Transcript Slide 1

Starter Quiz: Famous people in
Literature:
 Famous
bellringer at Notre-Dame
 Famous knight who fought windmills
 Famously threw herself in front of a train
 She pricked her famous finger on a
spinning wheel
 The famous prisoner in the Chateau d’If
 Her tiny hand was famously frozen
Famous … in World Literature
 Animals?
 Buildings?
 Lines?
 Scenes?
 Meals?
.. Places? .. Items of clothing?
www.ALL-languages.org.uk
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Getting together
Rivers, Hills, Coast, Moors
Castles, Cathedrals, Abbeys, Churches, Houses
Restaurants (inc. Indonesian)
Romans, Vikings, Normans, Middle Ages etc.
Galleries, Museums, Theatre, Concerts,
Industrial archaeology
Language World in the North-East
Learning with Literature,
playing with texts
Steven Fawkes
ALL
Un hombre sin cabeza
Un hombre sin cabeza
no puede usar sombrero.
Pero éste no es
su mayor problema:
no puede pensar,
no puede leer, ……..
Armando José Sequera
• Extend with personal ideas (writing frame)
• Dictionary practice?
• Spelling?
• Reading aloud?
• Also
• Modal verbs + infinitives
• Language in creative use
Exploring differences
No puede usar means … ‘cannot use’
• Which bit means ‘use’?
• What do you notice about ‘cannot’?
• Can I..? I can ..
Making new sentences : I can .. / Can I ..?
ALL Literature project
 KS2
and 3
 What texts?
 What do language teachers do with them?
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www.all-languages.org.uk/support/themes/literature
Is an introduction
http://ALL-Literature.wikidot.com
Is the developing collection of contributions
Principles: What is Literature for?
 Stirring,
frightening, amusing, informing,
challenging, moving, enchanting, engaging
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if it is not Great Literature a text may
be worth using because
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Students like it
Students respond to it
It shows interesting things about language
It helps people learn more about …
Chanson pour les enfants l'hiver
– Jacques Prévert
Dans la nuit de l'hiver
Galope un grand homme
blanc.
C'est un bonhomme de
neige
Avec une pipe en bois,
Un grand bonhomme de
neige
Poursuivi par le froid.
Il arrive au village.
Voyant de la lumière
Le voilà rassuré.
Dans une petite maison
Il entre sans frapper,
Et pour se réchauffer,
S'assoit sur le poêle rouge,
Et d'un coup disparaît
Ne laissant que sa pipe
Au milieu d'une flaque
d'eau,
Ne laissant que sa pipe
Et puis son vieux chapeau.
Online versions
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https://www.youtube.com/
watch?v=8ZOL5hk6r0w
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http://www.frenchtoday.co
m/french-poetryreading/chanson-pourles-enfants-l-hiverjacques-prevert-songfrench-poem-video (at
1’30)
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https://www.youtube.com/
watch?v=mFQjNUP2CJs
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useful in establishing the
audience / genre of the text for
an audience, and so could be
used BEFORE looking at the
written text .
gives a good sense of how the
poem should be broken up
when read aloud
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audio version read by a French
adult - could be used as a sort
of Jigsaw Dictation - begins at
1 min 30 into the recording
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animation with the text set as a
song which adds cultural
aspects ; could be a stimulus
for expressing spontaneous
opinions.
 http://ALL-Literature.wikidot.com
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Contributions from Language teachers
Suggested texts and approaches for their
exploitation
Extensive list of sources of texts
Bog texts and little ones
NACCCE
 You
…
are only being creative if you mean to
Pre-starter
Diversity of texts
• Using a song lyric
Modernise the tongue twister
• http://rapgenius.com/Soviet-suprem-rongrakatikatong-
lyrics
• https://www.youtube.com/watch?v=hmunf08BIzE
• Ta tantine t'a quitté, t'es tout dégouté, tenté
de te tuer, de tout oublier, de sauter du toit
• Tu te tortures dans ta tuture, fais le tour de
tes tares, pour savoir qui c'est qui qu'a tort
• Si tu mérites que la tantine se tire avec tes
tétards, un tantinet têtu tu voudrais savoir
• Tu veux la test, la taire, la toaster en tutu, la
retourner, lui faire tâter du tatami
To be successful in class, any text has to be
age-appropriate either in terms of its
content or in terms of the activity you do
with it
 A literary text is a great stimulus for
creative writing, and/or for performance
Getting going with Planning
• Be pragmatic!
