Kort beskrivelse
The pupils will be working with the book Running on the Cracks by Julia Donaldson. The main focus will be on practicing the reading skill, but the pupils will also have the opportunity to discuss and predict the topic of the book, write an essay and take part in a dramatization/reader’s theatre. Both the oral skill and the writing skill will therefore also play a central role in this teaching resource.
Kjerneelementer
Working with texts, Communication
Health and life skills
In English, the interdisciplinary topic, Health and Life skills, aims to develop students' ability to express themselves in writing and speaking in English. Teaching health and life skills can contribute to students’ learning about new perspectives on different ways of thinking, communication patterns, lifestyles, and life situations, laying the foundation for expressing one’s own feelings, thoughts, experiences and opinions. Handling situations that require language and cultural competence can give students a sense of mastery and contribute to the development of a positive self-image and identity.
Grunnleggende ferdigheter
Reading, writing, oral skills
Kompetansemål LK20
- read, interpret and reflect on English-language fiction, including young people’s literature
- write formal and informal texts, including multimedia texts with structure and coherence that describe, narrate and reflect, and are adapted to the purpose, recipient and situation
- revise one's own texts based on feedback and knowledge of the language
Læringsmål
The pupil shall be able to
- understand the basic concepts employed in the analysis of literary texts
- employ analytical concepts to describe the theme and composition of the text
- discuss the situation experienced by the young people in the story and relate it to socio-cultural issues of our time
- understand the structure of an argument
- write a five-paragraph essay
Resources
- The poem "I Want to Run Away" by Karen Vanderlaan
- The list of the literary devices for the text analysis
- Plot diagram
- Appendix 1 Text Analysis
- Appendix 2 Essay Topics
- Visuell tekstanalyse - didactical method for text analysis
- Appendix 3 Draft Feedback Form
- “Freeze” a situation! - didactical method
Preparations
- Order class copies of the book
- Select and modify activities to suit your class and aims
- Select resources and identify other useful websites
Plan for opplegget
Pre-reading
It should be stressed that English is the language used throughout this project.
Activity 1
Prediction. Have the pupils look at the cover of the book: the picture, the title and the question. Divide them into discussion groups and have them try to predict what the book is about.
Activity 2
Topic introduction. Have each group make a list of the sort of problems that would cause a teenager to run away from home. Have the groups present their suggestions.
Activity 3
Discussion. If there is time, the pupils might be given the poem "I Want to Run Away" by Karen Vanderlaan, and discuss what feelings might drive someone to run away.
Activity 4
Introduction to the characters. Have the pupils skim through the book looking at the chapter titles. Ask them what is unusual about these - many begin with a name (Leo or Finlay), and several refer to ‘talking to the birds.' Stress that as they read the book, they should pay attention to the way the perspective shifts from person to person.
Activity 5
Text analysis. Remind the pupils of the basic terms/concepts employed in text analysis, or introduce these. Since they will practice using these as they read the first 2 chapters, this should be a brief introduction.
During Reading
Activity 1
Chapter 1 - Read the chapter aloud to the class. Pupils can then work in groups discussing plot, character and mood.
- Plot. In the opening paragraph, the protagonist thinks "I know what I've got to do." Have the groups discuss what Leo has planned: Where is she? What is she feeling? What are the steps in her plan? What is the problem she is facing? Relate this to the plot diagram (see resources)
- Character. Have the groups discuss the character of the protagonist, based on her thoughts and actions in this chapter. Her parents are mentioned: What do readers learn about them?
- Point of view: Note that Leo is telling her own story ("I" = first-person narrator).
- Mood. The writer builds up considerable suspense in this chapter: What questions is the reader left with? Note the use of short, incomplete sentences to add to the suspense.
Activity 2
Chapter 2 - pupils read chapter for homework.
- Plot. A new story is beginning, apparently unrelated to the first one. Have the pupils discuss the following questions in their groups: What is Finlay doing? What problem does he encounter?
- Character. Have the groups discuss the character of Finlay, based on his appearance, thoughts and actions in this chapter. What sort of boy is he? Why does he get into trouble all the time? Note that Finlay is not telling his own story ("he" = third-person narrator).
- Point of view: Note that Finlay is not telling his own story ("He" = third-person narrator).
- Mood. There is also considerable suspense in this chapter. What is it that causes this suspense?
Activity 3
The pupils can then read the rest of the book, switching between in-class reading and home reading. They should be assigned at least 30 pages to read for each lesson, otherwise the motivation may diminish.
Activity 4
Plot summary. As they read, the pupils should be instructed to write a 1-2 sentence summarizing the key event of each chapter.
Activity 5
Discussion. Have the pupils compare their plot summaries in their groups once a week
Post-reading
Activity 1
Text analysis. Have the pupils complete the worksheet provided (Appendix 1). This can be modified to allow for differentiation.
Activity 2
Presentation. Have each group present a character analysis of one of the characters.
Activity 3
Essay writing - process writing. Have the pupils choose one of the essay topics in Appendix 2 (or another that you feel is more appropriate) and write a five-paragraph essay on it. Revise the basics of paragraphs, and structuring of arguments.
Activity 4
Readers' theatre / dramatization. Have the pupils write a dialogue about Loe's reunion with her cousins. They can then read this aloud in their groups, or dramatise it for the class.
Alternatively, they can choose a scene from the book itself for the readers' theatre or use visual text analysis (see resources). “Freeze” a situation! (see resources) is also post-reading activity carried out in pairs or groups.
Debriefing and evaluation
Formative assessment of learning
- The various written products, particularly the essay.
- The various oral activities.
- Assessment for and as learning
- feedback forms (Draft form in Appendix 3)
feedback obtained in group discussions
By grade 10, the pupils should be able to write argumentative essays and analyse literary texts. The activities suggested here focus on developing these skills.
Follow up activities
The basic pattern followed in this lesson sequence can be applied to other reading and writing tasks and modified to suite the time available (e.g. writing a paragraph rather than an essay and dramatizing part of the text rather than writing their own).
Idé og utarbeidelse
Barbara Blair, Bergen University College
Adapted for web: Karin Dahlberg Pettersen, Fremmedspråksenteret.
Update: Elena Kristian, Fremmedspråksenteret