’ (choosing most representative lines) Thoughts: ‘Thought tracking’ (students imagine what characters are thinking at a particular moment) (or pictures) Effects: Writing in role from different povs (points of view) (later) Actions: Diaries, confessions (later) Looks: Web search (e.g. Holmes, Alice)
21. Reading Diary in the Guide to Graded Readers on the English Catalogue page of the Black Cat website.
22. Writing in role • Letters & notes to friends / relatives (while reading) • Diary entries (while reading) • Final declaration – even a confession – to another character in the story, to posterity, to the reader (after reading)
23. Writing in role • Constraints in Cambridge writing tasks: Key 25-35 words; Preliminary about 100 words; First 140-190 words • Contemporary communication: text messages (160 characters) & tweets (140 characters)
24. Main characters & Minor characters A post-modern trend is giving a voice to characters without a voice in the original text
25. Teen Fiction (by Lisa Fiedler)
26. Some characters… • Mr Rochester / Bertha Mason • Count Dracula • Heathcliff / Cathy / Edgar / Hindley • Long John Silver • Man Friday • Mr Darcy (& other Jane Austen characters) • Shylock • Iago
27. After-reading tasks with constraints A mini-sagamini-saga - 50 words exactly. Challenging! A summarysummary – exact number of words. e.g. 100 words (or 150, or 200) With a summary, students can take away words or add words. This practises comprehension, interpretation and language skills. You can specify parts of speech. Practice: summary of the Gelert story.
28. The shortest summary of all... The Title
29. Full title of the 1719 edition The Life and Strange Surprizing Adventures of Robinson Crusoe, Of York, Mariner: Who lived Eight and Twenty Years, all alone in an un- inhabited Island on the Coast of America, near the Mouth of the Great River of Oroonoque; Having been cast on Shore by Shipwreck, wherein all the Men perished but himself. With An Account how he was at last as strangely deliver'd by Pyrates.
30. Titles with names in them… But there is usually a constraint of length on titles! How many titles with names of characters can you think of? (In pairs. Time constraint: 10 seconds!) (In fours. Time constraint: 10 seconds!)
32. Setting (and therefore atmosphere)
34. Symbolism (in titles by modernist writers)
35. Allusion, quotation
36. Allusion & quotation Allusion & quotation is more usual in the 20th century, e.g. Far From the Madding Crowd Where Angels Fear to Tread Go Set A Watchman
37. Invent titles for these two stories A and B on the handouts
38. A: Two greedy businessmen want to destroy a beautiful wildlife reserve in New Orleans, where Andy and Brian have summer jobs, and they plan to build a huge shopping center. Mysterious and terrible deaths, and an ecological disaster shock the people of New Orleans. Andy, Brian and Megan decide to solve this bizarre mystery, but can they find the important document that will save the wildlife reserve and its animals? Suspense and danger run high as time runs out… Set in one of America’s most unique cities, this is a baffling mystery solved by three young detectives, with an unexpected final twist.
39. B: Karen, Sally and Alex are three teenagers who take a camping trip at Yellowstone National Park during a wolf alert. Two of the park’s wolves are missing and the three teens decide to look for them. Their trip becomes an exciting, yet dangerous adventure when they meet a hungry grizzly bear, an angry mountain lion and a herd of bison that destroy their tent. Will they ever solve the mystery of the missing wolves?
40. Explicit titles: wysiwyg
41. What you see is what you get
42. Less obvious titles C, D & E on the handouts a) Invent titles for them b) Match the blurbs C, D & E to the titles I will show you
43. C: Seren wants to go on a school trip to Paris more than anything. But when her Dad won’t even let her walk home from school by herself, how is she going to convince him? Determined not to give up on her dream, Seren comes up with a plan. But she quickly learns that even the best plans can go wrong, and even the biggest dreams can end up broken. She needs another plan fast. But will it be good enough to convince her Dad?
44. D: When a mysterious birthday present arrives from somebody she doesn’t know, Helen realises that there’s something strange going on. With her cousin Will, she discovers a terrifying secret which is hundreds of years old and a curse which has almost destroyed her family. It’s a race against time to solve the mystery and stop the curse, before it destroys them too.
45. E: Bella and her friends, Elise and Gracie, are going on a school trip. But then they get lost. They set out to find their school friends and the youth hostel where they should be staying but before they can find them, strange and spooky things start to happen. First Bella sees a mysterious girl in the woods, then Elise witnesses a discussion between two men which will reveal some dangerous secrets. Their friends are unaware that they are in danger and it is up to Elise, Bella and Gracie to save them. But how?
46. Chapter Headings • The strategies for inventing book titles • Epigraphs (quotations from inside the chapter) are possible. • Students – alone, in pairs or groups – invent new chapter headings. • Students say/write a new heading, the rest of the class guess which chapter it refers to. • Class votes on best new headings.