• Piloting: choose a class which is likely to respond
positively
• Choose a text that will multitask
• Be diverse!
• Choose a text you can use in interesting ways
 What
the Programme of Study says:
 Key stage 2: Listening
 explore the patterns and sounds of
language through songs and rhymes and
link the spelling, sound and meaning of
words
 Reading
 read
carefully and show understanding of
words, phrases and simple writing
 appreciate stories, songs, poems and
rhymes in the language
High School Musical
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http://www.youtube.com/watch?v=OMo1Qi5E4WU
 Pronunciation
 Intonation
 Join
in chorus
Chorus
 Se
provi a volare …….
ti accorgi che qualche stella sta lì per noi
e sfiorandole sei più libero
 Se provi a volare
ti_accorgi che qualche stella sta lì per noi
e sfior-an-do-le sei più libero
 Did
you appreciate that?
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Key stage 3:
 Reading
 read and show comprehension of original and
adapted materials from a range of different
sources, understanding the purpose, important
ideas and details, and provide an accurate
English translation of short, suitable material
 read literary texts in the language, such as
stories, songs, poems and letters, to stimulate
ideas, develop creative expression and expand
understanding of the language and culture
Draft GCSE criteria
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students will be expected to understand
different types of written language,
 including relevant personal communication,
public information, factual and literary texts,
appropriate to this level
 literary texts can include extracts and excerpts,
adapted and abridged as appropriate, from
poems, letters, short stories, essays, novels
or plays from contemporary and historical
sources, subject to copyright'
Recital?
 Mood
 Tone
 Words
we know
 Repeated lines / words
 Grapheme / phoneme
 https://www.youtube.com/watch?v=yanU4
dFC7lU
Pablo Neruda
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Puedo escribir los versos más tristes esta
noche.
Escribir, por ejemplo: "La noche está estrellada,
y tiritan, azules, los astros, a lo lejos".
El viento de la noche gira en el cielo y canta.
Puedo escribir los versos más tristes esta
noche.
Yo la quise, y a veces ella también me quiso.
En las noches como ésta la tuve entre mis
brazos.
La besé tantas veces bajo el cielo infinito.
Ella me quiso, a veces yo también la quería.
Cómo no haber amado sus grandes ojos fijos.
Choose another?
 To
perform
 To make a clip about?
Work with a poem
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Sounds :
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rhymes
phonemes and graphemes
Letter frequency
Onomatopeia
Mood
Guided reading
Prepare to perform (part or whole)
Parts of speech (nouns)
Repetitions
Meaning
ALL project: two strands
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ALL strand
 Any Language
 Any sort of text
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FIPF strand
To be published in
FIPF web platform
Has to be written
(literary) texts
Has to be all written in
French
- any contributions
very welcome!
The ALL Literature Wiki features
 Searchable
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online area listing
texts that teachers/learners like
inc. Texts wider than ‘Literature’
approaches teachers use to exploit these
texts
Links, references, research info. etc.
http://ALL-Literature.wikidot.com
What is Literature?
 Some
answers from Linguanet forum
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Literature =
short stories
new articles
songs
adverts , posters
magazine articles
publications
scenes from plays
poetry/song lyrics
poem forms such as 'haiku,
Elfchen, luunes
fairy tales / Maerchen
rhymes
tongue twisters
letters
myths and legends
Cartoon strips, comics
proverbs
jokes
film clips
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Some of these will be
controversial (as Literature) but
there is no doubt that they are
all useful Texts for exploring
with language learners.
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For Primary - children’s books that
are sometimes written for slightly
younger children, with bright
illustrations and limited and readily
understandable text. Repeating
patterns, with authentic intonation,
make these a great resource, and
children really like joining in.
- books including those written
originally in English and become
international children’s classics
Poetry including Goethe for KS2,
my personal fave, yes, Erlkönig is
on its way, with a range of
Beethoven pieces to play around
with the reading out loud mode
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What is Literature? In my opinion a simple definition can
be that literature comprises of all authentic poetry and all
authentic prose that includes cultural and historical
contexts of a language.
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‘Exalted thought and exalted expression’ as one great
man once said ( I can’t remember the name). But when
teaching a language, one can not blindly follow this
particular definition of the literature. We need to keep the
learners in sight and select the literature that is suitable
according to age, level of development, interest etc. and
which does not only motivates them to learn that
language but also develops their critical thinking and
creativity.
Cultural references
 What
quotations / references/ verses / bits
of poems do TL children learn?