47. ‘Visual’ Summaries Film Posters
48. Some early posters tend to show moments of the plotthe plot
49. Other posters – & especially recent ones – tend to show the themethe theme
50. ‘Taglines’ ‘My only love sprung from my only hate’ (a quote from the play) ‘The most dangerous love story ever told’
51. Posters • Create a poster showing the major theme(s) of the book • Create a tagline, with or without a poster • We’re going to look at some posters of Othello. • ‘Salience’ (= prominence) and interpretation of the story & theme • Evaluation of posters
52. Top Activities Robert Hill firstname.lastname@example.org
53. Competition in The Guardian 3 May 2001 1st PRIZE txtin iz messin, mi headn'me englis, try2rite essays, they all come out txtis. gran not plsed w/letters shes getn, swears i wrote better b4 comin2uni. &she's african
54. Competition in The Guardian 3 May 2001 4th PRIZE Reunion Slough Reading Didcot Parkway my face flashes between telegraph poles, solemn as the passport photograph no one recognises
55. Which Dickens novel is this? Prove It Stubborn Things Something Tangible Rust and Dust Our Hard-Hearted Friend Simple Arithmetic A Matter of Calculation Two and Two are Four A Mere Question of Figures
56. Which Dickens novel is this? According to Cocker The Grindstone The Gradgrind Philosophy Mr Gradgrind’s Facts Hard Times
57. A famous non-Shakespearean quote “Love does not consist in gazing at each other, but in looking outward together in the same direction.” from Wind, Sand and Stars (French title Terre des hommes), 1939, by Antoine de Saint-Exupery
58. Next, a ‘retelling’
59. A x x ”) M M M
60. An ‘x’ () L
62. Encouraging learners to predict x) Extract some significant sentences from the text (from 3 to 6), write them on the board in scrambled order, and ask the class to suggest the order in which they will occur (this will make learners think about plot). • E.g. Some sentences from today’s story are:
63. Scrambled sentences from today’s story (a) (…) When Prince Llewellyn heard the baby crying his sword fell on the floor. He was alive! (b) (…) It was a long, terrible fight. But the baby slept peacefully and did not wake up. (c) (…) ‘You’re safe with old Gelert. He’ll look after you till I come back.’ (d) (…) ‘You killed my son – my only son! And I trusted only you!’
64. Encouraging learners to predict x) Extract a passage and eliminate some of the words or phrases (gap-filling procedure). This is a prediction activity, not a language test, so eliminate words to do with plot / character. Ss fill in the gaps & then check their ideas when they read. e.g. from today’s story: When Prince Llewellyn heard the ........ crying his sword fell on the floor. He was alive! He looked around the room and saw a dead ........ in a dark corner. Then he understood!
65. Character Building Imagine a character’s: • Hobbies and sports (to play and to watch) • Music. What does he/she listen to? What instrument does he/she play? • Favourite food & drink (mealtimes). What does he/she cook? • Habits • Colours
66. Character Building • Favourite clothes, accessories • Habits • Favourite possessions (What have they got in their pockets, drawers, ‘dens’?) • Home (house, flat) and furniture. How is it decorated? Favourite room? • Favourite books, films, paintings • Favourite characters in fiction and film
67. Character Building • Historical person they most admire • Favourite place (city, town, village, natural environment) • A perfect day • A perfect holiday • Gifts they would like to receive • Ambitions • Ideas of yours…? • For major or minor characters?
68. Backstories • Create biographical factfiles for characters • More elaborate texts than factfiles (e.g. on fansites, e.g. Game of Thrones) http://gameofthrones.wikia.com/wiki/Category:Characters • Imagine what a character was like at a certain age (e.g.10, 15, 20, 25 etc.)
69. New Hamlet with Benedict Cumberbatch
70. Backstories • Prepare to interview the characters (create questions), then conduct the interview (answer the questions – written or oral) • Most interesting backstory questions might be about what made characters the way they are
71. Character Building & Backstories Choose a Shakespearian character. Can you use any of the character building ideas? Can you imagine any backstory? -Hamlet; Ophelia; Claudius; Gertrude -Macbeth; Lady Macbeth -Othello; Desdemona; Iago -Romeo; Juliet; their parents; the Nurse -Shylock; Portia -Prospero; Caliban -Richard III; Henry V -Julius Caesar; Brutus
72. Some characters… • Count Dracula • Heathcliff / Cathy / Edgar / Hindley • Mr Kurtz (in Heart of Darkness) • Miss Jessel & Peter Quint (in The Turn of the Screw) • Long John Silver • Man Friday • Mr Darcy (& other Jane Austen characters)
73. Some characters… • Dorian Gray / Lord Henry / Basil • Captain Ahab / Queequeg • Gatsby / Daisy / George & Myrtle Wilson • Mr Rochester / Bertha Mason • Peter Pan, Wendy • The children in The Railway Children • The children in The Secret Garden • The sisters in Little Women
74. The reader writes back… …in role: • as a friend • as an ‘Agony Aunt’ • as a journalist, police officer, social worker (change of audience) • as a poet (acrostic poems, haikus) • Can you think of any more? • Reading Diary (See Black Cat Readers Guide pages 38-41)
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