 Party pieces
Les p’tites récitations de notre
enfance
 Anthologie
poetique
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Recitation / reading aloud
 can be about the sound / spelling system and
the feel of the words in the mouth, often
reinforced by repetition, for example : Paul
Verlaine – Chevaux de bois, which begins
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Tournez, tournez, bons chevaux de bois,
Tournez cent tours, tournez mille tours,
Tournez souvent et tournez toujours,
Tournez, tournez au son des hautbois.
 http://poesie.webnet.fr/lesgrandsclassiques/poe
mes/paul_verlaine/chevaux_de_bois.html
More examples
 http://www.grimmstories.com/
 The
Grimm fairy tales in many languages
cf
 Fairy Tales from the Brothers Grimm
 Le
Petit Prince
Text type: story
Learners
… enact a scene from the story (Performing)
… predict the next event and write / narrate it (extending)
… re-write / present in style of a news report (transposing)
… use the structure to write a new account (adapting)
… retell in their own words (personalising)
… translate / interpret their favourite bit
… extract language they wish to use themselves (recycling)
… offer opinions (with explanation if appropriate) about the
text (Reviewing)
Diversity of approach
 To
the exploitation of texts
Age-appropriate
Headlines (in English)
 Noun
in plural
 Adjective
 Verb ending with -ing
 Adverb
Chancellor promises to reduce tax on ….
 Simon Cowell says that all Americans are …
 Paperazzi snap Justin Bieber …
 I prefer my meat cooked …
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Evaluate your contributions
 Improve them …
 In the style of a Red Top, a serious newspaper,
a gossip magazine
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DIY – make it age- / topic appropriate
Playing with text
 Extending
 Transposing
 Adapting
 Performing
 Interpreting
/ translating key bits
 Recycling
 Personalising
Pfeifen des Windes
1 Es ragt ins Meer der Runenstein,
2 Da sitz’ ich mit meinen Träumen.
3 Es pfeift der Wind, die Möwen schrein,
4 Die Wellen, die wandern und schäumen.
5 Ich habe geliebt manch schönes Kind
6 Und manchen guten Gesellen–
7 Wo sind sie hin? Es pfeift der Wind,
8 Es schäumen und wandern die Wellen.
http://www.youtube.com/watch?v=Y5jSBK0FfUQ
Personalising
 Read
/ View a blog item such as:
http://www.n-punto.com/blog/ Gratitud
 Invent your own
Gratitud
n-punto | Publicado: Lunes, 1 diciembre, 2014
Gracias por:
El aire que respiro
Por que puedo hablar
Por el techo donde vivo
Por el cuerpo
Por el trabajo
Por estar vivo
Por las amistades
…
Por Táyna Rivera Llavona /
Especial para n-punto
Por que cada día tiene algo
diferente
Por el sol
Por la lluvia
Por la naturaleza
Por los animales
Por la comida
Por lo que no tengo
Tone , mood and voice
Le moniteur universel, 1815
• L’anthropophage est sorti de son repaire
• L’ogre de Corse vient de débarquer au Golfe
Juan.
• Le tigre est arrivé à Gap.
• Le monstre a couché à Grenoble.
• Le tyran a traversé Lyon.
• L’usurpateur a été vu à soixante lieues de la
capitale.
• Bonaparte s’avance à grands pas, mais il
n’entrera jamais dans Paris.
• Napoléon sera demain sous nos remparts.
• L’Empereur est arrivé à Fontainebleau.
• Sa Majesté Impériale et Royale a fait hier au soir
son entrée dans son château des Tuileries au
milieu de ses fidèles sujets.
Authentic texts: Spin-offs
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read and listen, read aloud
separate skills – read for meaning, for pleasure/
appreciation, compare different versions
read and translate (some)
recite / perform
creative writing
recycling of key language items
swapping genres (transposing e.g. a report into
a dialogue / a play script into a narrative)
observing grammar, structures, eloquence, style,
register in context
 The
 It’s
ALL Literature wiki
a Must Read!
 http://ALL-Literature.wikidot.com
 Please
visit the wiki and explore
 Please Join the site via the button (top
right)
 Please contribute your ideas via the big
button (centre of screen)
https://allconnectblog.wordpress.com/category/ks3literature/

These materials are freely available for any teacher to
use. They must not be used for commercial reasons
such as training sessions where attendees are charged
a delegate fee by a trainer/training organisation. They
may not be used without acknowledgement of the
original source.
Keep learning,
keep playing !
Steven Fawkes
ALL